Magazines english 1 september 2013 no 10

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вну

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н о м ера

Cод D
упа
дост ной

и к ктрон
к элеверсии

No.

10

Журнал для тех,
кто преподает
и изучает английский язык

eng.1september.ru Учебно-методический журнал Английский язык

HEALTH
MATTERS
октябрь
2013

1september.ru
АНГЛИЙСКИЙ ЯЗЫК Подписка по каталогу “Почта России”. Индексы: 79002 (бумажная версия), 12630 (электронная)

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INSIDE
NEWS IN BRIEF
Dancing and Reading 'Good for Health' ............ 3
TEXTS FOR READING
New Vaccine Signals Huge Advance
in Global Disease Control ................................. 4
Are You A Lucky Person? .............................. 50
METHODS OF TEACHING
Royal Traditions ............................................... 5
ICT in Education:
ICT As a Tool for EL Teachers ......................... 6
Развитие критического мышления
при обучении иностранному языку
на старшей ступени средней школы ................. 7
CLASSROOM ACTIVITIES
Health Problems .............................................12
When We Are Healthy, We Are Happy...........41
CREATIVE WRITING
Let's Talk About Health ..................................13
FOCUS ON LANGUAGE
Health Vocabulary ...........................................15
Health and Healthcare .....................................15
LESSON PLANS
An Apple a Day Keeps the Doctor Away ..........17
Health Is Above Wealth ..................................18
A Healthy Way of Life ................................... 20

Diet. Lifestyle ................................................ 23
Здоровый образ жизни ................................. 25
TOPICAL JOURNEY
Health Matters ............................................... 27
SCHOOL THEATRE
At the Dentist's .............................................. 40
GOOD NEWS
FLEX:
Программа обмена для старшеклассников ..... 46
PREPARING FOR EXAMS
Topic: Health ................................................. 47
TESTS
Five-Minute Tests .......................................... 47
YOUTH ENGLISH SECTION
Believe It or Not!
A real story about how we became friends
with an English writer ...................................... 52
Between the Continents:
American Reality with Russian Eyes ................ 58
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Unless otherwise indicated images in this issue are from shutterstock.com

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Консультанты: Stephen Lapeyrouse, Erin Bouma
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ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА:
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NEWS IN BRIEF

Feeling a bit under
the weather?
We will cheer you up with another topical journey
and you’ll be feeling as fit as a fiddle in no time!
How are you feeling today? Perhaps you’re feeling a bit
under the weather (not feeling well) or maybe you’re not quite
yourself today (not in your normal mental or physical state).
You might be coming down with something (about to get a less
serious illness like a cold or flu), especially if there’s something going round (an illness like flu or a stomach upset that
a lot of people are catching and giving to each other). In any
event, you’re going to have to call in sick (phone someone at
your workplace to tell them you are too ill to come to work).
If you are genuinely ill (or have a hangover), you might
feel a bit rough (not very well), or, in more serious cases, you
might feel like death warmed up (feel absolutely awful).
When it’s clear you have fallen ill, you are sick for sure. You
might have caught a cold or got the flu or “the bug” (meaning
a virus). Then the advice you may be given will probably be:

Feed a cold, starve a fever. While this proverb says that eating more will cure the common cold, while not eating will cure
a fever, most scientists say this isn’t necessarily true.
To say that you are OK (but are not in really good health)
you can use ‘I can’t complain’. “I’ve had a bit of a cold, but
I can’t complain.” And if you are feeling run down(very tired
or exhausted) you might also be a bit out of sorts/ a bit offcolour/off-color. This might be because you have a splitting
headache (a strong painful headache) or be/feel sick to one’s
stomach.
A good proverb about health (also applied to other things
in life) is “an ounce of prevention is worth a pound of cure”.
When applied to illnesses, this means that it is better to take
good care of yourself to prevent illness than it is to get one
and try to treat it, e.g. with medication. Everyone knows that,
when directly faced with a bad virus, your probability of preventing it is probably minimal; but, looking after yourself may
increase your resistance.
Whatever has happened, you will simply have to take your
medicine (accept the situation without complaining). Within
a short period you will probably be on the road to recovery
(starting to feel better) and in no time at all you might be feeling as right as rain (healthy again after an illness) and feel as
fit as a fiddle (in very good shape).
If you are feeling great and healthy, you can say, I’m fit as
a horse. I’ve never felt better. I’m really fighting fit. When you
want to describe someone else’s condition, and they are very
well, you can say they are the picture of health / in the bloom
of health.

DANCING AND READING
'GOOD FOR HEALTH'

Activities such as dancing, reading and going to the

theatre have a “positive impact” on the health of Scots,
new research has suggested.
The Scottish government-commissioned study was based
on data from the Scottish Household Survey 2011.
It found that people who take part in or attend culture events
are more likely to report “good health and life satisfaction” than
those who do not.
The research found that regardless of factors such as age,
economic status, income, education and disability, cultural
participation was positive for health and wellbeing.
Its key findings included:
• Those who attended a cultural place or event in the previous 12 months were almost 60% more likely to report good
health than those who did not
• Those who participated in a creative or cultural activity in
the previous 12 months were 38% more likely to report
good health than those who did not
• Those who visited a library or a museum were almost 20%
more likely to report good health than those who had not
• Those who visited a theatre were almost 25% more likely to
report good health than those who did not
• Those who participated in dance were 62% more likely to
report good health than those who did not
• And those who read for pleasure were 33% more likely to
report good health than those who did not
Culture Secretary Fiona Hyslop said in response to the
report, titled The Impact of Cultural Engagement and Sports
Participation on Health and Satisfaction with Life in Scotland
2013, said: “Starting young, and being encouraged to take part
in culture as a child, makes it more likely that the benefits of
taking part will be experienced as an adult.

“That’s why this government has funded activities like
Bookbug, Scottish Book Trust’s Early Years programme, which
encourages parents and children to read together from birth,
and the Royal Scottish National Orchestra’s Astar CD, which
is helping parents in Scotland to introduce their babies to the
joy of music.”
Latest research
The Scottish Household Survey (SHS) is a continuous survey based on a sample of the general population in Scotland.
Its aim is to provide representative information about the
composition, characteristics and behaviours of Scottish households, both at national and local authority level.
A total of 14,358 households were interviewed in the
2010/11 survey with the questions on culture being put to
about 75% of the total sample, giving a sample size of 9,683
adults.
The study found those who danced were 62% more likely
to report good health than those who did not.
By Ed Yong
Source:

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English

3

October 2013


English

4

October 2013

TEXTS FOR READING

NEW VACCINE SIGNALS HUGE ADVANCE
IN GLOBAL DISEASE CONTROL

Advanced diagnostics:
a cell infected
with foot-and-mouth virus.
Image: Pirbright Institute

Scientists have developed a new way to produce a vaccine for foot-and-mouth disease virus
(FMDV) described as “close to the holy grail of
foot-and-mouth vaccines.
Foot-and-mouth disease (Aphthae epizooticae)
is an infectious and sometimes fatal viral disease
that affects cloven-hoofed animals, including domestic and in the wild. Epidemics have resulted in
the slaughter of millions of animals globally.
Because the new vaccine is all synthetic,
made up of tiny protein shells designed to trigger
optimum immune response, it does not rely on
growing live infectious virus and is therefore much
safer to produce.
Furthermore, these empty shells have been
engineered to be more stable; making the vaccine
much easier to store and reducing the need for a
cold chain.

This British research is important because it represents a big step forward in the global campaign
to control FMDV in countries where the disease is
endemic, and could significantly reduce the threat
to countries currently free of the disease.
Crucially, this new approach to making and
stabilising vaccine could also impact on how
viruses from the same family are fought, including polio.
The collaborative research was led by Professor David Stuart, Life Science Director at
Diamond Light Source, the UK’s national synchrotron facility and MRC Professor of Structural
Biology at the Department of Medicine, University of Oxford, and Dr Bryan Charleston, Head
of Livestock Viral Diseases Programme at The
Pirbright Institute.
The Pirbright Institute, based in the UK, is a
world leading centre of excellence in research and
surveillance of virus diseases of farm animals and
viruses that spread from animals to humans.
Dr Charleston, whose team at Pirbright has
developed a detailed understanding of the immune
response to FMDV in cattle and is leading the
vaccination trials work, said: “The FMDV epidemic
in the UK in 2001 was disastrous and cost the
economy billions of pounds in control measures
and compensation. As a result of the outbreak
the Royal Society recommended new approaches
should be developed to control the virus should it
happen again.
“This important work has been a direct result
of the additional funding that was provided as a
result of the 2001 outbreak to research this highly
contagious disease. Using our detailed knowledge

of the immune responses to FMDV in cattle we
were able to define the characteristics that needed
to be incorporated into the new vaccine platform
to induce protection.”
Professor Stuart added: “What we have
achieved here is close to the holy grail of foot-andmouth vaccines. Unlike the traditional vaccines,
there is no chance that the empty shell vaccine
could revert to an infectious form.

“This work will have a broad and enduring impact on vaccine development, and the technology
should be transferable to other viruses from the
same family, such as poliovirus and hand foot and
mouth disease, a human virus which is currently
endemic in South-East Asia.”
Professor Stuart said: “Instead of using infectious virus as the basis for the vaccine, which is the
main traditional method of vaccine development,
the team using a methodology developed by Professor Ian Jones from the University of Reading
synthetically created empty protein shells to imitate
the protein coat that forms the strong outer layer
of the virus.
“By using Diamond’s visualisation capabilities
and the expertise of Oxford University in structural
analysis and computer simulation, we were able
to visualise something a billion times smaller than
a pinhead and further enhance the design atom
by atom of the empty shells. Through information gained at Diamond, we also verified that
these have essentially the same structure as the
native virus to ensure an appropriate immune
response.”
Fine adjustments have been made to the

empty shell to improve stability to produce a
vaccine that is inherently more stable than live
virus based products. This makes transporting
and storing the vaccine much easier, as the
pre-clinical trials have shown it to be stable at
temperatures up to 56°C for at least two hours.
The disease is endemic in central Africa and
some parts of the Middle East and Asia, so this
is a major advantage over the traditional vaccine,
which has to be produced and stored in a chilled
and stable environment.
Dr Charleston added: “The ability to produce a
vaccine outside of high containment and that does
not require a cold storage chain should greatly
increase production capacity and reduce costs.
Globally there is an undersupply of the vaccine due
to the high cost of production and this new development could solve this problem and significantly
control foot-and-mouth disease worldwide.”
Professor Stuart concluded: “Foot-and-mouth
disease is one of the most economically important
diseases in livestock worldwide. With approximately 3 to 4 billion doses of vaccine administered every
year, you can start appreciating the pertinence of
our work.
“What we achieved is down to the continued
support of our many funding agencies, the individual and collective perseverance of the entire collaboration and access to 21st century scientific tools to
push the boundaries of scientific research.”
Nigel Gibbens, the UK’s Chief Veterinary Officer
said of the work: “This vaccine is a major breakthrough that has the potential to be an invaluable
new weapon in the fight to eradicate foot-andmouth disease.
By Dick Meredith

METHODS OF TEACHING

English

5

ROYAL
TRADITIONS

October 2013

This summer, together with a large portion of
the world, I have been watching the news about
the royal baby. 4:24 P.M. in the UK is 10:24 P.M.
where I live, and four hours later is the middle of
the night for us, so I saw the main announcement
about the birth on the morning of July 23. Due to
the same reason of the time difference, I clicked
and watched the happy couple with their baby
prince on the morning of July 24. This vicarious
experience has shown us that waiting for a baby
to be born, and seeing the lovely glowing faces of
the proud parents, is much more exciting, uplifting
and positively emotional than seeing and hearing
only bad, frightening reports daily. I could not help
but feel wonder and awe at the amazing possibilities the internet has brought into our lives. Why,
exactly, did all those crowds gather to wait? Why
did people around the globe click a computer, a

TV or a smartphone on to check the same Lindo
Wing Ward door for hours on end? The sensation of “togetherness” with those who were actually there, and the immediacy of the broadcasts
streaming to anywhere on the planet, helped foster a community spirit. Indeed, as the Duchess
of Cambridge said, any parent could understand
what they felt.
Psychologists, parents and teachers today
talk about the high anxiety level in children due
to the abundance of upsetting and scary news.
Among other things, this past week has shown
us that people are hungry for positive events.
Good wishes are coming from many nations, and
celebrations are held around the globe. As an EL
teacher, I believe this whole story is a wonderful
discussion topic for the first days after the summer vacation. Rather than making our students
write the traditional “How I Spent My Summer” essays, and trying to review the forgotten grammar,
we can help them revive their speaking skills, and
slide more easily back into the subject, by asking
if they heard the news about the royal baby, and
suggesting that we talk about the royal traditions
in general.
For the senior classes, the role of ICT in
spreading the news may be a welcome topic. We
can divide them into pairs or groups and encourage them to talk about their favourite sites. If we
click on , we can show them that
there is a special page marked “Royals”. Why is it
that in a democracy like the USA, mass media are
so fascinated by the kings and queens? This will
make teenagers think really hard! Adolescents
will be happy to research the theme, and to build
up an itinerary for the important announcements.

They invariably like the fact that the royal family
uses modern means of communication like Twitter and Facebook.
For the younger children, the whole story of
the Town Crier may be enough. That great photo
of Tony Appleton, 76, giving his awesome booming “Cry”, is sure to rivet their attention. We can

quote an interview with Mr. Appleton, where he
explains, quite unexpectedly, that nobody actually
asked him to make that important announcement.
It turns out that, in his own words, he “simply
crashed it”! When he appeared near Lindo Wing
in his traditional ancient uniform and all the regalia, with the scroll in hand, nobody even thought
of stopping him, as everybody assumed he was
part of the ceremonies. The tradition is probably
several millennia old, so we can talk about that. It
is especially interesting for the children who were
born into the new era: for them, the Internet and
ICT have always existed. Let us help them imagine that for thousands of years, the only way to
relay the news was literally to shout it out!
Pupils of any age may like the idea of inventing
their own memorial or ways to commemorate an
important event in their town or in the life of their
family. While younger children might prefer to do
it in some form of a game or competition, the seniors would probably compile lists and mark cool
ideas or items versus boring.
What about that essay? “How I Spent My Summer Vacation” will be fine either on day 2 of school
in the classroom, or as their first home task.
July 2013
By Nina M. Koptyug, Ph.D.,
Novosibirsk

Photo: www.people.com


English

METHODS OF TEACHING

6 ICT IN EDUCATION:

October 2013

ICT AS A TOOL FOR EL TEACHERS

In this section, we shall look at the various ways ICT can make
a teacher’s life easier, as well as more exciting. We shall also look
at the main difficulties any teacher faces when using ICT in the
classroom.
First of all, let us decipher the abbreviation. ICT means information & communication technologies. When the now common
denomination appeared, it meant, roughly, computers and the Internet. Today, it includes e-boards, smart phones, ipods, et cetera.
Any type of e-board with a good internet connection, for example,
has virtually abolished the need for players, VCRs, TVs, maps &
posters, textbooks, audios, and even the classroom. What remains
unchanged are the two basic elements of the educational process:
student and teacher. Whether we speak of any typical school, any
classroom, or online/distance learning, we still need the subject
and object, the eternal duo, the interaction between the one who
can teach and the one who (hopefully) can learn. Remember this:
if there is a power shortage, if there are no tools, we teachers can
still conduct a lesson for students.

Secondly, let us try to define the reasons why any teacher may
need ICT in their work. How does the use of a computer and the
Internet affect our life?
• Teachers need to take lots of notes, to fill in daily attendance
charts, to grade papers, to mark areas of concern, to write term
reports, to compose lesson plans… Most schools today require that
a teacher do all that electronically, that is, learn to type, to format,
to store and send various documents by email, or upload them to a
certain site. These are purely technical skills which were not needed
a generation ago. Today, they are a must for any subject teacher.
• ICT is a great tool for gathering information, for finding any
number of teaching aids online. One can make a lesson brighter
and more exciting by using videos and audios, texts and pictures
from the web. Provided the connection is fast enough, one can
quickly travel from site to site when needed. An English history
lesson, to quote a recent example, may become completely innovative when one uses the web to explore the discovery of Richard
III’s remains in 2012.
• ICT is the fastest, easiest and cheapest way to communicate
with colleagues around the world. Whether one wants to establish
an email correspondence, to conduct an international project, or to
simply ask questions, one can use any and all the ways and means
which are provided by practically all the educational sites. IEARN,
International Education and Research Network www.iearn.org is a
good place to visit if one wants to find colleagues with similar interests, or to take part in an international project. Any teaching site, any
newspaper and magazine today have got a Contacts page, where
one can type in a query or a message. Most sites have got Forums,
where one can exchange opinions, discuss problems, or just read
them to see what other people are saying on any given subject.
• Various Teacher Refresher Courses, professional developments courses, webinars can be found at most educational sites.
One of the problems today is, how not to be lost in the ocean of

information which is just a click away. To this end, it is advisable
to choose a few sites which one feels comfortable with, and to
visit them regularly to see what’s new, what’s developing, to find
answers to pressing questions. Here is a selection which I find
extremely useful:
Teaching English, to stay in touch with the modern methodologies, to obtain new teaching materials, to visit various professional
blogs;
The Free Dictionary <thefreedictionary.com>, to enrich one’s
vocabulary, to play with words and expressions, and to read the
news of the day;
Google.com, or any other search engine.
* ICT makes Student-Centered Learning and Teaching, or an
Individual Approach to Teaching, a reality. It is easy to assign each
student a task or tasks according to their ability and interests, to

check their progress and grade their work, in a classroom where
each student has got their own computer station. A teacher can
download various materials in advance, so that an excellent student can do a dozen various exercises, while the weakest student
will plod through just one or two of them. It takes a lot of time and
organization, but it pays in the end.
• ICT can be a source of fun, which Heaven knows teachers
do need. Here, I would suggest that one should choose a few
sites which reflect one’s own interests, and visit them when one
has the time. My own personal favourite is PEOPLE magazine
. The English language is usually good, the quality of pictures superb, there are no “indecent” advertisements.
A few minutes of clicking along a photo gallery, marveling at
the strange life of celebrities, or mentally trying on the latest
in celebrity fashions, and one’s irritation, tiredness, frustration
may slip away. The main role of such a site for an over-worked
teacher is distraction, or plain escape from the daily grind. One

does not have to think while clicking mechanically on images
and/or stories.
• ICT helps us teachers understand our students’ needs and
interests better. If they talk a lot about this or that topic, a new
rock band, some incomprehensible new apps, sports and games,
we can quietly check the information online to learn what it is that
fascinates them. We may have the same curriculum, the same
lesson plans for all the classes at a certain level, yet the classes
themselves, the students may be vastly different. While one class
may intend to continue their education at a higher education institution, another one may only hope to get their GCSE somehow,
while yet another one may not even consciously think about the
future.
• ICT helps us disseminate our own experience. We can build
our own sites, blog, post videos and audios online.
I have been using ICT as a source of information, a tool for
communication, for professional development, and for fun, these
two decades. As far as I can see, the main problems still remain
the same. One can teach anybody how to use the computers, the
e-boards and the Internet. Nobody can force anyone to actually
use ICT in the classroom, or for oneself. ICT as a way to conduct an international project, for example, is not included into any
curriculum. There are plenty of individual sites, virtual guides,
online courses. But usually, none of the official curriculum guidelines state that such and such a topic should be studied with the
help of ICT. Teachers who find a lot of new materials, who compose their own e-lessons, who take part in various online activities, are usually not paid extra for doing an extra amount of work.
ICT is the most flexible, the most up-to-date tool, the only way
to keep up with the furious pace of today’s life. Any textbook becomes obsolete after a few years. One can create new lessons;
find new materials annually, even daily, with the help of ICT. The
main problem, then, is a methodological one. How can we make
ICT an integral part of teaching and learning? Is it at all possible
to make the curriculum flexible, so that this relatively new type of
lesson, this exciting way of educating young people, is within any

teacher’s reach, if they need it? And the biggest question of all:
is it at all necessary?
Possibly, for the first time in the history of education, teachers’ and students’ positions had shifted. Most teachers were born,
grew up and were educated in the pre-Internet era. ALL the students belong to the <dot.com> generation: for them, the Internet
has “always” existed. One cannot lead the young people into the
future by lagging behind. No matter whether we use the new technologies or not, we should know what they are, what role they play
in our students’ lives.
By Nina M. Koptyug,
Ph.D., Novosibirsk


METHODS OF TEACHING

English

РАЗВИТИЕ КРИТИЧЕСКОГО МЫШЛЕНИЯ

7

при обучении иностранному языку на старшей ступени средней школы
PART 4
PRACTICING CRITICAL THINKING SKILLS IN
ANALYZING OPINIONS AND STATISTICS
Teacher’s comments: to learn to apply critical thinking
strategies, we need to consider a problem from different angles.
Task 1
a) In groups argue first in favour of each statement, then
against it. Write down your arguments in two columns.
• The Internet helps our studies.
• Everyone is a moon and has a dark side which he does

not show to anybody (M.Twain).
• Some books are to be tasted, others – to be swallowed,
and some few – to be chewed and digested (F.Bacon).
• You never really know your friend until you take a vacation together.
b) Form new groups and exchange your arguments. Discuss
them.
c) Quickly write: write down your personal well-grounded
opinion on each issue.
d) Read them aloud and ask each other questions for more
arguments and counterarguments.
Task 2
a) Read the following statistics:
1. “According to one study, 27 percent of school-age kids
resist going to bed, and 11 percent can’t fall asleep. In the
morning, 17 percent can’t get up (“U.S. News and World
Report”. September 9, 2002).”
2. “Sixty-two per cent of sixth-through twelfth-graders
said getting paid for better grades would motivate them a
lot, according to a survey by Public Agenda, a nonprofit
scientific public-policy research firm (“Parents”, September, 2004)”.
b) In two groups, discuss the data using the outline:
1. Why did the researchers set out to survey the topic?
What goals do you think they had?
2. What do their findings reveal? Decide whether there is
a problem or not.
3. Pose a few questions which need to be answered to explore the problem (trend or characteristic). Then classify
them (cause and effect). Decide whether you need some
additional information for your research and why.
4. Brainstorm some possible reasons. Rank them in the
order of their importance.

5. Make a list of some possible effects (on events, people,
their behavior, relationships, state of mind, health, and attitudes, etc.).
6. What solutions/actions do you suggest and why? What
are the advantages and the disadvantages of each of
them?
7. Survey your immediate environment: prepare a few
questions and poll your classmates, parents, acquaintanc-

October 2013

es concerning the subject-matter. Sum up their answers
and observations. Compare your findings with the statistics above. Draw your conclusions.
Task 3
a) Choose a social issue which is widely talked about at
the moment. Articulate the opposing points of view on
them.
b) Look for additional data and statistics in the Internet.
Which side do they support?
c) Get ready to speak out for each side.
d) Listen to each side and then draw your personal conclusion.
e) Join the group which shares your opinion. Prepare a presentation of your position and speak in front of the class.
f) Write down a summary of the arguments of the opposing
approach and get ready to argue with each of them.
PART 5
PRACTICING CRITICAL THINKING SKILLS
IN PROJECT WORK
Teacher’s comments: an important part of any research work
is a project.
Task 1
a) How do you understand the meaning of the word

“project”? For one minute, jot down your ideas.
b) Look up the meaning of this word in the dictionary (dictionary.babylon.com) and compare your ideas with the
definition you have found.
c) Write down your preliminary definition of the concept
“project” (posters).
Task 2
Why do people do projects? Brainstorm for possible reasons.
Teacher’s comments: project work requires careful planning, information collecting, a detailed study, critical thinking, drawing conclusions and presenting the results of your
investigation. Project work consists of several stages.
Task 3
Read the text and suggest the right sequence of the stages
that project work requires.
• Gather information (interviews, polls, an Internet and library searches, etc.).
• Evaluate the project (reflect on the subject matter acquired during the project and make recommendations to
enhance similar projects in the future).
• Determine the final outcome of the project (e.g., bulletin board display, written report, debate, brochure, letter,
handbook, oral presentation, video, multimedia presentation, theatrical performance).


English

METHODS OF TEACHING

8

October 2013

• Compile, analyze data and synthesize the information,
identifying the most critical one for the completion of
their projects.

• Prepare a presentation of the final outcome of the
project.
• Structure the project (consider your roles, responsibilities, collaborative work groups, and a deadline for project
completion).
(Abridged from Alan Bulent and Fredrika Stoller)
Task 4
Read the text about the presentation of project results and
give your arguments explaining the importance of each
stage.
The PRESENTATION of the PROJECT requires special
attention. It is advisable to stick to the following guidelines:
1. Define purpose, goals, and scope (to inform, to persuade,
and to express your ideas, opinions, or arguments).
2. Analyze the reader/listener (their background knowledge,
their attitude to the subject, and their possible response).
3. Schedule time (your presentation should not be longer
than 10-15 minutes and you will need time to answer the
audience’s questions and respond to their comments).
4. Study the subject (gather ideas and data from different
sources, analyze them, determine trends, correlations, and
conclusions, identify the major points, decide on examples, statistics, and arguments).
5. Organize the presentation. There are a number of patterns:
chronological – you relate a narrative of events in the order they occur; cause and effect – you relate the chain of
events that led to a particular situation, problem, or solution; categorical – you divide the subject into categories;
priorital – you address priorities; topical – you answer
who, what, when, where, why, and how. (Wolford and
Vanneman). Consider the things the audiences like and
dislike.
6. Draft and revise (make it clear, logical, accurate, and
complete). Review the presentation with an audience’s

eye (what will they understand? Not understand? What
words need to be explained? In what order should the information be presented so that they may best understand?)
(Wolford and Vanneman). Remember that we can persuade the audience by appealing to four human qualities:
self-interest, reason, emotion, and ethics (importance
for individuals and for society) (Wolford and Vanneman).
Think how you can involve the audience into the discussion of the subject-matter and anticipate their questions.
7. Practice your presentation (intonation, clarity, pronunciation) beforehand.
Task 3
а) Willingly or unwillingly, parents strive to instill in their
children some certain values which will help their children get adjusted to the world around. Values are moral

principles, standards which guide our lives. Do you think
that values are different in different countries? Do they
keep changing with time? What affects the priorities we
give to some values?
b) In 1924 a group of mothers from “Middletown”(Muncie,
Indiana) chose three traits they wanted their children to
develop, revealing a strong leaning toward conformity.
The preferences of mothers 54 years later, in contrast,
emphasized autonomy. Study the chart from “PSYCHOLOGY TODAY” (October, 1988): describe their priorities
and try to explain why they made those choices, keeping
in mind the historical background.
THE TRAITS PARENTS VALUE
– percent in 1924

– percent in 1978
independence

loyalty
to church

social

patriotism

obedience
mindedness

13/26

45/17

tolerance

50/22

6/47

good
manners

21/5

31/23

25/76

c) At the end of the 20th century “U.S. NEWS and WORLD
REPORT” (August 1, 1994, adapted) asked some parents
to speak about the values they consider important. Read
a few extracts from their letters to their teenage children

(one extract to one student). Decide what values they are
writing about. Point out the reasons why they consider
these values important.
Dearest Gabrielle,
A few weeks ago, you came to the office with me on Take
Our Daughters to Work Day. That day was not your first
glimpse into the world of work – you have lived my work
with me your whole life.
Why do I work? I could afford not to. I don’t love what I
do more than I love being with you. In fact, there is nothing
that means more to me than you. Yet, day after day, I choose
to work.
Work is critical to my sense of a fulfilling life. It gives
me variety, a mosaic of people and places. Working outside
the home means the affirmation of being more than wife and
mother.
I do not live your life or live for you. I am here to support
you, guide you, praise you, console you – and I do all this


METHODS OF TEACHING

English

9

October 2013

better because I have another well to draw from for my own
self-worth.

Love,
Mom.
Dear Emily,
Honesty. Not honesty in the abstract, but honesty at home
between you and me. What is that like? Well, first, it’s shouting, hurt feelings, one of us slamming doors. If this is honesty, who wants it?
Is a real display of feelings ever bad? I believe it is better
to speak our minds than to stop free speech, as long as we
keep trying to hear.It is the inability to speak, I think, that is
more likely to lead to violence, to explosion.
Further, how can young people gain the self-respect crucial in hot disputes unless they have been listened to? So I
go on speaking and trying to listen, as you do, believing that
something will get heard.
Love,
Dad.
Dear Andrea and Ramiro,
As teenagers, you have a lot of dreams, a lot of needs and
desires. But you’ll need to build a foundation from which
these can be realized.
When I was a teenager, I joined a youth gang. Gradually,
I lost sight of myself. I was drawn further and further into the
atmosphere of violence.
The change came when I got involved with working with
young people in the housing projects. I felt that they were looking to me for guidance and for answers. And pretty soon, it mattered to me that I was doing something important, that I had
responsibility. I finally took control over my life. None of us are
ever “done”. We are all in a constant process of becoming.
There are no perfect people, but there are people who,
when confronted with the necessity of change, apply themselves. Throughout history, there have been many women and
men of profound spirit who have accomplished what seemed
to be impossible. Learn from them, as I have. But ultimately
you must make your own decisions and find your way.

Love,
Your Dad.
Dear Miranda,
I first understood what intolerance does to people when I
was in high school. I discovered that the kindest boy in my
class was called names because he was different. I found him
crying in the locker room, and he told me he was going to
quit school to get away from it all. The experience made me
think about the prejudice that many people endure.
Most Americans belong to families who came to this country from other places. We all look different.
If you ever hear someone say that one group of people is
not as good as another, that’s intolerance. And you can’t let
it slip by.

Miranda, have fun dancing the dances others can teach
you. Sing the songs that they sing; taste the food they eat.
And when they cry, cry with them. Then you’ll realize how
much they are like you.
With all my heart,
Pop-Pop.
d) Discuss the following: What values do these parents
stress? Do you share their opinion? What other values do
many Americans appreciate?
e) Develop a chart which includes
– a list of the most important values held by the Americans;
– a few reasons why they think so;
– a few examples of how these values are revealed.
f) Compare your charts and expand on them.
g) Survey how the values have been changing and try to explain what influenced those changes (in writing). Then
discuss your conclusions all together.

i) Discuss the following: What values do you think the parents in your country would emphasize? Why?
j) Survey other students on what values they consider of
great importance in modern Russia.
Task 4
a) Learning to do project work: in pairs or groups, choose
a value that you consider very important and research it.
Prepare a presentation.
b) Present your results and answer your group-mates’ questions.
c) Reflect on the way how you were doing your project work
and decide on how to improve your skills.
Task 5
How can you define the word “project”? Compare your preliminary definition (posters) with the final one. What role
do critical thinking skills play in project work and casestudy?
PART 6.
DEBATE: “FOR AND AGAINST
CRITICAL THINKING”
Task
Split into three groups – “for”, “against” and “audience”.
The first two groups prepare their presentations and speak
out in front of the others. They are also supposed to come up
with counterarguments after the presentation of the opposing
team. The “audience” ask questions and at the end of the debate vote for or against their issue under discussion.
Елена Васильевна Борзова,
Карельская государственная педагогическая
академия, г. Петрозаводск
See Notes for Teachers on CD.


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English

CLASSROOM ACTIVITIES

12 HEALTH PROBLEMS
October 2013

Материалы к урокам
READING
Read the following report and do the activities below:
Good and Bad Health Habits
A research has been recently made in one of Russian
schools. Teenagers were asked a few questions about their
health habits. The results were not as good as expected. The
majority of school-pupils smoke a lot. 72 percent have tried
to smoke. Boys smoke more than girls. Many of the schoolchildren have already tried some alcohol, mainly, beer or
wine. More than thirty per cent drink beer just after lessons,
school exams or at the weekend.
Almost eighty percent of school-pupils eat fast food at the
cafes, such as Rostick’s, or McDonald’s.
On the other hand, about 91 percent do some sports. Boys
adore football, basketball, swimming, cycling, and even parcour, while girls prefer fitness, aerobics, volley-ball and dancing. At least, 65 percent go to the gym, swimming-pool, or
sports center.
Very few teenagers eat low-fat food or wholemeal bread.
Girls like sweets and chocolate more, though some boys also
love eating them.
Let’s discuss:
1. What questions were Russian teenagers asked?
2. Can you answer them about yourself frankly? What are
your answers?
3. What health trends, according to the report, are frustrating? What is positive about schoolchildren’s health?
4. Make a report about your school group and think of a few

more questions to illustrate your healthy life style.
VOCABULARY WORK
Look at the chart below and fill it with some more words
and expressions:
HEALTH
Good Habits
Bad Habits
Fast food
Low-fat food
Eating at night
High-fiber food
Eating sweets
Fresh juices
Skipping breakfast
Wholemeal bread
……………….
Fresh fruit and vegetables
……………….
…………………
…………………
………………
………………….
………………
…………………
………………
LISTENING
Listen to a few Canadian students talking about their attitude to health.
A. True or false:
1. A lot of Canadians pay much attention to their health.
2. The students have visited the doctor.

3. One of the students has given up smoking.

4. All the students often go to fast food restaurants.
5. Canadians often forget about healthy food products.
B. Make your own dialogues based on the conversation
you’ve heard about Russians’ attitude to health.
TAPESCIPT
A: Well, our college professor has asked us to make a report about healthy habits among the Canadians. What are
your ideas, John?
J: I think, nowadays quite a lot of Canadians pay a lot of
attention to their health, and only a few of our citizens
simply forget about it. They just don’t visit the doctor
regularly, at least, once a year.
B: Well, I constantly go to the doctor every year. It’s really
important, I should say! What about you, Alan?
A: Oh, yes, Bill, I do the same.
J: Me too. By the way, I’ve seen that you, Bill, smoke.
B: Yes, that’s my problem, and I can’t give it up. My girlfriend managed to do it one day, but I go on buying
cigarettes. She got angry with me about my smoking
when we went for a snack to McDonald’s last Sunday.
J: Oh, you do go there! I think it’s not so good for your
health. I don’t visit such restaurants any more.
A: Neither do I. I should say that Canadians quite often forget about eating healthy food products as I see crowds of
people going to all kinds of fast food. Let’s write about it
in our report!
SPEAKING
Make your dialogues based on the following situations
concerning people’s health:
1. You’ve got a sore throat, so you can hardly speak. Tomorrow you’ll have to sing in a school choir at the concert.
Consult your friend about what to do.

2. You’ve got food poisoning. You go to the doctor and ask
him what food you should eat. The doctor wants to know
what you’ve eaten these days. On Saturday you were at a
birthday party, and on Sunday afternoon you were at McDonald’s and in the evening ate some fish and potatoes at
home.
3. One of your friends has put on much weight during the
summer holidays. He asks you for some good advice. You
find out he doesn’t go in for any sports.
4. One of your classmates has started drinking beer almost
every day. His school results have got worse. Speak to
him about that problem and give some necessary recommendations.
5. Your biology teacher has asked you to make a report about
health problems. What bad habits will you include in your
report? Discuss it with your partner.
By Alexander Derbaremdiker,
Polytechnic College No. 8, Moscow


English

CREATIVE WRITING

LET’S TALK ABOUT HEALTH
Writing about health inevitably involves writing about illness, which is a very sensitive issue for quite a few people.
But as an Irish proverb says, “Every disease is a physician.”
There is always something to be learnt from our painful experiences. Here are some creative writing prompts to do with
health that will hopefully help your students craft the stories
that will be revealing, healing and liberating.
1. Write a story about a time that you were injured, whether it was a small injury or a more serious one. How did you
deal with the problem and what kind of medical attention did

you receive? If it was a long time ago and you don’t quite
remember, fill in some made-up details.
2. What is the most sick you have ever been? What caused
it and what did you have to do to recover? How did it change
your attitude to life?
3. Write a story about a character who avoided Western
medicine and found a cure with alternative methods, such as
herbal remedies, acupuncture etc. Or you can show how it
all went wrong and reinforced his or her faith in traditional
methods of treatment. If you have never done anything like
that, do a bit of research and craft a story involving such
practices.
4. Write about your favorite and least favorite doctors
throughout your lifetime. What made them so memorable as
the best and the worst that you have had treat you.
5. Write a story that draws from an experience in which
you (or an imaginary character) had to care for someone who
was ill or injured. How did you help him or her to feel better
and what did you learn in the process?
6. There are so many reports of deaths, injuries, and illnesses on the news, it sometimes feels like we’re desensitized to everything. What was one news story that truly affected you and made you think differently about your own
life? If none has, pick a headline and run with it.
7. Create a character with a chronic pain or illness that
requires daily maintenance. How does it change his life and
how does he keep a positive attitude throughout it all? Is a
cure possible? After all, as John Steinbeck wrote, “A sad soul
can kill you quicker than a germ.”
8. Make a list of rules for a person, who wishes to be
“healthy, wealthy, and wise”. Tell them what they should and
should not do to fulfill themselves and live to be a hundred.
And remember that a good laugh and a long sleep are the

best cures in the doctor’s book!
By Yulia Klimenova, MSU

13
October 2013

IT COULD BE US
I’m walking home.
I drink the blue
Of cloudless skies
With hungry eyes
That have been
On a diet of grey
So long that they’re dimmed.
Few cars whizz by.
No tooting horns
Explode the quiet
Of the street.
It daydreams
Savouring a break
And calms its shattered nerves.
My brain is free
From every thought.
And I am slow
To realize
That I’ve just seen
An ambulance
Rush by. Hard luck!
God help him who’s
Submerged in waves

Of fear and pain,
Of sweat and smart...
What’s that? I stop
Dead in my tracks.
It pulls up near my house.
I’m bitten by
An ugly snake.
Its poison robs me
Of my strength.
Now is the time
To run and pray.
I’m rooted to the spot.
It can’t be us!
Misfortune is
The kind of thing
We pass each day.
We know of others
Who collide with it –
But we are spared.
What if today
It’s our turn?
The lift, like Fate,
Will take its time.
My mum looks up
When I come in,
Surprised to see my tears.


English

14

РЕКЛАМА


FOCUS ON LANGUAGE

English

15
October 2013

HEALTH
AND HEALTHCARE

HEALTH VOCABULARY
Word
ache noun/verb
acute adj
allergy noun
allergic adj
ambulance noun
amnesia noun
anaemia noun
anaemic adj
antibiotics noun
appointment noun
asthma (attack)
noun
bacteria noun

bedsore noun
benign adj
blood donor noun
blood pressure
noun
brace noun
broken adj
cancer noun
chemotherapy
noun
chickenpox noun
critical condition
noun
crutches noun
deaf adj
deficiency noun
dehydrated adj
diabetes noun
diagnosis noun
emergency noun
fatal adj
fever noun
feverish adj
fracture noun
fractured adj
germ
heart attack noun
illness noun ill adj
immune system
noun

infection noun
infected adj
inflamed adj
injury noun
intensive care unit
(ICU) noun
itchy adj
life-threatening adj

Meaning
pain that won’t go away
quick to become severe/bad
a body’s abnormal reaction to certain foods or environmental
substances (eg causes a rash)
emergency vehicle that rushes people to a hospital
a condition that causes people to lose their memory
occurs when the body doesn’t have enough red blood cells
medication that kills bacteria and cures infections
a scheduled meeting with a medical professional
a condition that causes a blockage of the airway and makes
it difficult for a person to breathe
a disease-causing organism
wounds that develop on a patient’s body from lying in one
place for too long
not harmful (not cancerous)
a person who gives blood to a blood bank or other person
the rate at which blood flows through the body (high/low)

This is a list of vocabulary items related to
health and healthhcare.

– How to say you are ill:
• I'm ill.
• I feel really rough.
• I'm shattered (meaning tired out or exhausted)
• I'm on my last legs (to be very tired, especially after a lot of physical activity or work.
It also means to be going to die soon – 'the
old man is on his last leg').
• I feel / look poorly / peaky / rough / bloody
awful.
• I feel / look like death warmed up (very ill
or appearing very sickly - Poor thing! She
looks like death warmed up)

a device that holds injured body parts in place
a bone that is divided in two or more pieces as a result of
an injury
disease caused by the uncontrollable growth of cells
type of treatment used on cancer patients
a virus commonly contracted by children, characterized by
itchy spots all over the body
requiring immediate and constant medical attention
objects that people with injured legs or feet use to help them
walk
unable to hear
a lack of something necessary for one’s health
in need of water
type of disease typically involving insulin deficiency
medical explanation of an illness or condition
a medical problem that needs immediate attention
causing death

higher than normal body temperature
broken or cracked bone
a micro-organism, especially one that causes disease
instance in which blood stops pumping through the heart
general term for any condition that makes a person feel sick
for a certain period of time
the parts of the body that fight diseases, infections, and
viruses
diseased area of the body (viral or bacterial)
appearance (red and swollen) of an injured body part
damage to the body
section of the hospital where patients get constant attention
and doctors rely on specialized equipment
feeling discomfort on the skin’s surface
when injuries and conditions are extremely serious

ª

– How to say you are feeling OK:
• Be alive and kicking (to continue to be well,
healthy or successful – Don't worry about
your grandfather; he is alive and kicking)
• I feel good (used to talk about emotional
state)
• I feel great / well
• Be a picture of (good) health (be in a very
healthy condition – The doctor told him that
he is a picture of good health)
• Be hale and hearty (be in a good health –
In spite of her old age, she looks hale and

hearty)
– Health problems
• I have a headache / toothache / backache
/ stomachache / earache...
• I have a pain in my back / tooth / head...
• I have a broken / sprained / twist an ankle
/ wrist.

ª


English

FOCUS ON LANGUAGE

16
October 2013

HEALTH
AND HEALTHCARE
• I have the flu / a cold / runny nose / fever
/ high temperature / sore throat
• I feel sick. I'm feeling nauseous.
• I have a bruise / cut / graze / wound.
– Health advice:
• Exercise regularly.
• Eat healthy food.
• Brush yor teeth regularly.
• Sleep early (= don't stay up late!)
• Have regular medical check up.

• Relax.
• Go on a diet.
– Medicines
• eye drops
• cream
• syringe
• syrup
• bandage
• dose (of medicine)
• drugs
• shot / injection (give some an injection)
• medicine (take medicine)
• pain-killer
• pill
• plaster
• tablet
• tranquilizer
– Treatment
• check-up
• diagnosis
• operation / surgery
• prescription
– People
• ophtalmologist
• dentist
• doctor / physician
• general practitioner (GP)
• midwife
• nurse
• patient

• specialist
• surgeon
– Places
• doctor's
• pharmacy / drugstore /chemist's
• hospital
• operating theatre
• surgery (medical operation)
• waiting room
• ward (a geriatric/maternity/psychiatric
ward)


light-headed adj
malignant adj
newborn noun
numb adj
operation noun
operate on verb
pain noun
pain killer, pain
reliever noun
paralyzed adj
patient noun
pharmacist noun
pharmacy,
drugstore noun
physician noun
poison noun
poisonous adj

prenatal adj
prescription noun
prescribe verb
radiation noun
routine check-up
noun
shock noun
side effects noun
sore adj
specialist noun
sprain noun/verb
stable condition
noun
swelling noun
swollen adj
symptoms noun
temperature noun
therapy noun
transplant noun
unconscious adj
vein noun
virus noun
visiting hours
noun
vomit noun/verb
ward noun
wheelchair noun
wound noun
wounded adj
x-ray noun/verb

feeling of dizziness and being off-balance, caused by lack
of oxygen in the brain
expected to grow and get much worse (especially related to
cancerous cells)
an infant that is less than three months old
no feeling in a certain body part
a medical procedure that involves going inside a person’s
body in an attempt to fix a problem
strong discomfort in certain areas of the body
type of medicine that takes away some or all of the discomfort
of an illness or injury
unable to move certain areas of the body
a person staying in a hospital or medical facility
a person who fills a doctor’s prescription and gives people
advice about medication
a place where people go to buy medication and other
medical supplies
doctor
a substance that is very dangerous if it enters the human
body
of the time period leading up to giving birth
the correct amount and type of medication needed to cure
an illness or relieve symptoms
high energy X-rays that destroy cancer cells
a doctor’s appointment to check a person’s general health
body not getting enough blood flow
other symptoms that might occur as a result of a certain
medication or procedure
painful

a doctor that is an expert in a certain kind of medicine
an injury (less serious than a break) to a joint (ankle, wrist,
knee etc)
a patient is stable if their medical condition is no longer
changing rapidly
ligaments (parts that hold the joints together) growing bigger
and rounder after an injury to a joint
pain or physical changes that occur because of an illness
or disease
amount of heat measured in a body; higher than normal
temperature
treatment aimed at improving a person’s mental or physical
condition
moving of an organ from one human to another
alive, but appearing to be asleep and unaware of the
surroundings
the thin tubes that transport blood around the body and
back to the heart
a dangerous organism that causes the spread of minor and
major diseases
time of day when friends and family are allowed to visit
patients in hospital
discharge of a person stomach contents through the mouth
a section of a hospital or health facility where patients stay
a chair on wheels used for transporting patients from place
to place
injury to body («flesh wound» means not deep)
a photograph of a person’s bones and organs
Compiled by Tatyana Makhrina

English

LESSON PLANS

AN APPLE A DAY KEEPS THE DOCTOR AWAY
Урок в 2-м классе
Оборудование: учебник (И.Н.Верещагина, К.А. Бондаренко, Т.А. Притыкина. Английский язык для II класса
школ с углубленным изучением английского языка);
карточки с зашифрованными пословицами (буквы заменены их порядковыми номерами в алфавите), в которых
присутствуют названия частей тела или рекомендации,
связанные со здоровьем; белый халат для ролевой игры
“At the doctor’s”.
ХОД УРОКА
Teacher: Good morning, boys and girls! Your homework is
to read the text “My Little Cousin Ann.” You know that
Ann is ill. She doesn’t want to play. Her toys are very
sorry.
Каждая из игрушек выражает свое огорчение по-своему.
Давайте произнесем за них эти звуки и подготовимся к
чтению.
Her doll Barby says [əu], [əu]
Her brown monkey says [oi], [oi]
A yellow giraffe says [d3], [d3]
A little white duck says [t∫], [t∫]
A big black bear says [b], [b], [3], [3]
A white dog says [r], [r], [gr], [gr]
And then together [ai], [ai]
Teacher: Now we are ready to read.
Дети читают текст “My Little Cousin Ann” и выполняют упражнение: true/false.

Teacher: Now say what you do when you are ill.
Примерные высказывания детей.
Pupil 1: When I am ill, I go to bed. I drink milk with honey.
The doctor comes to see me. He explains why I am ill.
Pupil 2: When I am ill, I don’t go to school. I stay in bed. I
do what my doctor says.
Pupil 3: When I have a headache, I don’t play with my toys.
I can’t read books. I can’t watch TV. Mum gives me tea
with lemon.
Pupil 4: When I am ill, Mum asks the doctor to come. He comes
to see me. He tells Mum why I am ill and what to do.
Teacher: You are doing well. Now get cards with secret
messages, read them and match them with their Russian equivalents, written on the blackboard.

17
October 2013

Дети получают карточки с зашифрованными пословицами (буквы заменены их порядковыми номерами в алфавите), читают пословицы и находят их эквиваленты
на русском языке.
1. An apple a day keeps the doctor away.
2. All work and no play makes Jack a dull boy.
3. Keep your mouth shut and your ears open.
4. In one ear and out at the other.
5. All in good time.
6. To come out with clean hands.
A. Умей дело делать, умей и позабавиться.
B. В одно ухо влетает, в другое вылетает.
C. Все в свое время.
D. Выпутаться, не замарав рук.
E. Кушай по яблоку в день и доктор не понадобится.

F. Держи рот на замке, а уши открытыми.
Key: 1. E; 2. A; 3. F; 4. B; 5. C; 6. D
Teacher: Let’s play a game “At the Doctor’s”
Примерные диалоги.
1. P1: Oh, Doctor, can you help me?
P2: What’s the matter with you?
P1: I have a terrible headache.
P2: Do you go for a walk in the afternoon?
P1: No, I don’t. I do my homework.
P2: Go for a walk after school. That will help you.
P1: Thank you, Doctor
2. P1: Doctor, I have a terrible stomachache.
P2: Don’t eat your lunch. Drink a lot of water, instead.
3. P1: Doctor, I have a toothache.
P2: Open your mouth, please. Do you clean your teeth
every day?
P1: I don’t like to clean my teeth.
P2: That is why you have a toothache. Clean your teeth in
the morning and in the evening.
Teacher: Thank you very much. You are very creative.
Подведение итогов урока, выставление оценок и обсуждение домашнего задания на следующий урок.
By Youdif Boyarskaya, School No. 814, Moscow
Photos by the author


English

18
October 2013

LESSON PLANS

HEALTH IS ABOVE WEALTH
Урок в 3-м классе (“Enjoy English 3”, авт. Биболетова М.З. и др.)

Тип урока: комбинированный с применением средств
ИКТ.
Оборудование: персональный компьютер, интерактивная доска, раздаточный материал по теме (Приложение
1; Приложение 2; Приложение 3), электронная презентация в программе “Power Point”, книга для учащегося
“Enjoy English 3”, театральный реквизит (медицинский
халат, очки, стетоскоп).
Цель урока: введение, отработка и закрепление модального глагола “must” (утверд., отриц.) в устной и письменной речи.
Задачи:
Образовательные: развивать практические умения и навыки устной речи: учить рассказывать o необходимости
соблюдения правильного режима дня и питания, правил
поведения во время приема пищи, используя модальный
глагол “must” (утвердит., отрицат.); развитие навыков
восприятия речи на слух и навыков чтения с целью понимания прочитанного; развитие навыков аудирования;
повторение и закрепление Present Simple Tense.
Воспитательные: формирование у младших школьников отношения к человеку и его здоровью как ценности,
а также выработки понимания сущности здорового образа жизни и практических рекомендаций по соблюдению
здорового образа жизни.
Развивающие: развитие самостоятельности, логики
мышления, способности осуществлять продуктивные
речевые действия, развитие памяти, внимания, быстрой
реакции.
ХОД УРОКА
I. The beginning of the lesson (3 min.)
Aims of the stage: To create a friendly atmosphere for
speaking a foreign language.

T.: Now you’re fine and ready to work, aren’t you?
So, let’s start our lesson.
Today we’re going to use the modal verb “must” and revise the vocabulary for the topic “Health is above wealth”
(Слайд 1).
II. Warm-up Brainstorming (2 min.)
Aims of the stage: To introduce a problem through questions; to encourage students to think about their health; to
improve oral fluency.
Somebody is knocking at the door. Dr. Health is coming in.
Dr. Health: I’m sorry, Oxana Nikolaevna. I’m Mr. Health.
I’m a doctor from Great Britain. English boys and girls
have got a lot of problems with their health. They don’t
want to take care of their health! They are so lazy! Do
Russian boys and girls take care of their health?
T.: Sure, they do. Please, Dr. Health, take your seat and make
yourself comfortable.
III. Grammar (5 min.)
Aims of the stage: To introduce the new rule; to improve
grammar skills.
T.: So, my dear pupils. Let’s show Dr. Health how we take
care of our health.
Look at the whiteboard. There is a new rule here. Listen,
repeat and remember (Слайд 2).
The grammar rule is shown in the presentation. Pupils look
it through and remember.
IV. Speaking (3–5 min.)
Aims of the stage: To revise the vocabulary for the topic
“Health is above wealth”; to revise the grammar (Must: affirmative); to improve oral fluency.

Greeting Rhyme

Good morning.
Good morning.
How are you?
I’m fine, thanks.
And me too!

T.: Open your textbooks, page 37 ex. 2. Read Ms. Chatter’s
advice and complete the list. Use the verb “must”.
P1: You must wash your … .
P2: You must clean your … etc.

Teacher (T.): Good morning, dear pupils! I’m glad to see
you today. It’s too early! Follow my instructions and …
wake up!

V. Speaking (5–7 min.)
Aims of the stage: To encourage oral communication; to revise the vocabulary for the topic “Health is above wealth”; to
revise the grammar (Must: affirmative, negative); to develop
physical coordination.

Утренняя зарядка “Wake up!”.
• Pull down the lobes of your ears (3 times).
• Pull the helix up (3 times).
• Pull the helix from the outside (3 times).
• Circular motion of your helix clockwise/counterclockwise (3 times).
• Keep smiling!

T.: Play the game Follow My Advice. You have to look
through the pictures and advise your classmates to do
some activities (Слайды 3–4). You should show understanding through mime and physical response. Be careful!

Follow the advice if it’s good, e.g.


LESSON PLANS

English

19
October 2013

Teacher gives instructions for a short gym sequence in a
rhythmic way, e.g. Hands in the air. One, two! Touch your
toes. One, Two! Bend to the left. One, two! Bend to the right.
One, two! Run on the spot. One, two! Turn around. One, two!
And sit down. One, two!
IX. Art Activities/Writing (2–3 min.)
Aims of the stage: To listen and follow instructions; to make
a personalized record of vocabulary; to develop memory
skills.
T.: …, you must eat many sweets every day.
P1: I mustn’t eat many sweets every day.
T.: … , you must run in the park.
P2 (demonstrating the action): I must run in the park.
Children are grouped into 3–5 and sit in circles. Encourage
every child to respond.
VI. Reading (5 min.)
Aims of the stage: To improve reading skills; to revise the
vocabulary for the topic “Health is above wealth”; to revise
the grammar (Must: affirmative, negative).
T.: My dear students! Dr. Health has a surprise for us. Please,

open you textbooks to page 38, ex.6. You should read Dr.
Health’s article “Would you like to be healthy?” and remember what we must do to be healthy.
Children read the story.
VII. Writing (5 min.)
Aims of the stage: To improve reading and writing skills;
to revise the vocabulary for the topic “Health is above
wealth”; to revise the grammar (Must: affirmative, negative).
T.: You’ve read the article “Would you like to be healthy?”.
You have a fun chart to complete. Fill in the gaps with
must or mustn’t. Do the task with the music. When it stops,
you should finish. (*Инструментальная музыка)
Children sit down once their charts are complete. (Приложение 1)
T.: Now let’s check the answers. Look at the whiteboard. If
you’d like to be healthy you … (Слайд 5).
VIII. Gym Sequence (1 min.)
The aims of the stage: relax a little.
T.: Please, children, stand up and have a rest. Do the actions
with the music (Музыка для физкультминутки).

T.: Let’s make presents for Dr. Health. You’ve got a sheet of
paper and coloured pencils or crayons. You should write
simple sentences and draw pictures to illustrate activities
which promote health (Приложение 2). (Слайды 6–10)
X. The End of the Lesson (2–3 min.)
Aims of the stage: The teacher thanks the pupils for their
work.
Dr. Health.: Thank you, pupils. As I see, you’d like to be
healthy and happy. Remember: “An apple a day keeps
the doctor away”! Bye! (Слайд 11)
T.: Bye, Dr. Health! We don’t want to be lazy! We’d like to

be healthy!
The actor is going out.
T.: Today you have learnt the modal verb “must” and revise
the vocabulary for the topic “Health is above wealth”. It’s
up to you to decide what advice to follow.
T.: According to the results of your work you get the following marks…
On your desks you’ve got three circles: green, yellow and
red like in traffic lights (Приложение 3). (Слайд 12)
The green one means you’ve understood everything;
The yellow one means you’ve understood almost everything;
The red one means you’ve understood a little;
Tomorrow is the weekend and there is no home task.
Thank you very much for your work in the lesson. You
are so active and it’s great. Have a great weekend! (Слайд
13)
Goodbye Rhyme
Time to finish now.
Stop our work and fun.
See you on Monday,
Goodbye, everyone!
By Oxana Dudina,
School No. 1740, Zelenograd
See additional materials on CD.


English

20
October 2013

LESSON PLANS

A HEALTHY WAY OF LIFE
Урок в 3-м классе

Дидактическая цель: создать условия для комплексного
применения знаний и формирования умений в знакомой и
новой учебных ситуациях и способствовать их реализации
средствами системы уровневых заданий для практической
работы.
Цели по содержанию:
Образовательные: создать условия для развития коммуникативной и социокультурной компетентности школьников через создание речевых ситуаций, максимально
приближенных к реальной для оптимального интенсивного общения; активизировать изученную лексику по теме
“Здоровье”; развивать у учащихся умение творчески использовать усвоенный материал в новых ситуациях общения.
Развивающие: создать условия для: 1) развития мышления,
речи, познавательных способностей учащихся, коммуникативных и рефлексивных навыков; 2) развития воображения
учащихся через выполнение ролевых функций, развитие
умений сотрудничества и взаимопонимания;
Воспитательные: создать условия: 1) для воспитания интереса к предмету, учебной активности, культуры труда на
уроке; 2) определения своего отношения к нравственным
ценностям, позитивного отношения к здоровому образу жизни, занятием спортом.
Здоровьесберегающая: создать условия для сохранения
и сбережения здоровья учащихся через: 1) самовнушение;
2) оздоровительные упражнения для снятия утомляемости;
3) наблюдение за правильной посадкой учащихся.
Предварительная подготовка
Дети должны знать слова по теме “Еда”, “Спорт”. Учитель
готовит оформление класса и раздаточный материал, музыкальное сопровождение презентацию к уроку.

ХОД УРОКА

1. Организационный момент. Приветствие
2. Основной этап. Целеполагание
Введение в сюжет урока. Определение темы урока.
Постановка задач.
T: Люди в разных странах приветствуют друг друга.
Это звучит по-разному на разных языках. На русском “Здравствуйте”, на немецком “Guten Tag”, на
английском “Good morning!”. Что же этими словами мы хотим сказать друг другу? Что хотим пожелать?
Ответы учащихся.
T: Правильно, здоровья! И мы всем хотим сказать –
учителям, гостям – Good morning! We are glad to
see you! Сегодня на уроке мы с вами поговорим о
самом важном в жизни человека, как вы думаете о
чем?
Today at the lesson we shall speak about Health! And the
theme of our lesson is Healthy Way of Life!
Давайте же поставим задачи нашего урока. Что же
мы должны знать, уметь и применять на уроке?

Дети ставят перед собой задачи самостоятельно.
Знать: слова по теме “Здоровье”, “Продукты”, “Спорт”.
Уметь: составлять предложения по этой теме, отвечать
на вопросы.
Применять: предложения по этой теме в речи.
T: Look at the screen. You can see a proverb which Russian
and English people have used from ancient times. Please,
read and translate this proverb. Who wants to do it?
P: Prevention is better than cure.
T: Предотвратить болезнь легче, чем её лечить. Мы поговорим о том, что же нам нужно делать, чтобы не
заболеть. Today we are going to speak about what we
must do to be healthy.

Сегодня на нашем уроке мы отправляемся в путешествие в Страну здоровья. The Country of Health. Let’s
go to this countrу!
3. Актуализация знаний и умений
Фонетическая зарядка.
T: Давайте же возьмем нашего друга попугая. It is a parrot. He speaks English. Oн говорит у нас только поанглийский и повторяет все слова, фразы и предложения за нами.
Итак, в путь!
Идем мы, идем по волшебной стране и кого же мы
встречаем? Who is this?
Р: It’s a hare. He has a toothache. У зайчика заболели зубы.
T: А попугай за нами повторяет: health – wealth – thank
– mouth – think).
Возьмем зайчика с собой в страну здоровья?
Идем дальше. Кого же мы с вами ещё встречаем?
Who is this?
Р: This is a boy. His name is Willy. He has a headache. У
Вилли болит голова.
Why do you cry, Willy?
Why do you cry?
Why, Willy? Why, Willy?
Why ,Willy? Why?
(Where? What? Why? When? Wise – wash – wants)
Давайте мы Вилли тоже возьмем с собой в страну
здоровья.
Идем мы дальше, а на дереве сидят сороки и беседуют
между собой: T-d, t-d, t-d (must play, must eat, must
clean teeth).
4. Применение знаний
T: А вот и волшебная поляна цветов. Какие красивые
цветы на ней распустились. Но это не просто цветы,
а цветы вежливости. А какие же мы вежливые слова

знаем?
Р: Good morning! Good bye! Hello! Would you like…?
Sorry! Help yourself! Good evening! Thank you!
T: От этих слов на душе становится приятно и повышается настроение, а это ведь самый первый признак


LESSON PLANS

English

21
October 2013

здорового человека, значит, нужно быть…. вежливыми!
Какой глагол поможет нам сказать, что мы должны
делать, чтобы быть здоровыми?
А эта схема поможет нам сказать. что мы не должны
делать…. (Используются уже известные для детей
схемы.)
На доске появляется надпись: WE MUST BE POLITE!
T: Идем дальше! И что же это такое? Это маленькая речка
здоровья! It’s a small river! А на берегах, на камушках
этой реки написаны слова. Чтобы перейти нам на
другой берег нужно составить словосочетания из
данных слов и построить мостики между словами.
Here are some words! Read them! (Читают индивидуально и хором.)

T: Что же мы видим? This is a wonderful tree! What is
growing on the tree? Что же на нем растет? (milk, garlic, bread, fish, carrot, tomato, cake, sweets, apple, onion, cheese, potato, juice)
What do you like to eat ? What don’t you like to eat?

На доске схема:
I LIKE _____.
I DON’T LIKE _______.
T: Is healthy food important for our bodies? A как полезные
продукты помогают нашему организму?
Is healthy food important for our life?
Milk
bones
Garlic
is good for
heart
Onion
nerves
Carrots
are good for
eyes
T: А сейчас давайте споем песенку про то, что мы любим
кушать. (Песня про овощи и фрукты.)
Какой совет мы можем дать этому мужчине и всем
присутствующим здесь?
Р: Don’t eat too many sweets! Eat lots of fruit and vegetables!

Т: Now please answer my questions:
Can you ride a bike? Can you…?
Do you like to ride a bike? Do you like to…?
Is sport important for our health?
We must go in for sport!
(На доске появляется следующая надпись.) We must…
(Учащиеся составляют предложения по схеме.)
Идем дальше. А чтобы нам было немного повеселей

давайте потанцуем. Do you want to dance?

Учащиеся, опираясь на схемы на доске, отвечают на
данный вопрос.

Танец:
1. STEP-STEP, CLAP-CLAP.
2. BEND AND CLAP-CLAP (наклонись и похлопай)
3. HANDS UP, CLAP-CLAP (руки вверх)
4. HANDS ОUТ, CLAP-CLAP (руки в стороны)
5. HANDS DОWN, CLAP-CLAP (руки вниз)

T: А ещё что?
(Физкультминутка.)
Wash your face!
Wash your hands!
Clean your teeth!
Be healthy please!

5. Проверка и контроль знаний и умений
T: А вот и мы пришли к избушке. Но кто же это стоит,
охраняет её? Стражники. Они пропустят нас, если
мы ответим на их вопрос: What must you do to be
healthy?


English

LESSON PLANS

22
October 2013

А вот какая-то загадочная паутина! Оказывается,
разгадав паутину-кроссворд, мы узнаем кто же правит
страной здоровья. В кроссворде зашифрованы его
друзья.

А теперь давайте возвращаться в школу!
Let’s go to the school!
Вывод: Полезным ли для нас был сегодня урок и
почему?
Продолжите предложение “На уроке мне больше всего
понравилось….”
Какой вывод мы с вами сделали после сегодняшнего
нашего путешествия? (пословица)
6. Информация о домашнем задании.
Дом. задание: с.26 упр. 3 (рабочая тетрадь)
Key: dog; fox; cat; tiger; frog; rat. Word: doctor.

7. Подведение итогов урока и рефлексия.

Т: Who is this? Yes, this is a doctor. His name is Айболит.
He likes animals. And we have a present for him.
(Инсценировка стихотворения “Little mouse!”)
Я думаю, что Айболиту понравился наш подарок и он
нам написал волшебное письмо, в котором есть тайные советы что же нам надо делать, чтобы сохранить
свое здоровье!
Let’s read them! (Учебник с.38 упр.6)
Мы будем выполнять его советы? Айболит вылечил

нашего зайчика и мальчика Вили.)

Teacher: А сейчас мы с вами возвращаемся к задачам,
которые мы поставили перед уроком.
Today we have spoken about a healthy way of life. I liked
your answers. I give you all excellent marks.
Thank you for the lesson. Good bye.
Елена Васильевна Емашова,
МКОУ СОШ с УИОП № 3,
г. Яранск, Кировская область
Фото предоставлены автором.
See presentation on CD.


LESSON PLANS

English

23

DIET. LIFESTYLE

October 2013

Интегрированный урок (английский язык + математика)
Цель: активизировать потенциал знаний и умений, навыков говорения у учащихся 5 класса, полученных при
изучении главы “Diet. Lifestyle” учебника “Pacesetter.
Starter” и 4 главы “Десятичные дроби” учебника математики “Математика 5” под ред. И.И. Зубаревой, А.Г.
Мордковича.
Задачи: расширить лексический запас; расширить

лингво-страноведческий компонент знаний учащихся;
комбинировать известные алгоритмы деятельности в ситуациях, не предполагающих стандартного применения
одного из них, мотивированно отказываться от образца
деятельности, искать оригинальные решения; выполнить арифметические действия с десятичными дробями;
закрепить умения пользоваться основными единицами
длины, массы; решать текстовые задачи на дроби и проценты; воспитать у учащихся уважительное отношение
к партнерам по команде.
Пути реализации поставленных задач: использование
метода ролевых игр и драматизации, а также работы с
интерактивной доской в системе “голосование”; создание атмосферы неформального общения для снятия психологического барьера; изменение роли учителя – статус
“консультанта” и “помощника”.
Используемые формы работы: групповая, соревнование, индивидуальное первенство.

P.S. My usual breakfast consist of crisps (100 g), bacon
and eggs (100g) and a glass of fruit juice.
Miss Jane
2. Таблички с названиями команд: Doctors, Team Doctors,
Dietitians.
3. Карточки с заданиями для каждой команды:
Doctors.
1. Read Jane’s letter.
2. Count her personal daily amount in calories.
Dietitians.
1. Read Jane’s letter.
2. Count BMI (Body Mass Index).
3. Give your advice about nutrition to Jane.
Team Doctors.
Answer the following questions:
a) How many calories did Jane have for her breakfast?
b) What should she do to burn all these calories?

c) Give your recommendation.
4. Калькуляторы для вычислений.
5. Таблицы с формулами:

Подбор материала мы строили на следующих принципах:
• новизна материала (использование неизвестной для
учащихся информации: текстовой, цифровой, лексической);
• посильности выполнения заданий (в основе лежит
пройденный лексический и грамматический материал,
тема, изученная по математике);
• минимизация письменных заданий.
Технология выполнения заданий.
Ролевая игра – Клиника “Здоровый образ жизни”
Игра развивает навыки говорения и чтения у учащихся и расширяет их кругозор в области лингвострановедческого компонента с использованием умений
и вычислительных навыков.
Рабочие материалы для проведения игры:
1. Письмо Miss Jane с просьбой помочь решить её проблему
Dear doctors from Clinic Healthy Nutrition,
My name’s Jane. I’m 32 years old. My height is 5 feet and
10 inches, my weight is 198 pounds. I’ve just found out that
my favorite dress is a bit tight. I don’t like my figure. I’m
not active. I don’t take any exercises. But I’m fond of eating
junk food: crisps, bacon and eggs and fruit juice. Could you
please help me?

PERSONAL DAILY AMOUNT
IN CALORIES
W – weight (kg), E – main exchange
Age
E

18-30
14,7×W+496

31-…
8,7×W+829


English

LESSON PLANS

24
October 2013

Additional
Personal daily amount in calories
conditions
You are not
1,4×E
active
You are active
1,7×E
You take
2×E
exercises
Calories
Food
Crisps
Bacon and eggs

Fruit juice

Quantity
100g
100g
glass

Calories
270Kcal
510Kcal
250Kcal

Calories burned in a minute
Activities
Calories
lost in a
minute

Walking
53

Cycling
8,3

Swimming
11,1

Jogging
20

Body Mass Index (BMI)
BMI=weight (kg) : height² (m)
Keys:
BMI<20 (you’re thin, forget about diets)
20BMI>25 (overweight)
BMI>30 (extremely overweight)
6. Таблица мер веса:
inch =0,0254m
foot =0,3048m
pound =0,454kg
Технология проведения игры:
• деление учащихся на команды;
• раздача карточек с индивидуальными заданиями для
группы;
• чтение письма;
• выполнение в группах вычислительных заданий и
получение ответов на вопросы карточки;
• получение выводов и сообщение их всем участникам
игры.
Во время игры учителя-консультанты помогают разобрать новые лексические единицы и, если нужно, помочь
с вычислительными действиями.
Работа с интерактивной доской в системе “голосование”
Учащимся предлагается тематический тест. Такой метод позволяет эмоционально увлечь детей новым видом

учебной деятельности и достичь более высоких результатов в запоминании учебного материала.
1. Do you take much pleasure in eating pies and cakes?
2. Do you take exercise every day?
3. Do you usually eat a large meal before you go to bed?
4. Do you take sugar in tea and coffee?

5. Do you eat fresh fruit and vegetables every day?
6. Do you eat sweets and chocolate every day?
7. Do you eat salted snacks (crisps, nuts) at least once a day?
8. Do you eat at a fast-food restaurant more than once a
week?
Индивидуальное первенство и соревнование
Знаете ли вы что:
• первой развлекательной книгой по математике считается задачник, составленный в 8 веке английским математиком Алкуином;
• косой крест при умножении (×) был предложен англичанином Оутредом в 1631г.;
• знак (=) для обозначения равенства двух чисел или выражений ввел англичанин Роберт Рекорд в 1557 г.;
• знаки < и > были предложены английским математиком, географом, астрономом Томасом Гарриотом в
1631 г.;
• Чарльз Бэббедж предложил вычислительную машину
– прообраз современной техники;
• первую вычислительную программу для счетной машины составила в 1843 г. дочь великого английского
поэта лорда Дж. Байрона – Августа Ада Лавлейс;
• все шифры английских монархических заговорщиков
в 17 в. разгадывал один из лучших математиков того
времени профессор Оксфордского университета Валлис. Он считал себя основоположником новой науки
криптографии.
Сколько зашифровано слов, обозначающих продукты.
Назовите их.
C

U

C

U

M

B

E

R

A

U

B

E

R

G

I

N

R

A

D

R
O

N

I

T
C

I

S

H

T

B

E

E

T

O

N

M

A

I

Z

E

A

B

B

A

G

E

E

T
O
Т.Ю. Петрова,
учитель английского языка,
Е.М. Черникова,
учитель математики

LESSON PLANS

ЗДОРОВЫЙ ОБРАЗ ЖИЗНИ

25
October 2013

Урок в 8-м классе
Цели урока:
Образовательные: ознакомить учащихся с новыми лексическими единицами по теме “Здоровый образ жизни”;
научить грамотно употреблять видовременные формы
глаголов в косвенной речи (в специальных вопросах);
научить учащихся строить высказывания (как устные,
так и письменные) с использованием новых лексических
единиц.
Развивающие: комплексное развитие умений и навыков,
а именно: развитие грамматических и лексических навыков, развитие умения говорения и письма. А также,
развитие памяти и мышления.
Воспитательные: вызвать интерес к изучаемой теме;
привлечь внимание к собственному здоровью, стимулировать учащихся к заботе о своём здоровье, показать
важность здорового образа жизни; расширить кругозор;
приучить к аккуратности, систематизации учебного материала; привить учащимся нормы культурного общения, научить слушать друг друга.
Оснащение урока: учебник (Афанасьева О.В., Михеева
И.В. Английский язык. Серия “Новый курс английского
языка для российских школ”: 4-й год обучения. 8 класс:
учебник для общеобразовательных учреждений. – М.:
Дрофа); рабочая тетрадь № 2 (Афанасьева О.В., Михеева И.В. Английский язык. Серия “Новый курс английского языка для российских школ”: 4-й год обучения. 8
класс: рабочая тетрадь № 2. – М.: Дрофа); аудиозапись к

учебнику (Афанасьева О.В., Михеева И.В. Английский
язык. Серия “Новый курс английского языка для российских школ”: 4-й год обучения. 8 класс: аудиозапись к
учебнику. – М.: Дрофа).
Раздаточный материал: карточки “Medical Chart”,
Римкевичус Т.С. Карточки “What’s the matter?” и “Which
medicine?”, Play Games with English (Word games for
English, English Puzzles), Macmillan Publishers Ltd, 2002.

English

ХОД УРОКА
1. Организационный момент (приветствие и активизация ранее изученной лексики)
Teacher: Good morning, children? How are you feeling
today? What’s new? Who is absent today? Is he / she
(still) ill? Have you done your best to do your homework?
OK, let’s check it.
2. Проверка домашнего задания и активизация изученного по теме “Здоровый образ жизни”
“Questions in Reported Speech”. Учащиеся отвечают на
вопросы, каким образом происходит сдвиг времён в косвенной речи, вспоминают союзы (if/whether), которые
позволяют передать общие и альтернативные вопросы
в косвенной речи.
Рабочая тетрадь, с. 77, № 31
Nicky couldn’t enter the competition because his broken
leg still hurt. Write what his friend John asked him when
he came to see Nicky:
1) to follow all the doctor’s recommendations;
2) to take the medicine his doctor prescribed;
3) to give his leg enough rest;
4) to walk with a walking stick;
5) to give his leg enough exercise;

6) to keep to the diet his doctor recommended;
7) to eat enough dairy products and fish;
8) to speak to the doctor about the pain in his leg.
3. Ознакомление с построением специальных вопросов в косвенной речи
What is a special question? What words do we use to form
a special question? Необходимо использовать вопросительные слова when/where/why/how/how many/much/
what, etc. после глаголов ask, want to know, wonder.
Пример:
He asked his friend, “When did you buy a new car?” – Direct
speech (прямая речь).
He wanted to know when his friend had bought a new car. –
Reported speech (косвенная речь).
Учебник, с. 188, № 5 (7–10) – письменно
Report what John said. Use the verbs ask, wonder, tell,
explain:
7) Where did Aunt Polly go last night?
8) Why is Sarah keeping to a diet now?
9) What club did Larry join three days ago?
10) Where were his friends last month?
4. Ознакомление учащихся с новыми лексическими
единицами по теме “Здоровый образ жизни”
Учащиеcя произносят новые слова вместе с учителем и
диктором, выделяют основные словосочетания, подчёркивают их и переводят (можно использовать словарь).