130- Английский язык 8кл_Книга для учителя_Кузо
Тексты и рекомендации для контроля умения читать и аудировать
Unit 1
Reading Comprehension
Scoring: Два балла за каждый правильный ответ. Правильные ответы: 1. А; 2. В; 3. С; 4. С.
Отметка: тройка за 4 балла; четверка за 6 баллов; пятерка за 8 баллов.
Максимальное количество баллов — 8.
Listening Comprehension
Начисление баллов за правильные ответы:
| | Score |
| 1. American | 1 |
| 2. firms | 1/2 |
| 3. Russian/English | 1/2 |
| 4. English/Russian | 1/2 |
| 5. hotels | 1/2 |
| 6. rich/poor | 1 |
| 7. poor/rich | 1 |
Максимальное количество баллов — 5.
Отметка: тройка за 2 балла; четверка за 3—4 балла; пятерка за 5 баллов.
Script
You will hear an interview. For questions 1—7 fill in the missing information.
— Andrew, I know, you’ve already been here. Has the city changed?
— Most people see Moscow as a far flung outpost. They imagine a depressed, isolated city with food shortages and above all very, very cold.
The city already is not as I saw it 5 years ago when I first came here for a holiday. The signs of the latest invasion of Moscow are everywhere. Advertisements for Western firms flash down every main street in the centre, now, rightly, in Russian as well as in English. Everywhere new hotels are opening up owned by Western chains. Bars, cafés, and supermarkets, clothes stores, electronics film and hardware stores you can find here now.
— Does the city differ much from your native place?
— Moscow is the same kind of hard city as New York or any other big city of the world. The same striking contrasts between the poor spending nights in the underground and the rich, driving in “Mercedes”, the same problems with criminality.
— Some people think that Americans and Russians are alike. Do you agree?
— I could put it like this: both Americans and Russians are different from the Europeans — we have more free and open natures. Both Americans and Russians are a bit childish — they are naive and believe in flying sauces and other miracles, trust every word in a newspaper.
Now you will hear the piece again. (The piece is repeated.)
This is the end of this part of the test.
Unit 2
Reading Comprehension
Note: Chunnel = Channel + Tunnel
Scoring: Два балла за каждый правильный ответ.
Максимальное количество баллов — 8.
Правильные ответы: 1. С; 2. А; 3. В; 4. С.
Отметка: тройка за 4 балла; четверка за 6 баллов; пятерка за 8 баллов.
В классе с низким уровнем обученности можно предложить в качестве тестового задания упражнение 1) из раздела IV секции For Fun and Profit. Баллы и оценки рассчитываются по количеству правильных ответов.
Listening Comprehension
Начисление баллов за правильные ответы:
| | Score |
| 1. True | 1 |
| 2. True | 1 |
| 3. False | 1 |
| 4. True | 1 |
| 5. False | 1 |
| 6. True | 1 |
| 7. False | 1 |
| 8. False | 1 |
Максимальное количество баллов — 8.
Отметка: тройка за 4 балла; четверка за 5—6 баллов; пятерка за 7—8 баллов.
Script
You will hear a recorded telephone announcement for tourists visiting Edinburgh, Scotland. For questions 1—8, tick whether the statements are true or false.
Welcome to Edinburgh. We would like to welcome you to spend your day in and around the capital.
Edinburgh Zoo has Scotland’s finest collection of wild animals and is open between 9 a.m. and 6 p.m. 365 days a year. Bring the family and spend the day at the zoo. It’s only 15 minutes from the city centre. Buses to and from the zoo are numbers 12, 26, 31 and 86. There are also car parking meters.
One of the best ways to see this beautiful and historic city is by joining one of the many coach tours organised by Lothian Regional Transport. These tours cover all parts of the city and leave from Waverly Bridge, just off Princes Street, throughout the day. For details, please phone 554 4494.
You will be surprised just how much you can see of it in one day.
If the weather is clear, why not visit the Wellhouse Tower and Camera Obscura at the top of the Royal Mile near Edinburgh Castle? Here, you can look out on fascinated views of Edinburgh and beyond, through this unique optical device installed in 1850. There is also a Scottish gift, book and record shop. The Camera Obscura is open every day between 9.30 a.m. and 5 p.m.
For your entertainment in the theatre this evening, the King’s Theatre in Leven Street presents Peter Morrison and his guests, who introduce the audience to the fine Scottish tradition of popular singing. This show begins at 8 p.m.
To find out more about events or places to visit, please call the Tourist Information Centre at 5, Waverly Bridge, or telephone 226 6591.
We do hope you’ll enjoy your day in the capital. Thank you.
Now you will hear the piece again. (The piece is repeated.)
This is the end of this part of the test.
Unit 3
Reading Comprehension
Scoring: Два балла за каждый правильный ответ.
Максимальное количество баллов — 8.
Правильные ответы: 1. А; 2. С; 3. В; 4. В.
Отметка: тройка за 4 балла; четверка за 6 баллов; пятерка за 8 баллов.
Listening Comprehension
Начисление баллов за правильные ответы:
| | Score |
| 1. CD (s) | 1 |
| 2. book (s) | 1 |
| 3. perfume | 1 |
| 4. food | 1 |
| 5. glasses | 1 |
Максимальное количество баллов — 5.
Отметка: тройка за 2 балла; четверка за 3—4 балла; пятерка за 5 баллов.
Script
You will hear a conversation about birthday presents. Choose from the following list the items that best match the opinions expressed and write them in the spaces numbered 1 to 5.
Woman: Is it your mother’s birthday next week? It’s on the seventh of August, isn’t it? That’s Monday I think ...
Man: Monday, Monday, yes, yes.
Woman: I’d rather get a present today so we get it in time to put it in the post.
Man: Uh, yes, what d’you think she’d like?
Woman: Oh, I don’t know, we have this problem every year. What about perfume?
Man: Perfume? Um, yes, well, she likes expensive perfume but uh we gave her some, didn’t we give her some for Christmas?
Woman: Oh yes, we did. What about books?
Man: Um, well, she’s a member of a book club so she’s always likely to have um any book you want to give her, I mean she’s, ... the house is full of books ...
Woman: Yes, yes, that’s true, yes. Um, I suppose we could think about a CD.
Man: Yes, that’s possible, but I don’t know, I always feel giving her a CD, she never really plays them very much, I don’t think she listens to music a lot, um, let’s remember that idea. Um, I tell you what she does like, um, nice glasses ...
Woman: What, you mean wine glasses, (yes) brandy glasses that sort of thing ... um, good ones are very expensive, very dear, but I suppose if we could find some at a lower price that’d be a good idea.
Man: Um, what do we call a lower price?
Woman: Oh, I think we’ve got to certainly spend ten pounds, aren’t we? Something like that, or ever a bit more, she’s always very generous to all of us.
Man: Um yes, I think that’s actually a good idea. Anything else, um, something in the food line perhaps?
Woman: Oh no, she’s supposed to be on a diet, so I don’t think that’s a very good idea!
Now you will hear the piece again. (The piece is repeated.)
This is the end of this part of the test.
Unit 4
Reading Comprehension
Scoring: Два балла за каждый правильный ответ.
Максимальное количество баллов — 8.
Правильные ответы: 1. В; 2. А; 3. В; 4. С.
Отметка: тройка за 4 балла; четверка за 6 баллов; пятерка за 8 баллов.
Listening Comprehension
Начисление баллов за правильные ответы:
| | Score |
| 1. С | 1 |
| 2. В | 1 |
| 3. С | 1 |
Максимальное количество баллов — 3.
Отметка: тройка за 1 балл; четверка за 2 балла; пятерка за 3 балла.
Script
You will hear two people talking about parachuting. For questions 1 to 5 tick one of the boxes (А, В or C) to show the correct answer.
Announcer: These days the most exotic sport and leisure activities appear. Among them such a breath-taking sport which attracts more and more people as free-fall parachuting. Betty Jowitt asked the British Ladies Free-Fall champion, Sally Small, if you don’t have to be just a little crazy to throw yourself out of an aeroplane, for a hobby.
Sally Small: I think you used to have to, but nowadays it’s become a real international sport. It’s as much a part of the sport calendar as things like ski-jumping, and hopefully it will eventually become as popular as cycling.
Betty Jowitt: Does it come to your mind when you’re jumping that you’re taking risk?
Sally Small: Not at all, I think if any of the thousand of parachutists that there are in the world, that do it every weekend, if they really thought they were taking a serious risk — I don’t think any of them would be up in the air.
Betty Jowitt: What got you up in the air?
Sally Small: Uh, I did it because I was a journalist. I was writing an article on things that women could do. I went to a club and just thought it looked fun. I had a go and I was really interested.
Betty Jowitt: Why were you interested?
Sally Small: I think it’s an invitation to compete with your skill, your balance, with everything.
Betty Jowitt: Could you explain about the free-fall, a little?
Sally Small: Free-fall, yes that’s when you, it’s before you open your parachute and after you’ve left the aeroplane. You’re falling through the sky, completely free ... It’s excellent. You reach speeds of about 120 miles an hour and you can really control yourself, you can do turns, move horizontally across the earth, you can really do almost anything an aeroplane can do except go on up!
Announcer: Betty Jowitt talking to the British Free-Fall champion, and now for something ... (FADE).
Now you will hear the piece again. (The piece is repeated.)
This is the end of this part of the test.
Unit 5
Reading Comprehension
Scoring: Два балла за каждый правильный ответ.
Максимальное количество баллов — 8.
Правильные ответы: 1. В; 2. А; 3. С; 4. А.
Отметка: тройка за 4 балла; четверка за 6 баллов; пятерка за 8 баллов.
Listening Comprehension
Начисление баллов за правильные ответы:
| | Score |
| 1. Yes | 1 |
| 2. Yes | 1 |
| 3. Yes | 1 |
| 4. No | 1 |
| 5. No | 1 |
| 6. No | 1 |
Максимальное количество баллов — 6.
Отметка: тройка за 3 балла; четверка за 4 балла; пятерка за 5—6 баллов.
Script
You will hear an interview with the members of the 2WO THIRD3 band. What is their attitude towards clothes? For questions 1 to 6 tick the boxes to show the correct answer.
Interviewer: I am asking Victor Scerri. Do you think clothes are important?
Victor: I think they’re a very good way of expressing yourself. I’ve always enjoyed dressing up, and being in a band is a good way of getting away with wearing things you couldn’t normally!
Interviewer: Victor, what is your favourite outfit and how much did it cost?
Victor: My favourite outfit at the moment is a pair of big baggy jeans (£70), boots (£85) and a flying jacket (£100).
Interviewer: Would you describe yourself as a fashion slave?
Victor: I think of myself more as a victim of fashion!
Interviewer: Now my questions to Danny Payne. What is the worst thing you’ve ever been made to wear?
Danny: I had to wear a rubber suit once! (Oo-er) It was for a show we did called Skin Too, and it was very uncomfortable and extremely hot. Not only that, but we had to spray it with silicone to make it shine — I nearly passed out!
Interviewer: Danny, would you describe yourself as a fashion slave?
Danny: More a fashion leader! A few people have tried to copy us but there’s only one 2WO THIRD3!
Interviewer: Do you think clothes are important?
Danny: I think people look first, then listen. So a band’s image should be quite striking and memorable!
Interviewer: Now I am asking Lee Thomas. Lee, you’re always very stylish, but do you choose your own clothes for performances?
Lee: I always choose what I’m going to wear — that’s my main pleasure! I wouldn’t feel myself in clothes that I’m not comfortable in!
Interviewer: Would you describe yourself as a fashion slave?
Lee: I don’t base my look on a design or season, I like to mix old with new, and then it becomes my own look!
Interviewer: Do you think clothes are important?
Lee: What you wear is one of the main forms of expression. I always judge people by their clothes. Colour is the main attraction for me — I live by the rule, ‘On the darkest day, wear your brightest clothes.’ If someone looks colourful, then I want to talk to them! I want to talk to them.
Now you will hear the piece again. (The piece is repeated.)
This is the end of this part of the test.
| ПРИЛОЖЕНИЕ III MAP OF TEXTBOOK “ENGLISH 8” Unit 1 Culture and Language Sequence | Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing | | What do you know about Britain? What do you imagine when you think of Britain? What are the symbols of your country? What is your native place like? What is Britain made up of? Are all people of Britain English? What languages are spoken in Britain? What does your country look like? What languages are spoken in your country? What are the British like? What are the Russian people like? How does London differ from Moscow? What do foreigners think of Britain? What do foreigners think of Russia? What do you want to learn about Britain? What would you tell your British friends about your country and its people? What are your country’s symbols and colours? What are the main geographical differences between the UK and your country? What do you know about different languages of the world? | Expressing doubt, (un)certainty; reporting one’s opinion; explaining things; comparing; asking for details; interpreting an opinion poll; describing people, places; interviewing (asking culture learning questions); describing emblems, symbols; expressing probability, possibility and moral obligation in the past; expressing possibility of past action; interpreting a table; explaining the cause of the action | Symbols of Britain: a rose, a thistle, a daffodil, a shamrock; Loch Ness, Ben Nevis, Big Ben, Stonehenge, John Bull; the British Isles, the United Kingdom, Great Britain, Wales, Scotland, Northern Ireland, a county, Home Counties, the Commonwealth; the language(s) of the UK: Gaelic, Welsh, Cockney; the British character; Piccadilly Circus, song “The Streets of London”; a stereotype; first, second, foreign language; Dublin, California; national emblems: a lion, an eagle; British largest cities, rivers, mountains; social classes in Britain; Bede — the father of English history and his “A History of the English Church and People” | I. About: the British Isles, the UK, Great Britain, Gaelic; conversations about native places: between a Scottish person and a foreigner, between a salesman and a customer; song “The Streets of London”; interviews of foreigners about their impressions of Britain, Russia; about the geographical position of the UK; everyday talks; short extracts from fiction and non-fiction II. Listening Skills Listening for specific information, for the main idea | I. About: John Bull, emblems of Britain, languages of the UK, the British character; Khabarovsk, Northern, Southern, Eastern and Central Russia; national symbols and colours, the geographical position of the UK; the Russian character; the problem of the British as a mixed people as it is discussed in fiction by contemporary writers, British teenagers’ viewpoints on the racial problem; social classes; some facts from British history; teenagers’ opinions about Britain, London, Ireland, Dublin, California, Moscow; jokes, quotations, a quiz II. Reading and Thinking Skills Reading for specific information, for the main idea, for detail: interpreting a map, an opinion poll, a pie chart, anticipating; predicting III. Grammar Reading Skills Past Perfect; конструкция ... is said to be ... | I. About: British and Russian national symbols, your country’s geographical position, the place you are from; the languages of Russia; the people of Britain and Russia; your impressions of visiting a new place; the weather; the situation with the coloured population in the UK; the imaginary situation in the past / possible future, about past action relating to race problems; discipline problems in your school; conversations about your native places, the countries, the weather; everyday talks; asking questions about the country, people, languages II. Grammar Structures Past Perfect: конструкция ... is said to be ...; degrees of comparison of adjectives | Questions to a pen friend about his / her country Creative Writing About: languages in Russia; your own town / region; differences and similarities between Moscow and London; Russia’s symbols, Russian character Guided Writing Filling in blanks in the poem; taking notes; writing a letter about impressions of Russia; opinions of different people about the British; compiling a Link List about Britain and Russia II. Writing Skills Taking notes Students’ project: “My Country at a Glance” | MAP OF TEXTBOOK “ENGLISH 8” Unit 2 Culture and Language Sequence | Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing | | Why travel to the UK? What place would you like to visit in the UK? What are the most popular tourist places in Britain? What do you know about transport in Britain? What is the best way to see the UK? What does international tourism give to your country? Do you know famous British travellers and captains? What great spots of London do you know? | Giving reasons for travelling in the UK; expressing opinion about places, ways of travelling, holiday activities, international tourism, ideal place for holidays; getting information (asking questions) about places in Britain, ways of travelling, holidays; expressing: wish, want, preference, imaginary future action / situation; expressing lack of understanding and asking for explanation or repetition; expressing the probability of action in the past; giving explanations; making conclusions | The most famous travel centres in Britain: London, Oxford, Cambridge, Manchester, Birmingham, Glasgow, Cardiff, York, Newcastle, Belfast, Nottingham, Longleat, etc.; the Outlook Tower, Camera Obscura, Longleat Maze, Viking Centre, Longleat Safari Park, the Romney, Hythe and Dymchurch Railway, Bath festival, Animation World in Liverpool, Albert Dock, Edinburgh Castle, the London Underground, Heathrow, Gatwick; transport in Britain, British ticket system, “Request Stop”; Children’s Summer Centres in Britain, travel ads, leaflets, telephone in Britain; exchange programmes; Thomas Cook; 999 (emergency number); British number plates; Ch. Columbus, R. Crusoe, C. Cook, C. Hook, Ch. Darwin, J. Durrell and his books; some spots of London and strollerthon; “Round the world in 80 days” by J. Verne; American / British transport inventors | I. About: reasons for visiting the UK; travel guide; the most popular places in Britain; ways of travelling, poem “Captain and Castaways” by A. Coggen II. Grammar Structures Emphatic constructions; Present Perfect; Simple Past; modal verbs; would | I. Travel leaflets, travel information, opinions about travelling abroad, travel ads. About: transport in Britain; international tourism; history of travel agencies; exchange programmes; summer holidays II. Reading and Thinking Skills Interpreting maps; getting information from signs, headlines, ads; distinguishing between facts and opinions; drawing conclusions; anticipating; predicting; reading for specific information, for the main idea, for detail; understanding British humour III. Grammar Reading Skills Modal verbs; if-clauses (real condition); Present Perfect; emphatic constructions IV. Lexical Reading Skills Synonyms | I. About: the important things one needs for travelling; various discoveries in transport; great inventors and travellers; summer holidays, ways of travelling, travel activities, places of interest, reasons for travelling abroad, international tourism; conversations: buying a ticket, choosing the way of travelling, choosing the place for visiting II. Grammar Structures Would; Simple Past; Simple Future; modal verbs; infinitive; special questions | I. Guided Writing Tips for visitors; a story about travelling to Britain; an invitation letter Creative Writing Making a poster about your country, a travel leaflet about your country; a speech to welcome the group of foreign school-children, a speech of thanks at a farewell party II. Writing Skills Taking notes (filling in the charts) Students’ project: “Organizing a Tour” | MAP OF TEXTBOOK “ENGLISH 8” Unit 3 Culture and Language Sequence | Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing | | What British traditions and traditional celebrations do you know? How to give and to receive gifts? What gifts to give? What activities are connected with different celebrations? What Russian customs, traditions and celebrations do you know? Are you sure about your table manners? What manners should you follow in Britain? What manners prevail in Russia? How to be polite? Russian winter festivals Do you know anything about British Royal Mail? Do the British believe in the supernatural? What good and bad signs do people believe in in the UK? | Expressing probability; inviting to a party; expressing agreement / disagreement, doubt, surprise; giving opinions; making comparisons; giving information; expressing politeness; giving advice; expressing admiration; giving reasons; making conclusions; explaining your own behaviour | Traditions and traditional celebrations: the First Foot, Queen’s telegram, New Year Resolutions, Chinese New Year, St. Valentine’s Day, Christmas, New Year, Guy Fawkes, Halloween, Bank holiday, Easter, Burns’ Night; British manners; table manners; American celebrations: Thanksgiving Day, Independence Day; Formal and informal invitations; British Royal Mail, types of letters; Halloween costumes, the stereotype of the evil spirits; the Postal Museum in Bath, the Penny Black | About: how to be polite; talking to British people; American manners; Conversations: choosing a gift, giving thanks, New Year resolutions, invitations, songs, poem from “Hobbit” by R. Tolkien, people’s opinions about the supernatural | I. About: the First Foot, Druids’ calendar, the Chinese New Year, Independence Day in America; table manners; the traditions in letter writing; the Royal Mail and the Postal Museum in Bath; the evil spirits, bad and good signs British people believe in; opinions on celebrating holidays; worst presents; poems; invitation cards II. Reading and Thinking Skills Reading for detail, for specific information, for the main idea; identifying opinions; drawing conclusions; interpreting a proverb III. Grammar Reading Skills For revision: Simple Past; Simple Present; Simple Future; Simple Present Passive; Present Progressive; numerals; infinitive Modal verbs: must, can, should New: question tags IV. Lexical Reading Skills word building | I. About: British traditions, celebrations; Russian traditions and celebrations; other interesting celebrations; Russian winter festivals; holidays, celebrations and customs in your country; table manners in the world and accepted in Britain and Russia; British and Russian manners of giving and receiving gifts; American manners; good and bad personal habits; the tradition of letter writing in Russia; relations with parents; your own manners and behaviour; superstitions; good and bad signs some people believe in II. Grammar Structures Simple Present Passive; конструкция ... is said to ...; модальный глагол can; Simple Present; complex object; question tags; adverbial clauses of time; attributive clauses | Creative Writing About: surprises young people make or receive; Russian holidays; your favourite day / festival; good and bad personal habits; an invitation to a party / a reply to an invitation; a letter to Royal Mail international club Hola Guided Writing Table manners in your country; your resolutions; crossword Writing Skills taking notes; summarizing; transcoding the 3rd person narration into the form of a letter | MAP OF TEXTBOOK “ENGLISH 8” Unit 4 Culture and Language Sequence | Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing | | What do you know about famous British sportsmen / women? About most popular sports in Britain? About history of different sports? About unusual sports? What is the difference between the “Olympics” and “Paralympics”? What crazy games can you invent? Are you good at sport? What do you prefer: to participate in sport or to watch it on TV? How do you play the games? Being a sportsman is great but hard. What helps us to win? It’s no joke playing up in a match. | Expressing suppositions, probability; making suggestions; correcting information; reporting; characterizing; evaluating; giving reasons; convincing | The Barcelona Olympic Games; Linford Christie; Colin Jackson; Jacqui Agyepong; John Regis; the Highland Games; Malcolm, King of Scotland; Wimbledon tennis competitions; Derby horse races; Royal Ascot horse-racing meetings; the Ryder Cup; the Tour de France cycling race; Dangerous Sports Club at Oxford University; “Snakes and Ladders” game; rules for bowls; rules for bingo; Adrian Moorhouse; confidence game; Rugby school; facts from the history of football; Sheffield United; Nottingham Forest | I. Opinions about: watching sports or participating in sport competitions; the Barcelona Olympic Games; history of rugby; paralympic games II. Listening and thinking Skills Listening for the main idea; listening for specific information | I. About: popular sports in Britain; popular sportsmen / women; the Barcelona Olympic Games; the Highland Games; history of football; history of rugby; opinions about watching sports on TV and participating in sports competitions; sports in Russia; Peter Pan Cup; comic strips about sport; sporty superstitions II. Reading and Thinking Skills reading for the main idea; reading for specific information; reading for detail; interpreting ads; anticipating; predicting III. Grammar Reading Skills Present Perfect Passive For revision: Past Passive | I. About: popular sports; sportsmen / women in Britain and in Russia; history of sports; paralympics; unusual sports; crazy sports; effect that crazy sport can have; traits of character and skills that a sportsman should have; how good you are at sport; what’s better: to watch or to participate; advantages and disadvantages of playing sports and watching it on TV; rules for “Snakes and Ladders” and bowls; the past of the Olympic movement; the future of the Olympic Games; ways of psyching up; good sportsmanship; confidence game II. Grammar Structures -er; -ist; Present Perfect Passive | About: sports invented in the UK; the most popular sports; the most popular teenagers’ sports; your favourite sportsman / woman; traditional sports in your country; a summary of a story; an outline of the article Students’ project: “The Future Olympic Games” | MAP OF TEXTBOOK “ENGLISH 8” Unit 5 Culture and Language Sequence | Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing | | What stories about fashion do museums tell? What are popular companies and chain stores in Britain? Can clothes tell about the past? What do you know about street styles? What do you wear for different occasions? What items of clothing are traditionally British? Do you care what you wear? Have you got a dress code in your school? What are your fashion favourites? Does the political situation have an effect on fashion? What outfit can make your friends go crazy? What did your parents and grandparents wear? What would you like to send to the Barbican Centre to present Russia? What can visitors see in the museums in your place? | Expressing: probability as regards fashion and design; opinions about trendy / untrendy things and clothes, good and bad tastes; agreement / disagreement about different trends and styles in different periods of time; personal attitude towards fashion; imagining feelings under imaginary unreal circumstances; wish; giving and asking for information; giving advice; explaining a choice; paying and returning compliments; giving information about the past events; making conclusions; giving comments; sharing opinions; paying and accepting compliments; giving explanations | The Victoria and Albert Museum, the Design Museum, the Museum of London; “Marks and Spencer”, “Habitat”, Tudor times, the mid-Victorian era, the 18th century and post WWI period (as regards styles and design); traditional items of clothing: a boater, a dreerstalker, a top hat, tam-o’-shanter, brogues, a glengarry; street styles: hippies, punks, New Age Travellers; teenage fashion in teenage mags: “Shout”, “Jackie”, “Just Seventeen”, print advertisements; the “I’m an individual” comic strip; the Barbican Art Gallery in London; the fashions during the Lord Protector and King Charles II reign; school uniforms in public schools; Teddy boys; Holly Buddy; Woolworth’s; the fashion in the UK in the 50s | I. About: the Museum of Costume and Assembly Room in Bath; facts from history of fashion in Britain; up-to-date facts about styles in Britain; the importance of fashion (teenagers’ viewpoints); paying and returning compliments; about lost / left things; the description of the lost thing II. Listening Skills Listening for the main idea, for detail, for specific information; predicting | I. Extracts from guides and booklets about the museums of Britain that tell stories about the history of costume; dictionary entries about “Marks and Spencer”, Terence Conran and his “Habitat” company; newspaper letters about outfits for various occasions; dictionary entries about traditional items of clothing in Britain; teenagers’ viewpoints on the importance of fashion; articles and interviews from mags about fashion; articles about dress codes in British/ American schools; a comic strip “Why Not?” II. Reading and Thinking Skills Deducing the meaning of a word: by synonyms / antonyms / analogy / a dictionary use; classifying; reading aloud; reading for specific information / for the main idea / for detail; anticipating III. Grammar Reading Skills For revision: Simple Present / Past; used to (do); Simple Present / Past Passive; relative clauses; Verb + V-ing form; compound nouns: N + N; Object with the Infinitive Construction New: Second Condition; could / might + Perfect Inf. IV. Lexical Reading Skills For revision: Prefix un- | I. About: Russian Museums containing collection of period costumes and traditional items of clothing; popular Russian trade companies and department stores; trendy / untrendy things and clothes in Russia; the period of British history students would like to live in and the outfits they would like to wear; friends, relatives, parents and their tastes in choosing things to wear; paying compliments; family album of fashion; different clothes in different periods of Russian history; imaginary situations II. Grammar Structures For revision: Simple Present / Past; Simple Present/Past Passive; used to (do); compound sentences: object and relative clauses; compound nouns: N + N, Verb + V-ing form; Object with the Infinitive Construction (it’s a sin to do something) New: Second Condition | Guided Writing: filling in charts; brief description of street styles; opinion about the importance of fashion; taking notes: writing out compliments Creative Writing: brief descriptions of outfits for the first date; pieces of advice about: old / new (designed) items of clothing; the best 3 things of Russia that can be the height of fashion; shoes of a new design; a joint list of opinions on fashion in Russia today; about museums you have in your place Students’ project: “Fashion Mag” | |
