Ingliz Tili 8-Sinf Konspekt 2018

Dates English Teacher:
Grades
Theme: Independence Day
Type and methods of Required

Aims Competences
the lesson equipment
Educational: to introduce the Learning outcomes for English competence Mixed, frontal, Textbook,
structure I want to +verb‘ C1, C2, C3, C4: At the end of the lesson group work handouts, tape
Developing: to develop reading pupils will be able: * to talk about and recorder,
and listening for detailed
compare Independence Day celebrations in pictures
information
Socio-cultural: to learn about Uzbekistan and the USA
Independence Day in * to practise writing a letter
Uzbekistan and the USA * to practise word building: recognise, form
and use nouns made from verbs -tion/-ion
PROCEDURE OF THE LESSON:

I. Organizational part:
a. greeting
b. checking up the register
c. checking up the homework Ex 1,2 P14 l(write about the profession you want to choose) 2 (find and write the
professions)
Warm up: Before you start the lesson, brainstorm about the holidays in Uzbekistan, Great Britain and the USA that PP
have learnt so far.
Vocabulary
Tight-rope walker - Dorboz Illuminations - yoritish, illuminatsiy
To tell jokes - hajviyalar aytmoq To walk stilts - cho‘p oyoqda yurmoq
II. Pre-activity
Activity la Read and Say True, False, or Don‘t know
Objectives: to stimulate PP ideas about the topic. PP
PP read the sentences and write ‗true‘, ‗false‘ ‗I don‘t know‘E g - America celebrates Independence Day true)
III. Main Part

Activity l b Read, listen and check.
Objective: to read details and check predictions
PP read the text and check answers in Ex la
Activity lc Read and complete the table for America. Then make notes for Uzbekistan.
Objective: to read details, to reinforce PP knowledge
PP read the text and complete the table for America and Uzbekistan
Independence Days Activities

The USA Uzbekistan
e.g. go to a rodeo
Activity Id Work in pairs. Compare American traditions with traditions in Uzbekistan
Objectives: to practice talking about Uzbekistan and American traditions
PP read the text and talk about similarities and differences between American and Uzbek traditions
Activity 2 Find the words in the Wordlist
Objective: to practice working with Wordlist
PP find the words in the wordlist and write their meaning in the exercise-books. Teacher reads the word and asks PP to
repeat in chorus and then individually
REMEMBER Celebrat(e)+(t)ion=celebration nishonlash
IV. Post - activity
Activity 3a
Objective, to practice listening for detail
PP listen to a cassette letter from Thomas and say what Sanjar and Thomas did in the afternoon and in the morning
Activity 3b Work in groups. Say what do you do on Independence day .
Objective: to give PP freer practice in talking about Independence Day. PP make groups and say what they do on
Independence day.
V. Giving the homework Ex 1 P. 13 (write a letter)
Deputy director on educational affairs: ____________________ Signature _________

Grades
Theme: Bonfire night

Aims Competences
Educational: to introduce the structure Learning outcomes for English Type of the lesson: Textbook,
‗I want to +verb‘ competence C1, C2, C3, C4: At the end mixed, traditional handouts
Developing: to develop reading, of the lesson pupils will be able: Methods of the lesson:
speaking, writing, listening and frontal, group work
* to talk and write about when things
translating skills
Socio-cultural: to develop awareness take place using adverbial expressions
of how to use fireworks safely of time in the correct position in the
sentence
* to practise writing an invitation
* to practise translating an invitation
- greeting
- checking up the register
- checking up the homework: Ex 1 P. 13 (write a letter)
II. Pre - activity

Activity 1 a Look at the picture and answer the questions.
Objectives: to use the information from the picture; to prepare for reading
PP look at the picture and answer the questions.
Activity 1 b Read and listen to the first part of the text and check answers
Objectives: to practise reading/listening for detail to check predictions
PP read and listen to the first part of the text and check their answers
to Activity la. @ See Classbook for CD script.
Activity 1 c Listen to the secons part and say True or False

Objective: to practise reading/listening for detail
PP read and listen to the second part o f the text. Then they read the sentences and say if they are True or False. @ See
Classbook for CD script.
Activity 2a Look at the advert on TV. What do you think it‘s showing?
Objective: to stimulate PP ideas about the topic
PP look at the advert and answer the question.
Activity 2b Listen to advert. How can you keep safe?
Objective: to practise listening for main points
PP listen to the text and answer the question.
III. Main Part

Activity 2d Answer the questions
Objective: to give freer practice in talking about bonfire parties
PP read the questions and answer them.
Activity 3 Read the texts again.

Objective: to revise adverbial time phrases and their position in the sentence
PP read the texts again and find the words.
Answer key:
1 Bonfire Night, Guy Fawkes Night, firework night
2 in the evening, on Bonfire night (twice), on November 5th 1605, in the days before firework night, for two or three weeks
before Guy Fawkes, in the evening and at night, before November 5th 3 the beginning and end of the sentence are the usual
positions where these phrases can go as shown in the Remember box.
IV. Giving homework: P. 13 Ex l write invitation

V. Evaluation

Grades
Theme: Merry Christmas

Aims Competences
Educational: to introduce words Learning outcomes for English Type of the lesson: Textbook,
associated with Christmas competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to develop reading, end of the lesson pupils will be able: Methods of the
listening speaking skills lesson: frontal, group
* to know Present Simple, giving
Socio-cultural: to compare Christmas work
celebrations in the USA and UK and instructions
New Year in Uzbekistan, to learn * to talk about activities in New Year
famous Christmas song * to practice reading the text for
detailed info

- greeting
- checking the homework P. 13 Ex 1 (write invitation)
II. Pre-activity
Activity 1a Listen and sing.

Objective: to warm up
PP listen to the song, read the words and then sing
Activity lb Look, listen and repeat.
Objective: to introduce and practice new vocabulary
PP look at the picture, listen and repeat
Vocabulary
Cracker – paqildoq Carol - quvnoq qo‘shiq
Pudding - puding Father Christmas or Santa Claus n - Santa Klaus (qor bobo)
Decoration] - bezak, dekoratsiya
Activity lc Make word combinations with ―Christmas‖ Use words from the cloud.
Objective: to practice n+n combinations
PP make word combinations with ―Christmas‖ and put them in sentence
E.g. Christmas party. 1 like Christmas parties
III. Main Part

Activities 2a,b,c,d Listen to the radio programme gives information about
five things for Christmas. What are they?
Objective: to practice listening for detailed and special information
PP listen to the whole text first, then to the three parts and answer the questions.
IV. Post - activities

Activity 3 Work in pairs and compare Christmas in UK/USA with New Year in Uzbekistan
Objective: to enable PP talk about Christmas celebrations in the USA and UK and New Year in Uzbekistan, to practise
using ‗and‘ for joining similar things and ‗but‘ for different ones
Language Note:
We use ‗and‘ to join similar things and ‗but‘ to join different things, e.g. People in the UK like to celebrate Christmas and
people in the USA like it too. People in the UK/USA send Christmas cards but we send New Year cards.
Culture Note
There is no Father Frost or Snow Maiden in Anglo-Saxon Culture. They only have Santa Claus.
V. Giving homework: Ex 1 P. 13 (make own cracker)

VI. Evaluation
VII. Conclusion:

Grades
Theme: Happy New Year

Aims Competences
Educational: to revise Present Simple, Learning outcomes for English Type of the lesson: Textbook,
imperatives competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to develop reading and end of the lesson pupils will be Methods of the lesson:
speaking skills frontal, group work
able:
Socio-cultural: to talk about and compare
* to know words associated with
New Year celebrations in the USA and the
Christmas
UK and in Uzbekistan
* to work with dictionary, make up
sentences
* to practice writing jokes with wh-
questions

- greeting
- checking the homework Ex 1 P. 13 (make own cracker)
II. Pre-activity
Activity lb Read and say which things you do Activities 3 Objective: to read for main ideas
Objective: to read for detail, present cultural True/false activity Answer key: 1-true 2-false 3-true
information. PP read the text and say which thing their
family does. IV. Post – activities
Culture and Language Note
Mistletoe is a plant with small leaves and white berries. Activity 4 Objective: to introduce some cultural
It is a parasite, which grows on apple and other trees. information and practice saying dates
Between Christmas and New Year traditionally English Key: Western New Year on 1 st January and Eastern
people hang it in the doorway. Boys can kiss anyone New Year or Navro'z, on 21 st March.
they meet under it. Activity 5
Objective: to give freer practice on talking about
III. Main Part Christmas and New Year traditions
Activities 2 Read and find things in bold in the picture PP make groups and say which Christmas or New Year
Objective: to practice reading for detail, food or tradition they like best
present cultural information. PP read the text and find E.g I like the tradition about hiding a silver coin in the
the things in bold in pictures. pudding best. It's a good idea. I'd like to fin d a coin
Answer key: a turkey b Christmas cake c nuts d silver coin
e tangerines f Christmas pudding g mince pies
Grammar
Have yetakchi fe‘l sifatida
I, You, We, They + have...

He, she, it + has ..
I, You, We, They + have not (haven‘t) ...
He, she, it + has not (hasn‘t) ...
Have + 1, You, We, They ... ?
Has + He, she, i t ... ?
V. Giving homework: Ex 2 P. 13 (make own cracker joke )
VI. Evaluation
VII. Conclusion: The results of the lesson

Grades
Theme: Round the calendar

Aims Competences
Educational: to revise prepositions, Learning outcomes for English Type of the lesson: Textbook,
yes/no and wh-questions competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to develop listening, reading end of the lesson pupils will be Methods of the lesson:
and speaking skills frontal, group work
able:
Socio-cultural: to talk about dates of
* to practise reading and talking
national holidays of the USA, UK and
about traditional holidays in
Uzbekistan.
Uzbekistan

- greeting
- checking the homework Ex 2 P. 13 (make own cracker joke)
II. Warm -up

Activity 1 Work in groups. Say what days are national holidays in Uzbekistan.
Objective: to revise and practice saying date o f national holidays
PP say the names and the dates of all holidays in Uzbekistan.
III. Pre-activity
Activity 2 Do the quiz about National holidays in the UK and the USA.
Write True or False
Objective: to stimulate PP ideas about the topic
True /false activity Teacher gives PP test list
1 2 3 4 5 6 7 8 9 10
+ + + + + + +
- - - - -
IV. Main Part

Activity 2b Listen and check
Objective: to practice listening for detail
PP listen to the text and check the answers
Activity 2c Answer the questions
Objective: to compare and find similarities among the national holidays of the UK, USA, Uzbekistan
V. Post – activity
Activity 3a Read and match
Objectives: to practice reading for specific information
PP read the text and match them with the cards
Activity 3b Answer the questions

Objective: to enable PP to talk about the national holidays of the UK, USA, and Uzbekistan (answer the questions)
VI. Giving homework: Ex l(read and say which custom you loke best),2 (prepare 3 valentine cards for people in the class)
P 13
VII. Evaluation
Grades
Theme: Grammar Exercises

Aims Competences
Educational: to revise prepositions before Learning outcomes for English Mixed, grammar Textbook,
holidays competence C1, C2, C3, C4: At the handouts,
Developing: to work independently and end of the lesson pupils will be dictionary
collaboratively in a group
able:
Socio-cultural: to talk about national
* to know Present Simple, Present
holidays
Continuous, a lot of + count nouns,
new words
* to make up nouns from verbs

- greeting
- checking the homework
Ex l(read and say which custom you loke best),2 (prepare 3 valentine cards for people in the class) P 13
II. Pre activity

Activity 1
Work with pronunciation
Read the words aloud.
Make up sentences using these words
E.g. At New Year people like watching different interesting programmes on TV
III. Main Part Grammar Exercise 2
Grammar Exercise 1 Complete with the correct preposition
Put words in order 1 On Independence Day Americans have a holiday
1 They will celebrate Bonfire Night tomorrow. 2 At Christmas everyone eats a lot.
2 There are a lot o f fireworks on Independence 3 British people light fireworks on Bonfire Night.
Day 4 Good cooks make sumalak at Navro‘z.
3 It snowed a day before New Year. 5 In Uzbekistan we celebrate our Independence on
4 I want to invite you to my party this Friday. September 1 st.
5 They are going to show holiday celebrations on 6 People send each other cards m New Year.
Channel 4 at 9 pm. 7 At Hayit young brides receive many visitors.
8 W e give our mothers flowers, cards, poems and gifts
IV. Post - activity on Mother‘s Day.
Word-building exercise 1 Give the correct form of the word
1 compete competition Word Building Exercise 2
2 illuminate illumination 1 Tom had an invitation to the rodeo. I went with him.
3 declare declaration 2 Please read the instruction for how to get to the rodeo
4 congratulate congratulation carefully.
5 celebrate celebration 3 Tom‘s friend participated in the rodeo. He was great!
6 invite invitation 4 He stayed on his horse and won the competition.
7 participate participation 5 We congratulated him.
8 instruct instruction 6 In the evening we enjoyed the illumination and the
fireworks.
V. Giving homework:
To make up 10 sentences
VI. Evaluation

Grades
Theme: Control Work (dictation)

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Text
to know words, grammar rules competence C1, C2, C3, C4: At the end traditional
Developing: to develop listening and of the lesson pupils will be able: Methods of the lesson:
writing skills
* to write dictation for control work individual
Socio-cultural: to develop PP feeling
* to practise writing and listening skills
of accuracy in writing
* to practice writing accurately with
correct grammar
- greeting
- checking up the homework (To make up 10 sentences)
II. Pre -activity
Vocabulary
Work with words from the text Gratitude ['grastit(j)u:d ], [-tfu:d] minnatdorchilik
adult ['asd/vlt ], [o'dAlt] 1. Voyaga etgan
To express [ik'spres ], [ek-] ifodalamoq
III. Main Part

Teacher dictates the text, pupils write it
British Holidays
There are a number o f holidays, which are celebrated in Great Britain every year.
One of them is the New Year's Day on the first of January. On that day people usually visit their friends and there is a lot o
f dancing and eating.
The next holiday of the year is St. Valentine's Day. It is on the 14th o f February. People buy or make Valentine
cards and send them to the people they love. In March there is Mother's Day. All the children and adults, come to their
mothers on that day to express their love and gratitude.
In April there is Easter. At Easter children eat chocolate Easter eggs. In June there is Father's Day. On Father's
Day children give or send their fathers and grandfathers cards and presents. On the 31 st o f October there is a Halloween.
People make lanterns out o f pumpkins. The 25th of December is Christmas Day. People put Christmas trees in their houses
and decorate them. There are beautiful Christmas decorations in the streets. The traditional Christmas meal is turkey and
Christmas pudding.
IV. Post — activity

After PP have written the dictation they try to tell what was the text about (they translate it with the help of
the teacher). Teacher may read the sentences one by one and PP translate them
V. Conclusion
The results of the lesson

Grades
Unit 2 Mass media

Theme: Newspapers
Type and methods Required

Aims Competences
of the lesson equipment
Educational: to name and compare some Learning outcomes for English Type of the lesson: Newspapers
newspapers published in Uzbekistan, the competence C1, C2, C3, C4: At the mixed, traditional
UK and the USA using 'the same as', 'not end of the lesson pupils will be able: Methods of the
the same as' and 'different from' lesson: frontal
* to know some newspapers
Developing: to develop speaking and
published in Uzbekistan, the UK and
reading
the USA using 'the same as', 'not the
Upbringing: talking about daily newspaper
same as' and 'different from'.
- greeting
Vocabulary
Latest news - so‘ngi yangiliklar Interesting facts - qiziqarfi faktlar
Crossword - krossvordlar Interesting things - qiziqarli narsalar
Horoscope - munajjimlar bashorati Anecdotes - anekdotlar, hajviyalar
True stories - hayotiy voqealar Sports news - sport yangiliklari
Jokes - hazillar
II. Warming-up
Activity 1 a, 1 bObiectives: to raise awareness about the types of newspapers in Uzbekistan;
to practise expressing opinions and giving reasons Ask PP to make a list of newspapers in Uzbekistan.
When they finish ask them to choose the best newspaper from their list and say why they have chosen it. PP can use
the words in the word cloud to give reasons. Write the names of the newspapers and PP reasons on the BB. Use this table
Name of newspaper Reason for choosing
Each time PP tell the class their choices, you should tick the name of the newspapers. At the end count the ticks. The
one which has the most ticks is the most popular newspaper.
III. Pre- activity

Activity 2a Objective: to study the front and back pages of newspapers
PP work in the same pairs and choose one newspaper from those you and PP have brought in advance. PP look at the
front and back pages of the newspaper they have chosen and answer the questions. PP can use their mother tongue while
answering question 3.
Activity 2b Objective: to study the sections and their order in newspapers PP look through the newspaper and list the
sections and their order in the newspaper
IV. Main Part
New phrases showing comparison
The same as -
Not the same as -
Different from -
Activity 3
Objectives: to study English newspapers and compare them with newspapers in Uzbekistan; to learn the functions of
index and online address on the front page of newspapers PP look at the index and online address taken from the English
newspaper and answer the questions. Explain that ‗online‘ means available on the Internet.
Activity 4
Objectives: to introduce and recognize the words for comparison; to recognize the words for comparison within the
context PP read the text and find the words for comparison.
V. Post - activity
Activity 5
Objectives: to compare the front and back pages of Uzbek, English and American newspapers; to give further practice
in using the words for comparison
V. Giving home task ex la,b
VI. Evaluation

Grades
Theme: Magazines

Aims Competences
Educational: to practise writing a Learning outcomes for English Type of the lesson: Magazines
questionnaire with Wh-questions and competence C1, C2, C3, C4: At the mixed,
Yes/No ques~tions end of the lesson pupils will be Methods of the lesson:
Developing: to develop writing, speaking frontal, group work
able:
and listening skills
Upbringing: talking about relatives and * to develop their awareness of
important family events magazmes in our countries
* to know constructions: I‘d like to
read... because.., * to make up
sentences with this construction,
THE PROCEDURE OF THE LESSON:

- greeting
- checking the home task ex 1 a,b
II. Pre - activity

Activity la , lb Work in pairs. Make a list of magazines in Uzbekistan.
Objectives: to raise awareness about the types of magazines in Uzbekistan; to practise expressing opinions and
giving reasons PP make a list o f magazines in Uzbekistan.
When they finish ask them to choose the best magazine from their list and say why they have chosen it. Help PP
with vocabulary, if necessary. They may need these words: stories, poems, literary articles, plays, letters to the
editor, advice, crosswords, Jokes and anecdotes, interviews and stories with famous people, historical and
scientific facts, etc.
Write the names of the magazmes and the reasons that PP give on the BB. Use this table.
Name of magazine Reason for choosing
Each time PP tell the class their choices, you should tick the name of the magazine. At the end count the ticks.
The one which has the most ticks is the most popular magazine.
III. Main Part

Activity 2 Look at the magazines for different interests from Britain and the USA.
Say which ones you would like to read and why.
Objective: to practise giving reasons
PP look at the magazmes from the UK and the USA and find the ones that interest them.
They say what they like
and why.
Activity 3a Work in pairs. You are going to interview pupils in your school about which magazines they read,
which they buy, how often they read them, etc. Write your questions.
Objective: to practise writing Wh-questions and Yes/No questions PP write their questions in pairs. Explain that
they are going to interview the PP in other classes about which magazines they read, which they buy, how often
they read them, etc.
Suggestion: If your class is weak, you could revise questions they can ask before letting them work in pairs, e .g.
What... ? How often ... ? Do you ... Have you ... ? etc.
IV. Post – activity
Activity 3b Read your questions to the class. With the class make one questionnaire.
Objectives: to practise writing a questionnaire, to give an opportunity to
work cooperatively; to teach PP to reach consensus Each pair reads their questions to the class. PP listen to them
and choose one best question from their list. Assign one P to write the selected questions on the BB during this
process. When the questionnaire is ready ask PP to copy it.
V. Giving home task (make a magazine)
VI. Evaluation

Grades
Theme: She said she likes newspapers

Aims Competences
Educational: to report direct speech about Learning outcomes for English Type of the lesson: Textbook,
things which are still true using the Present competence C1, C2, C3, C4: At the end mixed, traditional handouts
tense of the lesson pupils will be able: Methods of the
Developing: to practise translating a text from lesson: frontal,
* to know reported speech for true facts
English into mother tongue group work
* to practise translating a text from
Upbringing: to bring up the pupils ideal
english into mother tongue
person

- greeting
- checking the home task (make a magazine)
II. Pre – activity
Activity I a Objective: to practise reading for specific information

PP read the interview and say what newspapers and magazines Kaylee reads and why.
Activity 1 b Objectives: to prepare for reading
Explain the words to PP and teach how to say them. Ask them which paper in Uzbekistan are tabloids and which are
quality papers
III. Main Part
To raise awareness of the structure of reported speech of facts which are still true
SPEAKER'S WORDS
―The population of London is around 9million‖
REPORTED SPEECH
He said the population of London is around 9million
SPEAKER'S WORDS
I live in Brighton
REPORTED SPEECH
She said that she lives in Brighton
Activity lc Oblective: to raise awareness of the structure of reported speech of facts which are still true
Ask PP to compare the report with the interview in la. PP must notice the following changes which are marked as bold
in the key. If they can't see the difference at once give some hints.
Answer key; Kaylee said she reads two newspapers everyday. One is a quality newspaper, the Guardian, and the other is a
tabloid, the Sun, a kind of gossip newspaper. She said she reads the Guardian for information and for opinions. And she
said she reads the Sun for entertainment.
After that explain that the first text is the real interview, and the second one is the reported text of the interview. Also
explain that in the reported speech reporting verbs are used which are usually in the past (e.g. said, told, answered, etc.)
and the pronouns change too. If the facts are still true and the situation hasn't changed, the verbs after reporting verbs
are used in the Present Simple. Draw PP attention to the changes o f pronouns and verbs in the Remember Box.
Activity 1 d Objective: to practise translation

Ask PP to translate the reported text in lc into their mother tongue. Do the first sentence together with the class as an
example. At the end ask PP what they have noticed. PP should find the differences/similarities between how speech is
reported in English and in their mother tongue. The text can be translated into Uzbek and Russian as follows: Uzbek
IV. Post - activity

Activity 2 Objective: to give controlled practice in reporting speech about facts which are still true
This is a kind of Chain Drill. Only explain that Pupil A whispers to Pupil B, and Pupil B reports to the class what Pupil
A said, etc.
Activity 3a, 3b Objective: to consolidate reporting speech about facts which are still true PP work in pairs because
many PP can produce better work in this way. When they have finished, check the activity with the class asking pairs in
turn to read a sentence.
V. Giving home task Ex 1 P 21
VI. Evaluation
Grades
Theme: He said he was ...

Aims Competences
Educational: to report about things which Learning outcomes for English Type of the lesson: Textbook,
are still true and about things which are competence C1, C2, C3, C4: At the mixed, traditional handouts
past using the appropriate end of the lesson pupils will be able: Methods of the
present and past reporting tenses lesson: frontal, group
* To know reported speech for past
Developing: to practise reading for gist work
events
and for detail; to practise asking and
* To write reports
answering questions, and
* To practice reports
reporting the answers; to practise writing a
report of interviews (homework)
Bringing up: to learn about how PP can
help to conserve water

- greeting
- checking the home task Ex 1 P 21
Language Note
11 In this lesson we introduce the change in tense, which normally occurs
11 in English when we report what people say or think.
II. Pre - activity

PP look at the picture and answer the questions:
Who ca you see in the picture?
What are they doing?
Activity lb
PP read the interview and say why Jason is excited
III. Main Part
Activity l Look at the picture and answer the questions.

PP must notice the changes marked as bold in the key. If they can't see the difference at once teacher gives some hints.
Answer key:
Jason said he was very excited because he was going to visit the Lotus factory that day. He said he hoped they would
take him for a test-drive in the latest model. He said he was going to interview the Managing Director. He said they have
models of the cars. He said they would give him one as a souvenir. He said he was looking forward to his visit a lot.After
that teacher explains that the first text is the real interview, and the second one is the reported text of the interview. Explain
that in this reported speech the events were true in the past but as the time is over some things may have changed. But using
the past shows how things were then.
Activity 2
Objectives: to practise reading for detail; to practise the verbs in reported
speech for true facts Ask PP to look at the line where the word 'model' is used and answer why 'have' is not 'had'. If PP
cannot answer the question explain that at the reporting time (a week later after interview) the factory still has the models
of the car. And the facts which are true all the time are often not changed to the past in the reported speech.
Activity 3 Chain Drill.

Objective: to give freer pactise in using reported speech
This is a normal Chain drill. Pupil B must report as if the sentence was said some days ago.
Activity 4 Three days ago Sergei was interviewed. Here is what he said. Listen and report what Sergei said.
Objective: to give controlled practice in using reported speech teacher tells PP not to report the
interviewer's question just Sergei's part. This activity is similar to 1 a and 1 b.
V. Giving home task Ex 1 P 21

VI. Evaluation

Grades
Theme: He said that...

Aims Competences
Educational: to report about things which Learning outcomes for English Type of the lesson: Textbook,
are still true and about things which are competence C1, C2, C3, C4: At the mixed, traditional handouts
past using the appropriate present end of the lesson pupils will be Methods of the lesson:
and past reporting tenses frontal, group work
able:
Developing: to practise reading for gist
and for detail; * to know reported speech for past
to practise asking and answering events
questions, and reporting the answers; * to write reports
Upbringing: to learn about how PP can * to practise writing a report of
interviews
help to conserve water

- greeting
- checking the home task Ex 1 P 21
Activity 1 a Objective: to read for specific information

PP read the interview with the editor of an English newspaper and say why the paper is very popular.
Activity 1 b Objectives: to practise inferring the meaning of new words from the context; to practise working with the
Wordlist Ask PP to try to guess the meaning of the new words in the interview. If they find it difficult they can refer to the
Wordlist.
New words:
Vocabulary:
up to date - zamonaviy, xozirgi kunga qadar
political - siyosiy
social - ijtimoiy
financial - moliyaviy
III. Main Part

Activity 1 c Read, listen and compare the text with 1a. What do you notice?
Objectives: to compare direct and reported speech; to study the structure of reported speech. In this
activity PP must notice the following changes which are marked as bold in the key. If they can't see the difference at
once give some hints.
Activity 1 d Look at the text again. What do you think that‘ is? Why is the Present Simple used after said‘ and
thought‘?
Objectives: to practise inferring the meaning of the structure from the context; to practise translating
reported speech into mother tongue After you get the answer from PP explain that while reporting we sometimes use 'that'
to join the reporting verb with the rest of the sentence. We can drop 'that' after 'say, tell, think'. It is up to the reporter to use
or drop 'that' in the sentence. Draw PP attention to the Remember Box.
IV. Post - activity

Activity 3 Change Tohir‘s words to reported speech. Use that‘.
Objective, to give freer practice in using 'that' in reported speech PP read Tohir's words and report what he said with their
own words. Tell them to use 'that' while reporting.
Activity 4 Objective: to practise inferring the meaning of a new word from the context PP read the sentence and try to
guess the meaning of'member'. If they can't guess, or guess wrongly tell them to look it up in the Wordlist.
Activity 5a, 5b
Objectives: to practise listening for detail; to practise giving reasons Play the tape. When the tape is finished ask PP what
the message was. When they say the message ask if they would like to join the club. Ask them to give reasons for their
answers.
V. Evaluation
VI. Giving home task Ex 1 P 21(write a report for school newspaper)
VII. Conclusion Results of the lesson
Grades
Theme: Project

Aims Competences
Aims: Learning outcomes for English Type of the lesson: Textbook,
Educational: to revise grammar points competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to write and edit simple end of the lesson pupils will be Methods of the lesson:
articles for a class newspaper frontal, group work
able:
Upbringing up:
To know grammar rules
to give PP opportunity to work in groups
To write section in newspaper
and help each other To practice reported speech

- greeting
- checking the home task
II. Warm up
Have a short discussion with PR Ask what they thought about the 'problem letter1 in the homework. Ask if they have a lot
of homework sometimes, if they find it difficult to do all their homework sometimes, if they think about what to do first,
next etc. and how they think they could manage it better. This discussion can be in mother tongue. If PP do not have ideas
you can help them by suggesting some things e.g. they should organise a place at home where they have a space to write;
they could set aside a particular time, preferably at the same time everyday; they could stay at school to do their homework
if there is no place at home, etc.
III. Pre - activity

Activity la
Objectives: to discuss the sections for the class newspaper; to revise the sections o f a newspaper; to get ready for writing a
newspaper PP work in groups of four. Explain that they are going to make a class newspaper. They should write a list o f
the sections they want to have in the newspaper.
Activity 1 b
Objective: to practise reporting from a group efficiently Ask the first group to say what sections they want to have and
write their ideas on the BB Then ask the other groups to report. Tell them only to say things they have on their list, which
were not on the first group list, or things they don't think should be included.
Activity lc , Id
Objective: to practise reaching consensus Ask PP to choose the best sections
for the class newspaper from the BB. After that PP discuss in class the name
for their class newspaper and choose one.
IV. Main Part

Activity 2a
Objective: to discuss the content of the sections PP choose a section from the BB or you can allocate sections to ensure that
each group does something different. Explain that groups should decide what to put in their section.
Activity 2 b Write your section. Ask your teacher for help if necessary. When you finish ask your teacher to help
you edit your work.
Obiectives: to practise writing information for the sections; to practise editing writing
Groups write their section. Monitor the groupwork. Help with vocabulary, corrections, etc. as necessary. When PP finish,
help them to edit their work (corrections, extra sentences to make it clearer, title if it is missing, etc). PP make a final copy
on a sheet of paper. When they finish copying, collect and display the mini-newspaper on the wall or on a desk.
V. Post - activity
Activity 3,4 Stick your section on a poster and hang it on the wall.
Objective: to read for pleasure PP read their mini-newspaper.
VII. Giving home task revision

VIII. Evaluation

Grades
Theme: Independent work: to translate articles from newspapers

Aims Competences
Educational: to revise grammar points competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to read and translate simple end of the lesson pupils will be able: Methods of the
articles lesson: individual
To know words, grammar
Upbringing: to give PP opportunity to
constructions
work in groups and help each other To translate articles into mother
tongue
To practice reported speech

- greeting
II. Pre-activity
Teacher writes new words on the blackboard and says the headline of the article A GOOD LESSON
III. Main Part
A Good Lesson
Once a rich Englishwoman called Mrs Johnson decided to have a birthday party. She invited a lot of guests and a
singer. The singer was poor, but he had a very good voice. The singer got to Mrs Johnson's house at exactly six o'clock as
he had been asked to do, but when he went in, he saw through a door that the dining-room was already full of guests, who
were sitting round a big table in the middle o f the room. The guests were eating, joking, laughing, and talking loudly. Mrs
Johnson came out to him, and he thought she was going to ask him to join them, when she said, "We're glad, sir, that you
have come. You will be singing after dinner, I'll call you as soon as we're ready to listen to you. Now will you go into the
kitchen and have dinner, too, please?" The singer was very angry, but said nothing. At first he wanted to leave Mrs
Johnson's house at once, but then he changed his mmd and decided to stay and teach her and her rich guests a good lesson.
When the smger went mtothe kitchen, the servants were having dinner, too. He joined them. After dinner, the singer
thanked everybody and
said, "Well, now I'm going to sing to you, my good friends." And he sang them some beautiful songs.
Soon Mrs Johnson called the singer "Well, sir, we're ready." "Ready?" asked the singer. "What are you ready for?" "To
listen to you," said Mrs Johnson in an angry voice."Listen to me? But I have already sung, and I'm afraid I shan't be able to
sing any more tonight." "Where did you sing?" "In the kitchen. I always sing for those I have dinner with."
To retell the text, discuss whether they were right with their predictions or not. to make up 5 different questions according
to the text for checking comprehension
V. Giving homework

Grades
Unit 3 Radio and TV

Theme: What‘s on TV tonight?

Aims Competences
Educational: Learning outcomes for English Type of the lesson: diagramm
to present and practise new words competence C1, C2, C3, C4: At the mixed, traditional
Developing: end of the lesson pupils will be Methods of the lesson:
to work independently with the Wordlist; oral asking, group
able:
to interpret graphs and pie diagrams work
activity; to practice listening for main To know new words, yes/no and
ideas to practise reading for detailed wh-questions, likes/dislikes
information To work with diagram and graphs
Upbringing: To practise listening for main idea
to talk about and compare TV viewing
habits
- greeting
New words:
A feature film - badiiy film A chat show - chat shousi
A soap opera - teleserial A viewer/listener - tomoshabin/tinglovchi
A documentary - xujjatli film 'Who wants to be millionaire - ―Kim millioner bo‘lishni
A cartoon - multfilm xoxlaydi‖ ko‘rsatuvi
A nature programme - tabiat xaqida ko‘rsatuv be on - bo‘lmoq, kechmoq, ko‘rsatilmoq
The news - yangliklar
Activity 1 Find the words you don‘t know in the Wordlist.

Objectives: to introduce and practise the new vocabulary
This is an ordinary Wordlist activity. Work on the pronunciation of the new vocabulary PP repeat after you in chorus, then
in rows or individually
Suggestion: You could draw PP attention to how definitions are often made:
e.g. A feature film is a film for the cinema, not for TV.
A cartoon is a story with pictures
Grammar Exercise 1
To make PP have more practice.
Activity 2 Objective: to practise using the new words and phrases
PP look at the TV programme, ask and answer the questions in turn.E g
A: What‘s on TV tonight?
B: Cartoons
III. Main Part
Activity 3a Answer the questions.

Objectives: to practise talking about TV viewing habits; to prepare for the next activity
PP answer the questions. You could ask several PP to answer question 5.
Activity 3b Read and answer the questions.
Objective: to practise listening for main ideas PP listen to the tape and then answer the questions.
Activity 3c Objective: to practise expressing opinions

PP read the questions and answer them.
1. What do you think about his TV habits?
2. Are they similar to or different from yours?
VI. Giving home task Ex 1P29 (Interview 5 pupils from Class 9)
VII. Conclusion
Results o f the lesson

Grades
Theme: What‘s on TV tonight? Consolidation

Aims Competences
Educational: to practise new words Learning outcomes for English Type of the lesson: diagram, TV
Developing: to practise reading for competence C1, C2, C3, C4: At the mixed, traditional program
detailed information end of the lesson pupils will be Methods of the lesson:
Upbringing: to talk about and compare frontal, group work
able:
TV viewing habits
To know new words, yes/no and
wh-questions, likes/dislikes
To work with diagram, TV program
To practise translating sentences

- greeting
- checking up the homework Ex 1P29 (Interview 5 pupils from Class 9)
II. Pre - activity

Activity 4a Look at the graphs and diagrams and say True, False or Don‘t Know.
Ask new words orally and in written form
Objective: to practise interpreting diagrams and graphs
PP look at the diagrams and graphs and then quickly read the sentences (give them 1 minute) and say True, False, or Don't
know.
1. Girls watch more TV than boys {false)
2. Boys like sports programmes more than girls (true)
3. Girls and boys like chat shows (don’t know)
III. Main Part
Activity 4b Read and check your answers.

Objectives: to present cultural information; to practise reading for detail Ask PP to read the text quickly and check their
answers. Culture Note:
British schoolchildren start school when they are five (or nearly five). They spend six years at primary school. They begin
secondary school in Year 7 (the same as our Class 5) and finish in Year 11 or Year 13 when they are 16 or 18 years old.
Activity 4c Answer the questions.
Objective: to compare TV viewing habits PP answer the questions
1. Do you watch TV more or less than the British teenagers?
2. Do you like the same programmes as they do?
Activity 5 Work in groups. You are going to find out about TV viewing habits. Write your questions.
Objectives: to give freer practice in writing questions; to write a survey questionnaire; to practise the topic vocabulary Tell
PP they are going to do a survey about TV viewing habits. Monitor their work to see if they need your help E.g. 1. Do you
watch TV?
2 . What kind of programmes do you watch?
V. Evaluation
VI. Giving home task Ex 1P29 (Interview 5 pupils from Class 9)

Grades
Theme: After I‘d watched TV ...

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Cards
to explain Past Perfect Tense competence C1, C2, C3, C4: At standart
Developing: the end of the lesson pupils will Methods of the lesson:
to talk and write about two actions in the oral asking, chain drill
be able:
past where one happened before the other
using the Past Perfect and the Simple Past; To know Past Perfect Tense (+,-),
to practise reading for gist Past Simple
Upbringing: to enable PP to respect each To talk and write about past
events
other.
To practise translation

- greeting
- checking up the homework Ex 1P29 (Interview 5 pupils from Class 9)
Activity 1 a Read, listen and say what the conversation is about.

Objective: to practise reading for gist
PP read the conversation and say what it is about
Activity 1 b Answer the questions.
Objectives: to practise inferring the Past Perfect from context Tell PP that they are going to learn a new grammar structure.
Tell them that questions 2-5 will help them to make the rules themselves.
If it is difficult for PP to answer the questions in English, they can do it in their mother tongue.
Key:
The possible answers to the questions are:
1 She is talking about yesterday's action.
2 There are two actions in the sentences
3 No, they didn't.
The action which is begun with 'after' and 'when' happened first,
III. Main Part

Objective: to practise the new structure This is a normal Chain drill activity.
A. Yesterday after I‘d helped my mother I watched TV. What about you?
IV. Post - activity

Activity 3 Talk about what you did on Sunday,
Objective: to give further practice in using the Past Perfect
PP make sentences using the table. Draw PP attention to the Remember box.
V. Evaluation
VI. Giving home task
Ex 1 P 29 (put the verbs in the right column)
VII. Conclusion
Results of the lesson

Grades
Theme: After I‘d watched TV ... Consolidation

Aims Competences
Educational: Learning outcomes for English Type of the lesson:
to practise Past Perfect Tense competence C1, C2, C3, C4: At the standart Handouts
to talk and write about two actions in the oral asking
able:
past where one happened before the other
using the Past Perfect (affirmative and To know Past Perfect Tense (+,-),
negative) and the Simple Past; to practise Past Simple
reading for gist To talk and write about past events
Upbringing: to enable PP to work in pairs To practise translation

- greeting
- checking up the homework Ex 1 P 29 (put the verbs in the right column)
Activity 4 Work in pairs. Ask and answer.

Objective: to give less controlled practice in using the Past Perfect
PP ask and answer questions following the given example.
E.g. A: What did you do on Sunday?
B: I went to the market with my father. After I‘d bought some things?
We had a cup of tea in choyhona
III. Main Part.

Activity 5 Join the sentences using the words in brackets.
1 She cleaned the Mouse. Then, she watched TV. (after)
After she had cleaned the house, she watched TV.
2 I found a solution to my problem. Then, 1 felt happier, (when).....................................................................
3 The boys finished their homework. Then, they went out to play (before)
4 He locked the door. Then, the phone rang, (after)
5 Sarah washed the dishes, Then, her husband arrived, (by the time).................................................................
6 The concert finished. Then, the fans ieft the stadium, (when)........................................................ ...................
7 The play started. Then, Henry arrived at the theatre, (already...when)............................................................
Activity 5a Read, listen and choose the best summary. Then translate the text.
Objective: to practise reading for gist PP read the text and choose the best summary Key: b
Activity 5b Work in pairs. Tell your partner something similiar which has happened to you.
Objectives: to give freer practice m using the Past Perfect; to give PP an
opportunity to work creatively PP tell each other stories similar to the story in
IV. Post - activity

Activity 5c Objectives: to reinforce the new structure; to practise writing a story
PP write their own story in their Ex. Bks
V. Evaluation
VI. Giving home task Make up 10 sentences

Grades
Theme: In the studio audience

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Picture of
to ask and answer about actions in the past competence C1, C2, C3, C4: At the work non-standard channels
using the Past Perfect (interrogative, end of the lesson pupils will be
affirmative, negative) and the Simple Past Methods of the lesson:
able:
Developing: oral asking, group
to practise listening for gist and for main To know Past Perfect Tense (?),
work
points short answers to Past Perfect,
Upbringing: to know some historical complex sentences with because,
likes/dislikes
treasure in TV channels in Uzbekistan
To write questions and answers
To read and listen for main idea

- greeting
- checking up the homework Make up 10 sentences
II. Pre - activity
Activity 1 Answer the questions.
Objective: to introduce the topic and to practise expressing opinions PP ask and answer the questions in turn. Ask as many
PP as you think reasonable to answer questions 1 and 2.
1. Which TV channel(s) do you like? Why?
2. Which TV channel(s) don‘t you like? Why?
3. Do you know other channels?
4. What kind of local channels are there in your region?
Activity 2 Answer the question. What English or American channels do you know?
Objective: to raise awareness of English and American TV channels PP look at the pictures and say the names of the
channels
III. Main Part

Activity 3 Work in groups. Describe your favourite channel.
Objective: to enable PP to talk about their favourite TV channels PP describe their favourite TV channels.
Activity 4a Answer the questions.
Objective: to prepare for the next activity PP answer the questions. Let several PP answer question 3
1. Have you ever been on TV?
2. If not, would you like to be on TV?
3. Why would/wouldn‘t you like to be on TV?
IV. Post - activity

Activity 4b Objectives: to practise working with the Wordlist; to establish the meaning of unknown words
Ask PP to try to guess the meaning of the words first. If they have difficulties they can find the words in the Wordlist. Then
work on the pronunciation of the new vocabulary. PP repeat after you in chorus, then in rows or individually.
Vocabulary
studio - studiya applause - qarsak. qo‘llab-quwatlash
audience - tomoshabin theme - mavzu, masala
stage - saxna, saxnalashtirmoq music - musiqa
V. Giving home task Ex 1 P 29 (copy and complete an application form)

Grades
Theme: Consolidation. In the studio audience

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Picture of
to ask and answer about actions in the past competence C1, C2, C3, C4: At the work non-standard channels
using the Past Perfect (interrogative, end of the lesson pupils will be
affirmative, negative) and the Simple Past Methods of the lesson:
able:
Developing: oral asking, group
to practise listening for gist and for main To know Past Perfect Tense (?),
work
points short answers to Past Perfect,
Upbringing: to know some historical complex sentences with because,
likes/dislikes
treasure in TV channels in Uzbekistan
To write questions and answers
To read and listen for main idea

- greeting
- checking up the homework Ex 1 P 29 (copy and complete an application form)
II. Pre-activity

Activity 4c Listen to Eliana talking about her visit to the TV studios in London
and answer the questions.
Objective: to practise listening for gist PP listen to the tape and answer the questions.
III. Main Part
Activity 4d Listen again and answer the questions.

Objectives: to practise listening for main ideas; to practise the negative and interrogative
forms of the Past Perfect Tense PP listen to the tape again and answer the questions.
Draw PP attention to the Remember box.
Suggestion: You could do Grammar Exercise 3 at this point or assign it for homework.
Activity 4e Work in pairs. Would you like to be in a studio audience? Why?/ Why not?
Objective: to practise expressing opinions PP ask and answer the questions in turn.

Objective: to practise the interrogative form of the Past Perfect This is a normal Chain drill activity.
Activity 6 Work in pairs. Write three things you did last week/ month/year. Swap papers and write a question for
your partner. Swap again. Reply to your partner‘s questions.
Objective: to practise writing to reinforce the new structure PP write three things they did last week/month/year.
Then they swap Ex.Bks and write a question for their partner. Remind them to use the Past Perfect. They swap Ex Bks
again and answer their partner's questions. They can use Activity 5 for help.
VI. Evaluation
VII. Giving home task

Make up 10 sentences
VIII. Conclusion

Grades
Theme: She said that she had watched ...

Aims Competences
to ask and answer about actions in the past competence C1, C2, C3, C4: At the non-standart
using the Past Perfect (interrogative, end of the lesson pupils will be Methods of the lesson:
affirmative, negative) and the Simple Past oral-asking, group
able:
Developing: To develop speaking skills work
Upbringing : to bringing up the pupils to To know reported speech for past
events (Past Perfect), Past Simple
respect our mother tongue
To write and answer interview
questions, to report speech

- greeting
- checking up the homework Make up 10 sentences
Activity 1 a Work in pairs. Write questions for your partner about the television and radio programmes s/he
watched in the last week.
Objectives: to revise and practise writing questions; to revise the Past Simple PP write questions for each other about the
television and radio programmes they watched last week on the basis of the questionnaire.
Activity 1 b Interview your partner. Write down his/her answers.

Objectives: to practise interviewing using a questionnaire and taking notes of the answers PP ask and answer each other's
questions. They write their partner's answers in their own Ex.Bks.
III. Main Part
Activity 2a Eliana answered the same questions about her TV and radio habits. This is what she said. Listen.
Objectives: to present cultural information; to prepare for the next activity PP read Eliana's answers.
Activity 2b This is what the interviewer wrote in his report. Say what changes he has made.
Objectives: to practise inferring a new structure from the context (Past Perfect in Reported Speech) Ask PP what changes
they notice in the sentences. Draw their attention to the Remember box.
Suggestion: If PP have difficulties they can use their mother tongue.

You could help them by giving hints or you could tell them about the
new structure using the Grammar Reference.
Activity 2c Finish the report for him.

Objective: to give controlled practice in using the Past Perfect in Reported
SpeechPP report sentences 2-7 from Activity 2a following the example
given in 2b.
V. Evaluation
VI. Giving home task
Ex 1 P 29 (read and answer the questions)
VII. Conclusion

Grades
Theme: Consolidation. She said that she had watched ...

Aims Competences
to ask and answer about actions in the past competence C1, C2, C3, C4: At the non-standart
using the Past Perfect (interrogative, end of the lesson pupils will be Methods of the lesson:
affirmative, oral-asking, group
able:
negative) and the Simple Past work
Developing: To know reported speech for past
to report about actions in the past using events (Past Perfect), Past Simple
the Past Perfect To write and answer interview
to practise talking about what someone did questions, to report speech
using the new structure To practise translation
Upbringing : to bringing up the pupils to
respect our mother tongue

- greeting
- checking up the homework
Ex 1 P 29 (read and answer the questions)
II . Pre – activity
Activity 3a Look at the notes about your partner‘s TV and radio habits. Write a similar report.
Objective: to practise writing to reinforce the new structure
PP look at their notes in Activity 1 about their partner's TV and radio habits
and write a similar report as in 2c.
III. Main Part
Activity 3b Make new pairs. Tell your new partner about your first partner.
Objective: to give oral practice using the Past Perfect in Reported Speech PP talk to their new partner about their previous
partner's TV and radio habits.
Activity 4 Eliana said some more things. Read what she said and what the reporter reported. Say what changes he
made.
Objectives: to practise inferring a new structure from the context (Present Perfect in Reported Speech) The same procedure
as in Activity 2b. Suggestion: Grammar Exercise 4 could be done now, at home, or later in the unit for consolidation.

In which of the following sentences do the sentenses not change ?Why? Then, turn
the following sta tements from direct into reported speech.
1. I'll paint the house next week." he says.
Tenses do not change because the introductory verb is in the present simple.
He says (that) he will paint the house .
2.'I‘ve put the washing in the washing-machine. Rose said. 2………………………………….
3.A giraffe is bigger than a mouse.' he said. 3…………………………………..
4.'We haven‘t seen Tom for two weeks.' she said. 4…………………………………..
5.I haven't phoned my unde since last month/ she says. 5…………………………………..
6.'Birds can fly,' the student said. 6…………………………………..
7.He's studying for an exam now.' she said 7…………………………………..
8.Leaves fall from the trees in autumn,' he said. 8…………………………………..
9.We visited the circus last weekend.' they said 9…………………………………..
10.She dropped the vase on the floor.' Tony said. 10…………………………………
11.He took the money to the bank this morning,' she said. 11………………………………….
12.'The earth moves round the sun.' the teacher said. 12………………………………….
V. Evaluation
VI. Giving home task Make up dialogue

Grades
Theme: Listen to the radio

Aims Competences
Educational: to explain difference competence C1, C2, C3, C4: At the end mixed, traditional handouts
between Uk and US spelling of the lesson pupils will be able: Methods of the lesson:
Developing: to practise reading and To know new words, word-building frontal, group work
listening for detailed information n+n=n, US and UK spelling, wh-
Upbringing: to respect our traditional questions
and classical musics To build new words, to pronounce UK
and US words
To practise listening and reading for
detailed information

- greeting
Make up dialogue
II. Pre - activity
Activity la, lb Make new words with the word
Objectives: to revise and practise making new word combinations n + n PP write sentences with the new words
Vocabulary
Show - tele yoki radio dastur DJ ot disc jockey; = D.J. = dj flH-fl>KeH
Station - stantsiya Presenter - tele-radio boshiovchi (dasturlarni)
To phone in - jo‘natmoq, tel orqali jo‘natmoq (ma‘lumotni
va h.k.)
Programme - programma
Making up sentences:
E.g. Annie is a famous radio DJ. Her programme is on Saturday night.
III. Main Part
Activity 2a
Objective: to raise awareness of different kinds of radio stations PP read and give their own examples of different kinds of
radio stations.
Activity 2b
Objectives: to enable PP to talk about radio; to practise expressing opinions PP answer the questions. Ask several PP to
answer question 2.
Activity 3a Listen and answer the questions.
Objective: to practise listening for detailed information
NOTE: The listening text is not identical to the text on the page.
If your PP are strong, you could ask them to cover the text before listening. If they are not so strong you may prefer to let
them listen and follow. PP read/listen to the text and answer the questions.
Activity 3b Answer the questions.

Objective: to enable PP to talk about Radio and TV Centres PP answer the questions.
Activity 3c On the left is the British spelling. Find and write the American words in the text.
Objective: compare British and American spelling PP compare British and American spelling.They find the American
words in the text and write them in the table.
Realise – realize Programme – show
V. Evaluation
VI. Giving home task. Ex 1 P 29 (write 5 names of stations in Uzbekistan)

Grades
Theme: Consolidation. Listen to the radio.

Aims Competences
Educational: to explain difference competence C1, C2, C3, C4: At the end mixed, traditional handouts
between Uk and US spelling of the lesson pupils will be able: Methods of the lesson:
Developing: to practise reading and To know new words, word-building frontal, group work
listening for detailed information n+n=n, US and UK spelling, wh-
Upbringing: to respect our traditional questions
and classical musics To build new words, to pronounce UK
and US words
To practise listening and reading for
detailed information

- greeting
Ex 1 P 29 (write 5 names of radio stations in Uzbekistan)
II. Pre — activity

Teacher divides PP mto group and asks them to thing what radio in groups they thing about their radios and
shortly write about them E.g. Our radio station is very interesting and popular in Uzbekistan. It broadcasts in
2 languages: Uzbek and Russian. It has a lot of entertainments, the most modem music!.....
III. Main Part
PP present m turn information about their radio stations. Other PP listen and ask questions if they have any.
E.g. What music do the put?
When can we hear the news?
Can we take part in different radio-competitions?
PP work in big groups and organize the following work:

1 group writes about advantages of listening to the radio.
2 group writes about disadvantages of listening to the radio
Advantages disadvantages
No wasting time for sitting in front o f TV No opportunity to watch
Relaxing Distracts from driving
Differences between US and UK words
American English British English Russian
Apartment Flat kvaftira
baggage luggage bagaj
busy engage zaynit
PP make up own sentences and read them to the whole class. Teacher walks around the class and helps if there is need.
V. Evaluation
VI. Giving home task. Retell text
VII. Conclusion

Grades
Theme: Project

Aims Competences
to revise all grammar rules, words competence C1, C2, C3, C4: At the non- standart
to practise writing short interviews, oral asking, group
able:
reports and adverts; work
to practise reading aloud short interviews, To know all grammar rules related
reports and adverts to the topic
Bringing up: To discuss, make radio program
To practise presenting radio
to raise PP awareness how to write short
program
interviews, adverts

- greeting
- checking up the homework (retell text)
Activity 1
Objectives: to introduce the different roles and jobs involved in making a radio programme
PP read the names of the jobs in radio and match them with the definitions. Key: lc 2e 3a 4h 5g 6d 7b
Note: T is extra
Activity 2a Objectives: to prepare for the next activity; to revise topic vocabulary Tell PP they are going to make a radio
programme. Ask them to prepare short interviews and/or commentaries on current events, advertisements and music if it is
possible. If not, PP can improvise something.
III. Main Part
Activity 2b, 2c, 2d Work in groups. You are going to make a radio programme. Your programme should include
the following:
Objectives: to teach how to reach consensus; to raise awareness about
designing a programme PP should decide who will do each thing, the order o f items and a title for the programme. See if
your PP need your help to reach consensus.
Activity 2e Objective: to rehearse the programme
Monitor the process and see if your PP need your help.
Activity 3 Present your radio programme.

Objectives: to present the radio programmes; to have fun
Tell PP they are going to listen to some short radio programmes. They should listen and at the end of all the programmes they
should be ready to say one thing they liked about each programme. Groups take turns to present their programmes.
Grammar Exercise 1
No exact answer but the following would be an example.
1 A song show is a programme with lots of songs and music A programme for music-lovers.
2 A game show is a programme with lots of games. A programme for children.
3 A children's programme is a programme with lots of interesting shows. A programme for kids
4 A sports programme is a programme with lots of sports games. A programme for sport-lovers.
5 An educational programme is a programme with lots of educational questions. A programme for adults
6 A religious programme is a programme with religious discussions. A programme for everybody.
7 A science programme is a programme with lots of scientific facts. A programme for adults and students.
8 An agricultural report is a programme with lots of reports about agriculture. A programme for farmers.
V. Evaluation
VI. Giving home task. Prepare for the progress check
VII. Conclusion

Grades
Theme: 2-control work: test

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Textbook,
to revise and consolidate the material of competence C1, C2, C3, C4: At the Individual handouts
the Unit end of the lesson pupils will be Methods of the lesson:
Developing: to develop PP ability to work
able: frontal, group work
independently
Upbringing: to develop PP mental * to teach the PP to work with
thinking independently

I . Organizational part:
- greeting
- checking up die homework Prepare for the progress check
II. Pre -activity
Teacher with PP shortly revise studied material: Reported Speech, Past Perfect, new words
III. Main Part
PP do the test Test for the 8th form
1. U Germaniyalik 14. Mike has a big family She said M ik e.......a big family
a) His from Germany b) He‘s from a) had b) had had c) has d) would have
Germany c) He‘re from Germany 15 . A type of film which tells about real facts and events
2. S h e .......four languages a) feature film b) a soap opera
a) speak b) speaks c) is speaking d) don‘t c) a nature programme d) a documentary
speak 16. Look! The su n .......
3. Mulitfilm ingliz tilida a) is shining b) shines c) shining d) shine
a) carton b) carten c) cartoon d) catroon 17...... you like Chinese food?
4. Tomorrow o ‘zlashtirma gapda: a) are b) have c) do d) does
a) the day before b) that day c) new day d) 28
the next day 18. Today I have played tennis with my friends
5. After sh e ............ a book sh e a) Present Simple b) Past Simple c) Present Perfect d) Past Perfect
..............TV. 19.1 feel______ today than I did last week.
a) had read / had watched b) had read / a) much better c) no better
watched b) more good d) more better
c) read / watched d) read / watching 20. After sh e .....her exams sh e .......to Paris
6. bed / does / to / when / he / go? a) finished / have gone b) had finished / went
a) When he does go to bed? b) When does c) had finished / gone d) finishes / goes
he to go bed? 21. If you___these pills yesterday you___ well now.
c) When does he go to bed? A) had taken / would be B) took / would be
7. It‘s 5 o‘clock. She .... tea C) had taken / had been D) took / will be
a) has b) have c) is having d) having 22. Bill: ―Have you seen any interesting comedy lately, Nancy?‖ Bill asked
8. here o‘zlashtirma gapda: Nancy___.
a) there b) that c) those d) that day A) if he will see an interesting film B) if he saw an interesting comedy
9. Last year I .... a house lately
a) buy b) buyed c) bought d) baught C) what comedy Nancy saw lately D) if she had seen any interesting
10. Past continuous formulasini toping comedy lately
a) am/is/are + V...ing b) had + past 23. Nick: ―Did you see a bird in the tree?‖ Nick wonders___in the tree.
pasrticiple c) was/were + V . ing A) if I saw a bird. B) that I saw a bird. C) if I had seen a bird. D) whether I
11. Annie is a famous radio ... see a bird.
a) station b) DJ c) show d) programme 24. ―Do you go in for sports?‖, he asked. He asked___.
12. She will win the game. She said sh e A) he went in for sports. B) if I went in for sports.
......... the game. C) if I‘ll go in for sports. D) I should go in for sports.
a) will be win b) would win c) would won 25. My sister said: ―I hope we shall go on an excursion to the lake‖.
d) won My sister said th at___on an excursion to the lake‖ .
13. Mary________ her birthday party every A) she hopes we will go B) she didn‘t hope that we shall go
year. C) she hoped they would go D) she hoped we were going
a) celebrate b) celebrates c) celebration d)
celebrated
IV, Giving homework. Revision V Conclusion.The results of the lesson

Grades
Theme: Revision

Aims Competences
Educational: to revise and consolidate the Learning outcomes for English Type of the lesson: Dictionary
material of the Unit competence C1, C2, C3, C4: At the standart
Developing: to develop PP ability to work end of the lesson pupils will be Methods of the lesson:
independently idividual
able:
Upbringing: to develop thinking skills
To know words, Past Perfect,
reported speech
To write definitions for words
To practise using Past Perfect,
reported speech
I. Organizational part: 3 He had not finished when suddenly the host came
- greeting back and the show began
- checking up the register 4 We enjoyed the show - it was great.
5 The applause had not finished when we heard the
II. Pre - activity theme music for the chat show and our wonderful
PP revise Past Perfect experience was over.
Grammar Exercise 2 6 Had you ever been in a studio audience before?
Complete the gaps with the correct form o f the verb 71 had been in a studio audience but 1 had never been
I remember when I went to school for the first time. on a camera before.
1 1 had never been in such a big room before.
21 had never been along before. IV. Post – activity
31 had never spent all day with other children before.
41 had never sat quietly before. Grammar Exercise 4
51 had always played when I wanted to. Finish the report about Eliana‘s TV likes and dislikes
61 had always laughed, sung when I wanted to. She said that she had begun to watch another one,
Crossroads, and that was really good too. She said that
III. Main Part she had begun to know the characters. She said that she
had written to their fan club. She said that she had
Grammar Exercise 3 logged on to their website a few times. She said that
Complete the gaps with the correct form o f the verb she had talked to some other fans on-line. She said that
A talk show host came onto the stage and explained she had ordered a Crossroads T-shirt. She said that she
that first there was a comedian. had already received the first edition of the Crossroads
1 The main show was going to be after that when we magazine.
had relaxed and begun to enjoy ourselves.
The comedian was not very funny.
V. Evaluation
VI. Giving home task Consolidate
VII. Conclusion

Grades
Unit 4 Literature And Life

Theme: Biography, novel, science fiction

Aims Competences
Educational: to introduce and practise Learning outcomes for English Type of the lesson: Pictures of
new words competence C1, C2, C3, C4: At the mixed, traditional writers
Developing: to practise readmg for end of the lesson pupils will be Methods of the lesson:
detailed information frontal, group work
able:
Upbringing: to talk about some famous
Uzbek, writers and poets and name some To know Present Simple, Past
of their works; to talk about the genre of a Simple
literary work; to develop awareness of the To be able to give definitions to
role and importance of reading in our lives words

- greeting
II. Pre - activity
Activity 1 Read the quotations. Say which you like best and why. Explain it.
Objectives: to raise PP awareness of the importance of readmg; to practisevtalking about reading
PP read the quotations silently and decide which one they like best Ask as many PP as possible to say what theythink. With
more advanced classes you could use one more quotation and let your PP choose out of the three instead of two 3 There is
no frigate like a book
To take us lands away. Emily Dickinson (1830-1886)U.S. poetess
III. Main Part
Activity 2 Read, match and listen.

Objective: to make PP aware of different types of literature This is a normal matching activity.
Language note: fiction (n) - books and stones about imaginary people and events fictional (adj) - imaginary
Key: 1 e 2c 3b 4d 5a 6f
Activity 3 a Read and listen. Match the authors and texts.
Objective: to practise reading for detailed information PP look at the pictures. You could ask them if they have read
anything by any of the authors, whether they have heard of the authors or know the names of any of the books they have
written.
Then PP read the texts and match them and the portraits of the six authors. You may wish to ask your PP whether:
1 Robert Frost is an American or British poet (The right answer is' American')
2 Arthur Conan Doyle is American or British writer (British)
Key: lb 2d 3 f 4e 5c 6a
IV. Post - activity
Activity 3b
Objective: to practise talking about the authors and their books
In pairs PP talk about the authors in Activity 3a and their works. They can discuss books they have read or films they have
seen. After they have finished, ask several PP to tell the class about their partners.
V. Evaluation
VI. Giving home task Ex 1 P 37 (fill in the gaps)

Grades
THEME: Consolidation. Biography, novel, science fiction

Aims Competences
Developing: to practise readmg for end of the lesson pupils will be Methods of the
detailed information lesson: frontal, group
able:
Upbringing: to talk about some famous work
of their works; Simple
to talk about the genre of a literary work; To be able to give definitions to
to develop awareness of the role and words
importance of reading in our lives

- greeting
Ex 1 P 37 (fill in the gaps)
Teacher writes on the blackboard two headlines of two short stories and ask PP to think what the stories will be about
THE KING AND THE CRITIC TEA AND COFFEE
The teacher gives words on the blackboard (tea and coffee)
Twins - egizaklar To commit a crime - jinoyat sodir etmoq To sentence to death - o‘limga mahkum qilmoq
To prove - isbotlamoq Harmful - zararli (the king and the critic) to criticize - tanqid qilmoq
well known critic - mashhur tanqidchi prison - qamoqhona pardon - kechirmoq palace - saroy guard qoriqchi I
III. Main Part
Teacher gives PP texts on the desk but texts are divided in to pieces. PP must put them in order.
COFFEE AND TEA
Coffee and tea were not known in Europe two hundred years ago. People were afraid to drink them because they
thought that coffee or tea could kill a person. Once the king of Sweden decided to find out whether it was true or not. At
that time two brothers were in prison. They were twins and were much alike. They had committed a crime and had been
sentenced to death. The king said: ―I shall let them live but they must drink coffee or tea every day‖. They both lived
many years. At last one died when he was 83 years old. The other died a few years later. In this way it was proved that
neither tea nor coffee was harmful to man.
THE KING AND THE CRITIC
The king used to write stories which he thought were very good. The people to whom he showed his stories were afraid to
criticize him. They said his stories were good. One day he showed some of his stories to a well known critic who said that
his stories were bad. The king got angry with him and sent him to prison. After some time the king pardoned the critic.
When he returned he invited him to his palace for dinner. Again he showed him some of his stories and again asked him
what he thought of them. The critic turned to the guards who were standing behind him and said: ―Take me back to the
prison.‖
IV. Post - activity
After putting pieces in order and checking their answers PP change pairs and telf their stories to each other.
After some time teacher ask questions according to the text.
Text 1 COFFEE AND TEA Text 2 THE KING AND THE CRITIC
1. Why were people afraid to drink tea or coffee? 1. What did the king like to do?
2. How did king decide to check whether it was true 2. What did people say to him and why?
or not? 3. What did critic say?
3. What happened to these brothers? 4. How did king react to his critic?
5. Did king pardon the critic?
6. Did the critic praise him?
VI. Giving home task Ex 2 P 37 (write 4-5 sentences about the writer or poet)

Grades
Theme: All men are poets in heart

Aims Competences
able:

- greeting
Ex 2 P 37 (write 4-5 sentences about the writer or poet)

Culture Note
J Robert Frost is a famous American poet. He lived from 1874 -1963. He II worked on a newspaper and then as a teacher.
Activity 1 a Objectives: to practise listening and reading for gist; to practise expressing opinions about titles Ask PP to
read the three suggested titles before they listen to the tape. After they have listened and read the poem silently, they can
start discussing the titles. This can be done in groups or pairs or individual PP can be asked to say which title they like and
why.
Activity 1 b Objective: to give PP an opportunity to use their imagination
Give your PP some thinking time, then ask them to tell you their own titles. You could write them on the BB for everybody
to see them. Objectives: to read for detailed information, to practise talking about the poem
Key: Here are some possible answers to the questions:
1 Love. 2 The poet's heart. 3 Green-the colour o f spring.
4 Sad, unhappy at the beginning; hopeful at the end. Answers will vary.
III. Main Part

Activity Id Objective: to practise expressing opinions
The activity can be done with the whole class or in groups. If you choose to do it in groups, organise feedback when PP
finish the activity. Read the quotation. Do you agree with it? WhyAVhy not?
All men are poets at heart
Activity 2a Objectives: to practise reading for detailed information; to practise
expressing opinions pp read the text silently. Ask them to say what they think about having Posters with poems in the
underground. They can start their answers with 1 think/l don't think it's a good idea because...' Language Note
The metro in London is called The Underground' or The Tube'. The II American expression The Subway' is not used in
British English.
IV. Post - activity

Activity 2 b Objective: to enable PP to talk about the role of poetry in their lives Besides the questions in the Classbook
you could also ask your PP what their favourite poem is and whether they would like to see it on a poster somewhere in the
place they live.
VI. Giving home task Ex 1 P 37

Grades
Theme: Consolidation. All men are poets in heart

Aims Competences
able:
I. Organizational part: Pair work

- greeting PP write poem into their copybooks but miss one
- checking up the register word in each line and exchange their copybooks
- checking up the homework I want t o ..............
Ex 1 P 37 And not t o ............. ! 1 want to laugh
And not to cry! I want t o ........... the summer sun.
II. Pre – activity I want t o ..............when life is fun.
I want to fly into th e .................
Teacher reads the poem and pupils listen and find the I want t o ............ as fishes do.
words they know I want to stretch out friendly..............
A child's Wish To all the young o f ............ lands.
(Written by an English school girl.) I want t o ................
I want to live And not to cry! I want t o .............
And not to die! I want to laugh And not t o ............!
And not to cry! I want to feel the summer sun. PP complete the poem and then check answers
I want to sing when life is fun.
I want to fly into the blue. III. Post – activity
I want to swim as fishes do.
1 want to stretch out friendly hands PP make up own short poem (4 lines) about their
To all the young of other lands. dreams
I want to laugh 1 want to have a good education
And not to cry! I want to live In order in future to make a sensation
And not to die!
1) PP define the theme of the poem.
2) Teacher introduces new lexics
To stretch - kerishmoq
To laugh - kulmoq
PP read the text and translate it.
After translating the text PP read it one by one
V. Evaluation
VI. Giving home task Ex 2 P 37 (write 4-5 sentences about the writer or poet)
VII. Conclusion

Grades
Theme: Do you like science fiction?

Aims Competences
Educational: to talk about the sequence o Learning outcomes for English Type of the lesson: Textbook,
f events in a narrative using the Past Per- competence C1, C2, C3, C4: At the mixed, traditional dictionary
fect and Simple Past; to talk end of the lesson pupils will be Methods of the lesson:
about what they would do if they were in a frontal, group work
able:
particular situation using 'if 1 were
Developing: to practise reading for the to know conditionals for actions
main ideas and for specific information that are unlikely to happen (If I w
Upbringing: to read an extract from a ere... I would
to answer the questions
science fiction book by the famous British
writer Arthur C Clarke

- greeting
Ex 2 P 37 (write 4-5 sentences about the writer or poet)
Activity 1 Answer the questions.

Objective: to give PP practice in talking about their dreams and dreams of mankind
One of the ways o f doing this activity is: PP answer the questions individually and then compare their answers with
partners
III. Main Part
Activity 2a Read, listen and say:

Obiective: to practise reading for the mam ideas
PP read the story silently. They can refer to the Wordlist to check the meaning of the words they do not know or do not
remember.
Key:
The action takes place on the Moon
The Medical Research Group was avoiding him, that is, they did not want to meet with him and answer his questions.
Activity 2b Read again and find sentences with information about Cooper and Chandra Coomaraswamy.
Obiective: to practise reading for specific information Draw PP attention to the numbers 1, 5, 10, 15, 20 at the beginning o f
the lines. They are helpful when PP look for information and then tell you in which line they have found it. After they have
finished reading, they should be able to say something like the following:
Key Henry Cooper's job was to send daily reports to the UNSA. It was his second visit to the Moon. He was interested in
the future, etc., or you could actually ask to read the right sentences aloud.
Activity 2 c
Objective: to enable PP to express opinions about the characters of the story This is a normal 'answer the questions' activity
and it is up to you how you organise it: with the whole class or in groups/pairs. When PP answer the second question, draw
their attention to the structure and write on the BB the phrase 'I would be worried if I were you.'Translate the phrase for PP,
explain its meaning and the
structure. Tell them that this structure is the focus of the next lesson and they will practise it there.
IV. Giving the homework
Ex 1 P 37 (read the poem and answerthe questions)
VI. Evaluation

Grades
Theme: The Consolidation. Do you like science fiction?

Aims Competences
Educational: to talk about the sequence o Learning outcomes for English Type of the lesson: Textbook,
f events in a narrative using the Past Per- competence C1, C2, C3, C4: At the mixed, traditional dictionary
fect and Simple Past; to talk end of the lesson pupils will be Methods of the lesson:
about what they would do if they were in a frontal, group work
able:
particular situation using 'if 1 were
Developing: to practise reading for the to know conditionals for actions
main ideas and for specific information that are unlikely to happen (If I w
Upbringing: to read an extract from a ere... I would
science fiction book by the famous British
writer Arthur C Clarke

- greeting
Ex 1 P 37 (read the poem and answerthe questions)
III. Main Part
Activity.1 Teacher explains the rules

If I had a lot of money, I would buy a big house and
I'd go on a cruise round the world.
PP look at the picture and try to guess what is her dream. They translate the sentences
Activity.2PP do exercises to practise Conditionasls (II)

If - clause Main clause
It + pssf simple would/could/mighi +
+ bare infinitive
E.g: If I had the time, I would lake up a sport
Peter was/were here, he would tell us what to do.
If I were you, I’d talk to him about my problem.
V.Giving the homework

1) Ex p37 2) To make up 10 sentencces
(Conditionals (II))

Grades
Theme: If I worked on the moon I would ....

Aims Competences
to introduce and practise conditionals (II) competence C1, C2, C3, C4: At the mixed, traditional handouts
'if I were ...' end of the lesson pupils will be Methods of the lesson:
Developing: frontal, group work
able:
to practise reading for the main ideas and
for specific information to know conditionals for actions
Upbringing: that are unlikely to happen (If I
were.. .1 would
to talk about what they would do if they
were in a particular situation using 'if I
were ...'

- greeting
To make up 10 sentencces (Conditionals (II))
II. Pre - activity
Warm up
It would be good to start this lesson with some questions on the first part of the story 'The Secret". The objective is to see
how well PP remember the content and to get them warmed up. The following questions are:
1 Who said that he wanted to speak to the Chief Inspector of Police?
2Who didn't understand why people were hiding things from him?
3Who smoked a pipe?
4What organisation was avoiding Henry Cooper?
Activity 1
Obiective: to enable PP to talk about the Earth and the Moon
In pairs PP talk about the Earth and the Moon. When they finish, you may
want to ask several PP to tell the class their ideas.
III. Main Part
Activity 2a
Obiective: to practise reading for gist
PP read the second part of the story silently. Teacher encourages them to use the Wordlist.
Activity 2b
Objective: to practise reading for specific information PP read the story a second time and find information about Dr
Hastings, and again you can ask them either to read the sentences or say what they have found. The numbered lines can
help.
IV. Post - activity
Activity 3
Objectives: to present the meaning of the Second Conditional; to practise
talking about an imaginary situation The new grammar structure is presented in this activity without the explanation of its
form. If you think the activity may be too challenging for your PP, you could start with drawing their attention to the
Remember box and translating the sentence into their mother tongue. As soon as you are sure they understand that the
structure means unreal situation, start doing the activity.
Activity 4
Obiective: to present the form of the structure
Language note:
H clause (n) - a part of a sentence with its own subject and verb; another IT name for "if-clause1 is 'conditional clause'. PP
read the sentence and answer the questions.
The answers are: Past Simple, would + infinitive without 'to', about present/ future.
Activity 5
Obiective: to practise the Second Conditional This is a normal Chain Drill activity. Make sure PP give the correct forms
both in the if-clause and the main clause.
VI. Giving the homework Ex 1 P 37 (find a mistake in the sentence

Grades
Theme: Talking about a book

Aims Competences
to practise conditionals (II) if l were...' competence C1, C2, C3, C4: At the mixed, traditional handouts
to practise reading and predicting what frontal, group work
able:
will come next in a text; to practise
listening to check predictions to know Present Simple, Past
Upbringing: to talk about serious moral Simple
to talk about facts of the story
issues

- greeting
Ex 1 P 37 (find a mistake in the sentences)
Teacher starts the lesson with the following questions to remind PP about the second part of the story.
1 What did Cooper think about the Moon?
2 What kind of building did the Medical Research Group work in?
3 What animal did Dr Hastings show Cooper?
4 What was unusual about this animal?
III. Main Part
Activity 1 a
Objectives: to practise reading for detailed information; to help pupils develop prediction skills
PP read the last part of the story trying to guess the phrases. They write their answers in their Ex.Bks.
Activity 1 b
Objective: to practise listening for specific information PP listen to the story and check their answers.
Activity lc
Obiective: to practise talking about the story
Teacher discusses answers to the questions with the whole class.
Key: la
2people on earth
4that if they lived on the Moon they could live for much longer than usual
5Because if people knew, they would want to live on the Moon. But in order for them to live on the Moon, a lot of research
work would need to be done. The scientists are worried too that their research work will be disturbed and spoilt. Questions
3,6 and 7 are matters of opinion. Accept all reasonable answers.
Activity 2
Objectives: to present the concept of a moral; to practise talking about the moral of the story "The Secret"
Teacher asks PP to discuss their answers in groups and then writes their ideas on the BB and discuss the answers with the
whole class. The moral could be considered as something like: 'Scientists take the responsibility for their discoveries'
Suggestion: If you have a strong class you could do the following activity:
Activity 3
Objective: to practise talking about important discoveries and scientists' responsibility
After PP have finished discussing the questions in groups, teacher asks them for their ideas. Teacher writes these on the BB
and asks PP to say which discovery of the past they consider to be the most important, which discovery that may change
the life of people they like most of all, and what is the worst thing that might happen if scientists are dishonest. The class
can decide these things by voting.
V. Giving the homework Ex i P 37 (ask questions)n

Grades
Theme: Project

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Books
to practise writing a book review competence C1, C2, C3, C4: At the mixed, traditional
Developing: to practise reading for end of the lesson pupils will be Methods of the lesson:
detailed information, frontal, group work
able:
to practise expressing opinions about
books to know all grammar rules related
Up bringing: to the topic
to be able to write a book review
to talk about books and say what books
they would like to read and why

- greeting
Ex 1 P 37 (ask questions)
II. Pre - activity
Activity 1
Objective: to practise talking about what kind of information a book may contain
In pairs PP discuss what kind o f information can be found in books. When they finish, discuss the same thing as a
whole class. Try to bring out the following points:
• who wrote the book
• who are the characters
• what are the events
• where and when the action takes place
III. Main Part

Activity 2
Objectives: to practise reading for detailed information; to practise expressing opinions
PP read the book reviews silently. Teacher asks them to say which book they would like to read and why.
IV. Post - activity

Activity 3
Objective: to practise writing a book review
Read the given plan together with PP Make sure they understand every point of it. Study the examples, but tell PP that they
can write differently if they wish. PP will start writing the book review in class and can finish at home if there is not
enough time m the lesson.
V. Giving the homework

To make up a dialogue

Grades
Theme: Control Work: written work
Type and
Required
Aims Competences methods of
equipment
the lesson
Educational: to revise and Learning outcomes for English competence C1, C2, Type of the Textbook,
consoidate the material of the Unit C3, C4: At the end of the lesson pupils will be able: lesson: handouts
Developing: to know conditionals for actions that are unlikely standart
to develop PP ability to work to happen, Present Simple, Past Simple Methods of
independently to make up Conditionals sentences the lesson:
Upbringing: to develop thinking to practise using conditionals idvidual
skills

- greeting - checking up the register - checking up the homework To make up a dialogue
II. Pre - activity
CONTROL WORK
I - variant
Past Simple / Past Perfect
1. John (play) with the children after he (have) dinner.
2. The farmer (harvest) the apples before he (take) them to his neighbour to make cider.
3. After it (stop) raining the tennis match (can) start.
4. After George (swallow) his medicine he (begin) to feel much better.
5. Before he (become) president he (work) as an actor.
6. The tourists (jumP) into the pool as soon as they (unpack) their suitcases.
7. They (sell) their flat before they (move) to the Netherlands.
8. He (work) as a tourist agent after he (finish) school.
9. After he (call) the police he (call) the ambulance.
10. We (leave) the cinema as soon as the movie (end).
11. After Mary (get) her new school uniform she (be) very happy.
12. He (meet) some friends after he (study) for the test.
13. When we (arrive) at home sh.e (already do) the washing.
14. She (need) help because someone (steal) her money.
15. She (do) her homework before she (visit) me. Conditionals
1 If I (be) you, I (not/phone) her.
2. You (pass) your exams if you (study) harder.
3 . If he (fall ) asleep earlier, he (not/be ) so tired in the morning
4. If my car (break) down in the middle of the night, I (not/know) what to do.
4. What (happen) if someone (invite) you to travel to the U.S.A.?
5 .If she (not/like)French so much, she (not/study)it at school. CONTROL WORK II – variant. Conditionals
1. If 1 (earn) more money, 1 (go) to New York this summer.
2. If I (be) in the south o f Europe now, I (lie) in the sun.
3. (you/go) to America if you (offer) the opportunity to do so?
4 . 1 (be pleased) if you (show) me the fotos you took m London last year.
5. What (you/do) if a millionaire (ask) you to marry you?
6. If people (not have) any TV sets at home, they (certainly/spend) more time on interesting things.
7. I (allow) my children to watch TV if more interesting programmes were (broadcast),
ft 8 People (not be) so frightened if less crimes (show) on TV
Past Simple / Past Perfect
1. Mary (go) mto the room, (sit) down and (discovered ) that someone (smoke) some cigarettes because the ashtray (be) ful
2. The match already (finish) when we (arrive), so we (can) find a nice place to park our car. Our friend
v Thomas (tell) us that it (be) very difficult to find a place on match days.
3. Those Congolese children never (see) the sea, so they (find) it very impressive.
1 4. Someone (pick up) all the oranges, because the trees (be) empty.
5. Nobody (tell) us the temperatures were going to be so low, so we (not bring) warm clothes .
6 . 1 was very worried yesterday because I (have) an argument with my boyfriend.
7. When she (tell) us what she (see) in the museum we (not can) believe her.
8. When we (arrive) at home she (already do) the washmg.
9. She (need) help because someone (steal) her money.
10. She (do) her homework before she (visit) me.
IV. Giving the homework

Grades
Theme: Grammar exercises

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Dictionary
to revise and consolidate the material of competence C1, C2, C3, C4: At the mixed, traditional
able:
to develop PP ability to work
independently to know conditionals for actions
Upbringing: that are unlikely to happen, Present
Simple, Past Simple
to develop thinking skills
to write verbs in Pr or Past Simple,
to make up Conditionals sentences
- greeting
II. Pre - activity

PP revise Past Simple and Past Perfect, revise the rules and give examples
After PP revise Conditionals (II) and give examples
III. Main Part

Grammar Grammar Exercise 1
PP must write the verbs in the correct tense: Past Simple or Past Perfect
Keys: l.was 2. had put 3.had got 4. was S.had been 6.came 7.did he want 8.walked 9.had been heard
Grammar Exercise 3
PP match the parts to make sentences
1. I'd go to bed early if I were you. You look sleepy. 5. I'd have a drink of water if I were you. You look hot.
2. I'd wash that cut if I were you. It looks nasty. 6. I'd have a rest if I were you. You look tired.
3. I'd do some extra maths work if I were you. We've got a 7. I'd join a Language Centre if I were you. You can
test tomorrow. watch videos in English.
4. I'd see a doctor if I were you. You've got a temperature. 8. I'd put a sweater on if I were you. You look frozen.
1) Read and choose the best summery P 88

a) A young teacher was upset because of her pupils
b) A young teacher knew what to do to make her pupils interested
2) Read the text again, find and write the verbs in the Past Perfect
Keys
hadn't been, had laughed, had been; had dreamt
3) Write three questions about the text. (15 marks)
Key: 1 Had she been quick to answer her pupil's question?

2 Had she been a good student at university?
3 Had she dreamt of becoming a good teacher?
V. Giving the homework revision

Grades
Theme: Independent work: to write a poem

Aims Competences
to revise and consolidate the material of competence C1, C2, C3, C4: At the mixed, traditional
able:
independently *to know Present Simple, Past
Upbringing: Simple
*to write sentences in rhymes

- greeting
- checking up the homework: 10 sentences

PP revise Present Simple and Past Simple
III. Main Part

PP are divided into three groups and given 3 themes:
LOVE, FRIENDSHIP, FAMILY
a) PP make associations with these words and form it as a cluster
admire walking in the park
happy believe
trust LOVE understand
beautiful boy and girl
b) PP try to make up a poem in group using words as clues.

Teacher walks around the class helping pupils if there is necessary
e.g. Love is a beautiful feeling
People have happy evenings
They walk in the park
Without being afraid of dark
After being ready with the text PP prepare the picture related to the topic of their poems.
IV. Post - activity
PP one by one present their poem to the class.

After each group presentation pupils themselves vote and decide which group made up the best poem and drew the best
picture.
V. Giving the homework revision

Grades
Unit 5 Cinema
Theme: Goodies and baddies

Aims Competences
Educational: Learning outcomes for English Type of the lesson: pictures
to revise adjectives, Present Simple competence C1, C2, C3, C4: At mixed, traditional
Developing: the end of the lesson pupils will Methods of the lesson:
to practise reading for detail and for main frontal, group work
be able:
ideas; to practise listening for detailed
information; to practice expressing To know I like / 1 don/t like
agreement/disagreement; because, Adjectives
Upbringing: To write reviews for films, to
to practise expressing opinions; to practise work with wordlistcorrect tense
writing a short film review talking about relatives and
important family events

a. greeting
c. checking up the homework
Vocabulary
funny - quvnoq, kulgili difficult - qiyin
sad - g ‘amgin, qayg‘uli, zerikarli historical - tarixiy
happy - baxtli, xursand, omadli old - eski, qari_
interesting - qiziqarli
II. Pre - activity

Activity la Objectives: to revise word classes; to prepare for writing descriptions Ask PP to answer the question. If they
can't answer, suggest they look in the Wordlist and find the answer.
Key: adjectives
Activity lb
Objectives: to revise and remember other adjectives to describe films. PP write adjectives to describe films. When PP
have written two or three adjectives let them compare their lists in pairs or groups and add to them, bo not spend long
on this activity. After a couple of minutes ask PP to tell you the words they have. PP who do not have a particular
word may add it to their list.
Activity 1 c
Objectives: to revise and remember adjectives to describe characters The procedure is the same as for 1 b.
III. Main Part
Activity 1 d Objectives: to read for detail; to express agreement/disagreement and give reasons PP read the statements
and say if they agree or disagree.
Activity 1 e Objective: to practise describing films and expressing opinions about them PP write about three of the fims
they have seen. They use 1 d and their lists of adjectives to help them.
Activity 2a Objective: to read for main ideas PP read the two texts and say which film they would prefer to watch.
Activity 2b
Objectives: to read for detailed information; to identify the structure of a review
This should be quite easy as it is very similar to the structure of a book review which PP practised in unit 4. PP can
read aloud the sentences with the required information.
Suggestion: You could ask PP what other information they could include in a review. They might suggest:
• information about the director
• comments on the photography
• comments on the music
• information about where the film is set
IV. Post - activity
Activity 3a Objective: to practise writing a review of a film
PP work together to write a short review of a film. Remind them they should not write the title.
Activity 3b Objectives: to listen for detailed information; to have fun Ask a pair to read out their review. The rest of
the class should guess the name of the film. If you prefer, you could collect in all the reviews and read them out
yourself.
II. Giving the homework Ex 1 P 45

Grades
Theme: Consolidation. Goodies and baddies

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Pictures,
to revise adjectives, Present Simple competence C1, C2, C3, C4: At mixed, traditional handouts
Developing: to practise reading for detail and the end of the lesson pupils will Methods of the lesson:
for main ideas, to practise listening for frontal, group work
be able:
detailed information;
to practise expressing To know I like / 1 don/t like
agreement/disagreement because, Adjectives
Upbringing: to practise expressing opinions; To write reviews for films, to
to practise writing a short film review work with wordlist

- greeting
II. Pre - activity

Teacher devides PP into 2 groups and give them pictures of goodies and baddies
I Group is describing goodies using adjectives, II Group is describing badies using adjectives,
verbs and word-combinations verbs and word-combinations
Main Part
One group is describing heroes and the second group is trying to guess the hero.
eg
he is very brave, handsome, young, saves pp from bad people; punishes bad
people, he is unordinary, he has a special true way, he is......
III. Post - activty
Discussion
PP in whole class discuss the following questions
❖ Why are there good and bad characters in films?
❖ Does goodness always win evil?
❖ Have you ever felt sympathy to baddies?
V. Giving the homework ex 2 p 45

Grades
Theme: I like ―O‘tkan kunlar‖

Aims Competences
Educational: to introduce and practice Learning outcomes for English Type of the lesson: Textbook,
words related to the cinema competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to practise listening for end of the lesson pupils will be Methods of the lesson:
detailed information frontal, group work
able:
Upbringing: to practise talking about
To know word building n+n,
films made in Uzbekistan and in foreign
Present Simple
countries To give definitions to types of films

- greeting
- checking up the homework ex 2 p 45
Vocabulary
comedy - komediya love story - sevgi qissasi
adventure film - sarguzasht film war film - urush xaqida film
historical film - tarixiy film science fiction film - ilimiy ommabob film
thriller - daxshatli film, o‘tkir syujetli film,triller feature film - badiiy film
cartoon - multfilm
II. Pre - activity

Activity la
Obiective: to revise vocabulary from previous units PP look at the pictures and words and match them. The words are not
new. You can check that PP can say the words correctly while checking the answers to the activity. Ask PP to ask and
answer: Pupil 1: What kind of film is Terminator? Pupil 2: It's a ... Key:
f) Story about a soldier
g) Terminator
h) Nu, pogodi! (Senimi, shoshmaytur!)
i) Coming to Amerika
a) O'tkan kunlar
b) Gone with the wind
c) Three musketeers
d) Mammy 2
e) Dawg
III. Main Part
Activity 1 b Obiective: to revise vocabulary and introduce some new words PP will need to talk about films If PP cannot
guess the meaning of the words, explain the words to them. Say the words and let
PP repeat after you in chorus, in rows and individually.
Activity 2a Obiective: to prepare for the next activity PP quickly write down the names of five films they have seen.
Activity 2b Obiective: to listen for detailed information PP work in groups. Explain that they should think of a famous
film. PP take turns to describe what they have thought. The others guess the film.
e.g. it‘s a cartoon film made by Disney. It‘s about an animal who is a king. ..
Activity 2c Objective: to talk about films and why PP like them PP report to the class about the most popular films in their
group. Explain the task. Give PP a couple of minutes to organise their reports Then ask each group to report about the most
popular film in their group. Have a second round and ask them to report about the second most popular film in their group.
Activity 3 Objective: to practise asking for and giving information PP work in pairs.This is a normal information gap
activity. Check the answers.
V. Giving the homework Ex 1.2 P 45

Grades
Theme: Film stars
Required
Aims Competences Type and methods of the lesson
equipment
Educational: to introduce and practice Learning outcomes for English Type of the lesson: Pictures of film
possession with competence C1, C2, C3, C4: At the mixed, traditional stars, tape
Developing: to describe films using a end of the lesson pupils will be Methods of the recorder
range of positive and negative descriptive lesson: frontal, group
able:
adjectives; work
to practise reading for To know possession: with, positive
detailed information; and negative adjectives, Past
to practise listening for specific Simple
information and for detailed To make up sentences with
information possession with, to describe films
Upbringing: to talk about film stars from using adjectives
Uzbekistan and from foreign countries

- greeting
- checking up the homework Ex 1.2 P 45
II. Pre-activity
Activity la Objective: to use the information in the picture to prepare for listening In pairs PP work with the names an
pictures and try to work out who is who and name a film s/he appeared in. It doesn't matter if PP cannot do everything.
They will find the answers when they listen to the cassette.
Activity 1 b
Objective: to practise listening for specific information PP listen to the tape and check their
answers to 1 a.
III. Main Part
Activity 2a, 2b
Objective: to practise reading and listening for detailed information; to learn
more about Charlie Chaplin Ask PP what they know about Charlie Chaplin. Then let them read the text and write the
missing words in their Ex Bks Wien they are ready, play or read the last pait o f the tapescript in activity 1 b about Charlie
Chaplin and let PP check their answers.
Activity 3
Objective: to give longer descriptions of appearance using prepositional phrases
PP take turns to describe one of the stars in 1 a. They should not give the name, only the description. Their partner should
look at the pictures, listen to the description and guess the person being described.
IV. Post – activity Activity 4a
Objective: to revise/extend the range of positive and negative descriptive adjectives PP use
Help PP with any words they have forgotten. When you check the exercise ask PP to say the words so that you can check
they can pronounce them correctly.
Activity 4b
Objective: to describe films using a range o f positive and negative descriptive adjectives
PP take turns to use the adjectives to describe films they have seen. Their partner should agree or diagree with their view as
m the example. Suggestion: You could remind your PP about the words they learned in class 7 for qualifying adjectives (not
very, a bit, quite, very) and they could use these in their descriptions too, if appropriate. NOTE: In the project lesson PP
will write a review of a film they have seen,
might be a good idea to tell them this a week before the lesson so that they can
1 Watch a film if they need to
2 Bring information about the film with them, ready for the project.
See the project lesson activity 2a for a list of the kind o f information they will need.
V. Giving the homework Ex 1 P 45

Grades
Theme: Consolidation . Film stars

Aims Competences
Learning outcomes for English
Educational: to introduce and practice competence C1, C2, C3, C4: At
possession with the end of the lesson pupils will
Developing: to describe films using a range of be able:
positive and negative descriptive adjectives; To know possession: with, Type of the lesson:
Pictures of
to practise reading for detailed information; mixed, traditional
positive and negative film stars, tape
to practise listening for specific information Methods of the lesson:
adjectives, Past Simple recorder
and for detailed frontal, group work
information To make up sentences with
Upbringing: to talk about film stars from possession with, to describe
Uzbekistan and from foreign countries films using adjectives

- greeting
Ex 1 P 45
II. Pre - activity
Teacher gives PP cards with names of popular film stars and asks them to describe the pictures
III. Main Part

PP make pairs and choose 1 who will be a film star and the other one will be an interviewer:
The topic of the interview - PRESENTATION OF THE NEW FILM
E.G. Interview with Jenifer Lopes
Interview: What kind of film do you want to present us?
Film Star: family comedy
Interview: Who is your partner?
Film Star: This is very unusual partner. You will never guess!!!!! It‘s Tom Cruz.
Interview: Wow! So who does he play?
Film Star: we are husband and wife and we want to have children.......
IV. Post - activity

PP present their dialogues to the class and act it out
PP choose the most interesting dialogue

Mini-composition

Grades
Theme: We‘ll have a wonderful time

Aims Competences
Educational: to introduce construction: Learning outcomes for English Type of the lesson: Textbook,
would you like to... ? competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to practise reading for gist end of the lesson pupils will be Methods of the lesson:
and for specific information frontal, group work
able:
to practise translating the structures into
mother tongue To know offers Would you like to
Upbringing: to talk about unreal or ... ?answers to offers
I ‘d love to/Sorry I can‘t, to be
unlikely situations using the second
going to
conditional To invite and accept/refuse to do
smth

- greeting
Mini-composition
II. Pre - activity

Activity 1 a
Objective, to read for gist
PP read the conversation and answer the question. Ask PP what words Rustam uses to make the invitation. (Would you like
to ...?)
Activity I b
Objective: to infer the meaning of the structure from the context This is revision of 'will' for prediction. PP readthe
conversation again and answer the questions. Draw PP attention to the way to accept an invitation politely ‘I'd love to' Also
draw PP attention to the way that the prediction We'll have wonderful music' is used to presuade someone to accept the
invitation. Ask PP to translate the conversation and compare the way this is done in mother tongue and m English.
III. Main Part

Acivity 1 c
Objective: to practise making invitations and persuading people to accept, and accepting politely PP work in pairs. They
use the example in 1 a and make own conversations.
Activity 2a
Objective: to introduce how to refuse an invitation politely Ask two PP to read out the example. Deal first with the way to
introduce a refusal. In English to say 'no' is considered rude. It is necessary to apologise (sorry), saythat it is not possible (I
can't) and explam why it is not possible (I'm doing...).
Then ask PP to focus on the tense highlighted in bold. Explain that the present continuous is used to refer to thefuture when
we have a definite arrangement.
If you feel it is helpful, you might want to ask PP what other ways they can
talk about the future in English and elicit: 'be going to' for intentions (which may change)
'will' for promises, spontaneous decisions, and for predictions Ask PP to translate the example and compare the tense used
with that in mother tongue.
Activity 2b
Objective to practise inviting, and refusing invitations politely Then help PP to work in open pairs using the examples in
2a.

Mini-composition

Grades
Theme: The Oscar is awarded to ...

Aims Competences
Educational: to introduce UK and USA Learning outcomes for English Type of the lesson: Textbook,
spelling competence C1, C2, C3, C4: At the mixed, traditional handouts
and for detail; to practise listening for frontal, group work
able:
specific
information and for detailed information *To know UK and US spelling,
Upbringing: to talk about Hollywood, its Present Passive
*To use Present Passive in
stars and the world awards
completing sentences

- greeting
- checking up the homework Mini-composition
II. Pre-activity
Actvity la Look and answer the questions.

Obiective: to work with the pictures to introduce the topic and let PP discuss what they already know PP look at the
pictures and answer the questions.
Activity 1 b Read the text and answer the questions.
Objectives: to read for gist PP read the text about Hollywood and answer the questions.
Activity 1 c Answer the questions.
Objective: to encourage PP to talk freely about the topic PP answer the questions. You can add more questions e.g. Has
anybody been to Hollywood or seen the sign before9 If so, where in a book or on TV? If some PP know a lot about the
topic, let them tell the class whatever they know
III. Main Part
Activity 2 Work in groups. Discuss the following.

Obiective: to give freer practice in talking about Hollywood actors/actresses In groups PP ask and answer about the
Hollywood actors/actresses they know.
Actvity 3 a Look and say what these awards are for.

Objective: to prepare for the next activity; to leam about different world awards
PP look at the pictures and say the names o f the awards and what they are for. You could let PP prepare the activity in
pairs or groups before checking the answers with the whole class.
Key The President's Cup - for tennis
An Oscar - for best actor/actress, best director, best comedy, best pohtography, etc.
The Nobel Prize - for many things: encouraging world peace, scientific discoveries, literature, for example. Grammy
Award - for pop music for best new group, best girl group, best song, etc.
World Cup-for football
V. Giving the homework Ex 1 P 45

Grades
Theme: consolidation. The Oscar is awarded to ...

Aims Competences
Educational: to introduce UK and USA Learning outcomes for English Type of the lesson: Textbook,
spelling competence C1, C2, C3, C4: At the mixed, traditional handouts
and for detail; to practise listening for frontal, group work
able:
specific
information and for detailed information To know UK and US spelling,
Upbringing: to talk about Hollywood, its Present Passive
*To use Present Passive in
stars and the world awards
completing sentences

- greeting
Activity 3b
Objective: to practice listening for specific information PP listen to the tape and answer the questions.
Tapescript
The first major film festival was held in Venice in 1932. Today hundreds of festivals are held every year. The
largest and best-known festivals are held in France, Berlin, London, Moscow and New-York. The best-known
movie awards are given each spring by the Academy of Motion Picture Art and Sciences. These awards are
called the Academy Awards or Oscars. They are presented for outstanding achievements in filmmaking during
the past year. There are awards for best actor, best actress, best director, best special effects, best photography,
and best supporting role. The Oscars are awarded to films, film-makers and film stars from all over the world.
Activity 3 c
Objective: to practise listening for detailed information listen again and answer the questions. To check the answers, ask
PP answer to a question then play the tape and pause after the answer o n 41 ‗e tape, so PP can see for themselves if they
were right or wrong.
Activity 3d
Objective: to practice predicting, to practice reading for details information
Keys:
Festival Spring Past
Venice Oscar Awards
1932 Outstanding Supporting
Every year Filmmaking Film-making

Grammar
UK-film, cinema
US-movie, movie theatre, motion picture
Otlar ot+ot kabi shaklda ham yaratilishi mumkin.
Masalan: school garden, war film
Giving the homework revision

Grades

Aims Competences
Educational: Learning outcomes for English Type of the lesson: dictionary
to practice Present Simple competence C1, C2, C3, C4: At the mixed
to develop reading, speaking skills frontal, group work
able:
Upbringing:
* To know likes/dislikes
to use life situations talking about likes /
* To write questions to the text
dislikes * To practise reading the texts and
choosing main idea

a. greeting
II. Pre-activity
Complete the sentences with the verbs in the box.
Bought come comes are studying D id ... buy did ... meet is staying
went
1 My mother _is_ s_t_ay_i_ng_ in our house while we are on holiday.
2 Paul_______ French four times a week.
3 Anna_______ to the cinema last weekend.
4 My m other_______ from Poland.
5 My brothers_______ modem languages in Paris.
6 When I was ten,my parents_______ me a bicycle.
7 Simon________ you a present?
8 Where _ _ _ _ _ your father bom?
9 Who_______ y o u ________last night?
10 Where does h e _______ from?
Keys: 2 studies 3 went 4 comes 5 are studying 6 bought 7 Did ... buy 8 was 9 did ... meet 10 come
III. Main Part

Read the article. Circle the correct answer.
Some people are better communicators than others and this helps us to choose our jobs. People who work alone,
for example, artists or postmen, don‘t need good communication skills. Musicians communicate with the other
players through their music. However, workers who speak to the public all day, for example, hotel receptionists,
need to enjoy meeting and helping people. One profession that needs good communications skills (but does not always
have them) is medicine. A clever doctor may not be very good at talking to his or her patients. Some teaching hospitals now
tram their medical students to have a good bed-side manner. This means the medical students learn to be kind and friendly
when theyare talking to sick people who are frightened or unhappy.Another profession that needs good communication
skills is the police force. The police learn to look carefully at faces and bodies so they can ‗read‘ if a person is dangerous or
not telling the truth.
1 All / Some people are good communicators.
2 A good receptionist likes working in a hotel / meeting people.
3 Most / Some doctors are bad communicators.
4 Doctors can‘t / can learn to communicate with ordinary people.
5 A ‗good bed-side manner‘ means you can talk about science / kindly to patients.
6 Medical students are student doctors / sick students.
7 Patients are dangerous / sick people.
8 You can‘t / can learn to read body language.
Keys 1 Some 4 can 7 sick 2 meeting people 5 kindly to patients 8
3 Some 6 student doctors
IV. Post - activity
Write a goodbye sentence ... 3 to your grandparents after a meal with them
1 to a friend getting on a train 4 to a friend after a visit to the cinema
2 to your teacher at the end of term 5 to a boy/girlfriend before they go away for a month
V. Giving the homework Revision
VI. Evaluation VII. Conclusion The results of the lesson
Grades
Theme:4-ControI work: test

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Dictionary,
to revise and consolidate the material o f competence C1, C2, C3, C4: At the mixed, traditional test
the Unit end of the lesson pupils will be Methods of the
able: lesson: frontal, group
Developing: work
to develop PP ability to work To know all studied grammar
independently rules, words
To do the test
Upbringing:
- greeting
- checking up the homework Ex 1 P 45
II. Main Part
2. CONTROL TESTS FOR the 8th FORM
/ - VARIANT
1.A novel is ... 11.1 have just had a quarrel with my parents. What would
A) a writer‘s story of his or her life C) a book-length you do if you______
fictional story A) are B) were C) had been D) would be
B) a story about crime and detective D) about imaginary 12. Very often people behave as though they______ alone
future developments in science in the universe. me?
2.Mark Twain is an author o f ... A) are B) have been C) are being D) were
A) ―The City and the Stars‖ C) The Adventures of Tom 13. If Tom got an invitation to the wedding, he__ a holiday
Sawyer‖ to attend this event.
B) ―A boy‘s will‖ D) ―Dark Forces‖ A) would have taken B) takes C) would take D) will take
3.If 1 ... him I would go to the cinema. 1 4 .1______ an interesting book at the moment. I'll return it
A) am B) was C) were D)had to the library when I've finished.
4. If I.. more money, I….to England to practice my English A) read B) shall read C) am reading D) would read
A)Had will .. B)Had would go C)Have went 15. We spent a pleasant day by the river,____ we had a
D)had went picnic.
5. Where you fly,Ifyou a bird? A) where B) what C) which D) that
A)will turn into B)Would turn into 16. That's restaurant I've ever been to.
C)would turned into D)would would into A) worst C) bad B) the worst D) worse
6. My wife is ... than your wife 17. The party by the time I there.
A) the most beautiful B) more beautiful
D) more beautifuller C) beautifuller A) had finished, get c) had finished, got b) finished, got d)
7. She a stronger person now than she _ _ _ _ _ a few finished, had got
months ago. 18. My colleagues usually four days a week, and tills week
A) had been, was B) were, were C) was, was D) was, had they______ five days.
been A) work, work B) are working, are working C) are working,
8. When the phone rang, I... dinner. work D) work, are working
A) cook B) was cooking 19 Why did she always to see Jim at the worst possible
C) am cookmg D) had cooking moment?
9. Anita usually likes coffee, but she_ tea in the morning A) come B)came C) comes D) to come
yesterday. 20. Do you listen to opera? - No, I ______ listen to opera. I
A) drank B) drink C) drunk C) is drinking hate it.
10. is to the mind that exercise is to the body A)always B) never C) often D) usually
A) playing B) writing C) reading D)thinking
II – VARIANT
1. My colleagues usually______ four days a week, and tills 11. Where_____ you fly, if y o u ______a bird?
week they______ five days. A) w ill... turn into B) would ... turn into
A) work, work B) are working, are working C) are working, C) would . turned into D) would ... would turn
work D) work, are working 12. My wife is ... than your wife.
2. Why did she always ... to see Jim at the worst possible A) the most beautiful B) more beautiful
moment? C) beautifuller D) more beautifuller
A) come B) came C) comes D) to come 13 . Very often people behave as though they______ alone

Grades
3. Do you listen to opera? - No, I ______ listen to opera. I in the universe.

hate it. A) are B) have been C) are being D) were
A)always B) never C) often D) usually 14. If Tom got an invitation to the wedding, he______ a
4. A novel is ... holiday to attend this event.
A) a writer‘s story of his or her life C) a book4ength A) would have taken B) takes C) would take D) will take
fictional story 1 5 . 1 an interesting book at the moment. I'll return it to the
B) a story about crime and detective D) about imaginary library when I've finished
future developments in science A) read B) shall read C) am reading D) would read
5. Mark Twain is an author o f ... 16. She______ a stronger person now than she _______a
A) ―The City and the Stars‖ C) The Adventures of Tom few months ago.
Sawyer‖ A) had been, was B) were, were C) was, was D) was, had
B) ―A boy‘s will‖ D) ―Dark Forces‖ been
6. If I ... him I would go to the cinema. 17. When the phone rang, 1... dinner.
A) am B) was C) were D) had A) cook B) was cooking C) am cooking D) had cooking
7. We spent a pleasant day by the river,_______ we had a [ 8. Anita usually likes coffee, but she______ tea in the
picnic. morning yesterday
A) where B) what C) which D) that A) drank B) drink C) is drinking D) drunk
8. That‘s______ restaurant I've ever been to. 19. ... is to the mind that exercise is to the body
A) worst B) the worst C) bad D) worse A) playing B) writing C) reading D) thinking
9. The party by the time I______ there. 2 0 .1 have just had a quarrel with my parents. What would
A) had finished, get c) had finished, got b) finished, got d) you do if you______ me?
finished, had got __A) are B) were C) had been D) would be
10. If I _____ more money, I ______to England to practice
my English.
A) had ... will go B) had ... would go C) had ... went D)
have... .went
V. Giving the homework Revision

VI. Conclusion The results of the lesson

Grades
Theme: Revision

Aims Competences
to practice Present Simple competence C1, C2, C3, C4: At the mixed handouts
to practise writing a longer film review frontal, group work
able:
and a nomination for an award;
to practise listening to an award ceremony To know conditionals IIType
(listening for detail) To make up sentences in
Upbringing: Conditional
to learn a procedure for reading aloud
effectively in public
- greeting
II. Pre-activity
Activity la
Objectives: to practise writing acronyms; to be creative In 2a PP will write a review of a film they have seen. When you
make the groups, it would be helpful if PP who know and like the same films are grouped together. PP work in groups and
design and draw a film award and give it a name and an acronym. You may want to do a little work with acronyms - you
could ask PP what acronyms they know - UN, NASA, WWF, UNICEF (United Nations, National Aeronautics and Space
Administration, World Wildlife Fund, United Nations Children's Fund)
III. Main Part
Activity 2,2b
Objective: to write a review o f a film PP have seen PP work together to make as full a report as possible. Go round and
monitor the work. Help PP with language where necessary. Leave 10-15 minutes at the end of thelesson for the Oscar
ceremony.
Activity 3
Objective:
In turn a P from each group reads aloud the group's review and makes their nommation and shows their Oscar. At the end
of each review and nomination you could ask the class if they agree, if they would also nominate the film Teach PP how to
read aloud well. Here are some instructions you could give PP. Let them practise before the Oscar ceremony.
1 Hold the paper in one hand and with the other keep one finger under the line you are reading, moving the finger down the
page as necessary. Hold the paper nearly at the same height as your eyes.
2 At the end of each sentence pause, look at the audience, and then look down and read the next sentence.
3 Do not read too fast.

Revision

Grades
Unit 6 Music and Balet

Theme: My favourite music

Aims Competences
Educational: to introduce and practice Learning outcomes for English Type of the lesson: dictionary
structure make + object+adj; competence C1, C2, C3, C4: At the mixed, traditional
make+object+verb; likes/dislikes end of the lesson pupils will be Methods of the lesson:
Developing: to practise inferring the frontal, idividual
able:
meaning of a new word from the context;
to practise listening for gist and for To know make + object+adj;
specific information make+object+verb; likes/dislikes
Upbringing: to talk about theTypes of To make up sentences in
Conditional
music, singers and groups that they like
To practise translation* to practise
and explain why they like their music
reading and talking about relatives
and important family events

- greeting
II. Warm - up
Ask PP these questions. PP learned about musical instruments and music in class 5 so they should be able to answer
you.
1 Do you like to listen to music?
2 What kind of music do you like to listen to?
3 When and why do you like to listen to music?
III. Pre - activity
Activity la
Obiective: to revise the vocabulary and infer the new word 'opera' from the context
Ask PP to read the texts and try to guess the meaning of the new words. Check understanding by matching. Then say
the words and ask PP to repeat them.
Key: lb 2a 3d 4c 5e
Activity lb, lc
Objective: to give freer practice in using the new words
PP work in pairs. They ask and answer about their favourite music. After working in pairs they should report what
music they like or do not like.
IV. Main Part
Activity 2a Objectives: to prepare for the next activity; to introduce some famous singers from around the world Ask
PP to look at the photos and match them with the names. Check the answers by asking these questions. Help PP if they
don't know some of the photos.
1 Do you know these people in the photos?
2 Do you know what country they are from?
3 Have you ever heard or seen them in real life or on TV?
4 Do you know whatType of music they perform?
If your PP do not know the answer to question 4, make sure you tell them.
Key:
a The Beatles, the UK, a pop group b Ella Fitzgerald, the USA, a jazz singer c Pavarotti, Italy, an opera singer d Nasiba
Abdullayeva, Uzbekistan, a pop singer e Alia Pugacheva, Russia, a pop singer
V. Post - activity
Activity 2b Objective: to practise listening for gist
Ask PP to write the numbers 1 -5 in their Ex.Bks. Explain PP will hear some people talking about singers or kinds
of music that they like. They should listen and write which singer or kind of music the person is talking about, play
the first bit of the tape, ask PP to write their answers, check that they all understand what to do (you could check
they have got the right answer) then play the rest of the tape.
Key: 1 Ella Fitzgerald
* NasibaAbdullaeva
2 doesn't like opera but likes some songs sung by opera stars
Alla Pugachevab The Beatles
VI. Giving the homework Consolidate

Grades
Theme: Music of Uzbekistan

Aims Competences
Educational: to introduce and practice Learning outcomes for English Type of the lesson: Textbook,
new words competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to practise reading and end of the lesson pupils will be Methods of the lesson:
listening for main ideas frontal, group work
able:
Socio-cultural: to talk about music and
* To know Present Simple, Past
musicians in Uzbekistan
Simple
* To talk about musicians
* To practise listening for specific
information, working with wordlist

a. greeting
Activity 2a Objectives: to prepare for the next activity; to practise using the Wordlist When PP have found out
the meaning o f the words say the words and ask PP to repeat after you.
Vocabulary
Soloist - solist Film score - filmga musiqa
Ensemble - ansambl Inheritance - merso
Composer - kompozitor Roots - kelib chiqishi
Conservatoire - konservatoriya Flute - fleyta
III. MainPart
Activity 2b Objective: to listen for main ideas. PP listen and answer the question. You could check that PP
realise that the music at the beginning and end of the programme is by Burxonov.
Tapescript
(a couple o f bars of a the National Anthem o f Uzbekistan) .. Welcome to our programme Great Musicians o f
Uzbekistan. Today we are going to hear about Mutal (Mutavakkil) Burxonov, one of the great musicians of
Uzbekistan. He was bom in 1916 in Bukhara. In 1949 he graduated from the Moscow Conservatoire. He
composed many, many pieces of music in a number of different styles, including the National Anthem o f the
Republic of Uzbekistan and the opera 'Alisher Navoi'. His other compositions include the film score for many
films and many songs. His works form a large part of the musical inheritance of modem Uzbekistan, (a few bars
of a film score by Burxono
Key:
It is about Mutal Burxonov. He came from Bukhara and he is famous fo r composing the National Anthem o f
Uzbekistan, the opera 'Alisher Navoi', music fo r films and many songs.
Activity 3a
Objectives: to read for main ideas; to inform PP of the existence of music festivals in Uzbekistan and to encourage
them to participate in the festivals Ask PP for their suggestions for a title, and ask PP to explain why they suggest
the title. Accept all reasonable answers.
Activity 3 b
Objectives: to practise expressing opinions and giving reasons, to encourage PP to consider the purpose of such
festivals and how it might be helpful for their development
Give PP a minute to think about their answers. You could let PP discuss in pairs first, before answering

Ex 1 P 53

Grades
Theme: Music festivals

Aims Competences
Educational: to introduce and practice Learning outcomes for English Type of the lesson: Dictionary
new words competence C1, C2, C3, C4: At the mixed, traditional
Developing; to practise readmg and end of the lesson pupils will be Methods of the lesson:
listening for mam ideas frontal, group work
able:
Socio-cultural: to talk about music
festivals m Uzbekistan and in the UK; to To know Present Simple, Past
learn cultural information about Simple
Wales, its language and national symbols * To talk about musicians
* To practise listening for specific
information, working with wordlist

c. greeting
d. checking up the register
e. checking up the homework Ex 1 P 53
Pre - activity
Activity la
Objectives: to give PP practice in talking about music festivals
PP answer the questions individually and then compare their answers with partners
I. Do you like music festivals?
II. Have you ever been to a music festival?
II. Main Part

Activity 1 b
Objectives: to read for mam ideas, to introduce information about music festivals in the UK
Work with the picture. Ask PP if they can guess which country the things in the picture come from. They learned about
Welsh national costume in class so they should be able to answer. You can tell them about the dragon and the harp.
Then PP read the letter about the music festival in Wales and say what activities Lucy saw there.
Culture Note
The dragon is the symbol of Wales and is on the Welsh flag, the harp is the national instrument of Wales and the
leek is the national vegetable. A bard is a poet.
Key
1 in Wales,
2 Welsh;
3 choirs singing, soloists playing music, poets reading their poems; a 'bard' being crowned.
After you have checked the answers you can draw PP attention to the information at the bottom of the page in the
Classbook. If your PP have access to the internet in your school, they could try and find out how to say the name
of the longest place. Warn them that Welsh does not sound at all like English!
III. Post - activity

Activity 2
Objective: to give freer practice in writing and talking about music festivals in Uzbekistan
Ask pupils to work in groups and talk about music festivals in their region.
V. Giving the homework Ex 1 P

Grades
Theme: Consolidation. Music festival

Aims Competences
to practice new words competence C1, C2, C3, C4: At the mixed, traditional
to practise reading and listenmg for main frontal, group work
able:
ideas
Socio-cultural: To know Present Simple, Past
to talk about music festivals in Uzbekistan Simple
and in the UK; to learn cultural * To talk about musicians
information about * To practise listening for specific
Wales, its language and national symbols information, working with wordlist

f. greeting
g. checking up the register
h. checking up the homework
Ex 1 P 53
II . Pre – activity
To work with the text

PP read the text and find difficult words and translate them trying to memorise them
III . Main Part
A music festival is a festival oriented towards music that is sometimes presented with a theme such as musical
genre, nationality or locality o f musicians, or holiday. They are commonly held outdoors, and are often inclusive of other
attractions such as food and merchandise vending machines, performance art, and social activities. Many festivals are
annual, or repeat at some other interval. Some, including many rock festivals, are held onlyonce. Some festivals are
organized as for-profit concerts and others are benefits for a specific cause.
AnotherType of music festival is the educativeType, organised annually in local communities, regionally or
nationally, for the benefit o f amateur musicians of all ages and grades o f achievement. While entrants perform
prepared pieces in the presence of an audience which includes competitors, the essential feature of thisType of
festival is that each participant receives verbal and written feedback, there and then, from a highly qualified,
professional adjudicator — someone whom they might never meet in any other way. They also usually receive a
certificate, classified according to merit, and some may win trophies. The competitive element is often played
down, however, as the important aspect is that participants can learn from one another Such festivals aim to
provide a friendly and supportive platform for musicians to share in the excitement of making music. For many
they provide a bridge between lessons & examinations and performing confidently in public.
IV . Post - activity
In pairs PP make up 10 questions

E.g. What is musical festival?
Is competitive element included in music festivals?
Then one pair work with another pair asking own questions and answering questions.

10 sentences

Grades
Theme: Young and popular

Aims Competences
to practice Reported speech, conditionals competence C1, C2, C3, C4: At the mixed handouts
to practise reading for detailed frontal, pair work
able:
information;
to practise listening for specific * To know reported speech
information; (reported questions) Conditionals
Socio-cultural: to talk about classical II, wh questions
* To write an interview report
music of popular singer
* To practise making up questions

i. greeting
j. checking up the register
k checking up the homework: 10 sentences
II. Pre - activity
Ask PP to look at the photo. Ask them: Have you seen this person before? Do you know his name? What do you think he
does? What sort of person do you think he is?
Activity 1 a Work in pairs. Ask and answer.

Obiective: to practise asking for and giving information PP work in pairs. This is a normal information gap activity. Check
the answers. You can ask PP if they know anything about colours and what they mean. Ask them what people who like
yellow are like (cheerful).
III. Main Part
Activity 1 b Read the interview with Usher. Match the questions and answers.
Obiective: to read for detail Ask PP to read the interview with Usher and to match the questions and answers. When they
have finished, let them compare their answers in pairs.
Activity 1 c Listen and check your answers.

Obiective: to listen for specific information Play the tape. PP should listen to the interview and check their matching
Activity 2b Read and say how to report Wh-questions.

Obiective: to practise reporting interviews
Remind PP that they can use different words to make their report interesting e-9- He said/answered/to/d me...
I asked Usher what he would do if he wasn't famous. Usher told me that he wanted to be a ...
Let PP write the exercise. PP could do the activity in pairs, if they find it easier. Go round and monitor and help any PP
who has difficulty.
Activity 3a, 3b, 3c

Objectives: to practise writing about a favourite singer or group, to give
further practice in reporting an interview Ask PP to interview each other about their favourite singer or group and then
write a report of the interview without writing the name of the person they interviewed. Collect PP Ex.Bks. Read out
some of the interviews and ask the class to guess who the person interviewed is.
V. Giving the homework Ex 1,2 P 53

Grades
Theme: Classical music and dance

Aims Competences
Educationah: Learning outcomes for English Type of the lesson: Textbook,
to introduce and practice new words competence C1, C2, C3, C4: At the mixed, traditional handouts
to practise reading and listening for gist frontal, group work
able:
Socio-cultural:
Present Simple Tense, Adjectives
to express an opinion on the importance of
* To write opinion about music
music/dance in life * To read the text for detailed
information

a. greeting
Ex 1,2 P 53
II. Pre - activity

Activity 1
Objective: to introduce and practise new topic vocabulary PP find the new words in the Wordlist and repeat after you
Vocabulary
Ballet - balet
Choreography - xoreografiya
Stage set - sahna ko‘rinishi
Good and evil - yaxshi va yomon
Superb - 1) ajoyib 2) dabdabali
III. Main Part
Activity 2a
Objective: to read for gist Ask PP to read about the people and then to read and find a suitable concert for each of them.
When they have finished, check the answers. Let PP explain why they think a particular thing is appropriate for a particular
person.
Key:
1 Ailey 2 National Philharmonic 3 Madame Butterfly 4 Spartacus
Activity 2b
Ob jective: to revise and extend PP knowledge of classical art PP do the quiz in groups. When they have finished, check the
answers. You could give one point for every correct answer. At the end find out which group got the most marks. Ask them
who is good at music or likes music in their group, if they know works by any of the composers or have seen any of the
ballets and operas on TV or in the theatre. Ask them if they enjoyed what they saw. Key:
1 Pushkin - poet, Tchaikovsky - composer, Byron - poet, Mozart - composer, MacDonald - artist, Liszt - composer,
Rachmaninov - composer
2 Beethoven - Germany, Chopin -Poland, Liszt - Hungary, Shostakovich - Russia
3 Swan lake - ballet, Carmen - opera, Rigoletto - opera, Cindrella - opera/ ballet, Aida - opera, the Nutcracker - opera,
Traviatta - opera, Sleeping Beauty - ballet
4 Maia Plisetskaya - ballet dancer, Luchiano Pavarotti - singer, Bemara Karieva - ballet singer
Activity 3a, 3b
Objectives: to listen for gist; to write an opinion and give a reason for it PP listen to the different opinions about classical
music and say which is nearest to their own. Then they can write their own opinion.
Ex IP 53

Grades
Theme: Project

Aims Competences
Educational: to practice reported speech Learning outcomes for English Type of the lesson: dictionary
Developing:: to practise reporting competence C1, C2, C3, C4: At the mixed
interviews end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to express an opinion on frontal, pair work
able:
the importance of music/dance m life
* To know all grammar rules
related to the topic
* To find mistakes in sentences, to
make up sentences
* To practise translation
o. greeting
p. checking up the register
q. checking up the homework
Ex IP 53
II. Main Part
Activity la Work in groups. Interview your classmates about their favourite singers or dancers. Write their answers
in your exercise book.
Obiective: to give pupils opportunity to work creatively Make groups of 3-4. One P is in the 'hot' seat.The others ask
him/her questions about his/her favourite singer or dancer. One P should be the time keeper. After 2 minutess/he says 'Your
time is up' (finished) and another P is in the 'hot' seat. Tell PP to note down their friends' answers quickly after each round
of'hotseat'. When PP have finished they should write a report of the interviews. PP should do this individually, following
the example injictivity lb in the Classbook.
-What kind of music do you like?

-Who is your favourite
-What is your favourite song?
Activity 1 b Report about your interviews.

Objectives: to check the answers to 1 a; to let PP leam more about each other so they can plan an appropriate concert (see
activity 2a) Ask a few PP to read out what they have written. Listen to two or three sentences fromeach.
III. Post – activity
Activity 2a Work in groups. You are going to prepare a big concert for Navroz. It must be interesting for your
schoolmates. Make a concert programme and give a short description of each piece of music you include in it.
Objectives: to leam how to write a concert programme, to raise awareness of the need to plan a balanced concert
programme; to write short descriptions of pieces of music, to stimulate PP creativity Ask PP to work in groups to prepare a
concert program. They should write a short description of each piece of music in their concert and write the programme out
neatly, as in the examples in the picture.
Activity 2b
Objectives: to practise presenting information to the class; to get feedback
on the concert programme Ask groups to present their concert programme to the class in turns.
IV. Giving the homework revision

Grades
Theme: Pronunciation, Grammar exercises

Aims Competences
to practice grammar material from the unit competence C1, C2, C3, C4: At the mixed handouts
to develop readmg and writing skills group work
able:
Socio-cultural:
To know all grammar rules related
to teach accuracy in writing
to the topic
To find mistakes in sentences, to
make up sentences

r. greeting
s. checking up the register
t. checking up the homework
Ex IP 53
Grammar Grammar Exercise 1

Write the correct form of the word in brackets
1 Rock music makes me happy. 5 Horror films make us frightened.
2 Opera makes him sad. 6 Homework makes you tired.
3 Swimming makes her fit. Pop music makes them feel relaxed.
Jazz makes the cat/it nervous.
III. Main Part
Make sentences with a suitable word

Adjectives Verbs
Fit tired clever happy sad cahn frightened Excited nervous old Laugh dance cry sing cover my ears forget everything
I like / don‘t like folk music because ....
My grandfather likes / doesn‘t like rock music because
I listen / don‘t listen opera because
We watch / don‘t watch television in the evening because
I like / don‘t like horror films because ....
Write sentences to the questions. Use a lot / not much

1) Does it rain a lot in Uzbekistan?
2) Do you play football often?
3) Do you like doing homework?
4) Do you enjoy doing homework?
5) Do you like listening to music?
6) Do you use the computer much?
V. Giving the homework 10 sentences

VI. Evaluation
VII. Conclusion The results of the lesson

Grades

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Book
to practice grammar material from the unit competence C1, C2, C3, C4: At the mixed
to develop reading and writing skills frontal, individual
able:
Socio-cultural:
to teach accuracy in writing
to the topic
To find mistakes in sentences, to
make up sentences

greeting
checking up the register
checking up the homework 10 sentences
II. Pre-activity
III. Giving the homework

To make dialogue
IV. Evaluation
V. Conclusion The results o f the lesson

Grades
Theme: Project

Aims Competences
Educational: to practice grammar Learning outcomes for English Type of the lesson: Book
material from the unit competence C1, C2, C3, C4: At the mixed
Developing: to develop reading and end of the lesson pupils will be Methods of the lesson:
writing skills frontal
able:
Socio-cultural: to teach accuracy in
writing
to the topic
To understand natural speakers
To answer the questions
greeting
checking up the homework
To make dialogue
To revise Passive Voice giving examples

I am asked about John every day
I was asked bout John yesterday
III. Main Part
The History of Cinema An American Thomas Edison made the first machine with Moving pictures in 1891. It was called a
kinetoscope. Then in 1895 machine that projected pictures on to a screen was built by two french brothers, August and
Louis Lumiere. They called their machine a cinematographe The pictures from this machine were shown after the other
very quickly. The Lumiere brothers gave the world‘s first film show in 1896, m America the world‘s first cinema was built
in Pittsburgh 1905. In the beginning films were made to show news, but by 1902 filmmakers began to write stories for film
and use actors. These films are very popular in America, and Hollywood became important in the film-making industry.
The first ―talkie‖ (film and sound) was shown in America in 1927. It was
called ―The Jazz Singer‖.

PP retell the topics to the class
Prepare for the progress check

VI. Evaluation
VII. Conclusion
The results o f the lesson

Grades
Theme: Control Work (dictation)

Aims Competences
to know words, grammar rules competence C1, C2, C3, C4: At the mixed, traditional handouts
to develop listening and writing skills frontal, group work
able:
Socio-cultural:
To know vocabulary related to the
to develop PP feeling of accuracy in
topic
writing To understand teacher‘s speech
To write the words correctly

greeting
checking up the homework (To make up 10 sentences)

Work with words from the text
Concert Halls
Opera Theatres.
Attend
chorus
III. Main Part
Teacher dictates the text, pupils write it
Music in Our Life
I love music, I think people can not live without it. The first thing I do in the morning I switch on my tape - recorder. We
can hear music everywhere: in the streets, in the shops, on TV, over the radio, in the cars, in the parks, everywhere. I think
it really doesn't matter what kind of music you prefer: rock, pop, classical, jazz. A lot of people are fond of music. They
buy tapes, go to the concerts, visit Concert Halls and Opera Theatres. 1 enjoy listening music because it reflects my moods
and emotions. Very often when I'm sad, I play my favourite merry songs and feel much better. Sometimes I attend music
halls and the concerts, when popular groups and singers are there. I like watching music programs on TV. I like to know
more and more about popular talented groups and singers I like. Some people go to music schools, they play different
musical instruments, sing in the chorus, try to compose music.
After PP have written the dictation they try to tell what was the text about (they translate it with the help of the teacher).
Teacher may read the sentences one by one and PP translate them
X. Conclusion
The results of the lesson

Grades

Aims Competences
to know words, grammar rules competence C1, C2, C3, C4: At the standard handouts
to develop listening and writing skills individual
able:
Socio-cultural:
To know words, Past Simple,
reported speech, conditionals To
writing answer the questions, report
sentences
To practise listening for detailed
information

greeting

LISTENING
1 Listen and say what the text is about. (10 marks) Key: About rock and pop music andfans of these kinds of music.
2 Listen again and disagree. (10 marks)
Key:
1 No, there aren't. There are millions of modern music fans all over the world.
2 Yes, there are answers to the question 'Why do young people love rock and pop?'
3 Rock music is always changing.
4 Pop music brings people together at discos and concerts.
5 Loud music is (can be) very bad for your hearing.
III. Main Part
READING
Read and find the right title for each part. Key: lb 2d 3a 4c
Read again and answer the questions.
Possible answers:
1 Because she liked the dance class she visited.
2 They had a small performance.
3 She was very impressed and wanted to learn to do the same.
4 Watching movies and reading.
READING/VOCABULARY
Read and choose the right word.
PROGRESS CHECKS
Key: 1 succesfiil 2 pop 3song 4 top 5 melodic 6 beautiful 7 greatest 8 happy GRAMMAR
6 Complete the sentences. (10 marks)
Key: lme angry 2 me excited 3 me happy 4 us nervous

GRAMMAR
Complete the sentences.
Key: lme angry 2 me excited 3 me happy 4 us nervous
Report the sentences in 6. (10 marks)
Key:
1 . Dad said that he doesn't like soap operas because they make him angry.
2. My friend said that he loves thrillers because they make him excited.
3. Fred said that he likes Pavoritti because his singing makes him happy.
4. They said that they don't like horoscopes because they make them nervous.
SPEAKING/WRITING
Say/write what you would do if you were: a a pop singer b a ballet dancer c a film star d an orchestra conductor e a TV
presenter Key: Answers will vary.
V. Giving the homework Grammar rules
Grades

Aims Competences
Educational: Learning outcomes for English Type: standard Textbook,
to know words, grammar rules competence C1, C2, C3, C4: At the Methods of the lesson: handouts
Developing: end of the lesson pupils will be frontal, group work
to develop listening and writing skills
able:
Socio-cultural:
To know words, Past Simple,
reported speech, conditionals To
writing answer the questions, report
sentences
To practise translating of the text

greeting
II. Pre - activity
Exercise 1. Read make up dialog.
Man enters palace III. Main Part

Last night an unidentified man carrying a knife entered Exercise 2. PacKpoifre cko6kh TaKHM 06pa30M,
the Queen‘s bedroom. She was asleep at that time, and HTo6bi
when she woke up, he warned her not to call for help. npezuiOvKennfl Bbipa-P
She asked him to leavMmt when he* refused she wajin: A) peanbHoe ycjiOBHe, B) HepeajibHoe
invited him to sit down. She persuaded him to give her ycjiOBHe.
the knife and after that she encouraged him to explain 1. If I (know), I {tell) you. 2. If she (want) to talk she
the reason for the unexpected visit. He asked for a (ring up). 3. Her health (improve) if she (sleep) longer.
cigarette. A non-smoker, she suggested calling for one. 4. If he (have) enough money, he (buy) a large house. 5.
He reminded her not to call for help. Finally, a palace guard She (feel) lonely if Peter (go) out every evening! 6. We
(6e) pleased to see you if you (arrive). 7. If we (can)
come on Sunday, we (come). 8.1 (understand) Mr Smith
if he (speak) slowly. 9. We (not/go) by ship unless there
(be) no other way. 10. If you (not/give) him good meals,
he (not/be able) to work hard
IV. Post - activity

42,1 Complete the sentences us in g one o f these verbs in the correct form, present or past:
cause damage hold invite make
overtake show surround translate write
1 Many accidents …………by dangerous driving.
2 Cheese____ ______ __________from milk.
3The roof of the building ______ in a storm a few- days ago.
4You _.......................... to the wedding. Why didn‘t you go?
5A cinema is a place where films………… .
6In the United States, elections for president…….. everv four vears.
Originally the book............. ......—.......... . in Spanish, and a few years ago it
---_ ----- ---------------- - into English.
7Although we were driving quite fast, we………. by a lot of other cars,
8You can‘t see the house from the road. It……..bv trees.
V. Giving the homework 10 sentences
VI. Evaluation
VIIConclusion The results of the lesson
Theme: Independent work: to describe the picture

Grades

Aims Competences
to know words, grammar rules competence C1, C2, C3, C4: At the fantasty handouts
to develop speaking and writing skills, frontal, group work
able:
creativity
Socio-cultural: To know words of the unit,
grammar constructions
To make up logically connected
writing sentences
to practice talking about the picture
greeting
checking homework
10 sentences
II. Pre-activity
Teacher shows the picture and PP give words or word-combinations according to the picture
E.g.
An occasion Concert Hall
Interesting performance
Bright
A lot of people
Good mood
Happy
Positive emotions
Meeting friends
Loud music
Tasty meals
III. Main Part
PP make a story according to a picture, giving a title
IV. Evaluation:
giving marks
V. Giving homework
To make dialogue
VI. Conclusion

Grades
Unit 8 Painting and sculpture

Theme: Art galleries around the world

Aims Competences
to talk about when and who made things competence C1, C2, C3, C4: At the traditional handouts
by using the Past Passive Voice in the end of the lesson pupils will be Methods of the lesson:
affirmative group work
able:
Developing:
to practise reading for specific information To know Past Passive (+), Present
Socio-cultural: Passive, adjectives To talk about art
to learn about famous art galleries in galleries
Uzbekistan, the USA and the UK; to To read for specific information, to
practise talking about practice translation
museums, gaJieries and works of art

greeting
checking homework
To make dialogue
II . Pre - activity
Activity la
Objective: to present and practise topic vocabulary Help PP to understand the meaning of the new words. You can use
the picture of a sculpture, for example. Then say the words and ask PP to repeat after you in the usual ways.
Vocabulary
artist [‘a:tist] - rassom portrait f‘po:trit], [-eit] – portret to found [faund] - asos solmoq
still life ['stil.larfj - natyurmort a wood painting [wud] ['peintiq] - yog‘och o‘ymakorligi
fine art [,fain'a:t] - tasviriy san‘at a sculpture ['skAlptfa] - xaykaltaroshlik
a work (of art) [w3:k] [t v ] [a:t]-san‘at asari
watermill ['wD:ta] [mil]- suvtegirmoni
III. Main Part
Activity 1 b
Objectives: to stimulate PP ideas about the topic; to prepare for the next activity
PP look at the pictures and ask and answer the questions. When they have finished working in groups you can quickly elicit
their answers, but do not say if they are right or wrong as PP will check their answers themselves in the next activity.
Activity lc
Objective: to practise reading for specific information PP read the leaflets and check their answers.
IV. Post - activity
Activity 2a, 2b
Objectives: to introduce the Past Passive Voice; to practise inferring the
new structure from the context PP read the sentences, translate them and then answer the questions. Then PP find other
sentences in the Past Passive in the text and translate them.
Activity 2c
Objectives: to give less controlled practice in using the new structure; to practise expressing opinions
PP write sentences as in an example. PP can use the pictures from the text or write about the pictures they know and like.
Draw their attention to the Remember Box.
Suggestion: Word Building Exercises la and lb could be done here. You could set them for homework or use them later for
revision. 102
Ex 1, 2 P 71
VI. Giving homework

Grades
Theme: Who was it painted by?

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Pictures
to ask and answer about paintings using competence C1, C2, C3, C4: At the non-standart
the Past Passive Voice with Wh-questions end of the lesson pupils will be Methods of the lesson:
and in the affirmative pair work
able:
Developing:
to practise reading for specific To know Past Passive (?)
information To make up ask and answer
Socio-cultural: questions
To read and feeling for specific
expressing opinions and feelings about
information
works of art; to learn how to understand
pictures

greeting
checking homework
Ex 1,2 P 71
II. Pre - activity
Activity 1
Obiective: to introduce and practise Wh-questions in the Past Passive Ask Pupil A to copy the table on this page and
Pupil B the one on the Homework page. PP ask questions in turn and write their partner's answers in their tables.
Picture Artist Date
1 Mother Portrait Akhmedov 1970
2 Mill in the Shishkin 1870
Wood Peale 1820
3 Still Life Constable 1816
4 Flatford Mill White 1972
5 Flowers Kensett 1869
andbirds
6 Lake George
III. Main Part
Activity 2a
Objectives: to teach to PP to understand pictures; to practise expressing opinions; to enable PP to talk about pictures PP
look at the picture and answer the questions
Activity 2b
Objective: to practise listening for specific information PP listen to the tape and answer the questions.
IV. Post - activity
Activity 2c
Objective: to infer the purpose of the conversation from context If necessary, play the tape once more. PP answer the
questions. Discuss the questions with PP and try to make them see that the teacher is helping PP to understand the picture
and then, having understood, to think about what message the picture gives to them.
Activity 3
Objective: to introduce and practise ways of expressing feelings You could present the new language by asking
yourself the question and then answering it. Draw PP attention to the structure of your answer. Remind them about what the
P in the lesson with the Art Teacher said. Ask them to look at the Remember Box.
Activity 4
Objective: to introduce and practise ways of expressing feelings Repeat the same procedure as above but this time with It
reminds me of + n'. Suggestion: Grammar Exercises 1,2 and 3 could be done here. You also could use Grammar Exercise 4
on page 76 in the Classbook. You could set them for homework or use them later for revision.
VI. Giving homework Ex 1,2 P 71

Grades

Grades
Theme: Pictures at an exhibition

Aims Competences
to disagree about things using the negative competence C1, C2, C3, C4: At the mixed, traditional handouts
form of the Past Passive end of the lesson pupils will be Methods of the lesson:
able:
to practise talking and writing about
paintings and sculpture To know Present Simple, would
Socio-cultural: like
To talk about and write reviews
to describe a painting and a piece of
about pictures
sculpture To describe pictures

greeting
checking homework
Ex 1, 2 P 71
Activity 1 Work in pairs. Point, ask and answer about the pictures on pages 65-66.
Objective: to revise the interrogative form of the Past Passive Voice PP ask each other questions about the picture they
brought from home. This activity could also be done in groups.
Activity 2
Objective: to mtroduce and practise the negative form of the Past Passive This is a usual True/False activity. If the sentence
is false, PP should correct it as in the example.
III. Main Part
Activity 3a, 3b Look at the picture by Kandinsky on page 69. Answer the questions.
O nbjective: to describe a painting and a piece of sculpture
Activity 4 Work in pairs/threes. Ask and answer about the person in the picture.
Objective: to enable PP to talk about pictures PP talk about the picture. They may want
to write down their answers. They can use the answers for the review they write in 5.
Suggestion: If your class is big, this activity and 5 could be done in bigger groups of 4
Activity 5
Objective: to write a review of a picture
PP write about the picture using the plan. They can use the adjectives from the Lesson 2.
Grammar
Remember:
'Mother's Portrait' wasn't painted by Robert Holmes.
Maxsus so‘roq gaplar
Special questions
Maxsus so‘roq gaplar where, when, why, who, whom, what, which, whose, how so‘roq
so‘zlari yordamida hosil qilinib, maxsus javob talab etilad.
Where does Aziza live? - Aziza qayerda yashaydi?
In Tashkent. - Toshkentda.
V. Evaluation: giving marks
VI. Giving homework Ex 1,2 P 71

Grades
Theme: Famous statues

Aims Competences
to practise comparing statues using the competence C1, C2, C3, C4: At the non-standart handouts
superlative end of the lesson pupils will be Methods of the lesson:
to practise talking about a statue they group work
able:
would like to have using 'will'
Developing: to practise listening for to know Future Simple, yes/no and
detailed information wh-questions, superlatives
Socio-cultural: to talk about some famous to talk and write about statues,
present own ideas
statues in Uzbekistan, the USA and the
to practise listening for detailed
UK
information

greeting
checking homework
Ex 1 P 69
II. Pre - activity
Activity I
Objectives: to stimulate PP ideas about the topic; to prepare for the next activity
PP look at the statues and answer the questions
Have you ever seen these statues?
Do you know who made them?
Do you know where are they?
Do you know their names?
Do you like them? Why? / Why not?
III. Main Part
Activity 2a
Objective: to practise listening for detail
PP listen to the tape and complete the table. Before listening write the words 'unveil, weapon, tablet, at the foot of on
the BB and explain their meaning.
Key:
Amir Temur The Statue of Liberty Nelson's Column
Sculptor Jabarov Bartholdi column designed by William Railton; statue by E.H.Bailey
Sculpture Amir Temur Liberty Lord Nelson
Date 1993 July 4th, 1884 1843
Location Tashkent New York London
Words Strength is in not known not known
justice
Metres not known 93 m column 172 feet; statue 18 feet
Kilos not known 225 tons not known
Material bronze steel stone
IV. Post - activity

Activity 3a, 3b
Objectives: to give an opportunity to work creatively, to revise the Future Simple; to give further practise in talking about
sculpture Ask PP to work in pairs or groups to dicsuss their ideas and come up with a plan. They should note down their
ideas and be ready to present them to the class. When some groups have finished, stop the activity and ask group's to tell
the class about their sculptures.
VI. Giving homework write about statue

Grades
Theme: Art is for enjoyment, isn‘t it?

Aims Competences
Educational: to talk about works of art Learning outcomes for English Type of the lesson: Textbook,
using the Past Passive Voice in the competence C1, C2, C3, C4: At the non-standart handouts
affirmative end of the lesson pupils will be Methods of the lesson:
Developing: to practise reading for gist pair, group work
able:
and for detailed information
to practise inferring the meaning of a new To know in spite of, language of
expression from the context agreement and disagreement
Socio-cultural: to practise talking about To express agreement and
disagreement
the value of art
To read for specific information, to
practice translation

greeting
checking homework
write about statue
Activity 1 Work in pairs. Read the statements and say which you agree with and which you disagree with. Add one
more statement of your own.
Objectives: to practise expressing opinions; to enable PP to talk about art;
to prepare for the next activity PP read the statements, say their opinions and add one of their own.
III. Main Part

Activity 2a Read, listen and answer the question.
Obiective: to practise reading for gist
Ask PP to read the text and answer the questions.
Activity 2 b Work in pairs. Read and complete the notes.
Objectives: to practise reading for detail, to practise making notes; PP read the text and complete the notes.
Activity 2c Find the words in bold in the conversation. Translate them.
Objectives: to present 'in spite of; to practise inferring the meaning of an expression from the context PP find 'in spite of in
the text. Ask them to guess the meaning from the context. If they have difficulties explain the meaning yourself.

Activity 3 Work in groups. Ask and answer.
Obiective: to give freer practice in talking about art
PP answer the questions in groups. Try to listen to all groups' answers You could write their suggestions on the BB
NOTE: Ask PP to look at the homework with you. They should bring pictures to the next lesson. Tell them to bring pictures
of different kinds of painting. There should be some information written on them - title, date, painter. The Pictures should
be big enough to see the details.

VI. Giving homework talk ab. pictures

Grades
Theme: Project

Aims Competences
to talk about works of art using the Past competence C1, C2, C3, C4: At the mixed, traditional handouts
Passive Voice in the affirmative end of the lesson pupils will be Methods of the lesson:
able:
to practise listening for main ideas and for
detailed information;
to work independently and co-operatively To know all related grammar to the
Socio-cultural: topic
to give a talk about a painting describing To talk about and presenting the
the painting, interpreting it and explaining pictures
why they like it To listen for main parts and detailed
information

greeting
checking homework:talk about pictures
Activity 1
Objectives: to give freer practice in talking about paintings
PP take turns to talk about the picture they brought to class. Monitor their work to see if they need your help. They
should choose one of the paintings to present to the class.
III. Main Part
Activity 2
Objectives: to give a freer practice in talking about painting and preparing a presentation
PP prepare to present the painting they have chosen to the class. Encourage them to prepare/write really full
descriptions of the painting they are going to present and the reasons that they like it.
Activity 3
Objectives: to give a talk about a painting and to explain to others why you like it; to listen for main ideas and for detail; to
teach how to reach consensus PP listen to the presenters talk about the paintings and make notes. PP can give the paintings
marks
e.g. 1=1 like it very much; 2 = I like it; 3 = I don't like it.
When all the groups have finished hold a vote. PP can vote for two pictures. Find the three most popular paintings in die
class. It would also be good to talk to PP and ask them what they feel they have learned from this unit
V. Evaluation:
giving marks
VI. Giving homework
dialogue
VII. Conclusion

Grades
Theme: 6-Control work: test

Aims Competences
Educational: Learning outcomes for English Type of the lesson: Dictionary,
to revise and consolidate the material of competence C1, C2, C3, C4: At the non-standart test
Developing: individual
able:
independently To know all studied grammar
Socio-cultural: rules, words
To do the test
To practice doing test
V. Organizational part:
a. greeting b. checking up the register c. checking up the homework Prepare for progress check
VI. Main Part
CONTROL TEST FOR THE 8™ FORN
1. The building two years ago
a ) Destroyed b) was destroyed c) were destroyed d) is destroyed
2 Tom isn‘t playing tennis tomorrow afternoon, he (not/play) tennis yesterday,
a) doesn‘t play b) didn‘t play c) didn‘t played d) don‘t play
3. ―Mother‘s Portrait‖ was painted by _
a) Axmedov b) While c) Kensett d) Shishkin
4. Popular modem music with a strong beat
a) pop music b) opera c) country music d) rock
5. It‘s a beautiful day, so ...
a) I think I‘ll buy a new pair. b) 1 think I‘ll go to bed early,
c) I think I‘ll go for a walk. d) I don‘t think I‘ll go out.
6. We drank __coffee
a) many b) much c) very d) very many
7. The little boy __the glass window
a) fell b) lost c) broke d) took
8. is the bus stop? At the comer. a) when b) where c) why d) what
9. We (not/have) a holiday last year.
a)didn‘thave b)haven‘thad c) hadn‘t d) not had
10. Mr. Berg __to the teacher about that mistake
a) is talking b) was talked c) talks d) talking
11. Mjhul nisbatni to‘g ‘njavobm toping: A secretary opens the e-maii every day.
a) The e-mail opens every day b) The secretary is opened the letter every day
c) The e-mail is opened by secretary every day
12. ... usually ... on trees.
a) leaf / are b) leafs / are c)leaves / are
13. bad - qiyosiy a orttirma darajada
a) worse / worst b) worse / worsest c) badder / beddest d) bader / worsest
14. To‘g ‘ri javobni tanlang
a) She come home early b) She not comes home early
b) She don‘t come home early d) She doesn‘t come home early
15. My friend never __basketball a) playing b) plays c) play d) doesn‘t play
16. Emily is only 5 but she can _ very well. Her favourite book ―criminals‖
a) play . b) write c)read d)does
17. This room / clean / yesterday?
a) This room was cleaned yesterday? b) Was this room cleaned yesterday?
c) Cleaned the room yesterday? d) Is this room cleaned yesterday?
18. Can you people‘s thoughts?
a) read b) to read c) reading
19. If I his number I would phone him.
a) knew b) know c) known d) have known
20. She told me __joke I have ever heard.
a) funny b) funnier c) the funniest d) the most funny
IV. Conclusion The results of the lesson

Grades
Theme: Revision

Aims Competences
to practise past simple competence C1, C2, C3, C4: At the non -standart
to develop reading and speaking skills pair, group work
able:
Socio-cultural:
To know all related grammar to the
to talk about young talented people
topic
To work with dictionary
To practice translation and eliciting
main ideas

greeting
checking homework
dialogue
II. P r e - activity
1 Look at the children in the photographs. How old are
they? What can they do?
III. Main Part

2 Work in two groups.
Group A Read about little Miss Picasso.
Group B Read about the new Mozart.
The New Mozart Little Miss Picasso Little Miss Picasso

Ten-year old Lukas Vondracek is very shy, but Alexandra Nechita is thirteen and she is called ‗the new
every year he travels the world and meets hundreds Picasso‘. She paints large pictures in cubist style and sells
o f people. Lukas is a brilliant pianist and he gives them for between $10,000 and $80,000.
lots o f concerts. Last year he was in Washington, She was born in Romania but now she lives in Los
Chicago, and London. He is sometimes called 'the Angeles with her family. She could paint very well when
new Mozart‘. He says 'I‘m shy, but I love giving she was only four but her parents couldn‘t understand
concerts.‘ her pictures, Alexandra says: ‗I paint how I feel,
Lukas was born in Opava in the Czech Republic sometimes I‘m happy and sometimes sad. I can‘t stop
but now he lives with his parents in Vienna, where painting.' Every day after school she does her homework,
he practises the piano six hours a day. He goes to plays with her little brother, then paints for two or three
school two days a week. Lukas could play the piano hours until bedtime.
when he was two and he could read music before Alexandra doesn‘t spend her money, she saves it:
he could read books. Now he can write music, too. ‗We were very poor when we were first in America. We
Lukas doesn‘t just play the piano, he plays football couldn‘t buy many things, but now I can buy a big house
and ice hockey. He says: ‗Mozart was poor and he for my family and we can travel the world. Last year we
couldn‘t play football, so I‘m not like him at all!‘ were in London, Paris, and Rome. It was fantastic!‘
4 Find a partner from the other group. Tell your partner IV. Post - activity
about your child, using your answers. J Answer the questions about Alexandra or Lukas.
5 What is the same about Alexandra and Lukas? What is 1 How old is she/he?
different? Discuss with your partner. 2 Why is she/he special?
Roleplay 3 Where was she/he born?
6 Work with a partner. 4 Where does she/he live now?
Student A is a journalist. 5 Who does she/he live with?
Student B is Alexandra or Lukas. 6 Does she/he go to school?
Ask and answer questions, using the questions in 7 What could she/he do when she/he was very young?
exercise 3 to help you. 8 Does she/he have much free time? Why not?
V. Evaluation: 9 Is she/he poor?
giving marks 10 Where was she/he last year?
VI. Giving homework revision

Grades

Aims Competences
Educational: to practise Passive Voice Learning outcomes for English Type of the lesson: Textbook,
Developing: to develop reading and competence C1, C2, C3, C4: At the mixed, traditional handouts
speaking skills end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to talk about young frontal, group work
able:
talented people
topic
To differentiate Passive and Active

greeting
Word Building Exercise lb

1 The Tate Gallery has a wonderful collection of modem art.
2 The most recent addition is a sculpture by Damien Hirst.
3 With the completion in 2000 of its new building, the Tate Gallery is now Britain's leading gallery
of modem art.
4 The location of the new building is impressive Tt is on the South Bank of the Thames.
5 There was a big celebration when the new building was opened.
6 The catalogue has description of all the works of art.
1 The gallery has an education department.
8 I am not sure if there is a decoration on the building.
II. Main Part
Grammar Exercise 1
1 "Mill in the wood" was painted in 1870. It was painted by Shishkin.
2 "Still life' was painted in 1820. It was painted by Peale.
3 "Mother's Portrait' was painted m 1989. It was painted by Akhmedov.
4 "Mother and Child' was painted in 1953. It was painted by Moore.
5 "Lake George" was painted in 1869. It was painted by Kensett.
"Flatford Mill' was painted in 1816. It was painted by Constable.
V. Giving Homework Ex 1 P
VI. Evaluation

Grades

Aims Competences
Educational: to practise Passive Voice Learning outcomes for English Type of the lesson: Textbook,
Developing: to develop reading and competence C1, C2, C3, C4: At the mixed, traditional handouts
speaking skills end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to talk about young frontal, group work
able:
talented people
topic
To differentiate Passive and Active

greeting
Grammar Exercise 2
The National Gallery of Art in Washington was created for the people of America. The American Congress accepted art
collector A. W. Mellon's gift °f his collection for the nation. Mellon hoped that the National Gallery would attract gifts
from other collectors. This hope was realized. But the paintings and sculpture which were given by Mellon are the centre of
the growing collection. Tours of the collection are offered in many different languages and the museum is open all year
round.
Uzbek Washmgtondagi Milliy San'at Galleriyasi Amerika xalqi uchun yaratilgan. Bu umid ushaldi.
Lekin Mellon tomomdan beriigan sur'at va haykailar o'sib borayotgan koJIeksiyaning markazidir.
Kolleksiya turlari har xil tillarda olib boriladi va muzey yil davomida ochiq. Russian
Grammar Exercise 3
The greatest names are often connected with an unhappy life. Rembrandt was bom in the 17th century in a little town in
Holland. His talent for art was seen when he was still a boy; and for a few years he was taught by wellknown masters of art.
He was asked to paint many portraits of rich people. In those days people expected painters to make them beautiful. But
Rembrandt refused to tell lies. So fewer people asked Rembrandt to paint their portraits. He became poorer. Many years
passed before Rembrandt's work was discovered. But today the name of Rembrandt is known all over Ihe world

VI. Giving homework Make sentences

Grades
Unit 9 The Environment

Theme: Energy from the earth

Aims Competences
Educational: to revise and consolidate Pr Learning outcomes for English Type of the lesson: Textbook,
Simple competence C1, C2, C3, C4: At the mixed, traditional handouts
specific and detailed information; to frontal, group work
able:
practise working with tables
Socio-cultural: to talk about global to know pronunciation stress for
compound words, Pr Simple
warming and ways mankind could tackle
to work with dictionary
the problem to listen for specific and detailed
information

greeting
II. Pre - activity
Activity la Objective: to introduce the new vocabulary
Explain the meaning of the new words to PP and then ask them to listen and repeat the words after you in chorus, in
rows and individually._
Vocabulary
source [s3:s] - manba dung [dAr)]-go‘ng fossil fuel ['fbs(a)l] [fju slJ, [‘fjusl] - qattiq yoqilg i
renewable [n'nju.abl] - yangilasa bo‘ladigan to run out [tu:] [rAn] [aut] -tugamoq, tugatnioq
sail [sell] - tegirmon qanoti, yelkan windmil [\vin(d)mil] - shamol tegirmoni flour [‘flaua] - un
Activity lb, lc Objective: to think and talk about sources of energy andTypes of energy using the new vocabulary
PP work in pairs answering the questions. When they are ready, check the answers with the whole class. Ask as many
PP as possible to give ideas. Then ask PP to do the task in lc. Answers PP could give are listed below. It is best not to
tell PP about answers they do not give, as they will learn about different sources in the listening text in 2b.
Key:
Fossil Fuels Renewable Fuels
coal, gas, oil wood, straw, dung, hydroelectric electricity, wind power, nuclear power wave power, solar
power
III. Main Part
Activity Id Objectives: to study and understand a picture; to talk about how global wanning occurs
PP look at the picture, study and understand it and answer the question. Go through the steps in the process one by one,
asking different PP to contribute one sentence to the explanation and helping where necessary.
Activity 2a, 2b
Objectives: to prepare for listening; to listen for specific information Remind PP about their answers in 1 b.Then tell
them they are going to listen to a radio programme. A scientist is talking about sources of power. PP listen and check
their answers. They can note down any answers they hear in the tape which they did not have on their lists.
IV. Post - activity
Activity 2c Obiective: to listen for detailed information and complete a table
summarising the content of the listening text PP listen again and complete a table summarising the content. If PP find it
difficult to listen and complete the table at the same time, play the tape in sections, stopping and giving PP time to
write It is important that pp complete the notes as they will need them for homework
VI. Giving homework

Ex 1 P 79

Grades
Theme: Consolidation. Energy from the earth

Aims Competences
Educational: to revise and consolidate Pr Learning outcomes for English Type of the lesson: Dictionary,
Simple competence C1, C2, C3, C4: At the non-standart cards
specific and detailed information; to individual
able:
practise working with tables
Socio-cultural: to talk about global to know Conditionals, relations
to work with dictionary
warming and ways mankind could tackle
to listen for specific and detailed
the problem
information
greeting
Ex 1 P 77
II. Pre —activity
Q B Find the mistake in each sentence and correct it. 4 If Karla studied more, she would passed her exams.5 If I
If I got stuck in a lift, I‘d to be scared. would had Pete‘s address, I‘d send him a birthday card.
If I got stuck in a lift, I’d be scared, I‘d do things differently 6 People would understand me more easily if my English is
if I have my life again. better.
2 I‘d buy a dog if I wouldn‘t live in a city. 7 What would you take you went on a cycling holiday in
3 What you do if you saw an accident in the street? France?
8 If you would had more time, would you read more?
III. Main Part
V. Evaluation:
VL VI. Giving homework
w o rd s

Grades
Theme: The power of sun

Aims Competences
Educational: Learning outcomes for English Type of the lesson: dictionary
to talk and write about how things can be competence C1, C2, C3, C4: At the non-standart
done and what can be done using the end of the lesson pupils will be Methods of the lesson:
Present Passive individual
able:
with Modal Verbs
Developing: to practise reading for To know modal verbs with passives
detailed information; to practise work with to work with dictionary
diagrams and a map To read for specific information, to
Socio-cultural: practice translation
to leam about simple ways of using solar
power

greeting
checking up the homework: words
Activity 1 Look at the picture and answer the questions.

Objectives: to stimulate PP ideas; to talk about PP own experience; to work with a map
PP look at the map and discuss the questions. If necessary, help them to understand the map
Activity 2a Read, listen and complete the diagram. Use the words in the cloud.
Objectives: to read for detail; to work with a diagram Ask PP to look at the diagram and try and understand it first without
reading. Then tell them to read and see if they have understood correctly In general this procedure is the best way to read
complex text which has a diagram to make the teXi easier to understand. When they have done this, PP can complete the
labels on the diagram in their Ex.Bks.
Activity 2 b Work in pairs. Read and answer the questions.

Obiective: to raise awareness of the meaning and form of the Present Passive with Modal Verbs
Ask PP to read and answer the questions. Draw their attention to the example in the text and the ones in the Remember box
where there is a summary of the grammar of the unit.
Suggestion: You could do Grammar Exercise 1 and 2 here or assign them for homework.
Activity 2c Look and write a description. Use ‗may/might/can/must be

Obiective: to practise writing a paragraph based on a diagram using the present Passive with Modal Verbs to explain a
process Ask PP to look at the diagram and understand it. Then they should write a description like the one in 2a using the
words in the cloud. This work could be done in pairs/groups. When PP have finished, read out one or two of the
descriptions to the class. If you are short of time, this activity could be completed at home and you could begin the next
lesson by asking some PP to read out their descriptions.
IV. Evaluation
VI. Giving homework write sent, using ―must be‖
Conclusion The results of the lesson

Grades
Theme: Consolidation. The power of sun

Aims Competences
Educational: to talk and write about how Learning outcomes for English Type of the lesson: Textbook,
things can be done and what can be done competence C1, C2, C3, C4: At the mixed, traditional handouts
using the Present Passive end of the lesson pupils will be Methods of the lesson:
with Modal Verbs frontal, group work
able:
Developing: to practise reading for
detailed information; to practise work with To know modal verbs with passives
diagrams and a to work with dictionary
map To read for specific information, to
Socio-cultural: to leam about simple practice translation
ways of using solar power

greeting
write sent, usmg ―must be‖
Activity 1
Objectives: to stimulate PP ideas; to talk about PP own experience; to work with a map
PP look at the map and discuss the questions. If necessary, help them to understand the map
III. Main Part

Grammar
Remember:
It/they can/could be done It/they must be done It/they should be done It/they may/might be done
Modal fe‘llar (davomi) Yordamchi fe‘l + fe‘lning oddiy shakli
Can Oydin can speak English. Oydin inglizcha gapira oladi.
Could All couldn‘t come to class. All sinfga kela olmasdi.
May It may rain tomorrow. Ertaga yomg‘ir yog‘ishi mumkin.
Might It might rain tomorrow. Ertaga yomg‘ir yog‘ishi mumkin.
Should Malika should study harder. Malika qattiqroq shug‘ullanishi kerak.
Hadbetter I had better study tonight. Men bugun kechasi shug‘ullanganim ma‘qul.
Must Jasur must see a doctor today. Jasur bugun doktorga ko‘rinishi zarur.
Will I will be in class tomorrow. Men ertaga darsda bo‘laman.
Would Would you please close the door? Iltimos, eshikni yopa olasizmi?
IV. Evaluation
VI. Giving homework write sent, using ―must be‖
Conclusion The results of the lesson

Grades
Theme: Can we save trees?

Aims Competences
Educational: to practice Present Passive Learning outcomes for English Type of the lesson: Textbook,
with Modal Verb 'may' competence C1, C2, C3, C4: At the mixed, handouts
specific and detailed information; frontal, group work
able:
Socio-cultural: to talk about what it is
To know modal verbs with
possible to do to conserve the environment
passives, Present Simple, new
words

greeting
II. Pre-activity
Activity 1 a
Objective: to present and practise new vocabulary This is a normal Wordlist activity.
Vocabulary:
Raw materials - xomashyo
to chop - kesmoq
pulp - pulpa, maydalangan narsa
wood chips -y o g ‘och qipiqlari
to throw away - otib yubormoq
III. Main Part
Activity 1 b Obiective: to read for specific information

PP look at the pictures, read the texts and answer the question. You could tell them that the information in picture 1 is not
the only answer and they should read on.
Key: Possible answers: trees, energy, water, and chemicals
Activity 1 c Objectives: to read for detailed information; to infer information which is not explicitly stated in the text PP
read the text again and write a problem for each picture Encourage PP to 'think round' the text and find things which are not
explicitly stated (as in the first example) as well as the things which are stated in the text.
Accept all reasonable answers.
IV. Post - activity
Activity 2a Obiective: to prepare for listening; to raise awareness of what PP can do to conserve resources PP write down
all the ways they can think of to save trees. If they find it difficult to think of reasons, help them with a suggestion e.g. use
paper on both sides; when it is used on both sides, recycle it or use it to light the fire, etc.
Many answers are possible.
Activity 2b Obiective: to listen for specific information
Tell PP they are going to listen to some PP in the UK. They are on an environmental studies class visit to a factory. They
are talking to the Managing Director of the company, Mr. Green.
Activity 2c Obiective: to listen for specific information PP listen again and answer the questions.
Activity 2d Objective: to introduce and practise talking about what it is possible to do using the Present Passive with
Modal Verb 'may' PP read the example. Draw their attention to the modal passive structure in the example and in the
Remember box. There is also a section in the Grammar Reference. Remind them about the agent in the
passive 'by'. Ask them to translate the examples. Then ask them to look at the pictures and make one or two sentences
orally as a class before they write two sentences.
VI. Giving homework

Ex 1 P 79

Grades
Theme: consolidation. Can we save trees?

Aims Competences
Educational: to practice Present Passive Learning outcomes for English Type of the lesson: Textbook,
with Modal Verb 'may' competence C1, C2, C3, C4: At the comprohensiva handouts
specific and detailed information; to frontal, group work
able:
practise listening for specific
information To know modal verbs with
Socio-cultural: to talk about what it is passives, Present Simple, new
words
possible to do to conserve the environment

greeting
II. Pre-activity
Activity 1 a
Put the verbs in brackets into the correct tense.
A: My mobile phone hasn't been working lately.
B: If you ............ "Y~m ........... (be) you, I ......... w,Ql.Ilci .(:J~t ......... (get) a new one.
2 A: If you ............................ (not/help) me, I ........ . . . . . . . . . . . . . .. . ... (never/pass) the
driving test.
B: I was glad to be of assistance.
3 A: Can I go to the cinema tonight?
B: OK. As long as you ............................ (do) your chores first.
4 A: If you ..... . ................... (go) to the chemist's, ..... . . . . . . . . . . . . . . . . . . . .. (you/get)
me some vitamin tablets?
B: No problem.
5 A: Unless you ........................... (practise) regularly, you ............... (not/become) a
good golf player.
B: I know. I'll try my best.
6 A: That bag seems too heavy for the old woman.
B: If I were you, I ......... .. .............. (offer) to carry it for her.
III. Main Part
10 Complete the following sentences with an appropriate conditional clause.
1 If I won £1,000,000, .I would buy myself a villa by sea .
2 If you do well in the interview, ................... .. ....... . .. ........................................
3 If you had caught the bus, .............................. ......................................................
4 Should you see Jane tonight, ..... ................................................................... .
5 But for him, I .................. ................................................................... .
6 Unless you take a taxi, ............. ................................................................... .
7 She would have gone to work . ................................................................... .
8 Only if you save your money, ................................................................... .
VI. Giving homework
Ex 1 P 79

Grades
Theme: Our green planet

Aims Competences
Educational: construction Learning outcomes for English Type of the lesson: Textbook,
should......because competence C1, C2, C3, C4: At the mixed, traditional handouts
Developing: to develop reading, speaking end of the lesson pupils will be Methods of the lesson:
and writing skills frontal, group work
able:
Socio-cultural: to develop pupils‘ outlook
• to practise reading for detailed
information
• to practise inferring information
not explicitly stated in the text

I. Org moment. Greeting. Checking up the visits according to the register and pupils‘ preparation to the lesson.
II Warmer
Vocabulary
Ingredient - ingrediyent, tarkib Drainage - drenaj
Nutrient - oziqa moddalar Growth - o‘sish, o ‘stirish
Activity 1 Work in pairs. Look at the pictures and say what is wrong,
Objectives: to introduce the topic; to raise awareness of how to save energy and reduce pollution PP work in pairs and
make sentences about what is wrong in the pictures. Many answers are possible e.g. A farmer shouldn't bum straw because
it is useful for the earth, it causes pollution, etc. Accept all reasonable answers.
Activity 2a Find the words you do not know in the Wordlist.

Objective: to present and practise new vocabulary
This is a normal Wordlist activity. Make sure PP can say the words properly.
Activity 2b Work in pairs. Answer the questions.

Objectives: to raise awareness of maintaining and recycling soil; to prepare for reading
PP work in pairs and answer the questions. Accept all possible answers. Do not say if they are right or wrong, as
PP will check their answers in 2c.
Ill Consolidation
Activity 2c Read, listen and check your answers.

Objectives: to infer what is not explicitly stated in the text; to check the answers to 2b
PP read and check their answers to 1 and 2b. The answers are not stated directly. PP must mfer from the text e.g.
that burning straw is a wrong because putting the straw back into the earth makes the earth better. For this reason burning it
is a waste
IV. Giving homework Ex 1 P 79

Grades
Theme: Consolidation. Our green planet

Aims Competences
Educational: to talk about ways of Learning outcomes for English Type of the lesson: Textbook,
maintaining soil quality using the Present competence C1, C2, C3, C4: At the mixed, traditional
Passive with Modal Verb 'to be able/can' end of the lesson pupils will be Methods of the lesson:
Developing: to develop reading, speaking frontal, group work
able:
and writing skills
Socio-cultural: to develop pupils‘ outlook • to practise readmg for detailed
information
• to practise inferring information
not explicitly stated in the text
• to practise writing a paragraph
about recycling in the soil
to learn about recycling in soil

I. Org moment.
Greeting.
Checking up the visits according to the register and pupils‘ preparation to the lesson.
II Warmer
Activity 2d Copy and complete the picture of the natural recycling system. Use the verbs in the cloud. Write them in
the correct form - active or passive.
Objective: to read for detailed information and complete a text about the recycling system in soil PP read the text
and use words from the box to complete the text.
Key:
1 are stored 2 fall 3 are eaten 4 are eaten 5 fall 6 breakdown 7 are taken
Activity 3 Work in groups. Answer the question.
Objective: to talk about what should be done to protect the land from desertification
PP do the task in groups. Go round and check that all groups understand what to do and can manage the task.
After a while hold a short round up session and go through possible suggestions. Give a chance to all groups to contribute.
Giving the homework:R evision

Grades
Theme: Life on Marginal Land

Aims Competences
maintaining soil quality using the Present competence C1, C2, C3, C4: At the mixed, traditional handouts
able:
and writing skills
Socio-cultural: to talk and write about To know modal verbs with
ways of preventing desertification using passives, Present Simple, new
the Present Passive with Modal words
verb 'can*; to talk about the causes, To ask and answer the questions
consequences and possible solutions to
desertification

greeting
II. Pre-activity
Activity la
Obiective: to introduce the topic, to raise awareness of causes of
desertification PP look at the picture and do the task.
Activity 1 b
Obiective: to read for main ideas
Before PP begin check that they understand the word 'desertification' (good land becoming dry and difficult to use). They
know the word 'desert' from class 5. Help them to pronounce the word 'desertification'. Check the answers with PP.
Activity lc
Obiective: to talk about what can be done to protect the land from desertification
PP do the task in groups. Go round and check that all groups understand what to do and can manage the task. After a while
hold a short round up session and go through the answers with the class.
III. Main Part
Activity 1 d
Obiective: to introduce the Present Passive with Modal Verb 'to be able/ can'
Ask PP to look at the words in bold and answer the questions. Language Note
The meaning is close to 'may be done'. The difference is that ‘may be done' only indicates possibility, not ability. The
meaning of'can be done* is 'it is possible to' and 'we are able to'.
Activity le
Objectives: to practise writing about ways of preventing desertification using the Present Passive with Modal verb
'can' Ask PP to look Activity lc and write five sentences
V. Giving homework
Complete the sentences
VI. Conclusion
a. giving marks the results of the lesson

Grades
Theme: Consolidation. Life on Marginal Land

Aims Competences
maintaining soil quality using the Present competence C1, C2, C3, C4: At the mixed, traditional handouts
able:
and writing skills
Upbringing: to talk with the pupils about * to know Present Simple, Present
save the our nature Continuous, a lot of + count nouns,
new words
* to make up sentences using
correct tense
* to practise reading and talking
about relatives and important
family events
I. Organizational part: greeting checking up the register
II. Pre-activity LISTENING

1 Listen and give a title. (5 marks)
2 Listen again and answer the question. (12 marks)
What was not mentioned in the text?
a Experiments of Japanese scientists b Man-made wood
c Natural wood f Recycling new ‗wood‘
d Planting trees e Making strong furniture
III. Main Part READING/WRITING
3 Read and answer the question. (20 marks) Which fact do you think is the most interesting? Why?
Do you know
... that there once was another animal like kangaroo or koala on Earth? It was a wolf which also carried its baby in
a bag of skin. It lived on the island of Tasmania, near Australia. It was a strong and frightening animal. All the
wolves of this kind were killed. However some people believe that a few of them are still living in the thick
forests of Tasmania.
.. that Singapore is probably the cleanest place on Earth? Its streets are washed with special shampoo every day.
The thing that makes streets in other places untidy is chewing gum. There is a rule which says that in Singapore
people must not use chewing gum, and tourists who bring it there must be punished.
... which bird has the longest neck and legs? It is the flamingo. Pink flamingoes in nature are pink because of
certain ingredients in the food they eat. If in some zoos pink flamingoes get wrong food, they can lose their colour
and become dirty-white.
IV. Post-activity READING/GRAMMAR
4 Write questions and answer them. (24 marks for questions, 4 for each correct question + 24 marks for answers :48 marks)
1 the wolf/which carried/did/in a bag of skin/live/its baby/where?
2 washed/streets/how often/are/in Singapore?
3 pink flamingoes/why/pmk/in nature/are?
4 kind of/are/what/forests/in Tasmania/there?
5 say/what/the rule/does/about chewing gum?
6 in/what/to pink flamingoes/some zoos/happens?
V. Giving homework Revision

VI. Conclusion evaluation the results of the lessons

Grades
Theme: Project

Aims Competences
Educational: Learning outcomes for English Type of the lesson:
to practise studied rules competence C1, C2, C3, C4: At the traditional handouts
to practise listening for specific and group work
able:
detailed information; to practise readmg
for detailed information To know all grammar related to the
and making notes in a table topic
Socio-cultural: t To read the text and find needed
o practise finding information on the information
internet

greeting
II. Pre-activity
Activity 1
Obiective: to introduce the topic and stimulate PP ideas
PP look at the pictures and talk about what is happening in them, where they might be, who they can see, what might be the
purpose of the activities.
Encourage PP to use can/could/may/might be. Do not tell PP if they are right or wrong in their guesses as they will discover
this for themselves when they listen to the text in 2b.
Activity 2
Objectives: to give PP an opportunity to say what they already know about Earth Day, to ask any questions they have or to
think about what it might be PP answer the question about Earth Day. It does not matter if they know nothing about Earth
Day, they will leam about it in 2b. They can just say what they think it might be.
III. Main Part
Activity 2 b
Objective: to listen for specific information
Tell PP they are gomg to listen to a radio programme about Earth Day. PP listen and check their answers in 2a, or, if they
didn't know anything about Earth Day they find answers to the questions.
Key: 1 It is on 21 March 2 To promote care for the environment 3 There are many celebrations and events to think about
and care for the environment
Activity 2c
Objective: to listen for detailed information PP Listen again and answer the questions. Key:
1 The day in the year when the night and the day are of equal length.
2 Because it symbolises balance and Earth Day is about man living in harmony or balance with nature
Activity 3a
Objectives: to read for detailed information; to infer information which is
not explicitly stated in the text Ask PP to look at the notes. Draw this table on the BB and let PP copy it. Then ask them to
read the text and complete the notes for each country mentioned. Warn PP that not all the answers for 'purpose' are in the
text. They will have to think and interpret to complete this information. Check the answers with PR
Activity 3 b
Objective: to talk about a topic using the notes made from the listening text
PP use the notes in the table to help them talk about what some people have done to raise awareness about the need to
protect the environment.
IV. Post – activity Activity 4,5
Objectives: to talk about what PP can do to promote protection of the environment in their own communities; to raise
awareness of how PP can be active and work as catalysts in their own communities through organizing activities; to give an
opportunity for PP to express their own ideas; to give an opportunity to work creatively, to practise presentation skills This
is a normal project activity and can be handled m the usual way. When PP have finished, draw their attention to the website
addresses at the bottom of the page, where they can find more information about Earth Day. If you have access to the
internet in your school, you could ask them to contact the sites and find out what events are planned around the world to
celebrate Earth Day this year, whether there is any
mention of Uzbekistan on the sites, etc.
IV. Giving homework Consolidation
V. Conclusion a. Evaluation b. the results of the lessons
Grades
Theme: 7-Control work: Dictation

Aims Competences
to practise studied rules competence C1, C2, C3, C4: At the mixed, traditional handouts
to practise writing and reading skills frontal, group work
able:
Socio-cultural:
To know spelling of the words
to teach accuracy
To discuss about picture
To describe the picture

greeting
checking up the homework Sentences
Environmental protection
Our earth our home, so if we want to protect our home we should protect our environment from harmful effects ofhuman
activity. Some of these activities cause pollution. Pollution now is very important problem are: the ozone holes, global
warming (or green - house effect), acid rain... . The ozone layer is a layer of gases which stopharmful radiation from the
sun protectmg the earth. Acid rain is rain that contains dangerous chemicals, this iscaused by smoke from factories.
Another problem is poisons in food. Farmers often spray chemicals in crops tosafe them from pests. Scientists have found
that pesticides often end up in our food and they can cause health problems - especially for kids. The seas are in danger.
They are filled with poison: industrial, chemical, nuclear waste. Every tenminutes one kind of animal, plant or insect dies
out for ever. And if nothing is done our earth will die in about 30 years from now. So what can we do to protect our
environment? I think that we should recycle our used things, we should plant more trees, we should not waste resources but
try save them, we must notdump industrial waste to seas and rivers. Everyday millions people from all over the world do
everything to prefect our environment, and they need for our help. I think we ought to help them, just to make our future
better.
IV. Giving homework

Consolidation
V. Conclusion

Grades

Aims Competences
Educational: to practise studied rules Learning outcomes for English Type of the lesson: Textbook,
Developing: to practise writing and competence C1, C2, C3, C4: At the mixed, traditional handouts
reading skills end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to teach accuracy frontal, group work
able:
To know Modal Passive, remind of
To make up sentences, complete
sentences
To use grammar rules into practice

greeting
II. Pre-activity
Grammar Exercise 1
Be fore you leave the building:
all doors must be closed;
all windows must be closed;
all books of the library must be given back;
floors must be cleaned;
wastepaper baskets must be emptied;
all lights must be turned off.
III. Main Part
Grammar Exercise 2
1 School uniform must be worn at all times.
2 No jewellery may be worn at any time.
3 All pupils should be polite.
4 No pupil may be absent without a note from his/her parents.
5 All homework must be handed in on time.
6 All pupils must come to school on time.
7 No food may be eaten during lessons.
Grammar Exercise 3
1 He got very fat of eating too many sweets.
2 She forgot to water the plants and as a result they all died.
3 The water was not clean and they were all ill.
4 Their mother was a very good cook and they were all strong.
5 Her eyes are bad of working too much on the computer.
6 He wrote many wonderful books and he became very famous
IV. Post - activity
Grammar Exercise 4
PP own answers.
Eg.
She is pretty. She reminds me of my sister.
The book was about a man who goes to the moon. The story reminded me o f .....
Those flowers in that picture are beautiful. They remind me of ....
Giving homework Mini-composition

Grades

Aims Competences
able:
To know Modal Passive, remind of
To make up sentences, complete
sentences
To use grammar rules into practice

greeting
Mini-composition
II. Pre-activity
Put the verbs in brackets into Past Simple Passive.
Two men 1) were seen (see) breaking into a house in my street
last night. The police 2) (call) and they arrived
very quickly. One man 3) (catch) immediately.
The other escaped, but he 4) (find) very soon. Both
men 5) (take) to the police station where they
6) (question) separately by a police officer.
The two men .. (charge) with burglary.
III. Main –activity
Change the verb to the passive voice and rewrite the IV. Post - activity
sentence. Be sure to keep Use the correct voice (active or passive) and the correct
the same tense. tense of the verb each sentence.
1 He signed the letter. The letter was signed by him. 1 Everyone {shock) by the terrible news yesterday.
2 The secretary opens the mail every morning. 2 Almost everyone (enjoy) the lecture last night.
3 The committee is considering that proposal right now. 3 English (teach) in the schools of almost every nation.
4 The army will complete that project next year. 4 That proposal (consider) by the members right now.
5 His boss has transferred him to another department. 5 The accident (happen) right here at 6:30 last night.
6 Will the company distribute the announcements ? 6 Smith (teach) at the University of Washington since 1948.
7 An artist wrote that interesting article about Paris. 7 Mr. Harris (divide) the class into two sections tomorrow.
8 Today a large number of people speak English. 8 Wilson (borrow) the money from Brown two weeks ago.
9 Didn't they return those books to the library? 9 Not much (say) about the matter since that time.
10 The government has not changed that regulation yet. 10 My friend (write) to me about it several times now.
11 Someone stole all her valuable jewelry last night. 11 Davis (promote) to the rank of sergeant last week.
12 Miss Peters wrote all of the reports for Mr. Johnson 12 That event (occur) shortly after the meeting last week.
13 Bad weather has delayed Flight 202 from Miami. 1} All the students (bring) guests to the party tomorrow
14 Did the court divide the money among the children? night.
15 Many scholars have translated that famous Greek epic. 14 Less than half of the cans of paint (use) up to now.
V. Giving homework
Sentences
VI. Conclusion
d. evaluation
e. the results of the lessons

Grades
Theme: Independent Work: to draw a picture and describe it

Aims Competences
able:
To know spelling of the words
To discuss about picture
To describe the picture

II. Organizational part:
greeting
Sentences
III. Pre-activity
PP revise studied grammar rules: Passive Voice, Modal Verbs in Passive, studied vocabulary.
PP tell the rules an give own examples and make up sentences
IV. Main Part
PP try to describe the picture using Passive Voice
V. Giving homework
Without h/w
VI. Conclusion
f evaluation
g. the results of the lessons

Grades
Unit 10 All the world is a satge

Theme: Who is who in the theatre

Aims Competences
Educational: to present new words Learning outcomes for English Type of the lesson: Textbook,
Developing: to practise reading for competence C1, C2, C3, C4: At the mixed, traditional handouts
detailed information; to practise listening end of the lesson pupils will be Methods of the lesson:
for main ideas and for detailed frontal, group work
able:
information
Socio-cultural: to talk about people who To know new words, Present,
Future Simple, conditionals II
involved in theatre and their jobs
To write reports
To read for specific information,

Greeting checking up the register
II. Pre-activity
Activity 1
Obiective: to present new vocabulary PP read three dictionary entries. Besides asking them to translate the words into their
mother tongue, you could also ask them to translate the examples.
Activity 2a
Objectives: to present new vocabulary; to develop PP skills in working with the Wordlist Among the words in the activity
some are well-known, so PP have to work carefully writing out only those words which are new for them
Vocabulary
scenery - senary stage director- saxna rejissori
actor - aktyor sound technician - ovoz ustasi, texnigi
make-up - grimchi policeman - politsiyachi
farmer - fermer actress - aktrisa
lighting technician - chiroq ustasi musician - musiqachi
wardrobe mistress - garderob Bekasi playwright - dramaturg
pilot - uchuvchi scene-painter - saxna rassomi
make up - grim props - saxna anjomlari
Activity 2b Obiective: to establish the connection between the written form of the words and their pronunciation Say the
words one by one. PP should repeat after you in chorus and individually.
III. Main part
Activity 2c Objective: to practise the new vocabulary
PP follow the example and say sentences about people who work in the theatre. Key:
A playwright is someone who writes plays A wardrobe mistress looks after costumes.
A scene painter paints (makes) scenery. A make-up artist makes up the faces of actors and actresses.
A stage director stages plays. An actor/actress plays roles.
A musician plays music in an orchestra. A lighting technician lights the stage.
A sound technician plays music on cassettes.
Activity 3a
Objective: to practise listening for the main ideas
PP listen to the cassette and say that the children are talking about the play they are going to stage.
Tapescript
Pupil 1: OK, so now we know who is going to play each role. Let's think about the things we need. Pupil 2 :1 need
some help. We need three big feathers for Liza's hat: one bright blue, another bright orange and the third bright
red. They really must be very big so that people in the back row can see them.
Pupil 3: OK. I've already found a basket for flowers and a big old shawl for Liza to wear and I can make three
feathers out of paper. Then I'll paint them blue, red and orange.
Pupil 2: There's one other thing. We'll need some beautiful light music for the last act and for the end when the
audience claps. Pupil 1: That's going to be a roblem. Our cassette recorder is broken, so ...(voice fades)
Activity 3 b Objective: to practise listening for detailed information
PP listen to the cassette a second time, copy the table into their exercise books and complete it.
IV. Post - activity

Activity 4a Objective: to practise talking about taking part in a school performance In groups PP discuss what they could
do if they staged a play in their school. Each P should have a job to do m an imaginary or some-day-real production.
V. Giving homework Ex 1 P 87 VII. Conclusion

Grades
Theme: Pygmalion

Aims Competences
Educational: to practice wh-questions Learning outcomes for English Type of the lesson: Textbook,
Developing: to practise listening for gist competence C1, C2, C3, C4: At the mixed, traditional
and for detailed information end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to learn about the famous frontal, group work
able:
British playwright George Bernard Shaw
Present Simple, Perfect, Passive
and his best known play, Pygmalion To make up and answer the
questions

greeting
Ex 1 P 85
II. Pre-activity
Activity la Objectives: to raise PP awareness about what makes a play; to practise talking about plays
If your PP have never seen or read a play, much will depend on you. You have to tell them that each play consists of
acts. There are usually two or three acts in a play. The action in each act may be in a different place. However, there are
also one-act plays. Each act may consist of a number of scenes. Actors and actresses know how to speak, where to
move, and stage directors know when to make a noise because playwrights say this in their plays, in other words,
playwrights give stage directions.
Activity lb Objective: to present new vocabulary related to the theatre PP read the sentences with the new words and
translate them.
III. Main Part
Activity 2a Objectives: to practise talking about the appearance of the man in the photo; to revise vocabulary related
to appearance You could start by telling your PP that the man in the picture is a British playwright George Bernard
Shaw. In pairs pupils describe his appearance. When they finish you could ask each pair to give a sentence without
repeating what has been already said.
Activity2b Objective: to practise asking and answering Wh-questions
This is a normal information gap activity. PP should ask questions beginning with the words in brackets.
Activity 3a Objective: to prepare for the next activity
PP can answer the question working in pairs or groups.
Activity 3b Objective: to practise listening for gist
You may want to tell your PP some words about the main characters in 'Pygmalion'. Professor Higgins is a professor of
phonetics. He and his friend Colonel Pickering live together in London. One day they meet a common street flower
seller, Eliza Doolittle. The way she speaks English is far from 'Received Pronunciation', the way educated people speak,
and because of that she cannot find a better job, for example, in a flower shop. Professor Higgins thinks she will spend
all her life in the streets selling flowers. He is sure he can teach her how to speak correct English. The scene PP will
listen to is one of the first lessons he gives Liza. PP listen to the scene and answer the question.
IV. Post - activity
Activity 3c Objective: to practise listening for detailed information
PP listen to the tape a second time and then say True or False. You can ask
them to correct the false statements.
Key: IT2T 3F- He isn't kind, he is a very strict teacher. 4F - Pickering thinks Liza is doing very well. 5T
Activity 3d Objective: to practise talking about the role of teachers in people's lives; to
practise talking about the importance of clear speech In pairs PP discuss the two questions. When they finish, bring the
class together and listen to their ideas.
V. Giving homework Ex 1 P 87

Grades
Theme: Great playwrights

Aims Competences
Educational: to practise indirect speech Learning outcomes for English Type of the lesson: Pictures
Developing: to practise listening for the competence C1, C2, C3, C4: At the standart
main ideas end of the lesson pupils will be Methods of the lesson:
Socio-cultural: to leam about the famous pair, group work
able:
most British playwright and poet William
Shakespeare and some of his plays To know reported speech: orders,
Past Simple, wh-questions
To change sentences into reported
speech
greeting
checking up the home task Ex 1 P 87
II. Pre-activity
Activity 1 Read the following. Saywhich verb in IV. Post – activity

Reported Speech is the best. Why?
Obiective: to revise Reported Speech Activity 2c Obiective: to practise Reported Speech PP
Emphasise to pupils that while reporting speech they do the activity in their exercise books.
need to pay careful attention not just to the actual Key : 1 Pickering asked Liza to do what Higgins told
words, but also to what was said in the conversation her.
before and to the relationship between the speakers. In 2 Higgins toid Pickering to listen to that.
the first sentence both 'told' and 'ordered' are correct, 3 Liza said that she was saying it.
because Higgins is quite demanding and not very 4 Higgins told Liza to say a cup of tea.
polite. In the second sentence 'asked' is the best verb 5 Higgins asked Pickering to give her a chocolate.
because even though he does not say 'please', Pickermg 6 Higgins told Liza to think about it and to try to do it
is very mild and courteous. He addresses Liza very by herself. Suggestion.You could Grammar Exercise I
politely - he says 'Miss Doolittle' here or assign it for homework. Activity 3a Obiective:
to practise reading for specific information PP read the
III. Main Part text silently and answer the questions.
Grammar
Activity 2a Find the stage directions in the following Remember:
sentences. Do your homework He told them to do ...
Obiective: to make PP aware of what stage Do your homework now!
directions are like; reading for specific information He ordered them to do ...
Stage directions are in sentences 1, 3, 4 and 6. The I'd like you to do your homework. He
words in brackets say who the speaker addresses (1,4, asked them to do ...
6) and how the words are said (3). direct reported
Activity 2b Say the sentences in 2a as if you were the now your me./him/her/it/us/ them immediately
character.
Objectives: to help PP improve their
intonation; to have fun Ask as many PP are there are
volunteers to say these sentences. Special attention
should be paid to emotions, thus Higgins is very often
impatient and speaks in a commanding tone of voice,
Pickering is very polite, Liza is almost ciying.
V. Giving homework Ex 1 P 85

Grades
Theme: Consolidation. Great playwrights

Aims Competences
to practise indirect speech competence C1, C2, C3, C4: At the mixed, traditional handouts
to practise listening for the main ideas frontal, group work
able:
Socio-cultural:
to leam about the famous most British To know reported speech: orders,
playwright and poet William Shakespeare Past Simple, wh-questions
and some of his plays To make up and answer the
questions
To practice listening and match
information and picture

greeting
d. checking up the home task Ex 1 P 87
II. Pre-activity
Activity 3b
Objective: to practise expressing opinions
PP can do this activity in pairs or as a whole class.
• Would you like to see plays with men acting all the parts?
III. Main Part

Activity 4a
Objective: to practise listening for the main ideas
Play the cassette. PP listen and match the pictures, the information on the tape (in the order it comes) and the titles of the
plays. Tapescript
This is'Drama on the Radio'and I'm Sarah Silverstream bringing you up to date with all the latest theatre news. I
am happy to tell you that next week we're going to broadcast scenes from three theatre productions. On Monday at 5.00pm
you can hear an extract from a story about two young people from the Italian city of Verona. They love each other but
cannot be happy because their families hate each other. Sad, isn't it? The second one is even sadder, in my opinion. The two
elder daughters tell lies to their father, the king, but he believes them Finally, when they treat him very unkindly, he realises
that it is only his youngest daughter who really loves him, but this understanding comes too late. You are invited to listen to
this tragic story on Wednesday at 4.30pm. The last play will be broadcast on Thursday again at half past four. It is a
comedy about two twins who look exactly alike.They become separated when they are little boys. Well, they live in
different countries, and when they are grown up, one of the brothers arrives by accident in the town where the other brother
lives. Of course they are mistaken for each other, and because of this there are a lot of funny scenes in the play, and we'll
hear one of diem. Well, now the usual competition question: what are the plays called? Our young listeners should send
their answers to 74 Blackfriars Road...(voice fades)
Key:
King Lear - Picture b Romeo and Juliet - Picture c The Comedy o f Errors - Picture a
Activity 4b
Objective: to practise talking about the three Shakespeare's plays
In pairs PP answer the questions.
Key: I William Shakespeare 2 'The Comedy o f Errors 3 King Lear 4 Answers will vary.
V. Giving homework 10 sentences
VI. Conclusion evaluation

Grades
Theme: Actors and actresses

Aims Competences
Educational: to practise indirect speech: Learning outcomes for English Type of the lesson: Textbook,
commands, requests competence C1, C2, C3, C4: At the mixed handouts
Developing: to practise listening for the end of the lesson pupils will be Methods of the lesson:
main ideas and for specific information; to frontal
able:
practise taking notes
Socio-cultural: to talk about theatres for To work with dictionary quickly
To listen for main ideas
young people

greeting
checking up the home task 10 sentences
I I . Pre-activity
Activity 1 Play Guess the Character.
Obiective: to get PP warmed up
Give PP some time to think which character they would like to be. Ask as many PP to show their character as time allows.
Activity2
Obiective: to give PP an opportunity to work with the Wordlist
PP work independently finding the words in the Wordlist. They write the meaning in their exercise books.
Vocabulary
booth [bu:5] - butka, Palatka, kiosk high-pitched [.hal'pltft] — yuqori, xavotirlangan
puppeteer [,pApl'tl3] - qo‘g‘irchoq o‘ynatuvchi priest [priist] - ruhoniy
responsive [rl'sp3n(t)siv] - kuyunchak unlike [An'lalk] - turli, o‘xshamas
III. Main Part
Activity 3a Listen and match.

Obiective: to practise listening for the main ideas PP listen to the tape and match the texts and pictures.
Activity 3b Listen and take notes under the following headings.

Obiective: to practise listening for specific information and taking notes PP listen and take notes. You might want to let
them listen twice.
Key
1 He works in the streets. He thinks it's important to make children happy.
2 She works in a children's theatre. Her profession is important fo r her. She doesn't like playing the parts of rabbits
and foxes.
V. Giving homework
Ex 1, 2 P 87

Grades
Theme: Consolidation. Actors and actresses

Aims Competences
Educational: to practise indirect speech: Learning outcomes for English Type of the lesson: Textbook,
commands, requests competence C1, C2, C3, C4: At the mixed handouts
Developing: to practise listening for the end of the lesson pupils will be Methods of the lesson:
main ideas and for specific information; to frontal
able:
practise taking notes
Socio-cultural: to talk about theatres for To know Present Simple, Past
Simple, new words
young people
To talk about plays, work of actors,
actresses
To read for specific information

greeting
checking up the home task
Ex 1, 2 P 87
II. Pre-activity
Activity 4a Look at the title of the article in 4b. Answer the question.
Objective: to get PP interested in the next activity; to help PP develop their predicting skills PP read the title and give their
ideas about the theme of the article. You might want to write these ideas on the blackboard so that after they have read the
article they will be able to see whose idea is the most correct
Question for answer:
W hat is the article about?
III. Main Part

Activity 4b Read and listen. Look and answer the questions.
Objective: to practise readmg for specific information PP read the article silently and answer the questions
• What kind of play is it?
• What characters can you see?
• What can you say about puppets?
Activity 5 Work in groups. Answer the questions.
Objectives: to practise talking about theatres for young people; to practise expressing opinions
In groups PP discuss the two questions. If time allows ask speakers from each group to report what their groups have said
• Do you think the work of actors and actresses is important? Why?/Why not?
• Do you think theatres for young children and young people are important? Why?/Why not?
V. Giving homework consolidate

VI. Conclusion evaluation the results of the lessons

Grades
Theme: One day I‘ll stage a play

Aims Competences
Educational: to practise Future and Learning outcomes for English Type of the lesson: Dictionary
Present Simple competence C1, C2, C3, C4: At the Standart
detailed information; to practise pair, group work
able:
expressing opinions
Socio-cultural: to leam about Present Simple, Future Simple
To talk about theatre and role
J.B.Priestley, a British playwright, and his
To listen for main ideas, read for
views on the role of theatre
specific information

greeting
II. Pre-activity
Activity 1 Objectives: to raise PP awareness of the importance of intonation; to get PP warmed up
George Bernard Shaw once said that there were at least fifty ways to say 'No'. Ask PP to think how they can say this
word. Ask them to say it in turn for the rest of the class to guess how (with what feelings) the word was said. You can
start yourself You can say this word as if you were bored, surprised, happy, unhappy, angry, tired or very strict. We
also suggest that you take other words after 'No', and they can be 'Yes', 'Hello', 'Oh"
Activity 2a Obiective: to practise talking about what theatre means for PP PP read the four questions asked by J. B.
Priestley and answer the two questions given underneath. Answers will vary. There are no good or bad answers. Accept
them all, except 1 don't know'.
III. Main Part
Activity 2b Objectives: to practise reading for detailed information; to ensure
understanding of J . B. Priestley's opinion about the theatre Tell PP that the three sentences are a summary of the text
which foflows them. The text is the end of the one which began in activity 2a. PP read the text and choose the best
summary. We think the best is number three, but your PP may prefer a different summary. It would be good if they
could explain their choice.
Activity 2c Objective: to practise reading and interpreting the text in 2b The last sentence is really difficult to explain
and you might prefer to do it in PP mother tongue. Make sure they do not simply translate the sentence, but tell you how
they understand it.
Activity 3a Objective: to make PP aware of the existence of different kinds of plays This is a normal matching activity.
Key: le 2d 3b 4c 5a
IV. Post - activity
Activity 3b Objective: to practise talking about PP favourite kinds of plays PP choose among the plays in activity 3a
their favourite ones.
Activity 3c Obiective: to present vocabulary related to different types of roles; to practise talking about different types
of roles You could start this activity by asking your PP to find the words they do not know in the Wordlist Working in
groups of 3 or 4 each P first says what role s/he sees herself/himself in and then listen to others as they say which type
of role they think is good for her/him.
Activity 4 Obiective: to practise reading for detailed information; to help PP make the reading material into a play PP
read the story silently. Help them with new vocabulary if there is any. In pairs they talk about how they could make this
story into a play. When they finish ask them for their ideas. Try to bring out the following: a play should have -a
dialogue - stage directions and stage directors should have a list of props to be used in the play. Tell PP that at home
they should write a play based on the story with all the necessary elements, i.e. dialogue, stage directions and a list of
props. If time allows they can start writing in the lesson. Tell them to bring some props for the next lesson as they will
stage and perform their plays. It would be a good idea if you could also make or bring some things for the play, e.g. a
leaf made from brown paper to imitate a tobacco leaf, some details of clothes, like scarves or belts, for PP to wear. You
know your most reliable PP and you should get their lull support, which you can do if you talk to them after the lesson.
V. Giving homework
Ex 1,2,3 P 87

Grades
Theme: Project

Aims Competences
Educational: to practise studied material Learning outcomes for English Type of the lesson: Textbook,
Developing: competence C1, C2, C3, C4: At the mixed
to practise listening to plays; to write a end of the lesson pupils will be Methods of the lesson:
simple play script frontal, group work
able:
Socio-cultural:
to practise talking about plays,
to know all grammar rules
performances and the message of plays to perform a play and discuss it
to use grammar rules in practice

greeting
Ex 1,2,3 P 87
II . Pre-activity
Activity la
Objective: to give PP an opportunity to work collaboratively, to teach PP
to see pluses in each other's work In groups PP compare their homework. Ask them to choose the best in everybody's work.
These things can be used in their play.
III. Main Part
Activity 1 b
Objective: to teach PP to reach consensus
Tell PP that they should decide whose play is the best and get ready to stage it. They can certainly add things, like clever
remarks and interesting stage directions, from different plays into their joint version. The next step is to decide who will
play which role. We suggest the following roles: the wise old man, two or three merchants, three or four people of the
village. Then comes the most difficult part of the activity: PP must have some space to rehearse their play. They will also
need quite a lot of time. If it is not possible to do this during the lesson, you could ask them to stay after classes for a
rehearsal. In this case it will be easier to find empty classrooms and time will not be pressing. Then activity 2a will take
place some other time, maybe next lesson.
Activity 2a
Objective: to teach PP to be a good audience Groups take turns in showing their plays. Make sure everybody in the
audience is listenmg and watching and doing this with respect.
Activity 2b
Objective: to practise talking about the moral of the play and the way plays were performed
After all the plays have been shown, PP discuss them according to the suggested pJan.Tiy to connect the moral of the play
to present day life, e.g.' The play teaches people not to smoke and not to believe tobacco companies' advertising1. Then PP
should choose the best play, the best actor or actress and the best props. This can be done by voting.
V. Giving homework
Prepare for the test
VI. Conclusion
evaluation
the results of the lessons

Grades

Aims Competences
to revise and consolidate the material of competence C1, C2, C3, C4: At the mixed, traditional handouts
able:
independently
Socio-cultural: to know all grammar rules
to perform a play and discuss it
to use grammar rules in practice

greeting
Prepare for progress check
Reported Commands / Requests / Suggestions

To report commands, requests, suggestions etc we use a reporting verb (order, ask, tell,
advise, otter, warn, beg, su g g e s t‘ etc) followed by to -infinitive or not to - infinitive.
(‘suggest is followed by the -ing form eg. He said. Shall we go by bus?" He suggested going by bus.)
Direct speech: He said to me, "Slop talking!" He said to me, "Don't touch it!‖
Reported speech: He told me to stop talking. He told me not to touch it.
III. Main Part
4) Report what Mrs Lane told her babysitter to do.
1.Don't answer the door to anyonel

2. Fhone me if there's an emergency!
3. Don‘t let the children eat any sweets! Send the children at 9 o'clock!
5. Give the children a bath before they go to bed I D
6. Don't take the dog into the children‘s bedroom. Close ail the windowsI
8. Put the toys away in the cupboard!
1. Mrs Lane told her babysitter not to answer the door to anyone.
IV. Evaluation
V. Giving homework Consolidation
VI. Conclusion the results of the lessons

Grades

Aims Competences
Educational: to revise and consolidate the Learning outcomes for English Type of the lesson:
material of the Unit competence C1, C2, C3, C4: At the traditional handouts
Developing: to develop PP ability to work end of the lesson pupils will be Methods of the lesson:
independently group work
able:
Socio-cultural: to develop thinking skills
to know Past Perfect and Past
Simple
to make up sentences
to practice translation of the
sentences

greeting
II. Pre - activity

Past Simple Past Continuous Past Perfect
past actions which action in the middle past action which
happened one after the of happening at a occurred before
other stated past time another action or before
She sealed the letter, He was playing tennis a stated past time
put a stamp on it and at 4.30 yesterday He had left by the time
posted it. I got there, (or by 8.15)
past habit or state past action in progress complete past action

He used to go/want to interrupted by another which had visible
school on foot. past action. The longer results in the past
complete action or action is in the Past She was sad because
event which happened Continuous, the shorter she had failed the test.
at a stated past time action is In the Past
She called an hour ago Simple. While I was getting
(When? An hour ago.) dressed the bell rang.
III. Main Part
26) Fill in with Past Simple or Past Continuous.

Last night 11) was (be) alone at home, 12)(lie) on my bed and 13) (watch) TV when 14) (hear) a strange noise. The noise 5)
(come) from the kitchen 6) (go) downstairs, 7) (pick up) a heavy vase from the table and 8) (head tor) the kitchen. 19)
(open) the door very slowly. Then 110) (see) someone He
11) (search) in the fridge. 112) (be) so frightened that 113) . (drop) the vase I 14) (carry) and it 15) (crash) onto the floor.
The man 16) (turn) towards the door and I 17) (see) his face. It was my husband!
V. Giving homework Tests to all studied tenses

Grades
Theme: 8-Control work: test

Aims Competences
to revise and consolidate the material of competence C1, C2, C3, C4: At the mixed, traditional handouts
able:
independently To know all studied grammar rules,
Socio-cultural: words
To do the test
To practice doing test

greeting
II. Main Part

TESTS
1.1 play football with friends every weekend. — . a) So I play b) So I do c) So am I d) So do I
2. Everybody looked tired and wanted to go ... home. a) - b) at c) to
3. Mr. Candy was sure that his life ... change greatly soon. a) will b) would c) shall
4. ―Oh, it is extremely expensive and beautiful‖, ... Jim. a) said b) told c) spoke
5. You haven‘t seen __! How can you say, that she is a bad painter?
a) Hers picture b) A her picture c) A picture of hers
6. If they _ a taxi, they _ the train.
a) take ... won‘t miss b) will take ... don‘t miss c) will take ... won‘t miss
7 .1 _ you when I _ ready.
a) will tell ... will be b) tell ... will be c) will tell ... am
8. When the weather fine, _ all the windows. The child needs fresh air.
a) will be ... will open b) will be .. open c) is ... open
9. He pass the exam. a) Didn‘t can b) Couldn‘t c) Couldn‘t to
10. Our holiday was spoiled by bad _ a) weather b) whether
11. What floor _ your bedroom on?
a) do b) is c) has d) is
12. Choose right variant
a) I usually have lunch at home b) I usually have not lunch at home
c) 1 doesn‘t usually have lunch at home d) I usually have lunch at home
13. He _ it now.
a) understand b) understands
c) is understand d) is understanding
14. This car is ... of all cars.
a) an expensive b) the most expensive c) more expensive
15. Ok! See you on __of April.
a) the twentyth-seventh b) twenty-seven c) the twenty-seventh
16. This girl is very funny. She reminds me __my little sister Lucy
a) about b) of c) to d)—
17. Which question word is used to put the question to the sentence?
We can start work on Monday
a) where b) what c) why d) when
18. Which question word is used to put the question to the sentence?
Jack was sad because he wasn‘t invited to the party
a) where b) what c) why d) when
19. Which question word is suitable?
_ are you thinking about? a) why b) what c) how d) where
20. Mother told her children in time a) go b) to going c) go d) going
V. Giving homework
VI. Conclusion review
VII. Evaluation
Grades
Theme: Revision

Aims Competences
to revise and consolidate the material of competence C1, C2, C3, C4: At the non-standart handouts
Developing: individual
able:
independently to know words according to topic
Socio-cultural: to make up sentences
to practice translation of the
sentences

greeting
II. Main Part

Write sentences in the passive, as in the example.
(The floor/not clean/yet) The floor is not cleaned yet
2 (The politician/interview/now) . ........... ..............................................................
3 (The Mona Lisa/paint/Leonardo da Vinci) .. ...................................................
4 (My flat/burgle/last night) ................................... ...................................................
5 (All the tickets/sell/before we got there) ............. ............................................................
6 (The dog/not feed/yet) .......... . ............... .......................................
7 (The prizes/award/president/tomorrow) .......................................................... .
8 (Tea/grow/India) . . ............... ....................................... .........................
Put the verbs in brackets into the correct passive tense.

A: When....... ....................................... (breakfast/serve)?
B: From 7:00 to 10:00 in the morning.
2 A: I think this is the best bakery in town.
B: I agree. Fresh bread. .. .. .. .. .... . ........................ (bake) here every morning.
3 A: Can I eat my sandwich here?
B: Certainly not, sir. Food ... ....................................... (not/allow) in the library.
4 A: There are not enough bins on our streets.
B: I know. Something ....................................... (should/do) about this problem.
5 A: When ..................................... ............ (rubbish/collect)?
B: On Mondays and Thursdays.
6 A: Who .................. ....................................... (the light bulb/invent) by?
B: Thomas Edison.
7 A: Did you hear that the airport is closed because of the snow?
B: Yes. It ....................................... (announce) on the radio this morning.
8 A: This is a really busy museum.
B: Yes. It ............................................................... (visit) by over 1,000 people every day.
9 A: Are you going to Kelly's birthday party tonight?
B: No, I ....................................... (not/invite).
V. Giving homework review VI. Conclusion

Ingliz Tili 8-Sinf Konspekt 2018

Uploaded by

Copyright:

Available Formats

Ingliz Tili 8-Sinf Konspekt 2018

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ingliz Tili 8-Sinf Konspekt 2018

Uploaded by

Copyright:

Available Formats

Dates English Teacher:

Theme: Independence Day

Type and methods of Required

PROCEDURE OF THE LESSON:

III. Main Part

Independence Days Activities

Deputy director on educational affairs: ____________________ Signature _________

Theme: Bonfire night

Type and methods of Required

II. Pre - activity

Activity 1 c Listen to the secons part and say True or False

III. Main Part

Activity 3 Read the texts again.

IV. Giving homework: P. 13 Ex l write invitation

Deputy director on educational affairs: ____________________ Signature _________

Theme: Merry Christmas

Type and methods of Required

PROCEDURE OF THE LESSON:

Activity 1a Listen and sing.

III. Main Part

IV. Post - activities

V. Giving homework: Ex 1 P. 13 (make own cracker)

Deputy director on educational affairs: ____________________ Signature _________

Theme: Happy New Year

Type and methods of Required

PROCEDURE OF THE LESSON:

I, You, We, They + have...

V. Giving homework: Ex 2 P. 13 (make own cracker joke )

VII. Conclusion: The results of the lesson

Deputy director on educational affairs: ____________________ Signature _________

Theme: Round the calendar

Type and methods of Required

PROCEDURE OF THE LESSON:

II. Warm -up

IV. Main Part

Activity 3b Answer the questions

Theme: Grammar Exercises

Type and methods of Required

PROCEDURE OF THE LESSON:

II. Pre activity

Deputy director on educational affairs: ____________________ Signature _________

Theme: Control Work (dictation)

Type and methods of Required

III. Main Part

IV. Post — activity

Deputy director on educational affairs: ____________________ Signature _________

Unit 2 Mass media

Type and methods Required

PROCEDURE OF THE LESSON:

Name of newspaper Reason for choosing

III. Pre- activity

Deputy director on educational affairs: ____________________ Signature _________

Type and methods of Required

THE PROCEDURE OF THE LESSON:

II. Pre - activity

III. Main Part

IV. Post – activity

V. Giving home task (make a magazine)

Deputy director on educational affairs: ____________________ Signature _________

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _

Deputy director on educational affairs: ____________ Signature _