Tuesday,the thirteenth of September
Theme: Complete subjects and complete predicates.
Lesson 1
In this lesson,we will review complete subjects and complete predicates, the sentence structure and do the activities.
What do you know about sentence structure?
There are two basic parts. The complete subject names who or what the sentence is about/ included are the simple subject and all of the words and phrases that describe it. The complete predicate tells what the subject does, is or has. Included are the verb and all of the words and phrases that describe it. Can you make up two sentences with complete subject and complete predicate?
Вправа на визначення головних членів речення.
Let’s do some activities. In each of the following sentences, draw a line between the complete subject and the complete predicate:
1. The wall of Jerusalem was broken down many, many years ago.
2. The enemies of the Jews tried often to interrupt the building of the wall.
3. Armed with a sword, every worker persevered in his own task.
4. The enemy requested repeatedly a meeting in a nearby village.
4.2 Тренувальні вправи.
1) Each of the following groups of wordsis an incomplete sentence. Think and consider whether each group needs a complete subject or a complete predicate to make a complete sentence.
1. A babbling brook needs a _____?______________
2. Responded to the alarm needs a ______?_____________
3. Thoroughly cleaned her office needs a _______?____________
4. The soft, furry penguin baby needs a ________?___________
5. Huddled close to the fire needs a _________?__________
6. The tall, muscular athlete needs a __________?_________
7. Marched briskly down the avenue needs a __________?_________
8. My helpful, sympathetic supervisor needs a ___________?________
2) Write each of the above group of words as a complete sentence by adding either a complete subject or complete predicate to each.
Examples:
1. A babbling brook flowed over the mossy rocks.
2. The fireman quickly responded to the alarm.
Lesson 2
3) In the following sentences , draw one line under the complete subject and two lines under the complete predicate.
Examples:
1. Across the finish line stumbled the exhausted, persevering runner.
2. In the meantime, has the marching band located red, white, and blue uniforms?
4) Underline the correct answer in each sentence:
1. The simple subject and all the words and phrases that describe it are the complete (subject, predicate, sentence) of a sentence.
2. The verb and all the words and phrases that describe it are the complete (subject, predicate, sentence) of a sentence.
You were very active and worked great today. Thank you for the lesson, have a nice day!
Monday, the twelfth of September.
Тема: Fractions.
Lesson 1.
Today we will learn about place value through the hundred billions’ place, read and write number words through hundred billions and we’ll write expanded notation through hundred billions by using exponents.
Warm-up .
To start with, write down four numbers which are important to you. Work in pairs. Your partner must guess what each number means for you.
Vocabulary Practice.
Teacher:On the blank write true or false. If the sentence is false, cross out the bold word and write the word above it that will make the sentence true. Use the number 
to complete these activities.
1) _______________ The 4 is the exponent.
2) _______________ Thebase is the factor that is repeatedly multiplied times itself.
3) _______________ The 5 tells how many times the exponent is used as a factor.
4) _______________ The 5 is the base.
5) _______________ This number is read “four to the fifth exponent. ”
6) _______________ For each power of 10, the exponent and the number of zeros is the number written in standard notation are the same.
Тренувальні вправи.
Write each of the following by using exponents.
1) 50.000 - 5x
2) 3.000.000 ________
3) 10.000.000 _______
4) 600.000 ________
5) 8.000 __________
6) 400 ___________
.
Write these numbers in expanded notation by multiplying each digit times its place value using exponents.
1) 3.042.809 = _________________
2) 703.542 = ___________________
3) 81.349 = ____________________
Lesson 2.
Write the standard notation for these numbers.
1) _________ = (4x
) + (5x
) + (3x
) + (9x
) + (3x
) + (7 x1)
2) ___________________ = (8 x
) + (6 x ) + (2x ) + (9 x 1)
3) ___________________ = (7 x ) + (5 x ) + (8 x ) + (3 x )
Speaking.
It is easy to read large numbers. Simply read the number to the left of each comma as if that number stood alone, and then attach the correct main heading. The number under this place value chart is read:
eight hundred forty-twobillion,
seven hundred ninety-onemillion,
five hundred threethousand,
one hundred forty-six.
PLACE VALUE CHART | |||||||||||
billions | millions | thousands | units | ||||||||
hundred billions | ten billions | (one) billions | hundred millions
| ten millions | (one) millions | hundred thousands | ten thousands | (one) thousands | hundreds
| tens | ones |
8 4 2, 7 9 1, 5 0 3, 1 4 6
How to read the numbers 75.026.000.602, 84.967.342.102?
You were very active and worked great today. Thank you for the lesson, have a nice day!Friday, the eighth of September
Theme: Syllable division
rules.
Today we are going to review the syllable division
rules, we’ll write sentences, using word definitions and compare different
meanings of one word.
Let’s work with a dictionary. Find each spelling word
from p.2 in it, read the sentence from your pace and find from the dictionary
the definition which gives the meaning of the word as used in the sentence.
Make up your own sentence.
Match the words and definitions:
accordto reflect
hammeragreement, harmony
matter to follow a model or guide
mirrorto be important
patternto hit again and again
Make up a sentence with one of these words.
Each of these
words has another word as its root. Each root word is one of the spelling words
from p.2,3,4,5. Write the root word in the blank.
1) Accordance
_______________accord____________________
2)
Affectionate _________________________________________
3)
Connection__________________________________________
4)
Flattery_____________________________________________
5)
Effortless____________________________________________
6)
Acceptance___________________________________________
7)
Mirage______________________________________________
8)
Communion__________________________________________
9)
Accordant____________________________________________
10) Acceptable____________________________________________
11) Affectation____________________________________________
12) Communal______________________________________________
13) Connective
_____________________________________________
14) Acceptation
_____________________________________________
You know that when
two consonants come between two vowels, we divide the word between the two
consonants. For example, bat/ter, hur/ry.
Draw a line between the syllables in these spelling words:
rud/der pattern common hammer
accept affair effort mirror
ribbon carrot hidden connect
accord dipper flatter matter
connect rabbit ladder lesson
Our lesson is over. What new have you learnt today?
What have you revised? Is this topic interesting for you? What information did
you like?
You were very active and worked great today. Thank you for the lesson, have a nice day!
Thursday, the eighth of September
Theme: Professional Education
At this lesson, we will talk about vocational education and career. We’ll read the text
and discuss it.
: Spend one minute writing down all of the different
words you associate with the word ‘EDUCATION ’. Share your words with your partner / group and talk
about them.
Everyone wants to find a
successful and financially rewarding career after they graduate. While the
school you earn your degree from is certainly important, it isn’t always about
name recognition. In fact, attending a vocational school can be more valuable
than you might think.Do you agree?
8
Highest Paying Vocational Careers
These
are most lucrative jobs for students without a degree – and what it takes to
join their ranks.Whether
you chose your career field hoping to make the most money possible or you
simply picked something you love, there’s a lot of money to be made with
a trade school certification. Here are the eight highest paying
vocational careers, according to the U.S. Bureau of Labor Statistics.
8. Aircraft Mechanics: $64,380
Job description: Aircraft mechanics are
responsible for keeping commercial and airline aircraft working. Whether they
specialize in jets, helicopters, or 747’s, mechanics work on the thousands of
intricate inner mechanics of aircraft. They need to be able to repair and
inspect different parts, and assemble components to keep the plane in one
piece.
Education requirements: In order to become an
aircraft mechanic, the FAA requires individuals to have
more than 18 months of practical experience. There are also three required
exams. If you are primarily interested in doing aircraft repairs, you’ll need
either an FAA repair certificate or experience working at a repair station.
7. Auto Insurance Appraisers: $56,230
Job description: Ever wondered why your
auto insurance rates skyrocket after an accident? Insurance appraisers are the
ones who determine the extent of damage and cost of repairs. They work for
insurance companies and deal with customers on a daily basis. Usually, they
contact customers who have reported accidents and discuss the circumstances,
events, and fault with them.
Education requirements: Appraisers need to
complete a certificate program in auto damage
appraisal. These courses might include repair classes, so appraisers can
accurately note the kinds of damage they will come across on the job. Some
certificate programs, like the National Institute for Automotive Service Excellence, require students to have
hands-on experience before taking classes.
Job description: Working as a commercial
pilot is very different than flying as an airline pilots. Commercial pilots fly
planes and helicopters whenever needed. They don’t have a set work schedule,
and typically don’t know when or where they will be flying until they are
assigned a route. There are a lot of options for commercial pilots — they can
fly helicopters and assess traffic conditions, transport patients to hospitals,
or even spray pesticides on fields.
Education requirements: Commercial pilots need a
pilot’s license before they can enter the profession. You don’t necessarily
need to attend a trade school or community college; alternatively, you can earn
their credentials through military or civilian flight school or with a private
instructor.
5. Fire Fighting Supervisors: $68,240
Job description: Whether their official
position is fire chief or fire lieutenant, the fire supervisor must oversee
their crew during emergencies and in down times at the fire station. However,
the job isn’t without risks. The injury rate for a fire supervisor is
significantly higher than other emergency workers, such as EMTs or emergency
room nurses.
Education requirements: Fire fighting
supervisors are expected to have at least a year of fire fighting experience
under their belts. They are required to complete a fire certification program.
These programs are available at both independent fire academies and vocational
schools all over the country.
4. Nuclear Medicine Technologist: $68,560
Job description: Entering the field of
nuclear medicine is, in some ways, similar to becoming a nurse. Technologists
give patients radioactive drugs and then use equipment to monitor the patients’
bodies as the drugs react. This work assists all other health workers — the
reactions technologists observe and the notes they take help doctors diagnose
illnesses or diseases.
Education requirements: Nuclear medicine
technologists need a state-approved certification from the American Registry of Radiological Technologists (ARRT). Some states may
also require employees to earn additional certifications from the Nuclear Medicine Technology
Certification Board. There is little to no on-the-job training.
3. Radiation Therapist: $74,980 per year
Job description: Individuals who become
radiation therapists are responsible for administering radiation treatments to
cancer patients. They give each patient a prescribed dosage of radiation,
monitor their reactions, and take detailed notes on what occurs over the course
of treatment. Radiation therapists work in what is considered a semi-dangerous
environment, since high amounts of radiation can be harmful.
Education requirements: All that’s needed to
enter the radiation therapy field is a certification. Most community colleges
or vocational schools offer the necessary certifications. In order to earn
their certificate, students must pass the ARRT exam.
2. Construction Manager: $83,860 per year
Job description: A construction manager
is responsible for overseeing building projects from the ground up — literally.
They must coordinate all aspects of a project. The manager drafts contracts,
hires workers, manages cash flow, monitors progress, and interacts with
clients, among many other duties. Managing construction requires both business
know-how and hands-on experience.
Education requirements: Construction managers
must have a high school diploma. The most important education, however, is
on-the-job experience. Many managers begin their careers by working various
construction jobs, from carpenter to excavation. Apprenticing under a
construction company is highly desirable.
1. Air Traffic Controller: $108,040 per year
Job description: Air traffic controllers are an integral part of
the flying industry. They are responsible for choreographing the movements of
thousands of airplanes. The day-to-day life of an air traffic controller is
both stressful and exciting. Not only do they have control over which planes
take off or land, but they also must monitor the behavior and flight patterns
of all aircraft in their area.
Education requirements: To become an air traffic
controller, all you need is Federal Aviation Association certification.
However, earning a spot in an airport tower requires a lot of hard work.
Applicants must complete an FAA-approved training program. They must also be
under 30 years old and pass a 12-week course at the FAA Academy, as well as a
few months of on-the-job training.
QuickFacts
·
The U.S. Bureau of Labor Statistics expects the healthcare industry to
explode with job opportunities over the next ten years.
·
Many careers that require only vocational school provide on-the-job
training for individuals who are interested in moving up within their industry.
·
Sometimes, a high-paying job that doesn’t require a bachelor’s degree can
lead to higher stress and increased chances of injury — such as jobs in
construction or emergency medical services.
Post –reading – відповіді на запитання.
1. What
have you learnt about aircraft mechanics?
2. What
education requirements are for auto insurance appraisers?
3. What
is the wage of construction managers?
4. What
can you tell about radiation therapist?
5. What
job duties do air traffic controllers have?
Students answer the questions.
Our lesson is over.
What new have you learnt today? What have you revised? Is this topic
interesting for you? What information did you like?
You were very active and worked great today. Thank you for the lesson, have a nice day!
Wednesday,the seventh of September
Theme:Current electricity.
In this lesson, we will learn about current
electricity, directing current electricity; simple, series and parallel
circuit.
Electricity is one of man’s most helpful servants. How
do you think what has made electricity extremely valuable?
Read the words and
find suitable definition for them:
1. alternating
changing from one direction to the opposite direction
2. appliance
a unit of electrical household equipment
3. argon
a colorless, odorless gas or element
4. business
one’s place of work or the work itself
5. circuit
the complete path of an electric current
6. coil
a tube or wire wound in a spiral
7. device
an invention; something invented for a special purpose
8. efficient
able to produce the effect wanted without waste
9. fixture
an attached part of a house or building
10. interrupt
to stop something or break a regular flow
Students do the task.
Let’s prove your
understanding of the words. Fill in each blank with the correct word.
1. Mr.Thriftmore operates a repair
shop_______________________ .
2. Mother’s new refrigerator is an electrical
____________________ .
3. A simple __________ can consist of a conducting
wire connected to a battery/
4. Ace and Reginald are _______________ students.
5. A gas called __________ is used in a manufacture of
light bulbs.
6. The wire ____________ around the piece of iron was
connected to a battery.
7. The main living room light _____________ is in the
center of the ceiling.
8. Please do not _______________ others when they are
having a conversation.
9. Our gas oven has an automatic lighting
___________________ .
10. Most homes have ________________ current
electricity.
Reading the text “Current
Electricity.”
a) Pre-reading activities:
- Постановка
завдання, виклик потреби та інтересу до нього:
Teacher: Have you ever heard about
simple, series and parallel circuit? Do you know how it works?
(Students’ ideas)
Let’s read the text and see if you are right.
- Усунення лeксичних труднощів за допомогою
безперекладного способу семантизації.
в)While-reading activities:
1) Scanning – читання тексту з метою максимально точного та повного отримання всієї
інформації, що в ньому міститься та її критичного осмислення.
Current Electricity
Electricity
is one of man's most helpful servants. Its ability to do work quietly and
efficiently has made it extremely valuable. Yet, as powerful and helpful as it
is, electricity would be useless if men did not know how to control or direct
it. Electricity has become more and more useful as men have discovered new ways
to direct its flow, increase or decrease its power, and measure and improve
its efficiency.
One
of the men who increased man's knowledge of electricity was Michael Faraday of
England. Perhaps his most valuable discovery was that of the simple circuit;
that is, he discovered a way to keep electricity flowing through a conducting
wire. Before Mr. Faraday's discovery of the simple circuit, the only form of
electricity available to men was static electricity.
A. Simple
Circuit
A simple circuit is a pathway along which
electricity can flow. A simple circuit consists of a power source, such as a
battery or a generator, and a conductor. We want to take a close look at a
simple circuit and see how it works.
For
our purposes, let's use a lantern battery as the power source and a copper wire
for a conductor. In order to set up a flow of current in the wire, we must
connect the wire to the battery. The battery has posts on either end. These
posts are points of attachment for the electrical battery terminals. One of the
terminals connects to a positively charged post and is called the positive
terminal. The other terminal connects to a negatively charged post and is
called the negative terminal. When we connect the copper wire to the terminals
on the battery posts, negative charges called electrons move from the negative
terminal to the positive terminal of the battery. This forces the current to
flow from the positive to the negative terminal. The current flows in the
direction opposite of the movement of the electrons.
When
the current is flowing from the power source, through a conductor, and back to
the power source, we have a simple circuit. A circuit of only one wire making
only one pathway is called a simple circuit.
A.
Series Circuit
A
simple circuit is the basis of all electrical circuits. However, a simple
circuit can provide electricity for only one thing at a time. Your home has
many electric lights and appliances; therefore, you need more than just one
simple circuit.
By
connecting several simple circuits, we can make another type of circuit which
provides power for many things at once. This special type of circuit is the
series circuit. We can make a series circuit by connecting several items, one
after another, along the path of the conducting wire. A series circuit
might be set up in this way: a conducting wire could be connected between the
battery's positive post and the one terminal of a light fixture. Then another
wire could connect the other terminal of the light fixture to a terminal of
another light fixture. Conducting wires could be connected from fixture to
fixture in this way and then to the battery's negative post. Suppose we connect
three light fixtures in a series. The electricity flows through all the light bulbs
because they form part of the path. If one light bulb were unscrewed, all the
bulbs would go off because the flow of electricity would be interrupted. An
interrupted circuit is called an open circuit. Some electric holiday lights are
connected in a series circuit. If one bulb burns out, the whole string of
holiday lights goes out because the flow of current is interrupted. The only
way to find out which bulb has burned out is to replace each bulb in the string
until the lights come back on.
Our lesson is over. What new have you learnt today?
What have you revised? Is this topic interesting for you? What information did
you like?
2. Домашнє завдання: be ready to speak on the lesson’s topic.
Tuesday,the sixth of September
Theme: Complete subjects and
complete predicates.
Lesson 1
In this lesson,we will review complete subjects and complete predicates, the sentence structure
and do the activities.
What do you know about sentence structure?
There are two
basic parts. The complete subject
names who or what the sentence is about/ included are the simple subject and
all of the words and phrases that describe it. The complete predicate tells what the subject does, is or has. Included
are the verb and all of the words and phrases that describe it. Can you make up
two sentences with complete subject and complete predicate?
Вправа на визначення
головних членів речення.
Let’s do some activities. In each of the following sentences, draw a line between the complete
subject and the complete predicate:
1. The wall of Jerusalem was broken down many, many years ago.
2. The enemies of the Jews tried often to interrupt the building of the
wall.
3. Armed with a sword, every worker persevered in his own task.
4. The enemy requested repeatedly a meeting in a nearby village.
4.2 Тренувальні вправи.
1) Each of the following groups of wordsis an incomplete
sentence. Think and consider whether each group needs a complete subject or a
complete predicate to make a complete sentence.
1. A babbling
brook needs a
_____?______________
2. Responded to the alarm needs a ______?_____________
3. Thoroughly cleaned
her office needs a
_______?____________
4. The soft, furry
penguin baby needs a
________?___________
5. Huddled close to
the fire needs a
_________?__________
6. The tall, muscular
athlete needs a
__________?_________
7. Marched briskly
down the avenue needs a
__________?_________
8. My helpful,
sympathetic supervisor needs a
___________?________
2) Write each of the above group of words as a complete
sentence by adding either a complete subject or complete predicate to each.
Examples:
1. A babbling brook
flowed over the mossy rocks.
2. The fireman
quickly responded to the alarm.
Lesson 2
3) In the following sentences , draw one line under the
complete subject and two lines under the complete predicate.
Examples:
1. Across the finish line stumbled the exhausted, persevering runner.
2. In the meantime, has the marching band located red, white, and blue
uniforms?
4) Underline the correct answer in each sentence:
1. The simple subject and all the words and phrases that describe it are
the complete (subject, predicate, sentence) of a sentence.
2. The verb and all the words and phrases that describe it are the complete
(subject, predicate, sentence) of a sentence.
You were very active and worked great today. Thank you for the lesson, have a nice day!
Monday, the fifth of September.
Тема: Fractions.
Lesson 1.
Today we will learn
about place value through the hundred billions’ place, read and write number words through hundred billions and we’ll write
expanded notation through hundred billions by using exponents.
Warm-up .
To start with, write down four numbers which are
important to you. Work in pairs. Your partner must guess what each number means
for you.
Vocabulary Practice.
Teacher:On the blank write true or
false. If the sentence is false, cross out the bold word and write the word
above it that will make the sentence true. Use the number to complete these activities.
1)
_______________
The 4 is the exponent.
2) _______________ Thebase is the factor that is repeatedly multiplied times itself.
3) _______________ The 5 tells how many times the exponent is used as a factor.
4) _______________ The 5 is the base.
5) _______________ This number is read “four to the fifth
exponent. ”
6) _______________ For each power of 10, the exponent and the number of zeros is the
number written in standard notation are the same.
Тренувальні вправи.
Write each of the following by using exponents.
1)
50.000 -
5x
2) 3.000.000 ________
3) 10.000.000 _______
4) 600.000
________
5) 8.000
__________
6)
400 ___________
.
Write these numbers in expanded notation by
multiplying each digit times its place value using exponents.
1) 3.042.809 = _________________
2) 703.542 = ___________________
3) 81.349 = ____________________
Lesson 2.
Write the standard notation for these numbers.
1) _________ = (4x) + (5x) + (3x) + (9x) + (3x) + (7 x1)
2) ___________________ = (8 x) + (6 x ) + (2x ) + (9 x 1)
3) ___________________ = (7 x ) + (5 x ) + (8 x ) + (3 x )
Speaking.
It is easy to read large numbers. Simply read the
number to the left of each comma as if that number stood alone, and then attach
the correct main heading. The number under this place value chart is read:
eight hundred forty-twobillion,
seven hundred ninety-onemillion,
five hundred threethousand,
one hundred forty-six.
|
PLACE VALUE
CHART |
|||||||||||
|
billions |
millions |
thousands |
units |
||||||||
|
hundred
billions |
ten billions |
(one) billions |
hundred millions
|
ten millions |
(one) millions |
hundred thousands |
ten thousands |
(one) thousands |
hundreds
|
tens |
ones |
8 4 2, 7 9 1, 5 0 3, 1
4 6
How to read the numbers 75.026.000.602, 84.967.342.102?
You were very active and worked great today. Thank you for the lesson,
have a nice day!
Wednesday, the ninth of February
Theme: Light
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Моя конференция
Время: 9 февр. 2022 03:00 PM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/76096181605?pwd=wqxdjOoPudSOnLTgU2HVrRj-KU6U6x.1
Идентификатор конференции: 760 9618 1605
Код доступа: Xt1rLh
Tuesday,the eighth of February
Theme: Present Perfect
Время: 8 февр. 2022 03:00 PM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/75809893830?pwd=gODRoTxfgpLVEm9M2qnkM6DePopHmF.1
Идентификатор конференции: 758 0989 3830
Код доступа: MvZXL1
Monday, the seventh of February
Theme: Prime Numbers
Тема: Моя конференция
Время: 7 февр. 2022 03:00 PM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/76025971018?pwd=Ed8CGnOkZkMpzKRPmpYwjsl6Gp7mSc.1
Идентификатор конференции: 760 2597 1018
Код доступа: ypnQm8
Friday, the fourth of February
Theme: Past Simple vs Present Simple
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Моя конференция
Время: 4 февр. 2022 03:00 PM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/75342800144?pwd=WU8kGPma7llPFB8pjKNQ8aYR4GX4HX.1
Идентификатор конференции: 753 4280 0144
Код доступа: nm1TDh
Thursday, the third of February.
Theme:Mongolia.
Lesson 1.
Join the Zoom.
Lesson 2.
Read the interesting facts about Mongolia.
Mongolia is located in Asia between Russia to the north and China to the south. Situated on mountains and plateaus, it is one of the world's highest countries with elevation averaging 5,180 feet (1,580 meters). Mongolia is 435 miles (700 kilometers) from the Yellow Sea.
For most of its history, Mongolia was closed off to the world and little was known about the country or its people.
Many Mongolians continue to live in yurts, or gers, which are dome-shaped, tent-like structures. They are furnished with all the comforts of home, including a stove for heat and cooking meals, rugs to cover the wooden floors, beds, and storage. Today gers often have electricity, satellite dishes, and solar panels.
Mongolia’s largest festival, Naadam, is celebrated in summer and focuses on sports, games, and food. Children also participate in some of the sports, including horse races.
Many people still raise animals and eat a lot of meat and milk products.
Lesson 3.
Watch the video.
https://www.youtube.com/watch?v=zqd58GpNzfs
Wednesday, the second of February
Theme: What is Matter?
Lesson 1.
Watch the film:What matter do you know?
Give me, please, the examples of nonliving matters.
Give me, please, the examples of living matters.
Now, we’ll learn more about matter and its characteristics.
Lesson 3
Main part
Pre-reading task
T.: First of all, we need to get familiar with new items on the topic. You have cards (card#1). Look at them, you have to read and translate new words:
- Matter - that which makes up something, especially a physical object; material
- Living matter - possessing life; not dead
- Nonliving mater – not having the characteristics of life
Reading
T.: Now we are going to read and translate two texts '' We Learn about Living Matter'' and “We Learn about Nonliving Matter”.
Living Matter and Nonliving Matter
Matter is classified according to origin or source, state and composition.
According to the origin or source, matter is classified as organic and inorganic matter. Organic matter comes from living things, while inorganic matter comes from non-living things.
Chemists have studied that all forms of matter may be classified into three general classes on the basis of their compositions. These are the elements, compounds and mixtures.
Element is a substance, which cannot be decomposed by ordinary means. Atom is the smallest part of an element that can enter into combination with other elements.
Compound is a substance, which can be decomposed into two or more simpler substances by ordinary chemical means.
Mixture is a material composed of two or more substances each of which retains its own characteristic properties. a. Heterogeneous mixture is one which has parts possessing different properties. b. Homogeneous mixture is one which has similar properties throughout. Substance is a homogeneous material composed of one particular kind of matter
While - reading task
T.: Please, while reading the text write one key word that sums every paragraph.
Post-reading task
Writing
T.: You have cards (card#2). Your task is:
1) Identify whether the following are physical or chemical changes:
___________________1. welding metals
___________________2. ripening of fruits
___________________3. grinding rice
___________________4. dissolving sugar in water
__________________5. burning gas
2) List the seven ways in which all living things are alike.
3) Fill in the blanks with the right answers:
1. All living matter is ………… .
2. Nonliving matter has no ……… .
3. ………. has all the characteristics of matter.
4. The earth is ………… matter.
Speaking
T.: Please, answer my questions:
1. How is called the study of matter?
2. What is matter?
3. What three forms does matter have?
4. What two ways is matter divided in?
5. What doesn’t have nonliving matter?
6. Name the seven ways in which all things are alike.
Summarizing
Our lesson is coming to the end. What have you learned about matter? Thank you for your hard work! You have been very active! The lesson is over. Good-bye!
Card#1
Read and translate new words:
- Matter - that which makes up something, especially a physical object; material
- Living matter - possessing life; not dead
- Nonliving mater – not having the characteristics of life
Card#2
1) Identify whether the following are physical or chemical changes:
___________________1. welding metals
___________________2. ripening of fruits
___________________3. grinding rice
___________________4. dissolving sugar in water
__________________5. burning gas
2) List the seven ways in which all living things are alike.
3) Fill in the blanks with the right answers:
1. All living matter is ………… .
2. Nonliving matter has no ……… .
3. ………. has all the characteristics of matter.
4. The earth is ………… matter.
Thursday, the sixth
of May.
Theme: Golden Rush
Lesson 1
What do
you know about Alaska? What did you hear about Gold Rush?
Reading
Pre-reading
task
T.: Now,
look at the picture (card#1) and guess
what this is text about.
Reading
T.: Now
we are going to read and translate the text ''Gold Rush''
Gold Rush
Gold rushes are periods in time when the
discovery of gold has led to the migrations of large numbers of people to a
certain location. The onus for this "rush" is the desire for wealth
and independence. Often, people travel from all parts of the world to
participate in the quest for gold and riches. While some were successful in
their endeavor, many were left broke and disappointed. Although most associate
gold and the gold rush with California, America has had several gold rushes in
its history. In fact, some took place before gold was ever discovered in
California. American gold rushes were important in that they often led the
expansion into new territories and heralded the growth of the nation. 
In the year 1799, North Carolina became the
location of the first American gold rush. That year a twelve-year-old boy named
Conrad Reed discovered a seventeen pound gold nugget while fishing in Cabarrus
County. The gold was not recognized for its worth until 1802 when it was taken
to the jewelers in exchange for money; word of the discovery spread, leading to
the gold rush. The next major gold rush in America occurred in Georgia. There
are several accounts of who actually found the gold that started the Georgia
gold rush. One account involves a man named Benjamin Parks, who in October of
1828 caught sight of gold while walking and kicking rocks in the woods in
Dahlonega. News of this and other discoveries encouraged and enticed thousands
of miners to come to the area. The historical significance of the Georgia gold
rush isn't the gold, however. The significance lies in the fact that the
eventual removal of the Cherokee was due in part to the presence of gold. 
The California Gold Rush, which took place from
1848 to 1855, is the most recognized gold rush in America's history. The
discovery that started this rush was near the American River by a man named
James Marshall. Marshall worked for John Sutter, the owner of Sutter's Fort, and
it was while he was working that he discovered gold. Sutter attempted to keep
this a secret, however his attempts were unsuccessful and soon news spread. By
1849 people from all over the world flocked to California, with many leaving
their jobs and old lives behind in search of wealth. Although the California
Gold Rush did not end in prosperity for all, it did play a key part in the
westward expansion of the United States. It also bought California into the
union. Unfortunately, it also had a negative impact on the environment as
mining leached chemicals into the water and certain animal species were killed.
The Native Americans also suffered tremendously due to mass murders, racial
hatred, loss of lands, starvation, and disease.
Gold rush fever also extended to Canada and
Alaska in what is referred to as the Alaska Gold Rush, the Klondike Gold Rush
or the Yukon Gold Rush. This was one of the last great gold rushes in America
and attracted approximately 100,000 people between 1896 and 1899. The discovery
that started the gold rush came in August of 1896 when an American prospector
by the name of George Carmack and his brother-in-law Skookum Jim discovered
gold on Bonanza Creek. Bonanza Creek is one of the Yukon Rivers tributaries and
at the time was known as Rabbit Creek. Upon the registration of the claims,
news began to spread amongst Canadians and new sources of gold were soon
discovered by other prospectors. Eventually mined gold began to leave the area
and caught the attention of the outside world. The journey to the Klondike was
a treacherous one. Thousands traveled by steamer to Skagway, Alaska in order to
begin their hike into Yukon territory toward Dawson City via the Chilkoot Pass.
Unfortunately many died from the cold, disease and starvation. From 1898 to
1899 gold was discovered in Nome, Alaska which encouraged prospectors to search
Alaska for more gold. The Alaska Gold Rush encouraged some to explore Alaska
which at the time was still a fairly new settlement for the U.S.
The American gold rush is both a fascinating
and important part of history. It was a time of great adventure for many who
sought out riches in often unfamiliar lands. Although it was exciting and
adventurous, it was also deadly for prospectors and the people who were native
to areas where gold had been found. The gold rushes in American history forever
changed the country.
Lesson 2
While
- reading task
a) Skimming.
Т: What do you
want to know about the
Gold Rush?
Write 5
questions and then look through the text and try to find out the answers for
your questions.
b) Scanning.
Т: Read the
text again and write down the Key-facts about the events in Alaska.
Post-reading
task
2. Speaking
When was
Alaska's gold rush founded?
What was
Alaska's population before the gold rush?
Was Alaska's economy affected by the gold rush?
What is a similarity of the Alaska's gold rush
and the California gold rush? Read answer...
What is the difference between Alaska's gold
rush and the California gold rush? Read answer...
What was Alaska's climate in 1897 during the
Klondike gold rush?
Lesson 3
Writing
write a short summary of the text.
Wednesday, the fifth of May.
Theme: Types
of Bees.
Lesson 1
Today we are going to learn about bees and
various types of bees.
In order to understand the topic better, it is
important to learn new words. Look at your lexical cards. (card#1)
- System:
pattern, method
- Hive:
bee home
- Starve:
to become ill or even die because of a lack of food
- Larvae:
baby insects
- Nutrients:
compounds in food that help you grow and stay healthy
Reading
Lesson 2
Let's read the text “Kinds of Bees”
“Kinds of Bees”
Bees are flying insects closely related to
wasps and ants, and are known for their role in pollination and for producing
honey and beeswax. Bees are a monophyletic lineage within the superfamily
Apoidea, presently considered as a clade Anthophila. There are nearly 20,000
known species of bees in seven to nine recognized families,[1] though many are
undescribed and the actual number is probably higher. They are found on every
continent except Antarctica, in every habitat on the planet that contains
insect-pollinated flowering plants.
Bees are adapted for feeding on nectar and
pollen, the former primarily as an energy source and the latter primarily for protein
and other nutrients. Most pollen is used as food for larvae.
Bees have a long proboscis (a complex
"tongue") that enables them to obtain the nectar from flowers. They
have antennae almost universally made up of 13 segments in males and 12 in
females, as is typical for the superfamily. Bees all have two pairs of wings,
the hind pair being the smaller of the two; in a very few species, one sex or
caste has relatively short wings that make flight difficult or impossible, but
none are wingless.
Tiny stingless bee species exist whose workers
are less than 2 mm (0.079 in) long.[2] The largest bee in the world is
Megachile pluto, a leafcutter bee whose females can attain a length of 39 mm
(1.5"). Members of the family Halictidae, or sweat bees, are the most
common type of bee in the Northern Hemisphere, though they are small and often
mistaken for wasps or flies.
The best-known bee species is the European
honey bee, which, as its name suggests, produces honey, as do a few other types
of bee. Human management of this species is known as beekeeping or apiculture.
Bees are the favorite meal of Merops apiaster,
the bee-eater bird. Other common predators are kingbirds, mockingbirds,
beewolves, and dragonflies.
Lesson 3
While-reading task
T.: Let’s
divide into four groups, while reading the text, make up questions to the text
using new items.
Post-reading task
2. Speaking
Now, let’s answer your questions.
The first group asks its question to the second group, then the second group
asks the question to the third group and so on.
3.Writing
T.:
You have got the cards and your task is to fill in the blanks with the right
answers (card #2):
1. In ________ scientists discovered that three
genera of native bees have evolved to open flower buds of the native mistletoe
Peraxilla tetrapetala.
NauruAustralia
New Zealand
United Kingdom
2. Thus while ________ have been found to be
about ten times more efficient pollinators on cucurbits, the total efficiency
of a colony of honey bees is much greater due to greater numbers.
Bumblebee
Pollination
Insec
Arthropod
3. What kind of animal is a Bee?
Perciformes
Ostreoida
Hymenoptera
Even-toed ungulate
4. Bees are the favorite meal of Merops
apiaster, the ________ bird.
Bee-eaterGreen
Bee-eater
Blue-cheeked
Bee-eater
Purple-bearded
Bee-eater
- What classis does Bee belong
to?
Planctomycetia
Phylactolaemata
Insecta
Insecta
Card #1
Read and translate new
item:
- System:
pattern, method
- Hive:
bee home
- Starve:
to become ill or even die because of a lack of food
- Larvae:
baby insects
- Nutrients:
compounds in food that help you grow and stay healthy
Card #2
Fill in the blanks with the right answers (card
#2):
1. In 3. ________ scientists discovered that
three genera of native bees have evolved to open flower buds of the native
mistletoe Peraxilla tetrapetala.
NauruAustralia
New Zealand
United Kingdom
2. Thus while ________ have been found to be
about ten times more efficient pollinators on cucurbits, the total efficiency
of a colony of honey bees is much greater due to greater numbers.
Bumblebee
Pollination
Insec
Arthropod
3. What kind of animal is a Bee?
Perciformes
Ostreoida
Hymenoptera
Even-toed ungulate
4. Bees are the favorite meal of Merops
apiaster, the ________ bird.
Bee-eaterGreen
Bee-eater
Blue-cheeked
Bee-eater
Purple-bearded
Bee-eater
- What classis does Bee belong
to?
Planctomycetia
Phylactolaemata
Insecta
Insecta
Friday , the thirtieth of April.
Theme:
Stresses.
Lesson 1
Today we are going to practice your
pronunciation and learn about an accent. We are going to do some tasks to
improve your knowledge.
An
accent is a mark written or printed over a letter to show you how to pronounce
it.
Word
stress and syllables are important things to learn about English pronunciation
and accent.
A
syllable is a word, or part of a word, which contains a single vowel sound. It
is a single unit of speech.
Each word contains one syllable, or more.
1
Syllable
Here are examples of words with a single
syllable: pen, man, pig, cup, hat
In English, a vowel sound can be made of more
the one vowel letter.
So the following words have a single syllable
as well: feet, moon, cake, have, break, bought
All of these words contain only one vowel
sound, and therefore a single syllable.
Lesson 2
Syllables
A word can have more than one syllable. The
following words are examples of words with two syllables. Here are examples of
words with 2 syllables. The different syllables are shown on the right, and
they are separated with a space.
garden: gar
den
hotel: ho tel
consist: con
sist
3 Syllables
Examples of words with three syllables:
September: sep
tem ber
department: de
part ment
telephone: te
le phone
4
Syllables
Examples of words with four syllables:
kindergarten:
kin der
gar ten
information:
in for
ma tion
That is not all, of course. There can be words
with even more syllables.
Word
Stress
When a word has more than one syllable, not
all syllables are pronounced with the same degree of force. The syllable which
is pronounced with greater force is called the stressed syllable. You can also
call it the accented syllable. "Accent" in this case means
"emphasis".
T.: When speaking, it is important to put the
stress on the correct syllable.
Otherwise, it would sound unnatural, and might even be difficult to
understand! Here are some examples of the word stress of some common words:
water: wa ter
people: peo
ple
television: tel
e vi sion
Lesson 3
Why
is English word pronunciation important?
Have you noticed that sometimes, even though
you can speak English well, have a good vocabulary, and use grammar properly,
something still does not sound natural? Or in other words, your foreign accent
is just too obvious… This can also make understanding you more difficult for
other people.
This could be a common problem among English
learners. Each comes from a different country, a different language, with its
different pronunciation ways and accents.
T.: However, is it unchangeable? Do you have to
keep your original accent when speaking English? That depends on how hard-working you are in
practicing the new sounds. But let's agree on one thing: with some decent
practicing you can definitely improve your pronunciation and your accent!
What
Makes an Accent?
Accent seems so natural to us, that we
sometimes forget what makes an accent.
Basically, the way you pronounce each sound of
the language affects your overall accent.
For example, the sound of the letter R is
pronounced differently by Spanish, German and English speakers. The same is
true for many other sounds. And so you get your accent…
The method to improve your English accent, or
your English word pronunciation, is to practice the proper ways to pronounce
the sounds of English. Each sound is produced in a certain way, and when you
produce it right, it sounds natural.
1.Reading
T.: You
have got cards with a poem. Let’s read it. (card #1)
2. Writing
T.: Let’s
do some writing task to improve your knowledge (card #2).
Task: Put the word stress of some common words:
little:
lit / tle
petal:
pet / al
turtle:
tur / tle
ankle:
an / kle
riddle:
rid / dle
arrow:
ar / row
nickle:
nick / le
cotton:
cot / ton
student:
stu / dent
teacher:
teach / er
children:
chil / dren
pottery:
pot / ter / y
learning:
learn / ing
textbook:
text / book
watching:
watch / ing
screaming:
scream / ing
misbehaving:
mis / be / hav / ing
Card #1
Why English is so Hard
We’ll begin with a box, and the plural is
boxes,
But the plural of ox becomes oxen, not oxes.
One fowl is a goose, but two are called geese,
Yet the plural of moose should never be meese.
You may find a lone mouse or a nest full of
mice,
Yet the plural of house is houses, not hice.
If the plural of man is always called men,
Why shouldn’t the plural of pan be called pen?
If I speak of my foot and show you my feet,
And I give you a boot, would a pair be called
beet?
If one is a tooth and a whole set are teeth,
Why shouldn’t the plural of booth be called beeth?
Then one may be that, and three would be those,
Yet hat in the plural would never be hose,
And the plural of cat is cats, not cose.
We speak of a brother and also of brethren,
But though we say mother, we never say methren.
Then the masculine pronouns are he, his and
him,
But imagine the feminine: she, shis and shim!
Let’s face it – English is a crazy language.
There is no egg in eggplant nor ham in
hamburger;
neither apple nor pine in pineapple.
English muffins weren’t invented in England.
We take English for granted, but if we explore
its paradoxes, we find
that quicksand can work slowly, boxing rings
are square, and a guinea
pig is neither from Guinea nor is it a pig.
And why is it that writers write but fingers
don’t fing, grocers don’t
groce and hammers don’t ham?
Doesn’t it seem crazy that you can make amends
but not one amend? If
you have a bunch of odds and ends and get rid
of all but one of them, what do
you call it?
If teachers taught, why didn’t preachers
praught?
If a vegetarian eats vegetables, what does a
humanitarian eat?
Sometimes I think all the folks who grew up
speaking English should be
committed to an asylum for the verbally insane.
In what other language do people recite at a
play and play at a recital?
We ship by truck but send cargo by ship.
We have noses that run and feet that smell.
We park in a driveway and drive in a parkway.
And how can a slim chance and a fat chance be
the same, while a wise
man and a wise guy are opposites?
You have to marvel at the unique lunacy of a
language in which your
house can burn up as it burns down,
in which you fill in a form by filling it out,
and in which an alarm goes off by going on.
And, in closing, if Father is Pop, how come
Mother’s not Mop?
That’s all for now.
Card #2
Task: Put the word stress
of some common words:
Little, petal, turtle, ankle, riddle, arrow,
nickel, cotton, student, teacher, children, pottery, learning, textbook, watching,
screaming, misbehaving.
Thursday, the twenty-ninth of April.
Theme: Famous
Frotiersmen
Lesson1
Today we are going to learn some facts about famous frontiersmen.
We are going to do some tasks to improve your knowledge.
1.
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards. (cards #1) Here
you can see some new words:
- a frontiersman – a man who lives on the
frontier.
- a rifleman – a soldier equipped with a rifle
- militia – an army composed of ordinary
citizens rather than professional soldiers.
- a fort - a fortified place or position
stationed with troops
Reading
T.:
Now we are going to read the text.
Famous Frontiersmen
A
frontiersman was someone who knew well an area of the country where very few
people had ever gone. A frontiersman had to know how to live in the woods and
how to protect himself against Indians and wild animals.
Mr. Daniel Boone
The most
famous frontiersman of the colonial days in American history was Mr. Daniel
Boone. Mr. Daniel Boone helped many pioneers settle the area of our country now
known as Kentucky.
Mr. Daniel Boone was born in A.D. 1734 in
Pennsylvania. His father was a wealthy man who owned large amounts of land in
several of the colonies. Mr. Daniel Boone's parents were Quakers, and from them
Mr. Boone learned to have a respect for life and a love for peace.
The
Quakers were a religious group of people who were against fighting and war.
Quakers desired to live peacefully with their neighbors. In Mr. Boone's later
years, he was often called upon to fight the Indians in protection of his home
and family. However, because of his training in a Quaker home, he never wanted
to fight the Indians and never took the life of anyone unless it was necessary
for his family's protection.
While Daniel was growing up, his parents
gave him plenty of work to do; but when he was finished, he was allowed to
explore the woods around his home.
Daniel Boone became an excellent woodsman and hunter. He learned much about the
woods from Indians who lived close to his home. He was able to live for months
off the land by eating wildlife, roots of plants, and wild berries. He also
became an excellent rifleman. He was not able to attend school often, but he
did Mr. Boone married in 1756 and settled down to a life of labor as a farmer.
However, his restless spirit and his love for the woods would not allow him to
keep at the work of farming for long. When he was not working around the farm,
he spent much of his time exploring the land to the west.
In 1769
Mr. Daniel Boone left his farm and headed into the territory known as Kentucky.
Mr. Boone wanted to find out what lay in the country on the other side of the
Appalachian Mountains. He felt that too many people lived in the area where he
had settled and that he would like to live in an area where there were not so
many people.
Mr. Boone
and his brother took their families west in 1773, after selling their farms.
Later, they met other settlers on their way to Kentucky and decided to travel
with them. On the way, the Boones and the group of settlers were attacked by
Indians, and six of the settlers, including Mr. Boone's son, were killed. The
Indians did not want settlers moving into their territory, because they felt
the white settlers would ruin their hunting grounds. The group turned back, and
Mr. Boone, his brother, and their families settled in Virginia. Mr. Boone began
to take groups into Kentucky and Ohio to explore the territory and show them
how beautiful the country was. Mr. Daniel Boone became famous during this time
because of his knowledge of the woods and because of his good sense.
Mr.
Daniel Boone was asked by the government of the United States to make a treaty
with the Indians of Kentucky so that the territory could be settled. He was
successful, and soon Mr. Boone led an expedition of settlers across the
Appalachian Mountains to settle the area.
Mr. Boone
set up a new town and built a large fort to protect the town against the danger
of Indians who would not keep the treaty. Many times Mr. Boone had to protect
the town by calling the settlors to the fort to fight the Indians. Several
times he was captured by the Indians while on hunting or supply trips. Each
time Mr. Boone was captured, he managed to escape from the Indians without
being harmed.
Mr.
Boone became widely known for his wisdom and for his knowledge of the woods.
Often, settlers from miles (kilometers) around would come to him for counsel
when they had problems. Through the years, Mr. Boone/has become known as the
founder of the state of Kentucky.
Lesson 2
Mr.
David Crockett
Another
famous frontiersman of the early days of the westward expansion was Mr. David
("Davy") Crockett. Davy Crockett was born in Tennessee in A.D. 1786.
At the age of twelve, young Davy got a job with a neighbor, driving cattle
along a cattle trail to Virginia. From Virginia, young Davy Crockett traveled
to Maryland and had many different jobs. Once, Davy joined a ship's crew to go
on a voyage, but the man with whom he was staying refused to let him leave. The
man realized that the life of a sailor would not be good for a young boy.
Soon
after this, Davy started working his way back to his parents' home in
Tennessee. When he arrived, his family hardly recognized him! Davy found out
that his father was in debt, and Davy gave him all the money he had saved while
away. Davy then took a job with a neighbor and worked until his father's debts
were paid.
Mr.
Crockett married at 18 years of age and began a small farm. However, poor crops
made it impossible for him to support his family, and he moved to a new farm
with his wife's parents. Mr. Crockett later began a business and built a home.
Mr. Crockett helped form a township, then joined the state militia. A militia
is a group of citizens who band together to protect their homes. Because of his
knowledge of the woods and his fame as a frontiersman, Mr. Crockett was made an
officer in the militia. Mr. Crockett was a natural leader of men. He became
highly respected for his wise dealings with the Indians and became very popular
with the men of the militia. The men of the militia asked Mr. Crockett to run
for public office. In 1821 Mr. Crockett ran for the office of state
representative and war elected. In 1826 Mr. Davy Crockett was elected to the
United States Congress as c representative from Tennessee. He became widely
known and very popular among the people of the East. Mr. Crockett was c popular
congressman and served three terms in office in Washington, D.C. He brought
before the Congress a better understanding of western life and improved their
knowledge of the problems which the settlers faced. Mr. David Crockett probably
did greater service for his home state of Tennessee as a representative to the
United States Congress than he did in his years as a frontiersman. Though very
popular in his home state, Mr. Crockett was defeated in his fourth attempt for
election to the United States Congress. In 1835 Mr. David Crockett went to
Texas to find a new place to settle. He hoped that Texas would become a state
and that he could represent Texas in the United States Congress. Texas was then
a province of Mexico and was fighting
for its independence. Mr. Crockett
joined about 185 other men at a mission called the Alamo. On March 6, 1836, the
Mexican troops attacked the Alamo and killed every man inside, including Mr.
David Crockett. The death of the men at the Alamo helped win the war for Texas
independence. Mr. David Crockett, pioneer, farmer, businessman, and
congressman, died at the Alamo at the age of 50.
Lesson 3
While – reading task
While reading the text, make some notes to
speak about the life of Daniel Boone and David Crockett.
Post – reading task
You have got the cards with the task. We have
just read the text and now let’s complete the sentences. (card #2)
Card #1
Read and translate the
words:
- a frontiersman – a man who lives on the
frontier.
- a rifleman – a soldier equipped with a rifle
- militia – an army composed of ordinary
citizens rather than professional soldiers.
- a fort - a fortified place or position
stationed with troops
Card #2.
Task: Fill in the
blanks with the right answers.
1. Mr. …………..was the most famous
frontiersman of the colonial days.
2. Mr. Daniel Boone helped many
pioneers settle the area of our country now known as …………….. .
3. The government asked Mr.Boone to
make a treaty with the ……………….so that the territory could be settled.
4. Mr. Boone became known as the
………………of the state of Kentucky.
5. Because of Davy Crockett’s knowledge
of the woods and his fame as a frontiersman, he was made an ………………..in the
………………..
6. In 1821 Mr. Crockett became a
…………..in the state of Tennessee.
7. In 1835 Mr. Crockett went to
……………….to find a new place to settle.
8. On March 6, 1836 Mr. Crockett died
at the …………………
9. The Battle of the Alamo helped Texas
win its ………………….
Wednesday, the twenty-eighth of April.
Theme: Bees
Lesson 1
Reading
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards. (cards #1) Here
you can see some new words:
- fragrant – having a pleasant or sweet smell
- an intruder – someone who intrudes on the
privacy or property of another without permission
- honeysuckle – any of various similar or
related plants.
- a sting – a sharp, piercing organ or part,
often ejecting a venomous secretion, as the modified ovipositor of a bee or
wasp or the spine of certain fishes.
- a destination – the place to which one is
going or directed.
- a defense – the act of defending against attack, danger,
or injury.
- a hive – a nest built by wild or feral bees.
- a barb - a small, sharp point projecting in
reverse direction from the tip, as on a porcupine quill or a bee sting.
Reading
T.:
Now we are going to read the text.
Why
do bees sting?
Bees use their stingers only in defense of themselves or their hives. They become aggressive toward an intruder and use
the only defense they have—their stingers. When something or someone becomes
aggressive, that means they become very active and excited. Those little
honeybees were aggressive toward you because they were afraid you would harm
them.
Do you realize that whenever a honeybee becomes
aggressive and stings a person or animal, the honeybee dies? The honeybee dies
because most of the time the bee is not able to remove its stinger from a
person or animal.
The barbs get caught on certain things such as
human skin. The bee pulls and pulls to remove its stinger, but the barbs hold.
The stinger is pulled from the bee's body and the bee dies. In order to act in
defense of other members of the hive, the aggressive little bee gives its life.
There is a small amount of poison which is released into your skin. Always be
sure that the barbed stinger is removed right away. Did you know that the
little bee used 22 muscles to sting you?
We say 'first aid' when we mean the help which
is given immediately to someone who is hurt.
What Kinds of Bees Are in a Hive?
All of the hives had sections that could be
removed. Each section held ten combs, sometimes called honeycombs. A beehive is
like a very busy factory. Some bees are busy making honey, and some bees are
busy making wax cells or rooms to hold the honey. Some of the bees are nurses
to the baby bees. Other bees are using their wings to keep the beehive cooled.
The bees cooperate like workers in a factory. This beehive is filled with busy
bees.
You can
see one bee that looks lazy. Not only does that bee look lazy, but it looks
different from all the rest. It's all right for that particular bee to look
lazy. That bee is the most important bee in the hive because she's the one that
lays all the eggs for the hive. She is called a queen bee.
Some bees are constantly taking care of her. They
lick her to wash her. They also feed and comb her. Workers care for the queen.
Her only task in life is to lay eggs.
She keeps the hive filled with honeybees. Some queens lay as many as 2,000 eggs
a day. Queens have been known to lay up to one million eggs or more in their
lifetime. A queen bee lives much longer than the worker bees. Worker bees live
an average of only eight weeks. Queens live from two to five years. There is
only one queen bee to a hive. If this one queen should die, the thousands of
workers would become sensitive to the fact immediately. The queen has glands in
her head which produce a particular substance called queen's substance. The
workers constantly lick the queen. When they lick her, they receive the
substance called queen's substance. They pass the queen's substance throughout
the hive. In this way, the workers know the queen is alive. When a queen bee
dies, the thousands of workers know it because she stops producing the
substance. The bees are sensitive to the fact that they must act quickly. A
royal cell is prepared for the new queen. This royal cell hangs from the comb.
A day-old larva is placed inside the royal cell. More than one royal cell may
be prepared so that several queens are produced. Royal jelly is formed by
glands in the heads of young worker bees. The larvae are fed the royal jelly,
which causes the larvae to become queens. If one queen hatches from her royal
cell faster than the others, she may destroy the other pupas before they hatch.
However, if two queens hatch at the same time, they fight until only one queen
is left.
Lesson 2
While – reading task
While
reading the text, write down some features of the life of bees.
Post – reading task
Lesson 3
Writing
You have got the cards with the task. We have
just read the text and now let’s complete the sentences. (card #2)
Card #1
Read and translate the
words:
- fragrant – having a pleasant or sweet smell
- an intruder – someone who intrudes on the
privacy or property of another without permission
- honeysuckle – any of various similar or related
plants.
- a sting – a sharp, piercing organ or part,
often ejecting a venomous secretion, as the modified ovipositor of a bee or
wasp or the spine of certain fishes.
- a destination – the place to which one is
going or directed.
- a defense –
the act of defending against attack, danger, or injury.
- a hive – a nest built by wild or feral bees.
- a barb - a small, sharp point projecting in
reverse direction from the tip, as on a porcupine quill or a bee sting.
Card #2.
Task: Fill in the
blanks with the right answers.
1. Bees use their …….in defense of
themselves or their hives.
2. Whenever a honeybee stings a person
or animal, the honeybee then …………..
3. The honeybee dies when it is not
able to remove its …………from a person or animal.
4. There are ………….on a stinger which
make it stick to a person or animal.
5. There is a small amount of
……………which is released into the skin from a stinger.
6. Hives have ………which can be removed.
7. The sections of a hive hold combs,
sometimes called ……………
8. A beehive is like a very busy ………….
9. Some bees make …….., some bees make
………to hold honey, some bees are ………to baby bees, and some bees keep the beehive
…………….
10. Some bees constantly take care of
the ……………..bee.
Tuesday, the twenty-seventh of April.
Theme: Adverb Formation
Lesson 1
Today we
are going to learn about adverbs.
Let’s read and translate the rules.
Definition
Adverbs are words that modify
- a verb (He
drove slowly. — How did he drive?)
- an adjective
(He drove a very fast car. — How fast was his car?)
- another adverb
(She moved quite slowly down the aisle. — How slowly did she move?)
Adverbs
tell us in what way someone does something. Adverbs can modify verbs (here:
drive), adjectives or other adverbs.
Adjectives
tell us something about a person or a thing.
Mandy
drives carefully.
Adjective + -ly = adverb
dangerous dangerously
careful
carefully
nice
nicely
horrible horribly
easy
easily
electronic electronically
irregular
forms
good well
fast fast
hard hard
- If the adjective ends in -y, change -y to
-i. Then add -ly.
- happy - happily
- but: shy - shyly
- If the adjective ends in -le, the adverb
ends in -ly.
- Example: terrible - terribly
- If the adjective ends in -e, then add -ly.
- Example: safe - safely
Lesson 2
Use of adverbs
- to modify verbs:
The soccer team played badly last Saturday.
- to modify adjectives:
It was an extemely bad match.
- to modify adverbs:
The soccer team played extremely badly last
Wednesday.
- to modify quantities:
There are quite a lot of people here.
- to modify sentences:
Unfortunately,
the flight to Dallas had been cancelled.
Types of adverbs
1) Adverbs
of manner
quickly
kindly
2) Adverbs
of degree
very
rather
3) Adverbs
of frequency
often
sometimes
4) Adverbs
of time
now
today
5) Adverbs
of place
here
nowhere
How do know
whether to use an adjective or an adverb?
John is a
careful driver. -> In this sentences we say how John is - careful.
If we want
to say that the careful John did not drive the usual way yesterday - we have to
use the adverb: John did not drive carefully yesterday.
Here is
another example:
I am a slow
walker. (How am I? -> slow -> adjective)
I walk slowly. (Ho do I walk? -> slowly
-> adverb)
Adjective
or Adverb after special verbs
Both
adjectives and adverbs may be used after look, smell and taste. Mind the change
in meaning.
Here are
two examples: adjective adverb
The pizza
tastes good.
(How is the
pizza?) Jamie Oliver can taste well.
(How can
Jamie Oliver taste?)
Peter's
feet smell bad.
(How are
his feet?) Peter can smell badly.
(How can
Peter smell?)
Do not get
confused with good/well.
Linda looks
good.
(What type
of person is she?)
Linda looks
well.
(How is
Linda? -> She may have been ill, but now she is fit again.)
How are
you? - I'm well, thank you.
One can
assume that in the second/third sentence the adverb well is used, but this is
wrong.
well can be
an adjective (meaning fit/healthy), or an adverb of the adjective good.
Conclusion:
Use the adjective when you say something about
the person itself.
Use the adverb, when you want to say about the
action.
Lesson 3
Writing
Now, let’s do some tasks. (card#2)
1) Find the
adjective in the first sentence and fill in the blanks with the corresponding
adverb.
James is
careful. He drives…. .
The girl is
slow. She walks…. .
Her English
is perfect. She speaks English…. .
Our teacher
is angry. She shouts… . .
My neighbor
is a loud speaker. He speaks…. .
He is a bad
writer. He writes….. .
Jane is a
nice guitar player. He plays the guitar…..
.
He is a
good painter. He paints….. .
She is a
quiet girl. She does her job…… .
This
exercise is easy. You can do it……
2)
Unscramble these sentences.
Example:
get always up you 7.00 at. - You always get up at 7.00.
1.
sometimes at We restaurant a eat.
2. happy
always Shane is.
3. doesn't
always She take a taxi.
4. often listens music Tom to.
5. is Paul
never late.
6. Sally to
sometimes gym goes the.
7. Dad cook
sometimes dinner.
8. usually
well do I math tests in.
9. looks
William good always.
10. you do
often study English?
3) Choose
adverb or adjective.
1. The
teacher praised the boy for ………………………. (correctly / correct) answering the
questions.
2. He lost one point because he couldn’t give
the ……………………… (correct / correctly) answer.
3. She …………………….. (quick / quickly) solved the
problem.
4. She is capable of ……………………….. (quick /
quickly) adapting to any situation.
5. Have you already finished? That was
……………………. (quick / quickly)
6. Though quite fat, she is surprisingly
…………………………. (quick / quickly)
7. She looks ………………………. (exact / exactly) like
her mother.
8. It is ………………………… (exact / exactly) five
o’clock.
9. It happened sometime in June. I don’t
remember the ……………………. (exact / exactly) date.
10. Do you remember the …………………………. (exact /
exactly) sequence of events that led to the accident?
11. She delivered an …………………………. (incredible /
incredibly) performance.
12. They built that bridge in less than six
months. It was an ……………………….. (incredible / incredibly) feat of engineering.
13. She was …………………………. (incredible /
incredibly) thin.
14. It was a ………………………. (dangerous /
dangerously) place to go skiing.
15. He was driving ………………………… (dangerous /
dangerously) fast.
16. She performed ………………………….. (brilliant /
brilliantly)
17. It was a …………………………. (brilliant /
brilliantly) beautiful performance.
18. Her voice sounds ………………………… (melodious /
melodiously)
19. She has got an incredibly ……………………………
(melodious / melodiously) voice.
20. It was a ……………………….. (sensitive /
sensitively) issue that needed to be handled with care.
21. She is the most …………………….. (sensible /
sensibly) person I have ever met.
22. If you don’t act ………………………… (sensible /
sensibly) you will land in serious trouble.
23. He is a …………………… (slow / slowly) writer.
He always writes …………………… (slow / slowly)
24. She treats her servants …………………….. (well /
good).
25. You must review your lessons ………………………….
(regular / regularly)
4) Fill in
the correct adverb form (comparative or superlative) of the adjectives in
brackets.
I speak
English (fluent)….. now than last year.
She greeted
me (polite)…. of all.
She smiled
(happy)….. than before.
This girl
dances (graceful)…. of all.
Could you
write (clear)….. ?
Planes can
fly (high)….. than birds.
He had an
accident last year. Now, he drives (careful)…..
than before.
Jim can run
(fast)….. than John.
Our team
played (bad)…… of all.
He worked
(hard)….. than ever before.
Read and
study the tables.
Card#2
1) Find the
adjective in the first sentence and fill in the blanks with the corresponding
adverb.
James is
careful. He drives…. .
The girl is
slow. She walks…. .
Her English
is perfect. She speaks English…. .
Our teacher
is angry. She shouts… . .
My neighbor
is a loud speaker. He speaks…. .
He is a bad
writer. He writes….. .
Jane is a
nice guitar player. He plays the guitar…..
.
He is a
good painter. He paints….. .
She is a
quiet girl. She does her job…… .
This
exercise is easy. You can do it……
2)
Unscramble these sentences.
Example:
get always up you 7.00 at. - You always get up at 7.00.
1.
sometimes at We restaurant a eat.
2. happy
always Shane is.
3. doesn't
always She take a taxi.
4. often listens music Tom to.
5. is Paul
never late.
6. Sally to
sometimes gym goes the.
7. Dad cook
sometimes dinner.
8. usually
well do I math tests in.
9. looks
William good always.
10. you do
often study English?
3) Choose
adverb or adjective.
1. The
teacher praised the boy for ………………………. (correctly / correct) answering the
questions.
2. He lost one point because he couldn’t give
the ……………………… (correct / correctly) answer.
3. She …………………….. (quick / quickly) solved the
problem.
4. She is capable of ……………………….. (quick /
quickly) adapting to any situation.
5. Have you already finished? That was
……………………. (quick / quickly)
6. Though quite fat, she is surprisingly
…………………………. (quick / quickly)
7. She looks ………………………. (exact / exactly) like
her mother.
8. It is ………………………… (exact / exactly) five
o’clock.
9. It happened sometime in June. I don’t
remember the ……………………. (exact / exactly) date.
10. Do you remember the …………………………. (exact /
exactly) sequence of events that led to the accident?
11. She delivered an …………………………. (incredible /
incredibly) performance.
12. They built that bridge in less than six
months. It was an ……………………….. (incredible / incredibly) feat of engineering.
13. She was …………………………. (incredible /
incredibly) thin.
14. It was a ………………………. (dangerous /
dangerously) place to go skiing.
15. He was driving ………………………… (dangerous /
dangerously) fast.
16. She performed ………………………….. (brilliant /
brilliantly)
17. It was a …………………………. (brilliant /
brilliantly) beautiful performance.
18. Her voice sounds ………………………… (melodious /
melodiously)
19. She has got an incredibly ……………………………
(melodious / melodiously) voice.
20. It was a ……………………….. (sensitive /
sensitively) issue that needed to be handled with care.
21. She is the most …………………….. (sensible /
sensibly) person I have ever met.
22. If you don’t act ………………………… (sensible /
sensibly) you will land in serious trouble.
23. He is a …………………… (slow / slowly) writer.
He always writes …………………… (slow / slowly)
24. She treats her servants …………………….. (well /
good).
25. You must review your lessons ………………………….
(regular / regularly)
4) Fill in
the correct adverb form (comparative or superlative) of the adjectives in
brackets.
I speak
English (fluent)….. now than last year.
She greeted
me (polite)…. of all.
She smiled
(happy)….. than before.
This girl
dances (graceful)…. of all.
Could you
write (clear)….. ?
Planes can
fly (high)….. than birds.
He had an
accident last year. Now, he drives (careful)…..
than before.
Jim can run
(fast)….. than John.
Our team
played (bad)…… of all.
He worked
(hard)….. than ever before.
\
Theme: Fractions
Lesson 1
Today
we are going to review the
multiplication table and
solve some problems.
Today we
are going to review how to reduce fractions.
Reducing Fractions to Lowest Term
Consider
the following two fractions:
1/2 and 2/4
These fractions are equivalent fractions. They
both represent the same amount. One half of an orange is equal to two quarters
of an orange. However, only one of these fractions is written in lowest terms.
A fraction
is in lowest terms when the numerator and denominator have no common
factor other than 1.
The factors
of 2 are 1 and 2.
The factors
of 4 are 1, 2, and 4.
2 and 4
share a common factor: 2.
We can reduce this fraction by dividing both
the numerator and denominator by their common factor, 2.
2 ÷ 2/4 ÷ 2
= 1/2
1 and 2 have no common factor other than 1, so
the fraction is in lowest terms.
Lesson 2
Method #1: Common Factors
(a slow and
steady method)
Let's try another example:
30/36
Do 30 and 36 share any factors other than 1?
The factors
of 30 are 1, 2, 3, 5, 6, 10, 15, 30.
The factors
of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36.
30 and 36
have three common factors: 2, 3, and 6.
Let's see what happens if we divide the
numerator and denominator by their lowest common factor, 2. (In fact, we'd know
that they have 2 as a common factor without having to work out all their
factors, because both 30 and 36 are even numbers.)
30 ÷ 2/36 ÷
2 = 15/18
Are we done? Do 15 and 18 share any factors
other than 1?
The factors
of 15 are 1, 3, 5, 15.
The factors
of 18 are 1, 2, 3, 6, 9, 18.
15 and 18
have one common factor: 3.
Once again, we divide the numerator and
denominator by their common factor, 3.
15 ÷ 3/18 ÷
3 = 5/6
Are we done? Do 5 and 6 share any factors
other than 1?
The factors
of 5 are 1 and 5.
The factors
of 6 are 1, 2, 3, and 6.
5 and 6
have no common factors other than 1.
This method will reduce a fraction to its
lowest terms, but it can take several steps until you reach that point. What
would have happened if, instead of dividing the numerator and denominator by
their lowest common factor, we had started with their greatest common factor?
Method #2: Greatest Common Factor
(a more
efficient method)
Let's try it again:
30/36
Do 30 and 36 share any factors other than 1?
The factors
of 30 are 1, 2, 3, 5, 6, 10, 15.
The factors
of 36 are 1, 2, 3, 4, 6, 9, 12, 18.
30 and 36
have three common factors: 2, 3, and 6.
The
greatest common factor is 6.
Divide the numerator and denominator by the
greatest common factor:
30 ÷ 6/36 ÷
6 = 5/6
This time, it takes only one step to get to
the same result. To reduce a fraction to its lowest terms, divide the numerator
and denominator by the greatest common factor.
Method #3: Prime Factors
(an even
more efficient method)
Lesson 3
Another way
to reduce fractions is to break the numerator and denominator down to their
prime factors, and remove every prime factor the two have in common. Let's do
that example one more time, using this method.
30/36
The prime
factors of 30 are 2 x 3 x 5.
The prime
factors of 36 are 2 x 2 x 3 x 3.
2 x 3 x 5/2
x 2 x 3 x 3
We remove
the 2 x 3 the numerator and denominator have in common:
5/2 x 3 =
5/6
(If you think about it, this works the same
way as the last method. The greatest common factor of two numbers is the same
as the product of the prime factors they have in common.)
T.: Let’s solve some problems to improve your knowledge.
1) Study
the table and reduce fractions to their lowest terms (card#1).
2) Reduce
fractions (card#2).
3) Reduce
fractions to their lowest terms. Change any improper fractions to mixed
numbers.
Card#2
Reduce
fractions:
Card#3
Friday, the twenty-third of April.
Theme: Polysyllables.
Lesson1
Today we are going to learn about polysyllables. We
are going to do some tasks to improve your knowledge.
In order to learn about polysyllables we should
start with a syllable.
A syllable is a unit of organization for a
sequence of speech sounds. For example, the word water is composed of two
syllables: wa and ter. A syllable is typically made up of a syllable nucleus
(most often a vowel) with optional initial and final margins (typically,
consonants).
Syllables are often considered the phonological
"building blocks" of words.
A word that consists of a single syllable (like
English dog) is called a monosyllable (and is said to be monosyllabic). Similar
terms include disyllable (and disyllabic) for a word of two syllables;
trisyllable (and trisyllabic) for a word of three syllables; and polysyllable
(and polysyllabic), which may refer either to a word of more than three
syllables or to any word of more than one syllable.
-
polysyllable
(plural polysyllables) - a word with more than two syllables. Sometimes used in
a more restricted sense.
Lesson 2
Look at the pictures and name polysyllables.
(a refrigerator, a calculator, a photographer, a
dandelion, a helicopter, a bumble bee)
Lesson 3
In order to improve your knowledge we should do
some tasks.
The first task for you is to write a
four-syllable word for each letter of the alphabet (or as many as you can).; write
a five-syllable word for each letter of the alphabet (or as many as you can).Open
your copy-books, write down the date and start to do this task.
T.:
Now, look at the blackboard and try to divide some words into syllables:
independent, journalist, pajamas, respectful, syllable, veteran, kaleidoscope.
(in-de-pend-ent, jour-nal-ist, ka-lei-do-scope,
pa-ja-mas, re-spect-ful, syl-la-ble, vet-er-an)
4. Listening
T.: Listen
to me very attentively. I’ll read the words and your task is to divide them
into three columns. (caterpillar, watermelon, macaroni, organization,
politician, butterfly, elephant, strawberry, television, university,
celebration, elevator, grandmother, grandfather, alligator, congratulations,
rhinoceros) (card #1)
|
3 syllable words |
4 syllable words |
5 syllable words |
|
Butterfly Elephant Strawberry Grandmother Grandfather
|
Caterpillar Watermelon Macaroni Television Celebration Elevator Alligator Rhinoceros
|
Organization Politician University Congratulations
|
Card #1
Divide the words into three columns.
|
3 syllable words |
4 syllable words |
5 syllable words |
|
|
|
|
Thursday, the twenty-second of April.
Theme: A.Lincoln
Lesson 1
Today we are going to learn some facts about Mr. Abraham Lincoln. We are going to do some
tasks to improve your knowledge.
Reading
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards. (cards #1) Here
you can see some new words:
- Illinois – a state of the USA
- to defeat – to overcome in a contest or
competition; win a victory over
- Democratic Party – a Civil War political
party
- to threaten – to say that harm will be done
- South Carolina – a state of the USA
- to secede - to make a formal withdrawal of
membership, as from a political alliance, church, organization.
Reading
T.:
Now we are going to read the text.
Abraham Lincoln Is Killed.
All
over the country, people expressed joy that the war had finally ended. The
people of the South, though sad at losing the war, were thankful to welcome
home fathers and sons.
Happy
people filled the streets of Northern cities. People attended church that day
because a special holiday had been declared. Most people in the North were
thankful to God for the fact that the Union had been saved, not that the South
had fallen. In a short time, however, happiness turned to mourning.
Five weeks after beginning his second term in office,
President Lincoln attended a play with Mrs. Lincoln in Washington, D.C. An
actor, Mr. John Wilkes Booth, walked onto the balcony where President Lincoln
was seated. Mr. Booth shot the President and jumped down from the balcony onto
the floor. Mr. Booth broke his leg when he jumped, but escaped through a back
door and rode quickly away on his horse. Federal troops searched for Mr. John
W. Booth and at last caught him at a barn in Virginia. He was killed trying to
escape. The President died the next morning from the wound he had received
earlier. The nation mourned the tragic death of President Lincoln.
The
evening of the play, Mr. Booth had stopped for a drink of liquor. During the
play, Mr. Lincoln's bodyguard left and also went for a drink of liquor. Those
two drinks of liquor cost the life of one of America's greatest Presidents. Had
Mr. Booth not taken a drink and had the bodyguard not left the side of the
President, the terrible act might never have occurred. Those two drinks of
liquor were said to be the costliest drinks in American history.
On
the last day of his life, President Lincoln had stated that the next giant
problem which lay ahead was to get rid of the sale of liquor. He did not feel
that control of liquor was the answer, but only the complete abolishment of it.
The nation mourned
President Lincoln's death. Many people had called him "Father
Abraham," and they mourned for him as they would have mourned the death of
a father.
Lesson2
While – reading task
T.:
While reading the text, make some notes to speak about the life and the running
of Abraham Lincoln.
Post – reading task
Lesson 3
Writing
T.: You have got the cards with the task. We have
just read the text and now let’s complete the sentences.Wednesday, the twenty-first of April.
Theme: Meteors.
Constallations
Lesson 1
Today we are going to learn some facts about constellations and meteors. We are going to do
some tasks to improve your knowledge.
1.
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards. (cards #1) Here
you can see some new words:
- a constellation – a group of stars
- a cluster – a small group
- a flashlight – a handheld lamp
- galaxy – an immense system of stars
- a hemisphere – one half of the Earth
- Orion – a constellation
- Pleiades – a constellation
- a pinwheel – a toy with a wheel that rotates
in the wind
Reading
T.:
Now we are going to read the text.
Constellations
People, even in ancient
times, had a natural curiosity about the heavens. Long ago when people observed
the sky, they studied the arrangement of the stars as God had placed them in
the sky. They gave names to individual
star patterns. These star patterns, or star clusters,
are called constellations.
The first thing a
person has to do in order to find a constellation is to concentrate on learning
how to see a constellation. Concentrate means to fix one's attention on
something. If your eyesight is extremely good, you may experience some
difficulty seeing a star constellation because you may see more stars than
others do. Also, when we are away from city lights, more stars are visible.
In ancient times the
stars looked brighter. There were no bright city lights. The skies overhead
seemed filled with many bright stars. How then did people in ancient days identify constellations so
that they stood out from other stars around them? Ancient people who studied
the stars identified and concentrated on only 500 bright stars. They did not
concentrate on the thousands of other less bright stars. The ancient
astronomers named only 48 constellations.
How can we learn to
find certain constellations? If an observer is shown a picture that has an
object hidden
in it, he usually has difficulty identifying the hidden object. However, if he
is shown an outline of the hidden object, then it is easier to identify.
Lesson 2
The Big Dipper
On
a globe a line is drawn at the equator to divide Earth into two hemispheres.
The part of Earth north of the equator is called the Northern Hemisphere, and
the part of Earth south of the equator is called the Southern Hemisphere.
The ancient astronomers left records of
the stars seen only in the sky of the Northern Hemisphere. They did not live in
the Southern Hemisphere, and they were not able to see the star constellations
of the southern sky. For this
reason the constellations of the southern sky are not as well known.
Of all the stars in the
northern sky, one individual star seems to remain in its place. The other stars
turn around it. This star is not seen by those living in the Southern
Hemisphere. It is only seen in the northern sky. It is called the North Star.
Orion
In wintertime in the northern sky, it is
easier to see the constellation of Orion and Pleiades than other
constellations. There are three larger stars in a straight line that are
described as the belt of Orion.
The Pleiades
The
Pleiades is a well-known group of seven stars. However, the average person can
see only six of the stars in the Pleiades.
The Pleiades and Orion, are certainly
the most outstanding sights found in the winter sky of the Northern Hemisphere.
Our
sun and moon, the planets, comets, asteroids, and meteors all belong to our
solar system. Our solar system belongs to a larger star system called a galaxy.
A galaxy is an enormous group of stars held together by gravity. There are
millions of other galaxies in the universe besides the galaxy to which our
solar system belongs.
Our
solar system belongs to the Milky Way galaxy. You have played with a toy
pinwheel. Well, the Milky Way galaxy is shaped like a pinwheel. Our solar
system is inside the pinwheel-shaped Milky Way. On a clear night, the Milky Way
appears to have a milky glow about it. A side view of the Milky Way would show
it to have somewhat of an oval shape. Here is a picture of how our
pinwheel-shaped Milky Way galaxy would look if we could look at it from the
side. From above, the Milky Way looks something like a pinwheel, but from the
side it is somewhat oval-shaped.
|
Side View Top View |
While – reading task
T.:
While reading the text, be ready to answer such questions as:
- What is a constellation?
- What constellations do you know?
- What is a galaxy?
- What galaxy do you know?
Post – reading task
Lesson 3
Writing
You have got the cards with the task. We have
just read the text and now let’s complete the sentences. (card #2)
Card #1
Read and translate the
words:
- a constellation – a group of stars
- a cluster – a small group
- a flashlight – a handheld lamp
- galaxy – an immense system of stars
- a hemisphere – one half of Earth
- Orion – a constellation
- Pleiades – a constellation
- a pinwheel – a toy with a wheel that rotates
in the wind
Card #2.
Task: Fill in the
blanks with the right answers.
1. Star patterns or star clusters are
called …………….
2. The part of earth north of the
equator is called the ……………. Hemisphere.
3. The part of earth south of the
equator is called the ……………. Hemisphere.
4. We can more easily find the ………………..
if we find the Big Dipper first.
5. The ……………. is part of the
constellation called the Great Bear.
6. …………………. means great Bear.
7. …………………..means Seven Stars.
8. The ………….is a well-known group of
seven stars.
9. The ……….….., ………………, ………………,
…………………, ………………. and ……………. all belong to our solar system.
10. Our solar system belongs to the
………………..galaxy.
Tuesday, the twentieth of April.
Theme: Adverb
Formation
Lesson
1
Today we are going to learn about adverbs. (Card #1)
Let’s read and translate the rules.
Definition
Adverbs are words that modify
- a verb (He
drove slowly. — How did he drive?)
- an adjective
(He drove a very fast car. — How fast was his car?)
- another adverb
(She moved quite slowly down the aisle. — How slowly did she move?)
Adverbs
tell us in what way someone does something. Adverbs can modify verbs (here:
drive), adjectives or other adverbs.
Adjectives
tell us something about a person or a thing.
Mandy
drives carefully.
Adjective + -ly = adverb
dangerous dangerously
careful
carefully
nice
nicely
horrible horribly
easy
easily
electronic electronically
irregular
forms
good well
fast fast
hard hard
- If the adjective ends in -y, change -y to
-i. Then add -ly.
- happy - happily
- but: shy - shyly
- If the adjective ends in -le, the adverb
ends in -ly.
- Example: terrible - terribly
- If the adjective ends in -e, then add -ly.
- Example: safe - safely
Lesson 2
Use of adverbs
- to modify verbs:
The soccer team played badly last Saturday.
- to modify adjectives:
It was an extemely bad match.
- to modify adverbs:
The soccer team played extremely badly last
Wednesday.
- to modify quantities:
There are quite a lot of people here.
- to modify sentences:
Unfortunately,
the flight to Dallas had been cancelled.
Types of adverbs
1) Adverbs
of manner
quickly
kindly
2) Adverbs
of degree
very
rather
3) Adverbs
of frequency
often
sometimes
4) Adverbs
of time
now
today
5) Adverbs
of place
here
nowhere
How do know
whether to use an adjective or an adverb?
John is a
careful driver. -> In this sentences we say how John is - careful.
If we want
to say that the careful John did not drive the usual way yesterday - we have to
use the adverb: John did not drive carefully yesterday.
Here is
another example:
I am a slow
walker. (How am I? -> slow -> adjective)
I walk slowly. (Ho do I walk? -> slowly
-> adverb)
Adjective
or Adverb after special verbs
Both
adjectives and adverbs may be used after look, smell and taste. Mind the change
in meaning.
Here are
two examples: adjective adverb
The pizza
tastes good.
(How is the
pizza?) Jamie Oliver can taste well.
(How can
Jamie Oliver taste?)
Peter's
feet smell bad.
(How are
his feet?) Peter can smell badly.
(How can
Peter smell?)
Do not get
confused with good/well.
Linda looks
good.
(What type
of person is she?)
Linda looks
well.
(How is
Linda? -> She may have been ill, but now she is fit again.)
How are
you? - I'm well, thank you.
One can
assume that in the second/third sentence the adverb well is used, but this is
wrong.
well can be
an adjective (meaning fit/healthy), or an adverb of the adjective good.
Conclusion:
Use the adjective when you say something about
the person itself.
Use the adverb, when you want to say about the
action.
2. Writing
T.: Now, let’s do some tasks.
(card#2)
1) Find the
adjective in the first sentence and fill in the blanks with the corresponding
adverb.
James is
careful. He drives…. .
The girl is
slow. She walks…. .
Her English
is perfect. She speaks English…. .
Our teacher
is angry. She shouts… . .
My neighbor
is a loud speaker. He speaks…. .
He is a bad
writer. He writes….. .
Jane is a
nice guitar player. He plays the guitar…..
.
He is a
good painter. He paints….. .
She is a
quiet girl. She does her job…… .
This
exercise is easy. You can do it……
2)
Unscramble these sentences.
Example:
get always up you 7.00 at. - You always get up at 7.00.
1.
sometimes at We restaurant a eat.
2. happy
always Shane is.
3. doesn't
always She take a taxi.
4. often listens music Tom to.
5. is Paul
never late.
6. Sally to
sometimes gym goes the.
7. Dad cook
sometimes dinner.
8. usually
well do I math tests in.
9. looks
William good always.
10. you do
often study English?
3) Choose
adverb or adjective.
1. The
teacher praised the boy for ………………………. (correctly / correct) answering the
questions.
2. He lost one point because he couldn’t give
the ……………………… (correct / correctly) answer.
3. She …………………….. (quick / quickly) solved the
problem.
4. She is capable of ……………………….. (quick /
quickly) adapting to any situation.
5. Have you already finished? That was
……………………. (quick / quickly)
6. Though quite fat, she is surprisingly
…………………………. (quick / quickly)
7. She looks ………………………. (exact / exactly) like
her mother.
8. It is ………………………… (exact / exactly) five
o’clock.
9. It happened sometime in June. I don’t
remember the ……………………. (exact / exactly) date.
10. Do you remember the …………………………. (exact /
exactly) sequence of events that led to the accident?
11. She delivered an …………………………. (incredible /
incredibly) performance.
12. They built that bridge in less than six
months. It was an ……………………….. (incredible / incredibly) feat of engineering.
13. She was …………………………. (incredible /
incredibly) thin.
14. It was a ………………………. (dangerous /
dangerously) place to go skiing.
15. He was driving ………………………… (dangerous /
dangerously) fast.
16. She performed ………………………….. (brilliant /
brilliantly)
17. It was a …………………………. (brilliant /
brilliantly) beautiful performance.
18. Her voice sounds ………………………… (melodious /
melodiously)
19. She has got an incredibly ……………………………
(melodious / melodiously) voice.
20. It was a ……………………….. (sensitive /
sensitively) issue that needed to be handled with care.
21. She is the most …………………….. (sensible /
sensibly) person I have ever met.
22. If you don’t act ………………………… (sensible /
sensibly) you will land in serious trouble.
23. He is a …………………… (slow / slowly) writer.
He always writes …………………… (slow / slowly)
24. She treats her servants …………………….. (well /
good).
25. You must review your lessons ………………………….
(regular / regularly)
4) Fill in
the correct adverb form (comparative or superlative) of the adjectives in
brackets.
I speak
English (fluent)….. now than last year.
She greeted
me (polite)…. of all.
She smiled
(happy)….. than before.
This girl
dances (graceful)…. of all.
Could you
write (clear)….. ?
Planes can
fly (high)….. than birds.
He had an
accident last year. Now, he drives (careful)…..
than before.
Jim can run
(fast)….. than John.
Our team
played (bad)…… of all.
He worked
(hard)….. than ever before.
Lesson 3
Card#1
Read and
study the tables.
Card#2
1) Find the
adjective in the first sentence and fill in the blanks with the corresponding
adverb.
James is
careful. He drives…. .
The girl is
slow. She walks…. .
Her English
is perfect. She speaks English…. .
Our teacher
is angry. She shouts… . .
My neighbor
is a loud speaker. He speaks…. .
He is a bad
writer. He writes….. .
Jane is a
nice guitar player. He plays the guitar…..
.
He is a
good painter. He paints….. .
She is a
quiet girl. She does her job…… .
This
exercise is easy. You can do it……
2)
Unscramble these sentences.
Example:
get always up you 7.00 at. - You always get up at 7.00.
1.
sometimes at We restaurant a eat.
2. happy
always Shane is.
3. doesn't
always She take a taxi.
4. often listens music Tom to.
5. is Paul
never late.
6. Sally to
sometimes gym goes the.
7. Dad cook
sometimes dinner.
8. usually
well do I math tests in.
9. looks
William good always.
10. you do
often study English?
3) Choose
adverb or adjective.
1. The
teacher praised the boy for ………………………. (correctly / correct) answering the
questions.
2. He lost one point because he couldn’t give
the ……………………… (correct / correctly) answer.
3. She …………………….. (quick / quickly) solved the
problem.
4. She is capable of ……………………….. (quick /
quickly) adapting to any situation.
5. Have you already finished? That was
……………………. (quick / quickly)
6. Though quite fat, she is surprisingly
…………………………. (quick / quickly)
7. She looks ………………………. (exact / exactly) like
her mother.
8. It is ………………………… (exact / exactly) five
o’clock.
9. It happened sometime in June. I don’t
remember the ……………………. (exact / exactly) date.
10. Do you remember the …………………………. (exact /
exactly) sequence of events that led to the accident?
11. She delivered an …………………………. (incredible /
incredibly) performance.
12. They built that bridge in less than six
months. It was an ……………………….. (incredible / incredibly) feat of engineering.
13. She was …………………………. (incredible /
incredibly) thin.
14. It was a ………………………. (dangerous /
dangerously) place to go skiing.
15. He was driving ………………………… (dangerous /
dangerously) fast.
16. She performed ………………………….. (brilliant /
brilliantly)
17. It was a …………………………. (brilliant /
brilliantly) beautiful performance.
18. Her voice sounds ………………………… (melodious /
melodiously)
19. She has got an incredibly ……………………………
(melodious / melodiously) voice.
20. It was a ……………………….. (sensitive /
sensitively) issue that needed to be handled with care.
21. She is the most …………………….. (sensible /
sensibly) person I have ever met.
22. If you don’t act ………………………… (sensible /
sensibly) you will land in serious trouble.
23. He is a …………………… (slow / slowly) writer.
He always writes …………………… (slow / slowly)
24. She treats her servants …………………….. (well /
good).
25. You must review your lessons ………………………….
(regular / regularly)
4) Fill in
the correct adverb form (comparative or superlative) of the adjectives in
brackets.
I speak
English (fluent)….. now than last year.
She greeted
me (polite)…. of all.
She smiled
(happy)….. than before.
This girl
dances (graceful)…. of all.
Could you
write (clear)….. ?
Planes can
fly (high)….. than birds.
He had an
accident last year. Now, he drives (careful)…..
than before.
Jim can run
(fast)….. than John.
Our team
played (bad)…… of all.
He worked
(hard)….. than ever before.
\
Monday, the nineteenth of April.
Theme: Roman Numbers
Lesson 1
Ancient Romans used a special method of showing
numbers
Examples: They wrote III instead of 3
And
wrote IX instead of 9
The Roman Symbols
Romans Numerals are based on the following
symbols:
1 5 10 50 100 500 1000
I V X L C D M
Basic Combinations
Which can be combined like this:
1 2 3 4 5 6 7 8 9
I II III IV V VI VII VIII IX
10 20 30 40 50 60 70 80 90
X XX XXX XL L LX LXX LXXX XC
100 200 300 400 500 600 700 800 900
C CC CCC CD D DC DCC DCCC CM
Lesson 2
Forming Numbers - The Rules
When a symbol appears after a larger symbol it
is added. Example: VI = V + I = 5 + 1 = 6
But if the symbol appears before a larger
symbol it is subtracted. Example: IX = X - I = 10 - 1 = 9
Remember: After Larger is Added
Really Big Numbers
Numbers greater than 1,000 are formed by
placing a dash over the symbol, meaning "times 1,000", but these are
not commonly used:
5,000 10,000 50,000 100,000
500,000 1,000,000
V X L C D M
How to Convert to
Roman Numerals
Break the number into Thousands, Hundreds, Tens
and Units and write down each in turn.
Example: Convert 1984 to Roman Numerals.
Break 1984 into 1000, 900, 80 and 4, then do
each conversion1000 = M
900 = CM
80 = LXXX
4 = IV
So 1984 = MCMLXXXIV
How To Remember
Think "MeDiCaL XaVIer". 
It has
the roman numerals in order from 1000 to 1.
Lesson
3
Now,
let’s solve some problems.
Task 1: Convert 1754, 4736, 1425, 1998, 2014,
2015, 1994 to Roman Numerals.
Task 2: Convert
MMIV, MMMCLXVII, MMDCCLXXIV, MCLXXVIII, DCCLXXXIV
to
ordinary numerals.
Answer the questions:
What is 31 in Roman numerals?
What is 45 in Roman numerals?
What is 73 in Roman numerals?
What is 25 in Roman numerals?
What is 95 in Roman numerals?
What is 75 in Roman numerals?
What is 74 in Roman numerals?
What is 83 in Roman numerals?
What is 92 in Roman numerals?
Friday, the sixteenth of April.
Theme: One-syllable Words
Lesson1
Today we'll
learn about a
syllable and one-syllable words. We are going to do some tasks to improve your
knowledge.
T.: Now, let's learn some new concepts on the
topic.
I'll give you the cards (card#1). You have to
read and study the rules.
- A syllable is a basic unit of written and
spoken language. It is a unit consisting of uninterrupted sound that can
be used to make up words. For example, the word hotel has two syllables:
ho and tel. These will be marked here as in ho/tel.
Counting
Syllables
To find the
number of syllables in a word, use the following steps:
Count the
vowels in the word.
- Subtract any silent vowels, (like the
silent e at the end of a word, or the second vowel when two vowels are
together in a syllable)
- Subtract one vowel from every diphthong
(diphthongs only count as one vowel sound.)
- The number of vowels sounds left is the
same as the number of syllables.
v The number of syllables that you
hear when you pronounce a word is the same as the number of vowels sounds
heard. For example:
v The word came has 2 vowels, but the
e is silent, leaving one vowel sound andone syllable.
v The word outside has 4 vowels, but
the e is silent and the ou is a diphthong which counts as only one sound, so
this word has only two vowel sounds and therefore, two syllables.
Lesson 2
Six Kinds
of Syllables
There are
six different kinds of syllables in English:
v Closed Syllables: A closed syllable
has one and only one vowel, and it ends in a consonant. Examples include in,
ask, truck, sock, stretch, twelfth, and on.
v Open Syllables: An open syllable has
one and only one vowel, and that vowel occurs at the end of the syllable.
Examples include no, she, I, a, and spry.
v Silent-E Syllables: A silent-e
syllable ends in an e, has one and only one consonant before that e, and has
one and only one vowel before that consonant. Examples include ate, ice, tune,
slope, strobe, and these.
v Vowel Combination Syllables: A vowel
combination syllable has a cluster of two or three vowels or a vowel-consonant
unit with a sound or sounds particular to that unit. Examples include rain,
day, see, veil, pie, piece, noise, toy, cue, and true.
v Vowel-R Syllables: A vowel-r
syllable is one which includes one and only one vowel followed by an r, or one
vowel followed by an r which is followed by a silent e, or a vowel combination
followed by an r. Examples include car, or, care, ire, air, and deer.
Dividing
Words Into Syllables
There are
four ways to split up a word into its syllables:
1. Divide
between two middle consonants.
Split up
words that have two middle consonants. For example:
hap/pen,
bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the
consonant digraphs. Never split up consonant digraphs as they really represent
only one sound. The exceptions are "th", "sh",
"ph", "th", "ch", and "wh".
2. Usually
divide before a single middle consonant.
When there
is only one syllable, you usually divide in front of it, as in:
"o/pen",
"i/tem", "e/vil", and "re/port". The only
exceptions are those times when the first syllable has an obvious short sound,
as in "cab/in".
3. Divide
before the consonant before an "-le" syllable.
When you
have a word that has the old-style spelling in which the "-le" sounds
like "-el", divide before the consonant before the "-le".
For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle". The only exception to this are
"ckle" words like "tick/le".
4. Divide
off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off
the parts of compound words like "sports/car" and
"house/boat". Divide off prefixes such at "un/happy",
"pre/paid", or "re/write". Also divide off suffixes as in
the words "farm/er", "teach/er", "hope/less" and
"care/ful". In the word "stop/ping", the suffix is actually
"-ping" because this word follows the rule that when you add
"-ing" to a word with one syllable, you double the last consonant and
add the "-ing".
Lesson 3
Writing
You have some cards (card#2)
1) Finish the sentence, using one of
the one-syllable words.
2) Look at the pictures (card#3) and
name them. Draw a line from each picture
on the left to the picture of the thing that rhymes with it on the left.
Card#1
Read and study the rules:
- A syllable is a basic unit of written and
spoken language. It is a unit consisting of uninterrupted sound that can
be used to make up words. For example, the word hotel has two syllables:
ho and tel. These will be marked here as in ho/tel.
Counting
Syllables
To find the
number of syllables in a word, use the following steps:
Count the
vowels in the word.
- Subtract any silent vowels, (like the
silent e at the end of a word, or the second vowel when two vowels are
together in a syllable)
- Subtract one vowel from every diphthong
(diphthongs only count as one vowel sound.)
- The number of vowels sounds left is the
same as the number of syllables.
v The number of syllables that you
hear when you pronounce a word is the same as the number of vowels sounds
heard. For example:
v The word came has 2 vowels, but the
e is silent, leaving one vowel sound andone syllable.
v The word outside has 4 vowels, but
the e is silent and the ou is a diphthong which counts as only one sound, so
this word has only two vowel sounds and therefore, two syllables.
Six Kinds
of Syllables
There are
six different kinds of syllables in English:
v Closed Syllables: A closed syllable
has one and only one vowel, and it ends in a consonant. Examples include in,
ask, truck, sock, stretch, twelfth, and on.
v Open Syllables: An open syllable has
one and only one vowel, and that vowel occurs at the end of the syllable.
Examples include no, she, I, a, and spry.
v Silent-E Syllables: A silent-e
syllable ends in an e, has one and only one consonant before that e, and has
one and only one vowel before that consonant. Examples include ate, ice, tune,
slope, strobe, and these.
v Vowel Combination Syllables: A vowel
combination syllable has a cluster of two or three vowels or a vowel-consonant
unit with a sound or sounds particular to that unit. Examples include rain,
day, see, veil, pie, piece, noise, toy, cue, and true.
v Vowel-R Syllables: A vowel-r
syllable is one which includes one and only one vowel followed by an r, or one
vowel followed by an r which is followed by a silent e, or a vowel combination
followed by an r. Examples include car, or, care, ire, air, and deer.
Dividing
Words Into Syllables
There are
four ways to split up a word into its syllables:
1. Divide
between two middle consonants.
Split up
words that have two middle consonants. For example:
hap/pen,
bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the
consonant digraphs. Never split up consonant digraphs as they really represent
only one sound. The exceptions are "th", "sh",
"ph", "th", "ch", and "wh".
2. Usually
divide before a single middle consonant.
When there
is only one syllable, you usually divide in front of it, as in:
"o/pen",
"i/tem", "e/vil", and "re/port". The only
exceptions are those times when the first syllable has an obvious short sound,
as in "cab/in".
3. Divide
before the consonant before an "-le" syllable.
When you
have a word that has the old-style spelling in which the "-le" sounds
like "-el", divide before the consonant before the "-le".
For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle". The only exception to this are
"ckle" words like "tick/le".
4. Divide
off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off
the parts of compound words like "sports/car" and
"house/boat". Divide off prefixes such at "un/happy",
"pre/paid", or "re/write". Also divide off suffixes as in
the words "farm/er", "teach/er", "hope/less" and
"care/ful". In the word "stop/ping", the suffix is actually
"-ping" because this word follows the rule that when you add
"-ing" to a word with one syllable, you double the last consonant and
add the "-ing".
Card#2
Card#3
Керівник гуртка:
Friday, the sixteenth of April.
Theme: One-syllable Words
Lesson1
Today we'll
learn about a
syllable and one-syllable words. We are going to do some tasks to improve your
knowledge.
T.: Now, let's learn some new concepts on the
topic.
I'll give you the cards (card#1). You have to
read and study the rules.
- A syllable is a basic unit of written and
spoken language. It is a unit consisting of uninterrupted sound that can
be used to make up words. For example, the word hotel has two syllables:
ho and tel. These will be marked here as in ho/tel.
Counting
Syllables
To find the
number of syllables in a word, use the following steps:
Count the
vowels in the word.
- Subtract any silent vowels, (like the
silent e at the end of a word, or the second vowel when two vowels are
together in a syllable)
- Subtract one vowel from every diphthong
(diphthongs only count as one vowel sound.)
- The number of vowels sounds left is the
same as the number of syllables.
v The number of syllables that you
hear when you pronounce a word is the same as the number of vowels sounds
heard. For example:
v The word came has 2 vowels, but the
e is silent, leaving one vowel sound andone syllable.
v The word outside has 4 vowels, but
the e is silent and the ou is a diphthong which counts as only one sound, so
this word has only two vowel sounds and therefore, two syllables.
Lesson 2
Six Kinds
of Syllables
There are
six different kinds of syllables in English:
v Closed Syllables: A closed syllable
has one and only one vowel, and it ends in a consonant. Examples include in,
ask, truck, sock, stretch, twelfth, and on.
v Open Syllables: An open syllable has
one and only one vowel, and that vowel occurs at the end of the syllable.
Examples include no, she, I, a, and spry.
v Silent-E Syllables: A silent-e
syllable ends in an e, has one and only one consonant before that e, and has
one and only one vowel before that consonant. Examples include ate, ice, tune,
slope, strobe, and these.
v Vowel Combination Syllables: A vowel
combination syllable has a cluster of two or three vowels or a vowel-consonant
unit with a sound or sounds particular to that unit. Examples include rain,
day, see, veil, pie, piece, noise, toy, cue, and true.
v Vowel-R Syllables: A vowel-r
syllable is one which includes one and only one vowel followed by an r, or one
vowel followed by an r which is followed by a silent e, or a vowel combination
followed by an r. Examples include car, or, care, ire, air, and deer.
Dividing
Words Into Syllables
There are
four ways to split up a word into its syllables:
1. Divide
between two middle consonants.
Split up
words that have two middle consonants. For example:
hap/pen,
bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the
consonant digraphs. Never split up consonant digraphs as they really represent
only one sound. The exceptions are "th", "sh",
"ph", "th", "ch", and "wh".
2. Usually
divide before a single middle consonant.
When there
is only one syllable, you usually divide in front of it, as in:
"o/pen",
"i/tem", "e/vil", and "re/port". The only
exceptions are those times when the first syllable has an obvious short sound,
as in "cab/in".
3. Divide
before the consonant before an "-le" syllable.
When you
have a word that has the old-style spelling in which the "-le" sounds
like "-el", divide before the consonant before the "-le".
For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle". The only exception to this are
"ckle" words like "tick/le".
4. Divide
off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off
the parts of compound words like "sports/car" and
"house/boat". Divide off prefixes such at "un/happy",
"pre/paid", or "re/write". Also divide off suffixes as in
the words "farm/er", "teach/er", "hope/less" and
"care/ful". In the word "stop/ping", the suffix is actually
"-ping" because this word follows the rule that when you add
"-ing" to a word with one syllable, you double the last consonant and
add the "-ing".
Lesson 3
Writing
You have some cards (card#2)
1) Finish the sentence, using one of
the one-syllable words.
2) Look at the pictures (card#3) and
name them. Draw a line from each picture
on the left to the picture of the thing that rhymes with it on the left.
Card#1
Read and study the rules:
- A syllable is a basic unit of written and
spoken language. It is a unit consisting of uninterrupted sound that can
be used to make up words. For example, the word hotel has two syllables:
ho and tel. These will be marked here as in ho/tel.
Counting
Syllables
To find the
number of syllables in a word, use the following steps:
Count the
vowels in the word.
- Subtract any silent vowels, (like the
silent e at the end of a word, or the second vowel when two vowels are
together in a syllable)
- Subtract one vowel from every diphthong
(diphthongs only count as one vowel sound.)
- The number of vowels sounds left is the
same as the number of syllables.
v The number of syllables that you
hear when you pronounce a word is the same as the number of vowels sounds
heard. For example:
v The word came has 2 vowels, but the
e is silent, leaving one vowel sound andone syllable.
v The word outside has 4 vowels, but
the e is silent and the ou is a diphthong which counts as only one sound, so
this word has only two vowel sounds and therefore, two syllables.
Six Kinds
of Syllables
There are
six different kinds of syllables in English:
v Closed Syllables: A closed syllable
has one and only one vowel, and it ends in a consonant. Examples include in,
ask, truck, sock, stretch, twelfth, and on.
v Open Syllables: An open syllable has
one and only one vowel, and that vowel occurs at the end of the syllable.
Examples include no, she, I, a, and spry.
v Silent-E Syllables: A silent-e
syllable ends in an e, has one and only one consonant before that e, and has
one and only one vowel before that consonant. Examples include ate, ice, tune,
slope, strobe, and these.
v Vowel Combination Syllables: A vowel
combination syllable has a cluster of two or three vowels or a vowel-consonant
unit with a sound or sounds particular to that unit. Examples include rain,
day, see, veil, pie, piece, noise, toy, cue, and true.
v Vowel-R Syllables: A vowel-r
syllable is one which includes one and only one vowel followed by an r, or one
vowel followed by an r which is followed by a silent e, or a vowel combination
followed by an r. Examples include car, or, care, ire, air, and deer.
Dividing
Words Into Syllables
There are
four ways to split up a word into its syllables:
1. Divide
between two middle consonants.
Split up
words that have two middle consonants. For example:
hap/pen,
bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the
consonant digraphs. Never split up consonant digraphs as they really represent
only one sound. The exceptions are "th", "sh",
"ph", "th", "ch", and "wh".
2. Usually
divide before a single middle consonant.
When there
is only one syllable, you usually divide in front of it, as in:
"o/pen",
"i/tem", "e/vil", and "re/port". The only
exceptions are those times when the first syllable has an obvious short sound,
as in "cab/in".
3. Divide
before the consonant before an "-le" syllable.
When you
have a word that has the old-style spelling in which the "-le" sounds
like "-el", divide before the consonant before the "-le".
For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle". The only exception to this are
"ckle" words like "tick/le".
4. Divide
off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off
the parts of compound words like "sports/car" and
"house/boat". Divide off prefixes such at "un/happy",
"pre/paid", or "re/write". Also divide off suffixes as in
the words "farm/er", "teach/er", "hope/less" and
"care/ful". In the word "stop/ping", the suffix is actually
"-ping" because this word follows the rule that when you add
"-ing" to a word with one syllable, you double the last consonant and
add the "-ing".
Card#2
Card#3
Thursday, the fifteenth of April.
Theme: Abolishing of Slavery in the USA
Lesson 1 :
Reading
Pre-reading task
In order to learn new items we start to work
with lexical cards. (cards #1) Here you can see some new words:
v American Civil War - civil war in the United States between the North
and the South; 1861-1865
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Ulysses S. Grant - 18th President of the United States; commander of the Union armies in the
American Civil War (1822-1885)
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v Confederate Army - the southern army during the American Civil War
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v military post - military installation at which a body of troops is stationed
NOTES: On that day, Southern
troops fired on Fort Sumter, a U.S. military post in Charleston, South
Carolina.
v secede - withdraw from an organization or communion
NOTES: In 1860 and 1861, the
Southern States seceded from, or left, the United States.
v civil war - a war between factions in the same country
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Confederate - of or having to do with the southern Confederacy during the American Civil
War
NOTES: The Southern, or
Confederate , States wanted to keep the right to own slaves..
v .Army - the army of the United States of America; the agency that organizes and
trains soldiers for land warfare
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S. Grant of the Union
Lesson 2
Reading
Now we are going to read and translate the text.
American Civil War
The American Civil War (1861–1865) was a civil war
fought in the United States of America. In response to the election of Abraham
Lincoln as President of the United States, 11 southern slave states declared
their secession from the United States and formed the Confederate States of
America ("the Confederacy"); the other 25 states supported the
federal government ("the Union"). After four years of warfare, mostly
within the Southern states, the Confederacy surrendered and slavery was
outlawed everywhere in the nation. Issues that led to war were partially
resolved in the Reconstruction Era that followed, though others remained
unresolved.
In the presidential election of 1860, the
Republican Party, led by Abraham Lincoln, had campaigned against expanding
slavery beyond the states in which it already existed. The Republicans strongly
advocated nationalism, and in their 1860 platform they denounced threats of
disunion as avowals of treason. After a Republican victory, but before the new
administration took office on March 4, 1861, seven cotton states declared their
secession and joined to form the Confederate States of America. Both the
outgoing administration of President James Buchanan and the incoming
administration rejected the legality of secession, considering it rebellion.
The other eight slave states rejected calls for secession at this point. No
country in the world recognized the Confederacy.
Hostilities began on April 12, 1861, when
Confederate forces attacked a U.S. military installation at Fort Sumter in
South Carolina. Lincoln responded by calling for a volunteer army from each
state to recapture federal property, which led to declarations of secession by
four more slave states. Both sides raised armies as the Union seized control of
the border states early in the war and established a naval blockade. Land
warfare in the East was inconclusive in 1861–62, as the Confederacy beat back
Union efforts to capture its capital, Richmond, Virginia, notably during the
Peninsular Campaign. In September 1862, the confederate campaign in Maryland
ended in defeat at the Battle of Antietam, which dissuaded the British from
intervening. Days after that battle, Lincoln issued the Emancipation
Proclamation, which made ending slavery a war goal.
In 1863, confederate general Robert E. Lee's
northward advance ended in defeat at the Battle of Gettysburg. To the west, the
Union gained control of the Mississippi River after the Battle of Shiloh and
Siege of Vicksburg, splitting the Confederacy in two and destroying much of
their western army. Due to his western successes, Ulysses S. Grant was given
command of the eastern army in 1864, and organized the armies of William
Tecumseh Sherman, Philip Sheridan and others to attack the Confederacy from all
directions, increasing the North's advantage in manpower. Grant restructured
the union army, and put other generals in command of divisions of the army that
were to support his push into Virginia. He led the Overland Campaign to seize
Richmond, though in the face of fierce resistance he altered his plans and led
the Siege of Petersburg which nearly finished off the rest of Lee's army.
Meanwhile, Sherman captured Atlanta and marched to the sea, destroying
Confederate infrastructure along the way. When the Confederate attempt to
defend Petersburg failed, the Confederate army retreated but was pursued and
defeated, which resulted in Lee's surrender to Grant at Appomattox Court House
on April 9, 1865.
The American Civil War was one of the earliest
true industrial wars. Railroads, the telegraph, steamships, and mass-produced
weapons were employed extensively. The practices of total war, developed by
Sherman in Georgia, and of trench warfare around Petersburg foreshadowed World
War I in Europe. It remains the deadliest war in American history, resulting in
the deaths of 620,000 soldiers and an undetermined number of civilian
casualties. Historian John Huddleston estimates the death toll at ten percent
of all Northern males 20–45 years old, and 30 percent of all Southern white
males aged 18–40.[4] Victory for the North meant the end of the Confederacy and
of slavery in the United States, and strengthened the role of the federal
government. The social, political, economic and racial issues of the war
decisively shaped the reconstruction era that lasted to 1877.
Lesson 3
Writing
T.: You have to write a short article about
American Civil War.
Card #1
Read and translate the
words:
v American Civil War - civil war in the United States between the North
and the South; 1861-1865
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Ulysses S. Grant - 18th President of the United States; commander of the Union armies in the
American Civil War (1822-1885)
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v Confederate Army - the southern army during the American Civil War
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v military post - military installation at which a body of troops is stationed
NOTES: On that day, Southern
troops fired on Fort Sumter, a U.S. military post in Charleston, South
Carolina.
v secede - withdraw from an organization or communion
NOTES: In 1860 and 1861, the
Southern States seceded from, or left, the United States.
v civil war - a war between factions in the same country
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Confederate - of or having to do with the southern Confederacy during the American Civil
War
NOTES: The Southern, or
Confederate , States wanted to keep the right to own slaves..
v .Army - the army of the United States of America; the agency that organizes and
trains soldiers for land warfare
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S. Grant of the Union
Wednesday, the fourteenth of April.
Theme: Telescopes
Lesson
1
let's
learn some new items on the topic.
v Telescopic - sight gunsight consisting of a telescope on a
firearm for use as a sight
v Telescope - sight gunsight consisting of a telescope on a
firearm for use as a sight
v Telescopically - n in a telescopic
manner
v Telescopic - n visible only with a
telescope
v Telescoped - shortened by or as if by means of parts that
slide one within another or are crushed one into another
v Telescopium - a small constellation
v onvex lens: lens with a thick middle and thin edges;
light rays bend toward each other
v concave lens: lens with edges thicker than the middle;
light rays bend away from each other
v telescope: a tool used to make far away things look
close
v reflecting telescope: a telescope
(tool used to make far away things look close) that can see things by bouncing
back light off of mirrors
v refracting telescope: a telescope (tool used to make far away
things look close) that can see things by bending light through a lens
Lesson
2
Reading
Kinds of Telescopes
A telescope is an instrument that aids in the
observation of remote objects by collecting electromagnetic radiation (such as
visible light). The first known practical telescopes were invented in the
Netherlands at the beginning of the 17th century, using glass lenses. They
found use in terrestrial applications and astronomy.
There are many different kinds of telescope.
In the refracting telescope, the objective lens is
usually composed of two lenses, made out of different kinds of glass. Such a
lens is called an achromat. A glass prism can be used to produce a rainbow of
colors from white light. This is because glass bends different colors of light
to different degrees.
When one wants to have a clear and sharp image of
something one is looking at, this effect becomes an annoyance, known as
chromatic aberration. An achromat is designed to cancel this effect, by using
lenses made of two different kinds of glass. One lens is convex, made of crown
glass. The other is concave, made of flint glass, which is denser, and which
bends light more strongly, if made into a lens of the same shape, than crown
glass. However, not only does it bend light more strongly, but the difference
in how it bends lights of different colors is also more pronounced, even in
proportion to the increased amount of bending.
Thus, two lenses close together, one of flint
glass, and one of crown glass, bending light in opposite ways, can be made so
that the difference in bending different colors cancels out, but the lens
itself still performs a net function of bending the light that goes through it
in one direction.
However, because the behavior of light of
different colors in glass doesn't follow a simple fixed law, this cancellation
can only be exact for two colors. This still gives a great improvement over a
plain lens. But sometimes a larger improvement is desired, and then a lens is
designed out of three elements of three different kinds of glass. Such a lens
is called an apochromat, and these are used as objective lenses on some more
expensive telescopes.
The objective lens on a telescope, instead of
being like an ordinary magnifying glass lens in profile, equally fat on both
sides, usually has a crescent-shaped profile, and such a lens is called a
meniscus lens.
This is done to minimize another aberration,
called spherical aberration. The bending of light by a lens is due to the
mathematical law called Snell's law, and is due to the fact that light travels
more slowly in glass than it does in air.
A spherical surface is relatively easy to produce
when grinding lenses, but it is only an approximation to the shape of a surface
that would focus incoming rays of light to a single point in an image.
Sometimes, particularly when many lenses are being
manufactured for a fixed purpose, by being molded from plastic, it is worth the
expense to make the mold the exact shape needed to produce the ideal surface
for bending light to form an image. Lenses like this are called aspheric
lenses. Sometimes such lenses are even made from glass for special purposes,
but such lenses are expensive, and thus not commonly used.
The term aspheric, because it means "not
spherical", is sometimes applied to other kinds of lenses which are not as
difficult to make. They still have curved surfaces which are circles instead of
the complicated curves needed to make perfect images. For example, you may have
seen cylindrical lenses that can make a line of printing taller, even though
they don't make it wider. Such lenses can make optical instruments that do one
thing in one direction, and a different thing in another.
Another application of this is eyeglasses. The
lenses in eyeglasses are usually toroidal rather than spherical, so that they
can correct not only for a wrong overall focal length in the lens of the eye,
but for differences in that focal length in different directions, or
astigmatism.
Usually, telescope objective lenses in refracting
astronomical telescopes don't use aspheric elements.
A refracting telescope is illustrated below:
A thin lens has less spherical aberration than a
thick one. Even after correcting for chromatic aberration has made the two
elements of the objective considerably thicker, spherical aberration is still
fairly low. Making the objective a meniscus lens minimizes it, because then the
overall shape of the lens follows the curve of the surface where the incoming
rays of light would be bent into their new desired direction while retaining a
uniform spacing between them. (Of course, why that should make a difference is
complicated.)
But the next common type of telescope, the
Newtonian telescope, does usually make use of an aspheric element. In the
Newtonian telescope, the place of the objective lens is taken by a concave
mirror, which can magnify and form images in much the same way as a convex
lens. An extra mirror, a small flat mirror called the diagonal, is used to keep
the head of the person using the telescope out of the way of the incoming
light.
This type of telescope is illustrated below:
The fundamental types of reflecting telescopes are illustrated in the
diagram below:
The fundamental
types of reflecting telescopes are illustrated in the diagram below:
Lesson
3
What are the
kinds of telescope?
What kind
of telescope is a reflecting telescope?
What kind
of telescope Ptolemy use?
Who
invented telescopes & when?
What are their uses or applications?
What are the different kinds of telescopes?
How are they made?
How far can we see with telescopes?
What are the best locations for telescopes?
What & where is the largest, or most
powerful telescope?
Tuesday, the thirteenth of April.
Theme: Adverbs.
Lesson1.
We are going to learn about adverbs and do some tasks to improve your knowledge
Adverbs are words that modify:
-
a
verb (He drove slowly. — How did he drive?)
-
an
adjective (He drove a very fast car. — How fast was his car?)
-
another
adverb (She moved quite slowly down the aisle. — How slowly did she move?)
As we will see, adverbs often tell when, where,
why, or under what conditions something happens or happened. Adverbs frequently
end in -ly; however, many words and phrases not ending in -ly serve an
adverbial function and an -ly ending is not a guarantee that a word is an adverb.
The words lovely, lonely, motherly, friendly, neighborly, for instance, are
adjectives:
That lovely woman lives in a friendly
neighborhood.
Kinds of Adverbs
Adverbs of Manner
She moved slowly and spoke quietly.
Adverbs of Place
She has lived on the island all her life.
She still lives there now.
Adverbs of Frequency
She takes the boat to the mainland every day.
She often goes by herself.
Adverbs of Time
She tries to get back before dark.
It's starting to get dark now.
Adverbs of Purpose
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.
Lesson 2
T.: In order to improve your
grammar knowledge, let’s do some grammar tasks.
The first task for you is to look at the
pictures and draw a circle around the word that is most appropriate for the
sentence. (card#2)
The second task is to make a sentence by
adding the adverb in the parentheses into the sentence provided. (card #3)
T.: Now, let’s play a bit. I’ll
give you the list of adverbs and you should choose one verb from the list on
the left and one adverb from the list on the right. And your task is to act out
two words. (card #4)
T.: The last task for you is to
solve the croossword. (card #5)
Card #1
Kinds of Adverbs
Adverbs of Manner
She moved slowly and spoke quietly.
Adverbs of Place
She has lived on the island all her life.
She still lives there now.
Adverbs of Frequency
She takes the boat to the mainland every day.
She often goes by herself.
Adverbs of Time
She tries to get back before dark.
It's starting to get dark now.
Adverbs of Purpose
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.
Card #2
Card #3
Card #4
Card #5
Monday, the twelfth of April.
Theme: How to Multiply Mixed Fractions With Whole Numbers
Lesson 1
Today we'll
learn about multiplication of fractions . We are going to do some tasks to
improve your knowledge.
T.: Answer the
questions:
• What is a
fraction?
[A number that
represents parts of a whole.]
• What are some
uses of fractions in everyday life?
[One example is
in grocery shopping: $1.20 for 1/4 lb. of
potato salad,
etc.]
• How do we read
this number?
[One quarter or
one fourth.]
• What does one
quarter or one fourth of something
mean?
[It's one of
four parts that you've divided the whole into,
for example, 25
cents out of a dollar, 4 ounces out of a
pound.]
• How well do
you think you understand fractions?
How to
Multiply Mixed Fractions With Whole Numbers
·
To
multiply any mixed numbers and whole numbers, write the mixed numbers as a
fractions. Write whole numbers over the denominator one. A mixed number is a
whole number and a fraction expressed together.
Steps for
Multiply mixed Fractions With Whole Numbers:
·
Step
1: Reduced mixed fraction and whole number to improper fraction.
·
Step
2: Multiply the numerators of the fractions.
·
Step
3: Multiply the denominators.
·
Step
4: Simplify the fraction if needed.
Multiply a
Fraction and a Whole Number:
Multiply 4/5 and
3
Step 1: Change
the whole number to a fraction.
The number 3 is
the fraction 3/1.
Step 2: Multiply
the two fractions.
4/5 x 3/1 =
4Ч3/5Ч1 = 12/5
Lesson 2
Mixed
Numbers
·
Mixed
Numbers are fractions written as a natural number plus a fraction where the
denominator is greater than the numerator.
Mixed numbers
are popular because the integer part gives an indication of their size, but
otherwise they have little to recommend them. They form an exception (the only
exception) to the rule that a missing operator means multiplication, and they
make the arithmetic operations harder to carry out. We will not use them in
this class and I recommend you ignore their existence.
T.: Answer the
questions:
Do the fraction
multiplication question, 4 x 2/3, by using repeated addition.
Redo the question, 4 x 2/3, by using a number
line.
Should the answers for part a) and part b) be
the same?
Do the fraction multiplication question, 2 x
3/4, by using repeated addition.
Redo the question, 2 x 3/4, by using fraction
circles (or bars).
Should the answers for part a) and part b) be
the same?
T.: Now, let's
do some tasks (card#2).
1) Write the
improper fraction equivalent for each mixed number.
2) Convert these
improper fractions into mixed numbers. The answers do not have to be in the
simplest form.
3) Solve each of
the following problems (card#3). Show your work.
a) Mark had 4
lengths of string. Each string was 2/3 metres long. Mark combined
the four lengths
into a long string. How long would it be?
b) Janice walks
in order to keep fit. She walks 9/10 km each day. If she walked 12
days in a row,
what would be the total distance she walked?
c) Barb had 3/8
of a litre of orange juice in the fridge. She poured 2/3 of it into a
glass to drink.
How much orange juice did she pour into the glass?
d) Jason bought
2 3/4 kg of candies. He ate 1/5 of the candy right away. How
much candy did
he eat?
Card#1
Read and study
the tables:
Read and complete the table:
Card#2
Card#3
Solve each of the following
problems.
a) Mark had 4 lengths of
string. Each string was 2/3 metres long. Mark combined
the four lengths into a long
string. How long would it be?
b) Janice walks in order to
keep fit. She walks 9/10 km each day. If she walked 12
days in a row, what would be
the total distance she walked?
c) Barb had 3/8 of a litre
of orange juice in the fridge. She poured 2/3 of it into a
glass to drink. How much
orange juice did she pour into the glass?
d) Jason bought 2 3/4 kg of
candies. He ate 1/5 of the candy right away. How
much candy did he eat?
Friday, the second of April.
Тема: Syllable Division
Lesson 1
Today we are going to learn about polysyllables. We are going to do some tasks to improve your knowledge.
In order to learn about polysyllables we should
start with a syllable.
A syllable is a unit of organization for a
sequence of speech sounds. For example, the word water is composed of two
syllables: wa and ter. A syllable is typically made up of a syllable nucleus
(most often a vowel) with optional initial and final margins (typically,
consonants).
Syllables are often considered the phonological
"building blocks" of words.
A word that consists of a single syllable (like
English dog) is called a monosyllable (and is said to be monosyllabic). Similar
terms include disyllable (and disyllabic) for a word of two syllables;
trisyllable (and trisyllabic) for a word of three syllables; and polysyllable
(and polysyllabic), which may refer either to a word of more than three
syllables or to any word of more than one syllable.
-
polysyllable
(plural polysyllables) - a word with more than two syllables. Sometimes used in
a more restricted sense.
Lesson 2.
Look at the pictures and name polysyllables.
(a refrigerator, a calculator, a photographer, a
dandelion, a helicopter, a bumble bee)
Lesson 3. Writing
T.: In
order to improve your knowledge we should do some tasks.
The first task for you is to write a
four-syllable word for each letter of the alphabet (or as many as you can).; write
a five-syllable word for each letter of the alphabet (or as many as you can).Open
your copy-books, write down the date and start to do this task.
T.:
Now, look at the blackboard and try to divide some words into syllables:
independent, journalist, pajamas, respectful, syllable, veteran, kaleidoscope.
(in-de-pend-ent, jour-nal-ist, ka-lei-do-scope,
pa-ja-mas, re-spect-ful, syl-la-ble, vet-er-an)
Card #1
Divide the words into three columns.
|
3 syllable words |
4 syllable words |
5 syllable words |
|
|
|
|
Thursday, the first of April.
Theme: Consequences of the Civil War in the USA
Today we are going to learn more facts about systems of government. We are going to do some tasks to improve your
knowledge.
Lesson 1
1. Reading
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards. (cards #1) Here
you can see some new words:
v American Civil War - civil war in the United States between the North
and the South; 1861-1865
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Ulysses S. Grant - 18th President of the United States; commander of the Union armies in the
American Civil War (1822-1885)
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v Confederate Army - the southern army during the American Civil War
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v military post - military installation at which a body of troops is stationed
NOTES: On that day, Southern
troops fired on Fort Sumter, a U.S. military post in Charleston, South
Carolina.
v secede - withdraw from an organization or communion
NOTES: In 1860 and 1861, the
Southern States seceded from, or left, the United States.
v civil war - a war between factions in the same country
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Confederate - of or having to do with the southern Confederacy during the American Civil
War
NOTES: The Southern, or
Confederate , States wanted to keep the right to own slaves..
v .Army - the army of the United States of America; the agency that organizes and
trains soldiers for land warfare
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S. Grant of the Union
Lesson 2
Reading
T.: Now
we are going to read and translate the text.
American Civil War
The American Civil War (1861–1865) was a civil war
fought in the United States of America. In response to the election of Abraham
Lincoln as President of the United States, 11 southern slave states declared
their secession from the United States and formed the Confederate States of
America ("the Confederacy"); the other 25 states supported the
federal government ("the Union"). After four years of warfare, mostly
within the Southern states, the Confederacy surrendered and slavery was
outlawed everywhere in the nation. Issues that led to war were partially
resolved in the Reconstruction Era that followed, though others remained
unresolved.
In the presidential election of 1860, the
Republican Party, led by Abraham Lincoln, had campaigned against expanding
slavery beyond the states in which it already existed. The Republicans strongly
advocated nationalism, and in their 1860 platform they denounced threats of
disunion as avowals of treason. After a Republican victory, but before the new
administration took office on March 4, 1861, seven cotton states declared their
secession and joined to form the Confederate States of America. Both the
outgoing administration of President James Buchanan and the incoming
administration rejected the legality of secession, considering it rebellion.
The other eight slave states rejected calls for secession at this point. No
country in the world recognized the Confederacy.
Hostilities began on April 12, 1861, when
Confederate forces attacked a U.S. military installation at Fort Sumter in
South Carolina. Lincoln responded by calling for a volunteer army from each
state to recapture federal property, which led to declarations of secession by
four more slave states. Both sides raised armies as the Union seized control of
the border states early in the war and established a naval blockade. Land
warfare in the East was inconclusive in 1861–62, as the Confederacy beat back
Union efforts to capture its capital, Richmond, Virginia, notably during the
Peninsular Campaign. In September 1862, the confederate campaign in Maryland
ended in defeat at the Battle of Antietam, which dissuaded the British from
intervening. Days after that battle, Lincoln issued the Emancipation
Proclamation, which made ending slavery a war goal.
In 1863, confederate general Robert E. Lee's
northward advance ended in defeat at the Battle of Gettysburg. To the west, the
Union gained control of the Mississippi River after the Battle of Shiloh and
Siege of Vicksburg, splitting the Confederacy in two and destroying much of
their western army. Due to his western successes, Ulysses S. Grant was given
command of the eastern army in 1864, and organized the armies of William
Tecumseh Sherman, Philip Sheridan and others to attack the Confederacy from all
directions, increasing the North's advantage in manpower. Grant restructured
the union army, and put other generals in command of divisions of the army that
were to support his push into Virginia. He led the Overland Campaign to seize
Richmond, though in the face of fierce resistance he altered his plans and led
the Siege of Petersburg which nearly finished off the rest of Lee's army.
Meanwhile, Sherman captured Atlanta and marched to the sea, destroying
Confederate infrastructure along the way. When the Confederate attempt to
defend Petersburg failed, the Confederate army retreated but was pursued and
defeated, which resulted in Lee's surrender to Grant at Appomattox Court House
on April 9, 1865.
The American Civil War was one of the earliest
true industrial wars. Railroads, the telegraph, steamships, and mass-produced
weapons were employed extensively. The practices of total war, developed by
Sherman in Georgia, and of trench warfare around Petersburg foreshadowed World
War I in Europe. It remains the deadliest war in American history, resulting in
the deaths of 620,000 soldiers and an undetermined number of civilian
casualties. Historian John Huddleston estimates the death toll at ten percent
of all Northern males 20–45 years old, and 30 percent of all Southern white
males aged 18–40.[4] Victory for the North meant the end of the Confederacy and
of slavery in the United States, and strengthened the role of the federal
government. The social, political, economic and racial issues of the war
decisively shaped the reconstruction era that lasted to 1877.
While – reading task
T.: While reading the text you should write
down peculiarities of a civil war.
Post
– reading task
Lesson 3
Writing
You have to write a short article about
American Civil War.
Answer the questions:
What was the influence of the Colonial America
period for the whole American history?
Did the American Revolution contribute to the
development of America’s society?
How did
the Civil War historically shape contemporary America?
Card #1
Read and translate the
words:
v American Civil War - civil war in the United States between the North
and the South; 1861-1865
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Ulysses S. Grant - 18th President of the United States; commander of the Union armies in the
American Civil War (1822-1885)
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v Confederate Army - the southern army during the American Civil War
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S.
Grant of the Union
v military post - military installation at which a body of troops is stationed
NOTES: On that day, Southern
troops fired on Fort Sumter, a U.S. military post in Charleston, South
Carolina.
v secede - withdraw from an organization or communion
NOTES: In 1860 and 1861, the
Southern States seceded from, or left, the United States.
v civil war - a war between factions in the same country
NOTES: The American Civil
War (1861-1865) was a long and bloody war between the Southern States and the
Northern States.
v Confederate - of or having to do with the southern Confederacy during the American Civil
War
NOTES: The Southern, or
Confederate , States wanted to keep the right to own slaves..
v .Army - the army of the United States of America; the agency that organizes and
trains soldiers for land warfare
NOTES: On April 9, 1865,
General Robert E. Lee of the Confederate Army surrendered to General Ulysses S. Grant of the Union
Wednesday, the thirty-first of March.
Theme:
Outer Planets.
Lesson 1.
We’ll learn about the Outer planets of
the Solar System in fiction. We are going to do some tasks to improve your
knowledge.
1. Reading
Pre-reading task
T.: In
order to learn new items we start to work with lexical cards (card #1). Here you can see some new words:
- Galilean moons
- gas giants
- Great Red Spot
- outer planets
- planetary rings
Reading
T.: Now
we are going to read and translate the text.
Outer planets of the Solar System
Our solar
system is made up the sun, eight planets, more than 150 moons, as well as
comets, asteroids, dwarf planets and other space rocks.
Planets,
asteroids and comets orbit the sun. They travel around our sun in an ellipse.
It takes Mercury, the nearest planet, only 88 days but Neptune 164 years to
travel around the sun once.
Moons orbit planets. Currently, Jupiter has the
most moons – over 60. Mercury and Venus don't have any moons.
The inner
planets Mercury, Venus, the Earth and Mars are called terrestrial planets. This means they have a
hard surface to stand on. Jupiter,
Saturn, Neptune and Uranus are the outer planets. They are also called the gas
giants because you can't stand on them - their
surface is made of gas.
There are
many theories on how the solar system
developed. About 4.5 billion
years ago a big cloud of gas and dust probably
collapsed. The sun formed in the middle, the densest region. Further away from the sun,
gases changed to planets made of rock.
Lesson 2
Lesson 2
Lesson 2T
The planets
of our solar system
Lesson 2
Jupiter
Jupiter is the fifth planet from the sun and
the largest in our solar system. It has 1 400 times the volume of our Earth, but is only 300 times as heavy because the planet must be made up of
gas rather than rocks or metal.
completes
one full turn every 10 hours. If you look at Jupiter closely, you can see stripes
, probably clouds that are created by
fast-moving winds.
Saturn
Saturn is
the sixth planet from the sun and the second-largest in our solar system. It is
different from the other planets because of its rings, which were first seen by
the Italian astronomer Galileo in 1610.
You can see
Saturn without using a telescope, but you need one if you want to see its
rings. Saturn has a diameter about 10 times larger than the Earth and about 760
Earths could fit into the planet.
Uranus
Uranus is
the seventh planet from the sun. It is sixth in size and just visible to the
human eye. It was discovered by accident
by the British astronomer William
Herschel in the 18th century.
Uranus has
a diameter of over 50,000 km - about 4 times that of the Earth and it is 3 billion
km away from the sun. It takes Uranus 84 years for one single orbit around the
sun and 17 hours for one rotation around
its axis. The unusual thing about Uranus
is that its poles are pointed directly
at the sun. This means that it orbits the sun on its side. Each pole gets 42
years of sunlight and then 42 years of darkness.
Neptune
When
Neptune was discovered 1846 astronomers thought it was a star. It is the eighth
planet from the sun. It does not shine so brightly, so it is only visible when
you use a telescope. It appears as a green - bluish disc, like Uranus.
It takes Neptune, which is almost 4.5 billion
km away from Earth, almost 165 years to travel around the sun once. Neptune's
day is shorter than an Earth day - only 16 hours.
While – reading task
T.:
While reading the text you should be ready to answer the question:
What is the Continental Congress?
Post – reading task
Lessn 3 Writing
T.: You have got the cards with the task. We have
just read the text.
Your task is to choose the right answers (card
#2).
1. What
is the biggest planet in our Solar System?
Neptune
Uranus
Saturn
Jupiter
2. Which statement about the outer planets is
TRUE?
Saturn
is the only outer planet that has rings.
The
outer planets are all very warm and have volcanoes.
The
outer planets do not have many moons.
The
atmosphere of the outer planets are made of thick and swirling gases.
3. Which planet is furthest from the sun?
Saturn
Neptune
Uranus
Mars
4.Which statement about Neptune is true?
Neptune
has a ring system.
Neptune
has five known moons.
Neptune
is made entirely of gas.
Neptune
can be seen by eye on a clear night.
5. Which planet has seasons that last for about
40 years long?
Jupiter
Neptune
Uranus
Earth
6. What planet has the most carbon dioxide in
its atmosphere?
Neptune
Venus
Uranus
Mercury
7. Jupiter,
Saturn, Uranus, and Neptune are called the gas giants because their surfaces
are made of gases.
True
False
8. What is the largest planet in our solar
system?
9. The outer planets are called the Jovian
Planets or gas giants.
True
False
10. Uranus has moons.
True
False
11. What two gases mostly make up Jupiter?
oxygen
and helium
oxygen
and nitrogen
hydrogen
and helium
hydrogen
and nitrogen
12. Uranus is tilted so it seems to be on its
side.
True
False
13. Galileo
was the first person to observe Uranus with a telescope.
True
False
3.Speaking
T.: Answer the questions:
Why are outer planets called outer planets?
What are outer planets?
What is outer planets?
Which are outer planets?
Card#1
Read the new words:
- Galilean moons
- gas giants
- Great Red Spot
- outer planets
- planetary rings
Card#2
Choose the right answers:
1. What
is the biggest planet in our Solar System?
Neptune
Uranus
Saturn
Jupiter
2. Which statement about the outer planets is
TRUE?
Saturn
is the only outer planet that has rings.
The
outer planets are all very warm and have volcanoes.
The
outer planets do not have many moons.
The
atmosphere of the outer planets are made of thick and swirling gases.
3. Which planet is furthest from the sun?
Saturn
Neptune
Uranus
Mars
4. Which statement about Neptune is true?
Neptune
has a ring system.
Neptune
has five known moons.
Neptune
is made entirely of gas.
Neptune
can be seen by eye on a clear night.
5. Which planet has seasons that last for about
40 years long?
Jupiter
Neptune
Uranus
Earth
6. What planet has the most carbon dioxide in
its atmosphere?
Neptune
Venus
Uranus
Mercury
7. Jupiter,
Saturn, Uranus, and Neptune are called the gas giants because their surfaces
are made of gases.
True
False
8. What is the largest planet in our solar
system?
9. The outer planets are called the Jovian
Planets or gas giants.
True
False
10. Uranus has moons.
True
False
11. What two gases mostly make up Jupiter?
oxygen
and helium
oxygen
and nitrogen
hydrogen
and helium
hydrogen
and nitrogen
12. Uranus is tilted so it seems to be on its
side.
True
False
13. Galileo
was the first person to observe Uranus with a telescope.
True
False
30.03.2021
Tuesday, the thirtieth of March
Theme: Comparison of Ajectives
Lesson 1
Watch the video
https://www.youtube.com/watch?v=HqueToxC4d4
Lesson 2
- He is ………………… than his neighbors. rich. ...
- The brides were much ……………… than the grooms. young. ...
- He is too ………………… to be taught. intelligent. ...
- He is ………………… than I thought him to be. ...
- When the old woman became …………………, she began to move about. ...
- He is much ………………… now. ...
- The offer was too ………………… to be true. ...
- He fishes with …………………
Lesson 3
Do exercices in your English PACE
Monday, the twenty-ninth of March
Тема: Percents
Lesson1
Today
we are going to learn more about math percents and solve some problems.
v Percent (or per cent) means one hundredth.
v The symbol for percent is %.
Therefore, 1% means 1/100 or one hundredth,
and 7%
means 7/100 or seven hundredths.
v The words “per cent” actually mean “per
hundred” in Latin.
Since percentages are just hundredth parts, we can
very easily write them as fractions and as decimals.
63% =
63
100 = 0.63
v A percent is just a fraction converted to
be expressed as parts per hundred.
E.g.
Three
quarters (3/4) is equivalent to (3x25) / (4x25) = 75/100 = 75%
0.123 =
12.3 / 100 = 12.3%
If you fill
a 5 gallon container to 80% of its capacity it will contain 5 x 80% = 5 x
(80/100) = 4 gallons.
If you
score 45 correct answers out of a possible 90 questions your score, expressed
as a percentage, is (45/90) x 100 = 50%
Percent is
a proportional amount in relation to a whole, based on the whole amount being
100. For example, 50 percent of something is 50 of 100, which is equal to one
half, and 75 percent equals 75 of 100, or three quarters.
100% of something means all of it. 1% of something means 1/100 of it.
v To calculate a percentage of a
quantity, we use the same method as when we calculate a fractional part of that
quantity because percent simply means a hundredth part. Therefore, percentages
are just fractions.
v
Lesson 2
Now let’s
read and study the tables (card#1).
T.: The first task for you is to write
down the answers (card#1):
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
T. Now you
have to study and complete the table (card#2)
Lesson 3
Card#1
Read and
study the tables:
Card#2
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
Card#3
Study and complete the table:
Тема: Percents
Lesson1
Today
we are going to learn more about math percents and solve some problems.
v Percent (or per cent) means one hundredth.
v The symbol for percent is %.
Therefore, 1% means 1/100 or one hundredth,
and 7%
means 7/100 or seven hundredths.
v The words “per cent” actually mean “per
hundred” in Latin.
Since percentages are just hundredth parts, we can
very easily write them as fractions and as decimals.
63% =
63
100 = 0.63
v A percent is just a fraction converted to
be expressed as parts per hundred.
E.g.
Three
quarters (3/4) is equivalent to (3x25) / (4x25) = 75/100 = 75%
0.123 =
12.3 / 100 = 12.3%
If you fill
a 5 gallon container to 80% of its capacity it will contain 5 x 80% = 5 x
(80/100) = 4 gallons.
If you
score 45 correct answers out of a possible 90 questions your score, expressed
as a percentage, is (45/90) x 100 = 50%
Percent is
a proportional amount in relation to a whole, based on the whole amount being
100. For example, 50 percent of something is 50 of 100, which is equal to one
half, and 75 percent equals 75 of 100, or three quarters.
100% of something means all of it. 1% of something means 1/100 of it.
v To calculate a percentage of a
quantity, we use the same method as when we calculate a fractional part of that
quantity because percent simply means a hundredth part. Therefore, percentages
are just fractions.
v
Lesson 2
Now let’s
read and study the tables (card#1).
T.: The first task for you is to write
down the answers (card#1):
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
T. Now you
have to study and complete the table (card#2)
Lesson 3
Card#1
Read and
study the tables:
Card#2
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
Card#3
Study and complete the table:
Тема: Percents
Lesson1
Today
we are going to learn more about math percents and solve some problems.
v Percent (or per cent) means one hundredth.
v The symbol for percent is %.
Therefore, 1% means 1/100 or one hundredth,
and 7%
means 7/100 or seven hundredths.
v The words “per cent” actually mean “per
hundred” in Latin.
Since percentages are just hundredth parts, we can
very easily write them as fractions and as decimals.
63% =
63
100 = 0.63
v A percent is just a fraction converted to
be expressed as parts per hundred.
E.g.
Three
quarters (3/4) is equivalent to (3x25) / (4x25) = 75/100 = 75%
0.123 =
12.3 / 100 = 12.3%
If you fill
a 5 gallon container to 80% of its capacity it will contain 5 x 80% = 5 x
(80/100) = 4 gallons.
If you
score 45 correct answers out of a possible 90 questions your score, expressed
as a percentage, is (45/90) x 100 = 50%
Percent is
a proportional amount in relation to a whole, based on the whole amount being
100. For example, 50 percent of something is 50 of 100, which is equal to one
half, and 75 percent equals 75 of 100, or three quarters.
100% of something means all of it. 1% of something means 1/100 of it.
v To calculate a percentage of a
quantity, we use the same method as when we calculate a fractional part of that
quantity because percent simply means a hundredth part. Therefore, percentages
are just fractions.
v
Lesson 2
Now let’s
read and study the tables (card#1).
T.: The first task for you is to write
down the answers (card#1):
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
T. Now you
have to study and complete the table (card#2)
Lesson 3
Card#1
Read and
study the tables:
Card#2
1) Write the fractions as percentages.
a. About 4/5 ( _______ %) of the United
States population is 14 years old or older.
b. About 2/25 ( _______ %) of the world’s population lives in North
America.
c. The continent of Africa covers about 1/5
( _______ %) of the Earth’s total land mass.
2) Two trees are growing in Sandy’s front
yard. The taller one is 5/4 as tall
as the shorter one.
a. Write the second sentence using a percent
instead of a fraction.
b. If the shorter tree is 160 cm tall, how
tall is the taller tree?
3) Find 10%
of these numbers.
a. 900 _______
b. 160 _______ c. 50
_______
2. Find 1%
of these numbers.
a. 900 _______
b. 6,800 _______ c. 550
_______
4) If 1% of
Cindy’s salary is $23, how much is her salary?
5) Ten
percent of the cost of a pool is $430. How much does the pool cost?
Card#3
Study and complete the table:
Friday, the fifth of March.
Theme: Reading with i:
Today we are going to learn more about the long sound ''ֿe''. We are going to do some tasks to improve
your knowledge.
The
long ''ֿe'' sound may be
spelled seven different ways.
e = he
ee = Zeek
ea = eat
ey = monkey
ie = pieces
ei = ceiling
y = tiny
T.:
Two letters which spell a single sound are called a digraph.
2.Speaking
T.: Look
at the pictures and name them:
3.
T.:
You have just learned the rules of the reading long sound ''ֿe''. Now, you have to do some tasks.
Draw a line under the right spelling word and read
the sentences (card #1):
1. The little bear (at, eat, ate) honey from
the tree.
2. He came to (clam, claim, calm) the book.
3. The (gray,
4. We often (meard, dream, draem) at night.
5. The boy held the (yek, kee, key) for his
mother.
4. Writing
T.:
Write the spelling words, putting in the correct spelling for the ''ֿe'' sound (card #2):
cr_ _p
w_ _ k
dr_ _m gr_ _ t
tin_ rec_ _ ve
_ vil k_ _
f_ _ ld
T.: Think of and write eight words that have a long
''ֿe'' sound, like
eat and mean. (card #3)
You have got the cards and you should circle
the correct spelling of long E words (card #4 )
Now, let’s
unscramble words with a long E sound. (card #5)
Thursday, the fourth of March.
Theme: Articles of Confederation
·
acceptable
- agreeable;
·
central
- main;
·
Charles
Cornwallis - a British general;
·
confederation
- a group joined together;
·
convention
- a meeting;
·
delegate
- a representative;
·
discussion
- a conversation for and against something;
·
document
- a paper that gives important information;
Reading
Independence
and the Articles of Confederation
All are famous
phrases that sparked the AMERICAN REVOLUTION. In the view of many colonists,
British rule suppressed political, economic, and religious freedoms. Many of
those that hesitated to support independence were soon convinced by the
passionate words of THOMAS PAINE, SAMUEL ADAMS, PATRICK HENRY, and eventually
JOHN ADAMS and Thomas Jefferson. The Declaration of Independence in 1776, the
American Revolution, and the creation of the Articles of Confederation
represent the American colonies' first attempt to become a nation. This
incubation was tentative at best, but ultimately led to success.
The
Declaration of Independence
Thomas Paine
advocated the independence of the American colonies from Britain. The writings
of Paine, Samuel Adams, and others convinced Americans to set up their own
state and democratic government.
As tensions
between Britain and the American colonies increased, a series of meetings were
called, including that of the SECOND CONTINENTAL CONGRESS (1775-1776.) On July
4, 1776, the delegates approved the Declaration of Independence, the event that
marks the birth of the United States. Thomas Jefferson, a delegate from
Virginia, drafted the document primarily as a list of grievances against the
king. His most important words, however, clearly shaped the philosophical basis
of the new government. The famous introduction clearly reflected John Locke's
SOCIAL CONTRACT THEORY: "...to secure these rights [Life, Liberty, and the
pursuit of happiness], Governments are instituted among men, deriving their
just powers from the consent of the governed." Jefferson further reasoned
that since the British government had abused these rights, the colonists had
the right "to alter or to abolish it, and to institute new
Government."
The
American Revolution and the Articles of Confederation
Shay's Rebellion
showed the weaknesses of the Articles of Confederation. When the central
government couldn't put down the rebellion, the first stirrings of federalism
began to gather strength.
The British, of
course, did not recognize the Declaration and continued to send troops to
contain the rebellion. The war continued until 1783, so the new government had
to be put in place in a wartime atmosphere. The Articles of Confederation, a
compact among the thirteen original states, was written in 1776 but not
ratified by the states until 1781. The loose "LEAGUE OF FRIENDSHIP"
that it created reflected the founders' reaction to the central authority of
King George III.
The government
gave most powers to the states, and the central government consisted only of a
legislature. Above all, the colonists wanted to preserve their liberties, but
the central governments' lack of power proved to be disastrous. It could not
regulate trade or keep the states from circulating their own currency. No chief
executive could make real decisions, and no national court could settle
disputes among states. And perhaps most importantly, they could not efficiently
conduct a war nor pay the debts incurred once the war was over.
The
Declaration of Independence
The Declaration
of Independence reflected many of the ideals that the signers believed in.
Ideas such as life, liberty, and the pursuit of happiness were products of the
Enlightenment.
By 1786 the new
country was in serious economic straits, and states were quarreling over
boundary lines and tariffs. An economic depression left not only states in
trouble, but also many ordinary citizens, such as farmers and merchants, were
deep in debt as well. SHAYS' REBELLION, a revolt by angry farmers in
Massachusetts, symbolized the chaos in the country. Even though the
Massachusetts militia finally put the rebellion down, it pointed out the
inability of the central government to maintain law and order. In reaction,
Alexander Hamilton of New York initiated the organization of a meeting in
Philadelphia in 1787. This convention would eventually throw out the Articles
of Confederation and draft the Constitution.
So the freedom
that the American Revolution sought to preserve proved to create a government
under the Articles of Confederation that could not keep law and order. But the
failure of the initial experiment helped the founders to find a more perfect
balance between liberty and order in the Constitution they produced in 1787.
While -
reading task
T.: Please,
while reading the text write one key word that sums every paragraph.
Post -
reading task
2.Writing
T.: You have
some cards (card#2). Please, fill in the blanks with the right answers:
1. The first
plan of government agreed upon by the colonies was called the________.
2. In the
Articles of Confederation, the confederation of ______ states was called the
United States of America.
3. Under the Articles of Confederation, the government
of the thirteen states was operated by ________.
4. The Articles
of Confederation guaranteed the ___________ to be sovereign and independent.
5. Congress
asked for a convention in __________ to work on the problem of establishing a
stronger confederation.
V.
Заключна частина уроку
1. Підведення підсумків уроку
Our lesson is
coming to the end.
What have you
learned about American Independence and the Articles of Confederation?
2. Домашнє завдання:
Review the material we have learned.
3. Оцінка діяльності
учнів
So, thank you
for your hard work! You have been very active! The lesson is over.
Good-bye!
Card#1
Read and translate the new words:
·
acceptable
- agreeable;
·
central
- main;
·
Charles
Cornwallis - a British general;
·
confederation
- a group joined together;
·
convention
- a meeting;
·
delegate
- a representative;
·
discussion
- a conversation for and against something;
document - a
paper that gives important information;
Card#2
Fill in the
blanks with the right answers:
1. The first
plan of government agreed upon by the colonies was called the________.
2. In the
Articles of Confederation, the confederation of ______ states was called the
United States of America.
3. Under the Articles of Confederation, the government
of the thirteen states was operated by ________.
4. The Articles
of Confederation guaranteed the ___________ to be sovereign and independent.
5. Congress
asked for a convention in __________ to work on the problem of establishing a
stronger confederation.
Wednesday, the third of March
Тheme: Earthquakes.Mercalli’s scale
T.: Today we'll
learn about earthquakes. We are going to do some tasks to improve
your knowledge.
T.: Now, let's
learn some new items on the topic.
I'll give you
the cards (card#1) with new words. You have to read and translate them.
·
coast
- the edge of a continent;
·
damage
- to ruin;
·
Modified
Mercalli Scale - a help in measuring earthquakes;
·
Richter
Scale - a help in measuring earthquake action;
·
seismologist
- one who studies earthquakes;
·
tsunami
- a huge ocean wave of water;
Reading
One way of
describing the size of an earthquake is by the amount of shaking at some
particular location. To actually measure ground motion requires a seismometer,
but ground motion can be estimated from effects like damage to buildings, or
from events that people who experience a 'quake typically remember, such as the
ringing of church bells, or even whether they felt the earthquake at all
(seated persons typically notice earthquakes that people moving around do not).
A scale can be constructed whose steps are defined by the kinds of damage and
events that typically occur together. With such a scale, scientists arriving at
the scene of an earthquake can assign a number to its intensity at that
location by gathering witnesses' impressions.
Mercalli Scale
In 1902,
Giuseppe Mercalli greatly improved the Rossi-Forel Scale, later increasing the
number of steps to 12, and the intensity scale has since been known as the
Mercalli Scale. Further improvements were made by A. Sieberg in 1923, Harry O.
Wood and Frank Neumann in 1931, and Charles Richter in 1956. All of these are
“Modified Mercalli scales.” The improvements made the descriptions less
regional and more precise (instead of “buildings fall,” the newer scales say
what kinds of buildings fall), and have refined the groupings to be sure they
include events that actually occur together.
The initials
“M.M.” (for Modified Mercalli) are often used before the step number.
Intensities on the Mercalli scale are usually shown in Roman numerals, a
convention worth preserving because it helps to distinguish intensity ratings
from magnitude ratings.
The Modified
Mercalli Scale is a good way of saying how bad it was at some particular
location, but it isn't a good way of saying how strong the earthquake was in
general. For example, intensity depends a great deal on the nature of the
ground. An earthquake's intensity will be much greater in a town built on fill
than in one built on granite. In 1985, an earthquake 300 km away caused
catastrophic damage in Mexico City, but mainly in 15- to 25-story buildings.
The buildings had a natural resonance at a period of around two seconds, and the
geological conditions beneath the city picked up such waves from the quake and
amplified them. If an earthquake's “size” is to be described without reference
to location, some other technique must be used.
While -
reading task
T.: Please,
while reading the text write one key word that sums every paragraph.
Post -
reading task
2.Writing
T.: Now, you
have cards (card#2).
Your task is to
fill in the blanks with the right answers:
1. Every year
the ground around and under us ______ and ___________ many thousands of time.
2. Most of the
shaking of the earth's crust are not great enough to be ___________.
3. _____________
learn many things about earthquakes by studying the recording of seismographs.
4. Bad-smelling
_________ coming out of the ground may warn that earthquakes are going to take
place.
5. Before an
earthquake, animals seem to ___________ that something is about to happen.
6. Animals will
not go into their animal homes the night before an _________.
Card#1
Read and translate the new words.
·
coast
- the edge of a continent;
·
damage
- to ruin;
·
Modified
Mercalli Scale - a help in measuring earthquakes;
·
Richter
Scale - a help in measuring earthquake action;
·
seismologist
- one who studies earthquakes;
·
tsunami
- a huge ocean wave of water;
Card#2
Fill in the
blanks with the right answers:
1. Every year
the ground around and under us ______ and ___________ many thousands of time.
2. Most of the
shaking of the earth's crust are not great enough to be ___________.
3. _____________
learn many things about earthquakes by studying the recording of seismographs.
4. Bad-smelling
_________ coming out of the ground may warn that the earthquake is going to
take place.
5. Before an
earthquake, animals seem to ___________ that something is about to happen.
6. Animals will not go into their animal homes the night before an _________. Tuesday,the second of March
Theme: Passive Voice
Watch the video :
https://www.youtube.com/watch?v=7FBr-G0ur9I
LEARN NEW WORDS
authority - the
responsibility to make decisions;
discipline - to
train a person's character;
effort - a
strong attempt or try;
Mr. Gerrish - a
Puritan man;
John Winthrop -
a Puritan governor of
influence - the
power to direct.
Pilgrims and Puritans
A group of
religious travelers known as the Pilgrims arrived on the Mayflower from
Although the
Learning from
the Pilgrims' harsh experiences of winter in the Plymouth Colony, the Puritans
first sent smaller groups in mid-1620s from
20.01.2021
Wednesday, the twentieth of January.
Theme: Volcanoes
Lesson 1
Today, we are going to learn about volcanoes.
Here you can see some new words:
- a
volcano – an opening in the earth's crust from which molten lava, rock
fragments, ashes, dust, and gases are ejected from below the earth's surface;
- to
erupt – to eject (steam, water, and volcanic material such as lava and ash)
violently or (of volcanic material, etc.) to be so ejected;
- ash
– ruins or remains, as after destruction or burning;
- lava
– magma emanating from volcanoes and other vents;
- a
volcanologist - a geologist who studies the processes involved in the
formation and eruptive activity of volcanoes and their current and historic
eruptions;
- a cinder
– a piece of charred material that burns without flames; ember
- a
shovel - to lift (earth, etc.) with a shovel.
Lesson 2
Now we are going to read and translate the text.
Volcanoes
Volcanoes are the result of powerful
earth forces. Men want to learn more about volcanoes so that they can better
understand these powerful forces which lie beneath the earth's surface.
When we say a volcano is not active, we mean it
no longer erupts, or shoots out hot rock and hot ash. Ash is a kind of black,
powdery dust from a volcano.
Parícutin (or Volcán de Parícutin,
also accented Paricutín) is a cinder cone volcano in the Mexican state of
Michoacán, close to a lava-covered village of the same name. The volcano is
unique in the fact that its evolution from creation to extinction was
witnessed, observed and studied. It appears on many versions of the Seven
Natural Wonders of the World. Parícutin is part of the Michoacán–Guanajuato
volcanic field, which covers much of west central
Volcanologists are scientists who
study volcanoes. The erupting of a volcano is very interesting to a
volcanologist. The volcanologists were more excited about this volcano than any
other. For the first time in history, volcanologists could study a small
volcano as it was developing into a large volcano.
The volcano had grown to a height of
Three weeks before the actual eruption, rumbling noises that resembled
thunder were heard by people near Parícutin village. These were actually deep
earthquakes. The volcano began as a fissure in a cornfield owned by a
P'urhépecha farmer, Dionisio Pulido, on February 20, 1943. He and his wife
witnessed the initial eruption of ash and stones first-hand while working in
the field. The volcano grew quickly, reaching five stories tall in just a week,
and it could be seen from afar in a month. Much of the volcano's growth
occurred during its first year, while it was still in the explosive pyroclastic
phase. The nearby villages Parícutin (after which the volcano was named) and
San Juan Parangaricutiro were buried in lava and ash; the residents relocated
to vacant land nearby.
At the end of this phase, after roughly one year, the volcano had grown
While – reading task
T.:
While reading the text you should underline new items and try to understand
their meanings and make up your own sentences.
PACE Work 7 D
19.01.21
Tuesday, the nineteenth of January
Theme: Comparison of Ajectives
Lesson 1
Watch the video
https://www.youtube.com/watch?v=HqueToxC4d4
Lesson 2
- He is ………………… than his neighbors. rich. ...
- The brides were much ……………… than the grooms. young. ...
- He is too ………………… to be taught. intelligent. ...
- He is ………………… than I thought him to be. ...
- When the old woman became …………………, she began to move about. ...
- He is much ………………… now. ...
- The offer was too ………………… to be true. ...
- He fishes with …………………
PACE Work 7 D
18.01.21
Monday, the eighteenth of January
Theme:
The Greatest Common Factor.
Lesson
1.
Время: 18 янв. 2021 09:30 AM Киев
https://us04web.zoom.us/j/72646075758?pwd=S05DTjFjMEdvRkpFOEFHMmpRRm5HQT09
Идентификатор конференции: 726 4607 5758
Код доступа: 1Bxf9p
Lesson 2.
Today we are
going to learn more facts about the Greatest Common Factor. We are going to do
some tasks to improve your knowledge.
Now let's try to
solve this problem. You have to add or subtract.
On Monday the
City of
The
"Greatest Common Factor" is the largest of the common factors (of two
or more numbers)
Finding the
Greatest Common Factor
Here are three
ways:
1. You can:
find all factors
of both numbers (I have an All Factors Calculator to help you),
then select the
ones that are common to both, and
then choose the
greatest.
2. You can find
the prime factors and combine the common ones together.
3. And sometimes
you can just play around with the factors until you discover it.
T.: When you
find all the factors of two or more numbers, and you find some factors are the
same ("common"), the largest of those common factors is the Greatest
Common
Factor (GCF).
Now, please,
answer the questions:
What are the
factors of 12? 1, 2, 3, 4, 6,
and 12
What are the
factors of 20? 1, 2, 4, 5, 10,
and 20
Which are the
common factors? 1, 2, and 4
What is the
GCF?
Lesson 3.
You have got the
cards (card#2). You should find the Greatest Common Factor.
Read and study
the rules:
The
"Greatest Common Factor" is the largest of the common factors (of two
or more numbers)
Finding the
Greatest Common Factor
Here are three
ways:
1. You can:
find all factors
of both numbers (I have an All Factors Calculator to help you),
then select the
ones that are common to both, and
then choose the
greatest.
2. You can find
the prime factors and combine the common ones together.
3. And sometimes
you can just play around with the factors until you discover it.
Example: Find
the GCF of 18 and 27
The factors of
18 are 1, 2, 3, 6, 9, 18.
The factors of
27 are 1, 3, 9, 27.
The common
factors of 18 and 27 are 1, 3 and 9.
The greatest
common factor of 18 and 27 is 9.
Card#2
1. Find the GCF
of each set of numbers.
a) 12, 78 6
b) 40, 50 10
c) 20, 45 5
d)32, 48, 16
e) 36, 60, 84
2. Which set of
numbers has the greatest
GCF?
a) 4, 5, 20
b)18, 36
c) 18, 36, 45
d) 23, 29
players. When
they march in a parade, there is the same number of students in
each row.
a) Find the
greatest number of students in each row.
b) How many rows
of each group are there?
andalyukevich2.blogspot.com
15.01.21
Friday, the fifteenth of January
Theme: Adding –s to Nouns.
Lesson1
Время: 15 янв. 2021 09:30 AM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/
Идентификатор конференции: 787 7562 2504
Код доступа: 9WCPTx
Lesson 2
Watch the video.
https://www.youtube.com/watch?v=8o-grcR8PWc
Lesson 3
Do the exercices
14.01.21
Thursday, the fourteenth of January.
Theme:Mongolia.
Lesson 1.
Join the Zoom.
Время: 14 янв. 2021 09:30 AM Киев
Подключиться к конференции Zoom
Идентификатор конференции: 710 5119 2978 Код доступа: 5qWM2R
Lesson 2.
Read the interesting facts about Mongolia.
Mongolia is located in Asia between Russia to the north and China to the south. Situated on mountains and plateaus, it is one of the world's highest countries with elevation averaging 5,180 feet (1,580 meters). Mongolia is 435 miles (700 kilometers) from the Yellow Sea.
For most of its history, Mongolia was closed off to the world and little was known about the country or its people.
Many Mongolians continue to live in yurts, or gers, which are dome-shaped, tent-like structures. They are furnished with all the comforts of home, including a stove for heat and cooking meals, rugs to cover the wooden floors, beds, and storage. Today gers often have electricity, satellite dishes, and solar panels.
Mongolia’s largest festival, Naadam, is celebrated in summer and focuses on sports, games, and food. Children also participate in some of the sports, including horse races.
Many people still raise animals and eat a lot of meat and milk products.
Lesson 3.
Watch the video.
https://www.youtube.com/watch?v=zqd58GpNzfs
13.01.21
Theme: The Structure of the Earth
Lesson1
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 13 янв. 2021 09:30 AM Киев
Подключиться к конференции Zoom
Идентификатор конференции: 729 1557 8828
Код доступа: mBD6Tw
Lesson 2.
Read the text:
https://www.natgeokids.com/uk/discover/geography/physical-geography/structure-of-the-earth/
Lesson 3
Watch the video:
12.01.21
Theme: Adjectives
Lesson 1
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 12 янв. 2021 09:30 AM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/77130807675?pwd=NEI3NUsrK0xzVEl3ZXFnR2Y2d1RlUT09
Идентификатор конференции: 771 3080 7675
Код доступа: vHENf2
Lesson 2
- He is ………………… than his neighbors. rich. ...
- The brides were much ……………… than the grooms. young. ...
- He is too ………………… to be taught. intelligent. ...
- He is ………………… than I thought him to be. ...
- When the old woman became …………………, she began to move about. ...
- He is much ………………… now. ...
- The offer was too ………………… to be true. ...
- He fishes with …………………
- Lesson 3
- https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives/exercises
11.01.21
Theme: Prime Numbers
Lesson 1
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 11 янв. 2021 09:30 AM Киев
Подключиться к конференции Zoom
https://us04web.zoom.us/j/72596037525?pwd=SG5kLzVoNDI0WE9Fbkp0Z0ZlT0ZZQT09
Идентификатор конференции: 725 9603 7525
Код доступа: fu7BXQ
Lesson 2
We are going to learn about prime numbers read and do tasks to improve your knowledgAnswer my questions:
Do you have enough free time?
Do you have free time on Sundays?
Do you have much free time during the day?
Do you have much free time in the evenings?
Do you have much free time in the mornings?
What do you like to do on Sundays?
Lesson 3
Today we are going to learn about prime numbers and solve some problems.
What is a prime number? Let’s learn it.
Look at the blackboard, please. Here you can see what a prime number is:
A prime number is a number that has exactly two factors, which are the number 1 and the number itself.
T.: Think, please. And give me the answers:
What are the next three prime numbers after 29?
What is the only even prime number?
T.: Now, list the factors of these numbers in order from lesser to greater (card #1):
2 ……., ……….
3 …….., ……….
5 …….., ………
7 …….., ……….
11 ……., ………
13 …….., …new material……
17 ………, ……..
19 ………., …….
23 ………., ……..
29 ………., …….
24.12.20
Theme: Celebrating Christmas in England
https://zoom.us/j/363615323?pwd=MERrTksrOEkzTG9GY3FsU0ordStsUT09
We
are going to learn about prime numbers read and do tasks to improve your
knowledge.
III.Мовленнєва зарядка
Warming up. Введення в іншомовну атмосферу
T.: Answer my questions, please:
Do you have enough free time?
Do you have free time on Sundays?
Do you have much free time during the day?
Do you have much free time in the evenings?
Do you have much free time in the mornings?
What do you like to do on Sundays?
IV. Основна частина уроку.
Presentation of new
material
T.: Today
we are going to learn about prime numbers and solve
some problems.
What is a prime number? Let’s learn it.
Look
at the blackboard, please. Here you can see what a prime number is:
A prime number is a number that has exactly two factors,
which are the number 1 and the number itself.
T.: Think,
please. And give me the answers:
What are the next three prime numbers after 29?
What is the only even prime number?
T.: Now,
list the factors of these numbers in order from lesser to greater (card #1):
2 ……., ……….
3 …….., ……….
5 …….., ………
7 …….., ……….
11 ……., ………
13 …….., ………
17 ………, ……..
19 ………., …….
23 ………., ……..
29 ………., …….
Lesson 2
Watch the film.
23.12.20
Theme: Chemical Elements
Lesson 1
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom. Тема: Конференция Zoom Елена Андалюкевич Время: 23 дек. 2020 09:20 AM Киев Подключиться к конференции Zoom https://us04web.zoom.us/j/75853074605?pwd=MElab3hpZXpuVkNxVFQ2SXhadmEvQT09 Идентификатор конференции: 758 5307 4605 Код доступа: t4W2c4
Lesson 2
Do exercises in your Paces.
LEARN THE WORDS
- an element - any of the 118 known substances that
consist of atoms;
- iron – a silvery-white metallic element; a
chemical element;
- carbon - a nonmetallic element; a chemical
element;
- hydrogen – colorless gas that is the lightest
element in the universe;
- calcium - a chemical element, a soft gray metal;
- nitrogen - a colorless and odorless diatomic gas;
- oxygen - a colorless odorless highly reactive
gaseous element.
T.: Now we are going to read and translate
the text “We Learn About Elements”.
We Learn About Elements
Through the
years, men have named about 110 different kinds
of atoms. Each of these different kinds
of atoms is called an element. Chemists have worked with elements and found
that each element is different from every other kind of element.
Did
you know that elements help make up your body? The human body is made of some
of the same elements that are found in the ground.
Long ago men thought there were only four elements in all: fire, water,
earth, and air. They believed that all matter was formed when these four
elements were combined. For many years no one tried to prove or
disprove that idea.
No one observed or experimented to find out if fire, water, earth, and
air were elements.
Today
men have learned that fire, water, earth, and air are not elements at all. Mr.
Robert Boyle, often called 'the father of chemistry,' helped to change men's
ideas about the elements. He became very interested in finding out more about
the many different kinds of materials in the world. He did not believe the old
idea that all matter is made up of only four elements. He believed that there
were many elements, and that these elements combined to make up all matter.
Other men
took up the work of finding elements, and by A.D.
One
of the elements found in the human body and in the ground is the element iron.
Iron, when taken from the ground, is used in making steel. Iron is used to make
steel. Most of us have steel all around us. Automobiles and bicycles are made
of iron and steel. Steel pipes are used in houses, buildings, and heating
systems. Steel pipes help to bring oil thousands of miles across the country.
Our lives today would be very different without the element called iron.
Another
of the elements found in the human body and in the ground is carbon. The
element carbon can be found in many different forms.
Diamonds are
minerals formed from carbon. The diamond is the hardest material known to man.
Carbon is
also found in
coal. Sometimes used to help cook food and heat homes. Coal is one of
the great natural resources of the earth. At one time, nearly all trains were
driven by coal power. Men work many hours underground to take coal out of the
earth so that it can become useful to man.
Everything
on earth that is alive contains the element carbon. We even breathe out a gas
that is carbon combined with oxygen. This gas is called carbon dioxide.
Hydrogen
is an element found in man and in the ground. Hydrogen is an important element
in all plant and animal bodies and in most of our food. Coal, oil, water, and
natural gas all have hydrogen in them. However, there is little hydrogen in
rocks and air.
Hydrogen is
usually found in the form of a gas. It is an amazing gas because it is very
light in weight. Hydrogen is the lightest matter known. Hydrogen is sometimes
used in balloons because it can carry balloons very high into the air.
Calcium is
another element found in the ground and in man. Only four elements are found in
larger amounts in the earth than calcium. Calcium is combined with other materials
to make such things as paints, plant food, and building materials.
Plants,
animals, and people need calcium to grow and be healthy. People and animals
need calcium in order to have healthy bones and teeth. Calcium, combined with
another material, makes up more than half the weight of the bones.
Men
also have found that blood will not clot in a wound where there is not enough
calcium. We get the calcium our bodies need from fruits, vegetables, and milk.
Calcium is a very important element in our bodies.
Some
elements have short names like gold and iron, while others have long names.
(Praseodymium or lanthanum are examples of elements with long names.) To make
it easier to list all of the elements on a chart, symbols, or shortened forms,
are used to represent the
elements. For example, Fe is the symbol used to represent iron. You
know, of course, there is no 'F' V
in the word
'iron.' However, the word comes from a Latin word which
begins wi Fe (ferrum).
This
is a list of symbols that represent common elements:
carbon - C
calcium - Ca
iron - Fe
hydrogen - H
nitrogen - N
oxygen - O
While-reading task
T.: While reading the text you should
write down the symbols that represent common elements (card #2):
Carbon –
Calcium –
Iron –
Hydrogen –
Nitrogen –
Oxygen -
Post –reading task
3.Speaking
T.: Please, answer my questions according
to the text:
1.
What is an element?
2.
Where can we find the elements?
3.
What do you know about iron?
4. What
facts do you know about carbon?
5. What
characteristics of hydrogen do you know?
6. What
can you tell me about calcium?
7. What
do you know about nitrogen?
8.
What do you know about oxygen?
4.Writing
T.: You have got the cards. (card #3)
Let’s start to do some tasks to improve your knowledge.
The first task for you is to fill in the
blanks with the right answers:
- There
are about 110 different kinds of …………….. which have been named.
- The
nearly 110 different kinds of atoms are called …………
- Each
element is ………….. from every other kind of element.
- Mr.
…………..has often been called “the father of chemistry”.
- Iron
is an element found in the ………. and in the …………
- Carbon
is an ……………found in the human body and in the ground.
- ……………is
an important element in all plant and animal bodies and in most of our
food.
- ………….
is an element found in the air, in the ground, and within all living
things.
- There
are greater amounts of ……….on the earth than any other element.
The second task is to answer the
questions:
List
the six common elements discussed:……………………….
Name
two elements which are metals: ………………………….
Name
four elements which are nonmetals: …………………….
Are most elements metals or nonmetals? ………………….
2.12.20
Lesson 1.
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 22 дек. 2020 09:20 AM Киев
Подключиться к конференции Zoom
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Lesson 2/3.
Do the exercises
21/12/20
Theme: Subtraction
Lesson 1.
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 21 дек. 2020 09:20 AM Киев
Подключиться к конференции Zoom
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Код доступа: wSNp9u
Lesson 2.
Do the following tasks:
You have to solve the sums using subtraction.
The first task is to subtract. Borrow if necessary.
The second task is to fill in the blanks:
- In the number sentence 487 – 349=138, which of three numbers is the difference? Which of the three numbers is the subtrahend? Which of the three numbers is the minuend?
- If 436 subtracted from 985 equals 549, which of the three numbers is the subtrahend? Which of the three numbers is the difference? Which of the three numbers is the minuend?
- If 239 – 200 = 39, the minuend is………., the subtrahend is…………, and the difference is…………….. .
Lesson 3.
Watch the video:
https://www.youtube.com/watch?v=Y6M89-6106I
Do exercices in your Maths PACEs.Send the photo of 4 pages to my e-mail andalyukevich5@gmail.com
11.12/20
Тема: Формування та вживання Past Simple Tense
Watch the film:
When do we usually use the tense? Of course, we use the tense to talk about actions and situations in the past.
Could you give me an example of using the tense? What did you do yesterday?
As for me I was very busy. I went to work. I cleaned my house and prepared dinner and supper for my family. Only in the evening I could rest a little but unfortunately it was not enough.
Writing
T.: You have cards (card#3). Your task is to complete the sentences, using the verbs in the past:
see, find, help, be, put, catch, be
One day the children were on the ship. The sea was quiet. Suddenly they _________the pirates' ship. The pirates_________ the children and _______them in a dark room, but Kevin ________ Steve and Maggie. In the room the children ________ the eighth magic pearl. Kevin put the eight pearls together and saved the
Summarizing
So, today you have done your best and I`m very pleased with you.
I think we’ll stop doing this now. The lesson is over. Good bye.
Card#1
Read 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
Card#2
Read and study the rules:
Card#3
Complete the sentences, using the verbs in the past:
see, find, help, be, put, catch, be
Елена Андалюкевич приглашает вас на запланированную конференцию: Zoom.
Тема: Конференция Zoom Елена Андалюкевич
Время: 11 дек. 2020 09:20 AM Киев
Подключиться к конференции Zoom
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One day the children were on the ship. The sea was quiet. Suddenly they _________the pirates' ship. The pirates_________ the children and _______them in a dark room, but Kevin ________ Steve and Maggie. In the room the children ________ the eighth magic pearl. Kevin put the eight pearls together and saved the
heme: Work in the life of People 10/12/20
Learn the words
- dominion – володіння
- to subdue – підкоряти
- to provide – постачати;
забезпечувати
- basic needs – основні потреби
- a reward - нагорода
Make up your own
sentences with these new words.
Reading
T.: Let’s read and translate
the text “Man Works Hard to Provide Basic Needs”. Let’s read it one by one, one
sentence is for one pupil.
Work, we can’t really avoid it. Human civilisation has been built on
work, the labouring of many billions of people throughout history
has created the cities, farms, industries, armies and infrastructure which
have marked our time on the planet. Even before human civilisation emerged, the
role of labour and the development of different kinds of tools has been central
to our evolution from the more primitive primates.
If work is so important, and has got us so far, why is it so terribly
shitty most of the time? In Britain today, the use of sick notes has reached
record levels. More and more people are taking time off work with a wide
variety of mental health issues: stress, depression and anxiety predominant
amongst them. Morale in most workplaces – regardless of the economic climate –
is often low. Our working lives are increasingly dogged by bureaucracy,
targets, tick-boxes, key performance indicators and meetings about meetings. We
are commanded to revel in the faux-hyper-excitement of the sales team who made
another successful pitch.
This is the pathology of our times. Work is necessary, but it is also
alienating. It is this way because our natural human endeavours to strive, to
create, to design and build have been captured by the ruling elites;
bastardised and turned in on themselves. We are confronted with our creativity
but it has been deformed and rendered monstrous by the desires of capital – the
relentless push for profit. We dream of a fulfilling life but instead we end up
selling car insurance.
While - reading task
T.: Please, while reading the text you have to find out lexical clues
(e.g. reference words) which are connected with the theme and make up a plot to
the text.
Post-reading task
Speaking
T.:
Now, try to answer my questions according to the text:
Is work a curse?
Should people work very hard?
What people should do?
What are basic needs of people?
Writing
T.: Now I’ll give you some
cards (card#2) and your task is to fill in the blanks with the right answers:
1. Work is not a (curse, duty, task).
2. Weeds and thorns are a result of (good, sin, sheep).
3. Weeds and thorns are a result of the curse, and they grow much
(slower, faster, wiser) than good plants.
4. People must work hard in order to (live, work, rest).
5. The three basic (needs, thorns, bugs) of people are food, clothing
and shelter.
6. People must work hard to (provide, use, do) three basic needs.
7. When people work hard, they see (rewards, gifts, problems) for their
work.
Summarizing
Our lesson is
coming to the end.
What useful information have you learned today at the lesson?
You worked well. Today we have done a lot at the lesson. The lesson is
over.
I wish you good luck.
- dominion – володіння
- to subdue – підкоряти
- to provide – постачати;
забезпечувати
- basic needs – основні потреби
- a reward - нагорода
Make up your own sentences with these new
words
Read and study the table:
Card#2
Fill in the blanks with the right answers:
1. Work is not a (curse, duty, task).
2. Weeds and thorns are a result of (good, sin, sheep).
3. Weeds and thorns are a result of the curse, and they grow much
(slower, faster, wiser) than good plants.
4. People must work hard in order to (live, work, rest).
5. The three basic (needs, thorns, bugs) of people are food, clothing
and shelter.
6. People must work hard to (provide, use, do) three basic needs.
7. When people work hard, they see (rewards, gifts, problems) for their
work.
09.12.2020
Theme: What is Matter?
Код доступа: QxM5T7
What do you think what is matter?
Watch the film:
What matter do you know?
Give me, please, the examples of nonliving
matters.
Give me, please, the examples of living
matters.
Now, we’ll learn more about matter and its
characteristics.
Main part
Pre-reading task
T.: First of all, we need to get familiar with
new items on the topic. You have cards (card#1). Look at them, you have to read
and translate new words:
- Matter - that which
makes up something, especially a physical object; material
- Living matter -
possessing life; not dead
- Nonliving mater –
not having the characteristics of life
Reading
T.: Now we are going to read and translate two texts
'' We Learn about Living Matter'' and “We Learn about Nonliving Matter”.
Living Matter and Nonliving
Matter
Matter is classified according to origin or
source, state and composition.
According to the origin or source, matter is
classified as organic and inorganic matter. Organic matter comes from living
things, while inorganic matter comes from non-living things.
Chemists have studied that all forms of matter
may be classified into three general classes on the basis of their
compositions. These are the elements, compounds and mixtures.
Element is a substance, which cannot be
decomposed by ordinary means. Atom is the smallest part of an element that can
enter into combination with other elements.
Compound is a substance, which can be
decomposed into two or more simpler substances by ordinary chemical means.
Mixture is a material composed of two or more
substances each of which retains its own characteristic properties. a. Heterogeneous
mixture is one which has parts possessing different properties. b. Homogeneous
mixture is one which has similar properties throughout. Substance is a
homogeneous material composed of one particular kind of matter
While - reading task
T.: Please, while reading the
text write one key word that sums every paragraph.
Post-reading task
Writing
T.: You have cards (card#2).
Your task is:
1)
Identify whether the following are physical or
chemical changes:
___________________1.
welding metals
___________________2.
ripening of fruits
___________________3.
grinding rice
___________________4.
dissolving sugar in water
__________________5.
burning gas
2)
List the seven ways in which all living things are
alike.
3)
Fill in the blanks with the right answers:
1. All living matter
is ………… .
2. Nonliving matter
has no ……… .
3. ……….
has all the characteristics of matter.
4. The earth is …………
matter.
Speaking
T.: Please, answer my questions:
1. How is called the study of matter?
2. What is matter?
3. What three forms does matter have?
4. What two ways is matter divided in?
5. What doesn’t have nonliving matter?
6. Name the seven ways in which all things are
alike.
Summarizing
Our lesson is coming to the end. What have you learned about matter? Thank you
for your hard work! You have been very active! The lesson is over. Good-bye!
Card#1
Read and translate new words:
- Matter - that which
makes up something, especially a physical object; material
- Living matter -
possessing life; not dead
- Nonliving mater –
not having the characteristics of life
Card#2
1)
Identify whether the following are physical or
chemical changes:
___________________1.
welding metals
___________________2.
ripening of fruits
___________________3.
grinding rice
___________________4.
dissolving sugar in water
__________________5.
burning gas
2)
List the seven ways in which all living things are
alike.
3)
Fill in the blanks with the right answers:
1. All living matter
is ………… .
2. Nonliving matter
has no ……… .
3. ……….
has all the characteristics of matter.
4. The earth is …………
matter.
08.12.2020
Theme: The Alphabatical Order
Read the text:
“Run,
Stephen, quick — get the gate open before I
reach it!” shouted Emily to her ten-year-old younger brother. She had a whole
wash load of clothes in her arms, and was struggling under the weight of
the wet clothes. Emily was 15, and she was already taking care
of the household. Their mother had died the previous year and, as the oldest of
four children, Emily had to leave school to run the farmhouse. As Emily walked
unsteadily towards the gate, she muttered to herself, “I hate the hat falling
off my hair every time I run — I must remember to ask Papa to buy me a new one
from the fair.” Emily reached the end of the yard and put down
her load. “Lord!” she exclaimed. “I forgot the clips again!”
You have cards (card#1). Your task is to fill in the blanks:
As she turned to see if any of the kids was
playing nearby, she caught sight of her father in the field. He was taking a
nap, and a ________ was perched on his __________,
pecking at the crumbs of_________ on his __________.
She loved him, but was a little scared of him too. As the ________ __________ on
the farm, she often heard him turn red in anger and __________ “S______
up!” at the farmhands. “If only Mamma were alive,” Emily thought, “I could run
and play with my friends instead of doing all this boring work!” She longed
to __________ her __________ pony, ___________herself
be __________, sleep until noon — do everything that Stephen,
Johnny and Mindy did on holidays. “Poor me,” she thought. “I wish I could run
away from all this!”
Writing
Let’s do
some tasks in written form:
1. In cursive,
write the small letters of the alphabet.
2. Write the
capital letters of the alphabet.
3. Write the
letters of the alphabet which are vowels.
4. Write the
letters of the alphabet which are consonants.
07.12.2020
Theme: Adding of 2-,3-,4-digital numbers
First of all, we need to get familiar with
new items on the topic. Now, I'll give you some cards (card#1) and you should
read and study the rules.
Addition:
-the act or process of adding or uniting.
-the process of uniting two or more numbers
into one sum, represented by the symbol +.
-the result of adding.
-something added.
Speaking
T.: Your next task is to put number in place
value form. How many thousands, hundreds, tens, and ones?
For example: 4,382 = thousands + 3 hundreds + 8
tens + 2 ones.
1,458 - ?
4,453 - ?
8,900 - ?
7,180 - ?
Writing
T.: Now, I’ll give you some cards (card#). Your
task is to find the sums.
Summarizing
Today we have done a lot at the lesson. You
have got familiar how to add two-, three-, four-digit numbers. You have learnt
new items and have done some tasks.
The lesson is over. Good-bye!
Card#1
Read and study the rules:
Addition is considered as the basic arithmetic
operation in which we find the sum of two numbers with any number of digits.
The addition operation is denoted by using the
sign plus “+”.
Since addition is the basic arithmetic operation
there are some properties such as commutative property, associative property,
zero property and identity property.
For two-, three-, digit addition a standard
written method of column addition is used and practiced with examples.
(a) with no bridging
(b) bridging 10 only
(c) bridging 100 only
(d) bridging 10 and 100
Addition:
-the act or process of adding or uniting.
-the process of uniting two or more numbers
into one sum, represented by the symbol +.
-the result of adding.
-something added.
Card#2
Find the sums:
Description: Using whatever resources you have at hand, please,
find and write down an appropriate adjective that begins with each letter of
your first name.
For example: Flirtatious, Relaxed, Extrovert, Desirable
Main
part
T.: Now, I'll
give you some cards (card#1).
First of all we
need to get familiar with new concepts on the topic. Do you know how to use a
dictionary? Look at your cards, read and study the rules:
* A dictionary
has a list of words in alphabetical order.
* After the
word, we find the pronunciation guide and information about the word.
* Only root
words are listed in the dictionary. Remove the ending and look up the root
word.
* When words
begin with the same letter, we use the second letter to put the words in
alphabetic order.
Speaking
T.: You have
just learned the rules how to use a dictionary. Now you have to do some tasks.
You have cards
(card#2).
Please, look at
the first letter of each of these words. Tell these words in alphabetic order.
·
bird aunt
·
ice fish
·
dog hear
·
jam kind
·
man now
Make up your own
sentences with some words.
Writing
T.: Now, please,
look at the words on the blackboard. You have to find these words in a
dictionary. Write the first meaning given for each word.
For example:
shoe (shoo) 1. an outer covering for the human foot.
arm
wing
room
mix
clay
03.12.2020
To start with, please answer my questions:
“What have you
learned about
- Who discovered
- Who was the first president of the
- What is the national symbol of
- What is the capital of the
- Where is the Statue of Liberty situated?
Now we need to learn new items on the topic. I'll give you the cards (card #1) with new words. Please, read the words and the sentences:
- bald - without hair
- eagle - a kind of chicken
- Mount Rushmore - a famous mountain
- nest - a bird's home
T.: Let's read
and translate the text '' National Symbols of the
National
Symbols
National Symbols
represent pride and values of the country.
Official Symbols of America
The official National symbols of America are the National flag, the Seal of
the United States, the National motto ("E Pluribus Unum"), the
National anthem (The Star Spangled Banner), the National bird (the American
Bald Eagle), the National flower (the Rose), National Tree (Oak), the National
March (The Stars and Stripes Forever) and the National Creed - the American's
Creed.
While -
reading task
T.: Please,
while reading the text you have to find key-words in every paragraph.
Writing
T.: Now I’ll
give you some cards (card#2) and your task is to fill in the blanks with the
right answers:
1. The bald
eagle is a symbol of strength and _______________.
3. The Statue of
4.
5. It took
_________ years to cut the faces into
Summarizing
T.: Our lesson
is coming to the end. What have you learned about the national symbols of
So, thank you
for your hard work! You have been very active! The lesson is over. Good-bye!
Card#1
Read the words
and the sentences:
- bald - without hair
- eagle - a kind of chicken
- Mount Rushmore - a famous mountain
- nest - a bird's home
Card#2
Fill in the
blanks with the right answers:
1. The bald
eagle is a symbol of strength and _______________.
3. The Statue of
4.
5. It took
_________ years to cut the faces into
02.12.2020
1. What
is а physics?
2. What famous
scientists do you know?
3. What do you
know about Sir Isaak Newton? Mr. Robert Boyle?
4. Have you ever
done any experiments? Can you describe your experiment .
Main part
Pre-reading
task
T.: To start
with we need to learn new items on the topic. I'll give you the cards (card#1 )
with new words. You have to read and translate
them.
- motion - a movement.
- physicists - a scientist.
- physics - the study of heat, light and sound.
2. Look at the
headings, illustrations of the texts try to predict what these texts are about,
T.: Now we are
going to read and translate the text '' Learning about Two Famous Physicists
''.
Sir Isaac
Newton was an
English physicist and mathematician (described
in his own day as a "natural philosopher") who is widely
recognised as one of the most influential scientists of all time and as a key
figure in the scientific revolution. His book Philosophiж Naturalis Principia
Mathematica ("Mathematical Principles of Natural
Philosophy"), first published in 1687, laid the foundations for classical mechanics.
Robert Boyle (25 January 1627 – 31 December 1691) was an Anglo-Irish natural philosopher, chemist, physicist, and inventor. Born in Lismore, County Waterford, Ireland, he was also noted for his writings in theology. Although his research clearly has its roots in the alchemical tradition, Boyle is largely regarded today as the first modern chemist, and therefore one of the founders of modern chemistry, and one of the pioneers of modern experimental scientific method. He is best known for Boyle's law, which describes the inversely proportional relationship between the absolute pressure and volume of a gas, if the temperature is kept constant within a closed system. Among his works, The Sceptical Chymist, is seen as a cornerstone book in the field of chemistry.
While -
reading task
T.: While
reading the texts, pick five adjectives for the characters, and explain how
they apply.
Post-reading
task
Writing
T.: You have
cards (card#2)Your task is to fill in the blanks using the words from the
table.
1. Sir Isaak
Newton was the first man to explain that the whole universe is held together
by___________
2. Mr. Boyle was
interested in_________ especially chemistry.
3. Sir Isaak
Newton wrote three laws about_________.
4. It took Sir
Isaak Newton 18 months to write his_________ findings in a book.
5. Boyle's law
is important in the field of___________.
Summarizing
Our lesson is
coming to the end.
What have you
learned about famous physicists? What were they proving by their experiments?
So, thank you
for your hard work! You have been very active! The lesson is over. Good-bye!
Card#1
Read and
translate the words.
- motion - a movement.
- physicists - a scientist.
- physics - the study of heat, light and sound.
Card#2
Fill in the
blanks using the words from the table:
1. Sir Isaak
Newton was the first man to explain that the whole universe is held together
by___________
2. Mr. Boyle was
interested in_________ especially chemistry.
3. Sir Isaak
Newton wrote three laws about_________.
4. It took Sir
Isaak Newton 18 months to write his_________ findings in a book.
5. Boyle's law
is important in the field of___________.
01.12.2020
Read and study the rules:
A suffix is a set of letters
that is added to the beginning of a word to change its meaning. Each suffix has
a general meaning, so you will be able to understand what a word with a suffix
means more easily.
Let's look at the
examples.
|
love |
lovable |
|
|
|
The couple is getting married because
they love each other very much.
That teddy bear is so cute and lovable!
"-able" is an example of an adjective
suffix. Any time you see a word ending in "-able", it is an adjective.
Some suffixes are noun suffixes. They always make a noun. For example, "-ment" talks about an "action" or a
"process":
- enjoy ----> enjoyment
- treat ----> treatment
- govern ----> government
The root is the same, but we have used the noun
suffix ment, so this is the process or action of developing.
The table below has some common adjective
suffixes, their meaning, and an example word.
|
Suffix |
Meaning |
Example word |
|
-able, -ible |
able to be |
terrible |
|
-ful |
full of |
beautiful |
|
-less |
not having, without |
toothless |
And here are some noun suffixes, their meaning, and an example
word.
|
Suffix |
Meaning |
Example word |
|
-dom |
place or state of being |
freedom |
|
-er |
a person who does |
worker |
|
-ment |
action or process |
payment |
|
-ness |
state of being |
happiness |
Card#3
Complete the words that describe the pictures
below. Use the suffixes from the list.
-able -ful
-les
The second woman can't stay still. She always wants to move! She is rest_____.
2. The first dog isn't cute. He's a little scary!
The second dog is very cute! He's ador_____!
3. Jason writes lots of lists, so he always remembers what he has to do. He never forgets!
But Melanie can't remember anything! She's very forget_____!
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