Ex. 2. Cut out each statement and glue under Right or Responsibility. Explain why your group decided it was a either
Be treated kindly To ask for help
To do my best To complete assignments
To a clean and attractive classroom To work in a quiet classroom
Use materials neatly and return to
correct place To be kind
To learn To tell the teacher what I am feeling
To be on time to school To follow the teachers
To use my time wisely To be listened to
Not to bully others To not bully others
To listen to others To complete assignments
Ex. 3. Match the columns:
1. someone who sells things a. alley
2. a general name for "cows" b. appetite
3. skinny; thin c. boast
4. huge, large, enormous d. cattle
5. without covering or clothing e. drudgery
6. on the whole f. dull
7. improve the quality of something g. entirely
8. wander, walk around without direction h. gigantic
9. desire to eat i. goofy
10. upset, very mad j. hatch
11. funny, silly k. naked
12. boring, not exciting; not bright or sharp l. outraged
13. have difficulty doing something; fight m. outskirts
14. break out of an egg n. peddler
15. brag; say great things about yourself o. portion
16. get bigger, enlarge p. roam
17. small part or section q. slim
18. the suburbs, area around a city r. struggle
19. a narrow passageway or street s. swell
20. hard, uninteresting labor t. upgrade
Ex. 4. Roleplay with your desk-mate any situation where you can demonstrate your rights.
Ex. 5. A) Watch the video onhttp://www.youtube.com/watch?v=hTlrSYbCbHE.
B) Write essay about the right of the nations living in our country to learn and teach their native languages ??at schools and speak in them.
Ex. 6. A) Make a list of rights that women of the 19th century did not have but now they do. Discuss them with whole group.
B) Game 'Guess'. On separate sheets of paper write some of those rights and fix them on the backs of students so that the owners of sheets not to see what is written there. Group can walk around the class to read each others sheets. Then students have to explain each other what right is on their backs.
Note:Students are not allowed to use words written on the sheets, they can do explonation with help of synonyms / antonyms.
Do exercises from Units 55, p.110-111 ex.:55.1-55.4 (Raymond Murphy "English Grammar in Use" A self-study reference and practice book for intermediate students of English Third Edition. Cambridge)
Making comparisons and describing features.
Read the text "Culture shock" and do ex.1-4 on pp.67. Give a short summary of it. (Clive Oxenden, Cristina Latham-Koenig, Paul Seligson New English File / Intermediate Level, 2010.) Read the text "Making the punishment fit the crime" and do ex.1-4 on pp.41. Give a short summary of it. (Schaefer R.T. Sociology, (12-îå³çäàí³å) - New York: McGraw-Hill, 2010 ð) Discussion: make comparison of the rights in our and foreign countries.
Follow the link and pass the test for grammar:
Theme: What is mathematics?
Grammar: Gerund: Gerundial Constructions
Objectives: By the end of this unit, students should be able to use active vocabulary of this theme in different forms of speech exercises.
Students should be better at discussing on theme "What is mathematics?".
Students should know the rule of non-finite form of the verb: Gerund and fulfill grammar exercises.
Methodical instructions: This theme must be worked out during two lessons a week according to timetable.
Lexical material: Introduce and fix new vocabulary on theme "What is mathematics?". Students should be better at thinking about their future and what they are to do.
Students should know Gerund: Gerundial Constructions till the end of this course.
Grammar:Introduce and practice theGerund and Gerundial Constructions. Revise the use of Infinitive Constructions.
What is mathematics?
The students of mathematics may wonder where the word "mathematics" comes from. Mathematics is a Greek word, and, by origin or etymologically, it means "something that must be learnt or understood", perhaps "acquired knowledge" or "knowledge acquirable by learning" or "general knowledge". The word "mathematics '' is a contraction of all these phrases. The celebrated Pythagorean school in ancient Greece had both regular and incidental members. The incidental members were called" auditors "; the regular members were named" mathematicians "as a general class and not because they specialized in mathematics; for them mathematics was a mental discipline of science of learning. What is mathematics in the modern sense of the term, its implications and connotations? There is no neat, simple, general and unique answer to this question.
Mathematics as a science, viewed as a whole, is a collection of branches. The largest branch is that which builds on the ordinary whole numbers, fractions, and irrational numbers, or what, collectively, is called the real number system. Arithmetic, algebra, the study of functions, the calculus differential, equations, and various other subjects which follow the calculus in logical order, are all developments of the real number system. This part of mathematics is termed the mathematics of number. A second branch is geometry consisting of several geometries. Mathematics contains many more divisions. Each branch has the same logical structure: it begins with certain concepts, such as the whole numbers or integers in the mathematics of number, and such as point, line and triangle in geometry. These concepts must verify explicitly stated axioms. Some of the axioms of the mathematics of number are the associative, commutative, and distributive properties and the axioms about equalities. Some of the axioms of geometry are that two points determine a line, all right angles are equal, etc. From the concepts and axioms theorems are deduced. Hence, from the standpoint of structure, the concepts, axioms and theorems are the essential components of any compartment of mathematics. We must break down mathematics into separately taught subjects, but this compartmentalization taken as a necessity, must be compensated for as much as possible. Students must see the interrelationships of the various areas and the importance of mathematics for other domains. Knowledge is not additive but an organic whole and mathematics is an inseparable part of that whole. The full significance of mathematics can be seen and taught only in terms of its intimate relationships to other fields of knowledge. If mathematics is isolated-from other provinces, it loses importance.
Ex.1.Match the columns:
Ex.2. Choose a, b, c or d.
1. Where does the word "mathematics" come from?
a) Greece b) England
c) Russia d) Alexandria
2. What does the word "mathematics" mean by origin or etymologically?
a) "acquired knowledge" b) "logical construction"
c) "scientific knowledge" d) "knowledge about nature"
3. What is mathematics as a science?
a) a real number system b) a collection of branches
c) a calculus in logical order
d) a calculus, differential equations, and functions
4. What is the largest branch of mathematics?
a) geometry b) differential equations
c) the whole number system d) the real number system
5. What is the certain concept of mathematics of number?
a) whole numbers or integers b) points, lines, and triangles
c) differential equations d) fractions and irrational numbers
6. What is deduced from the concepts and axioms?
a) structures b) theorems
c) calculus d) equations
Ex.3. Choose rhe title of the text according to summary.
b. Mathematics of number
c. Mathematics as a science
d. The Pythagorean school
|What are economic, social and cultural rights|||||Ex.4. Translate the highlighted word correctly.|