SurWiki - Вклад участника [ru]

Файл:Викторина.doc

2012-04-01T13:47:18Z

Алибаева Мунира:

Файл:Визитная карточка проекта Алибаева 1.doc

2012-04-01T06:57:48Z

Алибаева Мунира:

Файл:Визитная карточка проекта Алибаева.doc

2012-04-01T06:55:36Z

Алибаева Мунира:

Файл:Лондон321.ppt

2012-03-30T03:28:24Z

Алибаева Мунира:

Файл:Лондон 1.ppt

2012-03-28T16:31:22Z

Алибаева Мунира: загружена новая версия «Файл:Лондон 1.ppt»

Файл:Лондон 1.ppt

2012-03-28T16:30:30Z

Алибаева Мунира:

Choosing a proffession

2012-02-12T07:06:56Z

Алибаева Мунира: переименовал «Choosing a proffession» в «What Will You Be?»: слово неправильно написано

#перенаправление [[What Will You Be?]]

Choosing a profession

2012-02-12T06:57:29Z

Алибаева Мунира: переименовал «Choosing a proffession» в «Choosing a profession»

== Урок английского языка по теме «Choosing a profession» ==

''' Главная цель урока:''' совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

''' Развивающий компонент цели урока:''' развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

''' Образовательный компонент цели урока:''' повторить и активизировать лексический материал по теме «Выбор профессии».

''' Воспитательный компонент цели урока:''' воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

''' Практический компонент цели урока:''' практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

'''Оборудование урока:'''

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Organizational moment.'''

Hello, boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill.'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up.'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-10T02:50:15Z

Алибаева Мунира:

Choosing a profession

2012-02-10T02:45:19Z

Алибаева Мунира:

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Organizational moment'''

Hello, boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-10T02:44:32Z

Алибаева Мунира:

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Organizational moment'''

# Создание атмосферы иноязычного общения.
# Мотивация учащихся, сообщение темы.
# Создание положительного микроклимата.

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-10T02:42:57Z

Алибаева Мунира:

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Начало урока, организационный момент'''

# Создание атмосферы иноязычного общения.
# Мотивация учащихся, сообщение темы.
# Создание положительного микроклимата.

Good morning, children!

Good morning! Good morning! Good morning to you! Good morning! Good morning!

We are glad to see you!

I’m very glad to see you too. I hope you are feeling well today. So today we’ll continue working with the Past Simple. You’ll do a lot of interesting exercises that will help you to understand this material better.

'''II.Фонетическая зарядка'''

Listen to the rhyme and find verbs in the Past Simple.

Humpty Dumpty.

Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall.

All the king’s horses

And all the king’s men,

Couldn’t put Humpty together again.

(sat had, could)

Let’s remember the Russian rhyme Шалтай-Болтай by S. Marshak. Who knows?

Шалтай-болтай

Сидел на стене,

Шалтай-болтай

Свалился во сне.

Вся королевская конница,

Вся королевская рать

Не может Шалтая,

Не может Болтая,

Шалтая-болтая,

Болтая-шалтая

Шалтая-болтая собрать.

'''III. Актуализация знаний, полученных на предыдущих уроках.'''

''1. Аудирование текста''

Listen to the text and write down verbs in the Past Simple.

Once upon a time there______ a very old man and a very old woman. They______in a nice clean house which_______ flowers all round it. But they couldn’t be happy because they_____ so very lonely. “If only we ______a cat” _____ the very old woman. “A cat?” _____ the very old man. “Yes, a sweet little cat” ____ the very old woman. “I’ll get you a cat, my dear,”_____ the very old man. And he _____ over the hills to look one.

(Keys: were, lived, had, were, had, said, asked, said, said, went)

''2. Work in the groups''

Read these texts, translate and find irregular verbs.

The first group:

Mary got up at 7 o’clock yesterday. She washed her face and cleaned her teeth. Then she had breakfast. She took her bag and went to school.

The second group:

Jane came home at 2 o’clock yesterday. She had dinner. Then she cleaned her room. She did her homework. Then she played games.

The third group:

My mother came home from work at 6 o’clock yesterday. She cooked supper. Then she watched TV. She read a book and went to bed at 10 o’clock.

''3.“Magic box” (карточки с первой формой неправильных глаголов, учащиеся должны назвать вторую форму глагола и перевести на русский язык ).''

{| border 1
| Beat
| Beat
|-
| Become
| Became
|-
| Begin
| Began
|-
| Be
| Was, were
|-
| Blow
| Blew
|-
| Bring
| Brought
|-
| Build
| Built
|-
| Buy
| Bought
|-
| Can
| Could
|-
| Catch
| Caught
|-
| Choose
| Chose
|-
| Come
| Came
|-
| Cost
| Cost
|-
| Cut
| Cut
|-
| Do
| Did
|-
| Draw
| Drew
|-
| Drink
| Drank
|-
| Drive
| Drove
|-
| Eat
| Ate
|-
| Fall
| Fell
|-
|}

''4.Put the words in the correct order to make sentences.''

Work in groups:
# year, He, a, built, last, house;
# 1998, they, a, in, bank, worked, in;
# broke, yesterday, my, a, brother, vase;
# ago, the, five, lesson, began, minutes;
# last, Ann, granny, visited, her, week.
Keys:
# He built a house last year;
# They worked in a bank in 1998;
# My brother broke a vase yesterday;
# The lesson began 5 minutes ago;
# Ann visited her granny last year.

''5. Write 5 sentences about things you did yesterday.''

Work in groups.

# We went…….
# We had……….
# We did ……….
# We walked…….
# We played…….

'''IV. Развитие умений монологической речи, контроль правильности использования изученного лексического и грамматического материала в монологе по тексту: «A relative in London».'''

Work in groups.

The first group.

Your task:

Tell us please about Robin and his family.

In 1599 Robin lived in Edinburgh and his father was one of the Scottish patriots. They wanted to return the Stone of Destiny to Scotland. But it was not easy. The Stone was in London and the way to London was difficult. The English knew about their organization and they could catch and kill any of their members.

The second group.

Your task:

Tell us please about time tunnels.

Only the greatest wizards knew about time tunnels. These tunnels took people to the past or to the future. The organization of Scottish patriots chose Robin for that mission. Robin could not get to London of his time, but he could use the time tunnel and get to London of the past or of the future. He could take the Stone and come back.

The third group

Your task:

Tell us please about the problem during the trip.

When they travel in time they take somebody’s place there, so somebody must take their place in their time. This person must be their age and must be their relative. That was difficult. Robin wanted to go to London, so they looked for a relative in London. They could not find anybody in the past. They found a relative in the future. It was Rosy’s brother Rob.

'''V. Заключительный этап:'''

# подведение итогов;
# выставление оценок;
# инструктаж к домашнему заданию;
# рефлексия.

1) So I hope you like our todays lesson. What did you do at our lesson today?

- Today we listened to the text and write down verbs in the Past Simple.

- We read the text and found irregular verbs.

- We put the words in the correct order to make sentences.

- We wrote 5 sentences about things we did yesterday.

- We told about Robin’s story.

2) I’m very satisfied with your work today. Thank you. I want to give you excellent and good marks.

3) Your home task is p.245 irregular verbs, topic.

4) If you liked our lesson show me the merry faces if you didn’t like – the sad ones. Good bye! See you later.

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T18:10:47Z

Алибаева Мунира: /* Lesson Plan */

== Урок английского языка по теме «Choosing a profession» ==

''' Главная цель урока:''' совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

''' Развивающий компонент цели урока:''' развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

''' Образовательный компонент цели урока:''' повторить и активизировать лексический материал по теме «Выбор профессии».

''' Воспитательный компонент цели урока:''' воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

'''Практический компонент цели урока:''' практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

'''Оборудование урока:'''

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Lesson Plan ==

'''I. Organizational moment.'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill.'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up.'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class).

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”.

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T18:01:05Z

Алибаева Мунира: /* Lesson Plan */

== Урок английского языка по теме «Choosing a profession» ==

''' Главная цель урока:''' совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

''' Развивающий компонент цели урока:''' развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

''' Образовательный компонент цели урока:''' повторить и активизировать лексический материал по теме «Выбор профессии».

''' Воспитательный компонент цели урока:''' воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

'''Практический компонент цели урока:''' практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

'''Оборудование урока:'''

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Lesson Plan ==

'''I. Organizational moment.'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill.'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up.'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class).

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”.

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:59:30Z

Алибаева Мунира: /* Урок английского языка по теме «Choosing a profession» */

== Урок английского языка по теме «Choosing a profession» ==

''' Главная цель урока:''' совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

''' Развивающий компонент цели урока:''' развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

''' Образовательный компонент цели урока:''' повторить и активизировать лексический материал по теме «Выбор профессии».

''' Воспитательный компонент цели урока:''' воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

'''Практический компонент цели урока:''' практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

'''Оборудование урока:'''

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Lesson Plan ==

'''I. Organizational moment.'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill.'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up.'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class).

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”.

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:57:37Z

Алибаева Мунира: /* Lesson Plan */

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Lesson Plan ==

'''I. Organizational moment.'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill.'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up.'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class).

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”.

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:54:59Z

Алибаева Мунира: /* Ход урока */

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Lesson Plan ==

'''I. Organizational moment'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:54:19Z

Алибаева Мунира: /* Ход урока */

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Organizational moment'''

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:53:51Z

Алибаева Мунира: /* Ход урока */

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Organizational moment'''

# Создание атмосферы иноязычного общения.
# Мотивация учащихся, сообщение темы.
# Создание положительного микроклимата.

Hello boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

'''II. Phonetic drill'''

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

'''III. Warm up'''

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

'''IV. Pre-listening work.'''

Loot at the list of words, please. Are there any unknown words for you?

''car park attendant''

''assembly line worker''

''shepherd''

''market researcher''

''grave digger''

''prison warder''

Let’s practice correct pronunciation. Work with worksheets, please.
What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

'''V. Oral practice. Dialogue.'''

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

'''VI. Grammar practice.'''

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?”
How should you answer them?
Of course, you will change questions into reported speech.
Let’s revise theory of this grammar theme.
Answer my question, please.
How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

'''VII. Project.'''

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
“A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

'''IX. Homework.'''

Your homework is to prepare projects on theme “My future profession”.

'''X. Evaluation.'''

'''XI. Introspection.'''

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

''' I CAN BE MOST ANYTHING I TRY.'''

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.

I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

''CHORUS:''

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.

I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.

I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

''CHORUS:''

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T17:08:20Z

Алибаева Мунира: /* Урок английского языка по теме «The Past Simple tense» */

== Урок английского языка по теме «Choosing a profession» ==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

== Ход урока ==

'''I. Начало урока, организационный момент'''

# Создание атмосферы иноязычного общения.
# Мотивация учащихся, сообщение темы.
# Создание положительного микроклимата.

Good morning, children!

Good morning! Good morning! Good morning to you! Good morning! Good morning!

We are glad to see you!

I’m very glad to see you too. I hope you are feeling well today. So today we’ll continue working with the Past Simple. You’ll do a lot of interesting exercises that will help you to understand this material better.

'''II.Фонетическая зарядка'''

Listen to the rhyme and find verbs in the Past Simple.

Humpty Dumpty.

Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall.

All the king’s horses

And all the king’s men,

Couldn’t put Humpty together again.

(sat had, could)

Let’s remember the Russian rhyme Шалтай-Болтай by S. Marshak. Who knows?

Шалтай-болтай

Сидел на стене,

Шалтай-болтай

Свалился во сне.

Вся королевская конница,

Вся королевская рать

Не может Шалтая,

Не может Болтая,

Шалтая-болтая,

Болтая-шалтая

Шалтая-болтая собрать.

'''III. Актуализация знаний, полученных на предыдущих уроках.'''

''1. Аудирование текста''

Listen to the text and write down verbs in the Past Simple.

Once upon a time there______ a very old man and a very old woman. They______in a nice clean house which_______ flowers all round it. But they couldn’t be happy because they_____ so very lonely. “If only we ______a cat” _____ the very old woman. “A cat?” _____ the very old man. “Yes, a sweet little cat” ____ the very old woman. “I’ll get you a cat, my dear,”_____ the very old man. And he _____ over the hills to look one.

(Keys: were, lived, had, were, had, said, asked, said, said, went)

''2. Work in the groups''

Read these texts, translate and find irregular verbs.

The first group:

Mary got up at 7 o’clock yesterday. She washed her face and cleaned her teeth. Then she had breakfast. She took her bag and went to school.

The second group:

Jane came home at 2 o’clock yesterday. She had dinner. Then she cleaned her room. She did her homework. Then she played games.

The third group:

My mother came home from work at 6 o’clock yesterday. She cooked supper. Then she watched TV. She read a book and went to bed at 10 o’clock.

''3.“Magic box” (карточки с первой формой неправильных глаголов, учащиеся должны назвать вторую форму глагола и перевести на русский язык ).''

{| border 1
| Beat
| Beat
|-
| Become
| Became
|-
| Begin
| Began
|-
| Be
| Was, were
|-
| Blow
| Blew
|-
| Bring
| Brought
|-
| Build
| Built
|-
| Buy
| Bought
|-
| Can
| Could
|-
| Catch
| Caught
|-
| Choose
| Chose
|-
| Come
| Came
|-
| Cost
| Cost
|-
| Cut
| Cut
|-
| Do
| Did
|-
| Draw
| Drew
|-
| Drink
| Drank
|-
| Drive
| Drove
|-
| Eat
| Ate
|-
| Fall
| Fell
|-
|}

''4.Put the words in the correct order to make sentences.''

Work in groups:
# year, He, a, built, last, house;
# 1998, they, a, in, bank, worked, in;
# broke, yesterday, my, a, brother, vase;
# ago, the, five, lesson, began, minutes;
# last, Ann, granny, visited, her, week.
Keys:
# He built a house last year;
# They worked in a bank in 1998;
# My brother broke a vase yesterday;
# The lesson began 5 minutes ago;
# Ann visited her granny last year.

''5. Write 5 sentences about things you did yesterday.''

Work in groups.

# We went…….
# We had……….
# We did ……….
# We walked…….
# We played…….

'''IV. Развитие умений монологической речи, контроль правильности использования изученного лексического и грамматического материала в монологе по тексту: «A relative in London».'''

Work in groups.

The first group.

Your task:

Tell us please about Robin and his family.

In 1599 Robin lived in Edinburgh and his father was one of the Scottish patriots. They wanted to return the Stone of Destiny to Scotland. But it was not easy. The Stone was in London and the way to London was difficult. The English knew about their organization and they could catch and kill any of their members.

The second group.

Your task:

Tell us please about time tunnels.

Only the greatest wizards knew about time tunnels. These tunnels took people to the past or to the future. The organization of Scottish patriots chose Robin for that mission. Robin could not get to London of his time, but he could use the time tunnel and get to London of the past or of the future. He could take the Stone and come back.

The third group

Your task:

Tell us please about the problem during the trip.

When they travel in time they take somebody’s place there, so somebody must take their place in their time. This person must be their age and must be their relative. That was difficult. Robin wanted to go to London, so they looked for a relative in London. They could not find anybody in the past. They found a relative in the future. It was Rosy’s brother Rob.

'''V. Заключительный этап:'''

# подведение итогов;
# выставление оценок;
# инструктаж к домашнему заданию;
# рефлексия.

1) So I hope you like our todays lesson. What did you do at our lesson today?

- Today we listened to the text and write down verbs in the Past Simple.

- We read the text and found irregular verbs.

- We put the words in the correct order to make sentences.

- We wrote 5 sentences about things we did yesterday.

- We told about Robin’s story.

2) I’m very satisfied with your work today. Thank you. I want to give you excellent and good marks.

3) Your home task is p.245 irregular verbs, topic.

4) If you liked our lesson show me the merry faces if you didn’t like – the sad ones. Good bye! See you later.

[[Категория:иностранный язык]]

Choosing a profession

2012-02-09T16:49:01Z

Алибаева Мунира: Новая страница: «== Урок английского языка по теме «The Past Simple tense»== Главная цель урока: совершенствование гр…»

== Урок английского языка по теме «The Past Simple tense»==

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развитие языковых, познавательных способностей учащихся, развитие эмоций школьников и готовности к коммуникации, гуманистическое развитие личности ученика.

Образовательный компонент цели урока: расширение лингвистического кругозора школьников.

Воспитательный компонент цели урока: создание условий для воспитания культуры общения в разных видах коллективного взаимодействия и поддержания интереса к учению.

Практический компонент цели урока: практическое использование грамматических навыков по теме “Past Simple”.

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст стихотворения “Humpty-Dumpty”);

2. К.И. Кауфман, М.Ю. Кауфман “Happy English.ru” учебник для 6-го класса.
== Ход урока ==

'''I. Начало урока, организационный момент'''

# Создание атмосферы иноязычного общения.
# Мотивация учащихся, сообщение темы.
# Создание положительного микроклимата.

Good morning, children!

Good morning! Good morning! Good morning to you! Good morning! Good morning!

We are glad to see you!

I’m very glad to see you too. I hope you are feeling well today. So today we’ll continue working with the Past Simple. You’ll do a lot of interesting exercises that will help you to understand this material better.

'''II.Фонетическая зарядка'''

Listen to the rhyme and find verbs in the Past Simple.

Humpty Dumpty.

Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall.

All the king’s horses

And all the king’s men,

Couldn’t put Humpty together again.

(sat had, could)

Let’s remember the Russian rhyme Шалтай-Болтай by S. Marshak. Who knows?

Шалтай-болтай

Сидел на стене,

Шалтай-болтай

Свалился во сне.

Вся королевская конница,

Вся королевская рать

Не может Шалтая,

Не может Болтая,

Шалтая-болтая,

Болтая-шалтая

Шалтая-болтая собрать.

'''III. Актуализация знаний, полученных на предыдущих уроках.'''

''1. Аудирование текста''

Listen to the text and write down verbs in the Past Simple.

Once upon a time there______ a very old man and a very old woman. They______in a nice clean house which_______ flowers all round it. But they couldn’t be happy because they_____ so very lonely. “If only we ______a cat” _____ the very old woman. “A cat?” _____ the very old man. “Yes, a sweet little cat” ____ the very old woman. “I’ll get you a cat, my dear,”_____ the very old man. And he _____ over the hills to look one.

(Keys: were, lived, had, were, had, said, asked, said, said, went)

''2. Work in the groups''

Read these texts, translate and find irregular verbs.

The first group:

Mary got up at 7 o’clock yesterday. She washed her face and cleaned her teeth. Then she had breakfast. She took her bag and went to school.

The second group:

Jane came home at 2 o’clock yesterday. She had dinner. Then she cleaned her room. She did her homework. Then she played games.

The third group:

My mother came home from work at 6 o’clock yesterday. She cooked supper. Then she watched TV. She read a book and went to bed at 10 o’clock.

''3.“Magic box” (карточки с первой формой неправильных глаголов, учащиеся должны назвать вторую форму глагола и перевести на русский язык ).''

{| border 1
| Beat
| Beat
|-
| Become
| Became
|-
| Begin
| Began
|-
| Be
| Was, were
|-
| Blow
| Blew
|-
| Bring
| Brought
|-
| Build
| Built
|-
| Buy
| Bought
|-
| Can
| Could
|-
| Catch
| Caught
|-
| Choose
| Chose
|-
| Come
| Came
|-
| Cost
| Cost
|-
| Cut
| Cut
|-
| Do
| Did
|-
| Draw
| Drew
|-
| Drink
| Drank
|-
| Drive
| Drove
|-
| Eat
| Ate
|-
| Fall
| Fell
|-
|}

''4.Put the words in the correct order to make sentences.''

Work in groups:
# year, He, a, built, last, house;
# 1998, they, a, in, bank, worked, in;
# broke, yesterday, my, a, brother, vase;
# ago, the, five, lesson, began, minutes;
# last, Ann, granny, visited, her, week.
Keys:
# He built a house last year;
# They worked in a bank in 1998;
# My brother broke a vase yesterday;
# The lesson began 5 minutes ago;
# Ann visited her granny last year.

''5. Write 5 sentences about things you did yesterday.''

Work in groups.

# We went…….
# We had……….
# We did ……….
# We walked…….
# We played…….

'''IV. Развитие умений монологической речи, контроль правильности использования изученного лексического и грамматического материала в монологе по тексту: «A relative in London».'''

Work in groups.

The first group.

Your task:

Tell us please about Robin and his family.

In 1599 Robin lived in Edinburgh and his father was one of the Scottish patriots. They wanted to return the Stone of Destiny to Scotland. But it was not easy. The Stone was in London and the way to London was difficult. The English knew about their organization and they could catch and kill any of their members.

The second group.

Your task:

Tell us please about time tunnels.

Only the greatest wizards knew about time tunnels. These tunnels took people to the past or to the future. The organization of Scottish patriots chose Robin for that mission. Robin could not get to London of his time, but he could use the time tunnel and get to London of the past or of the future. He could take the Stone and come back.

The third group

Your task:

Tell us please about the problem during the trip.

When they travel in time they take somebody’s place there, so somebody must take their place in their time. This person must be their age and must be their relative. That was difficult. Robin wanted to go to London, so they looked for a relative in London. They could not find anybody in the past. They found a relative in the future. It was Rosy’s brother Rob.

'''V. Заключительный этап:'''

# подведение итогов;
# выставление оценок;
# инструктаж к домашнему заданию;
# рефлексия.

1) So I hope you like our todays lesson. What did you do at our lesson today?

- Today we listened to the text and write down verbs in the Past Simple.

- We read the text and found irregular verbs.

- We put the words in the correct order to make sentences.

- We wrote 5 sentences about things we did yesterday.

- We told about Robin’s story.

2) I’m very satisfied with your work today. Thank you. I want to give you excellent and good marks.

3) Your home task is p.245 irregular verbs, topic.

4) If you liked our lesson show me the merry faces if you didn’t like – the sad ones. Good bye! See you later.

[[Категория:иностранный язык]]

Участник:Алибаева Мунира

2012-02-09T16:41:15Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-02-09T16:31:12Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-11T04:33:32Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-11T04:30:51Z

Алибаева Мунира:

[[Изображение:47.jpg|thumb]]

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель английского языка

'''Стаж в системе образования:''' 15 лет 

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]],заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1
* [[Участник:Толеева Салимет|Толеева Салимет Отемисовна]],учитель биологии МБОУ СОШ №1
* [[Участник:Марушкина Татьяна Владимировна|Марушкина Татьяна Владимировна]],социальный педагог МБОУ СОШ №1
* [[Участник:Дмириева Надежда Михайловна|Дмитриева Надежда Михайловна]],учитель английского языка МБОУ СОШ №1
----
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[[Категория:иностранный язык]]
[[Категория:СОШ №1]]

'''Мои статьи''':
<ol>
<li>[[ Тур по Лондону ]]</li>
==Автор проекта==

Свиридова Елена Ивановна
==Название проекта==

Новый взгляд
==Предмет, класс==

Биология, 8 класс
==Краткая аннотация проекта==

Проект рассчитан на учащихся 8 классов.
Учащиеся изучают информацию об органах зрения, их заболеваниях и факторах, влияющих на снижение зрения. Авторы проекта исследуют утомляемость органов зрения у учащихся начальных классов.
В ходе проекта обучающиеся самостоятельно приобретают недостающие знания из разных источников, приобретают коммуникативные умения, работая в группах.
Результаты своих исследований учащиеся оформляют в виде презентации, буклета, публикации.
В процессе проведения проекта формируется ценностное отношение у учащихся к здоровью и здоровому образу жизни, чувства ответственности за свою безопасность и здоровье.

==Основополагающий вопрос==

Что было бы, если б не было зрения?

==Проблемные вопросы==

1. Почему лучше один раз увидеть,чем сто раз услышать?

2. Легко ли увидеть свет, имея глаза?

3. Почему глаз мал, да далеко видит?

==Учебные вопросы==

1. Что такое зрение?

2. Какие заболевания органов зрения самые распространенные?

3. Какие функции выполняют органы зрения?

4. Какие факторы влияют на снижение зрения?

==Дидактические цели проекта==

1. Сформировать представление об основных функциях зрения.

2. Сформировать умения поиска, структурирования и анализа информации.

3. Развивать умение наблюдать и анализировать.

4. Формировать навыки работы в команде.

==Методические задачи проекта==

1. Изучить информацию о строении глаза.

2. Изучить информацию о заболеваниях органов зрения.

3. Определить какие функции выполняют органы зрения.

4. Определить какие факторы влияют на органы зрения.

5. Исследовать утомляемость органов зрения.

==Этапы реализации проекта==

1. "Тише едешь - дальше будешь..."

2. "От заката до рассвета..."

3. "В конце пути..."
==Презентация учителя о проекте==
[[Медиа:Новый_взгляд.pdf|Новый взгляд]]

В презентации представлена дидактическая модель проекта

==Визитная карточка проекта==
[[Медиа:Визитная_карточка_проекта_Свиридова.pdf|Визитная карточка проекта]]

==Примеры ученических работ==
[[Медиа:Органы_чувств.pdf|Органы чувств]]

В буклете представлены интересные факты о зрении и рекомендации по его сохранению

[[Медиа:проект учеников.pdf|Проект учеников]]

В презентации представлена теоретическая и практическая часть проекта по теме:"Новый взгляд"

==Дидактические материалы==
[[Медиа:Кроссворд Зрение.pps|Кроссворд Зрение]]

В кроссворде представлены вопросы по заданной теме

[[Медиа:игра дидактическая.pps|Игра дидактическая]]

Игра представлена в виде теста

[[Медиа:Опросник.pdf|Опросник]]

В презентации представлены вопросы по теме:"Зрение"

[[Медиа:иллюзии.pps|Оптические иллюзии]]

В презентации представлены интересные иллюзии обмана зрения

Участник:Алибаева Мунира

2012-01-11T04:29:26Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-10T13:57:58Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-10T13:55:40Z

Алибаева Мунира:

Файл:38.jpg

2012-01-10T07:11:52Z

Алибаева Мунира:

Участник:Толеева Салимет

2012-01-10T07:11:22Z

Алибаева Мунира:

[[Изображение:38.jpg|thumb]]

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель биологии

'''Стаж в системе образования:''' 25 лет

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]], заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1

[[Категория:учитель]]
[[Категория:биология]]
[[Категория:СОШ №1]]

Файл:47.jpg

2012-01-10T07:06:11Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-10T07:05:16Z

Алибаева Мунира:

Участник:Толеева Салимет

2012-01-10T06:29:49Z

Алибаева Мунира:

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель биологии

'''Стаж в системе образования:''' 25 лет

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]], заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1

[[Категория:учитель]]
[[Категория:биология]]
[[Категория:СОШ №1]]

Участник:Алибаева Мунира

2012-01-10T06:25:52Z

Алибаева Мунира:

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель английского языка

'''Стаж в системе образования:''' 15 лет 

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]],заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1
* [[Участник:Толеева Салимет|Толеева Салимет Отемисовна]],учитель биологии МБОУ СОШ №1
----
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Участник:Алибаева Мунира

2012-01-10T06:13:20Z

Алибаева Мунира:

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель английского языка

'''Стаж в системе образования:''' 15 лет 

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]],заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1

----
[[Категория:учитель]]
[[Категория:иностранный язык]]
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Участник:Алибаева Мунира

2012-01-10T06:11:35Z

Алибаева Мунира:

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель английского языка

'''Стаж в системе образования:''' 15 лет 

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]],заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1

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[[Категория:учитель]]
[[Категория:английский язык]]
[[Категория:СОШ №1]]

Участник:Алибаева Мунира

2012-01-09T11:51:47Z

Алибаева Мунира:

Участник:Алибаева Мунира

2012-01-09T11:46:09Z

Алибаева Мунира: Новая страница: «'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]…»

'''Место работы:''' [http://school1.admsurgut.ru МБОУ СОШ № 1 с углубленным изучением отдельных предметов]

'''Образование:''' высшее 

'''Должность:''' учитель английского языка
'''Стаж в системе образования:''' 15 лет 

'''Коллеги''':
* [[Участник:Громова Светлана Федоровна|Громова Светлана Федоровна]],заместитель директора по УВР, учитель информатики МБОУ СОШ №1
* [[Участник:Татьяна Иост|Иост Татьяна Алексеевна]], учитель информатики МБОУ СОШ №1
* [[Участник:Сакова Ольга|Сакова Ольга Владимировна]], учитель физики, методист по ИТ МБОУ СОШ №1
* [[Участник:Беспалова Марина Эдуардовна|Беспалова Марина Эдуардовна]], заместитель директора по УВР МБОУ СОШ №1, учитель начальных классов
* [[Участник:Герега Надежда|Герега Надежда Зиновьевна]], учитель английского языка МБОУ СОШ №1
* [[Участник:Шипилова Елена|Шипилова Елена Алексеевна]], учитель биологии МБОУ СОШ №1

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