Magazines english 1 september 2013 no 12

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Voices in the Mist
The time draws near the birth of Christ:
The moon is hid; the night is still;
The Christmas bells from hill to hill
Answer each other in the mist.
Four voices of four hamlets round,
From far and near, on mead and moor,
Swell out and fail, as if a door
Were shut between me and the sound:
Each voice four changes on the wind,

That now dilate, and now decrease,
Peace and goodwill, goodwill and peace,
Peace and goodwill, to all mankind.
Alfred Lord Tennyson

MERRY CHRISTMAS!
декабрь
2013

1september.ru
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INSIDE

TEACHERS FORUM
Spirit of Christmas ..................................3
Are Children Given Too Many Toys? ......3
METHODS OF TEACHING
The Mystery of One ...............................5
Фонетическая битва
на уроке английского языка .................. 7
Debates: The Internet –
Are We Really All United? ................... 8
CLASSROOM ACTIVITIES
Рождество и Новый год ...................... 12
Activities for a Christmas Party.............. 15
Любимые праздники детей..................16

Christmas Worksheet ............................19
Christmas Quiz ....................................19
Christmas Acrostic Poem ..................... 20
New Year Role Play ............................ 20
LESSON PLANS
Christmas Traditions ............................. 21
CREATIVE WRITING
Christmas Journal Writing Topics...........23
GOOD NEWS
Every Day Is Christmas ....................... 24
TOPICAL JOURNEY
Christmas ............................................ 27
SCHOOL THEATRE
Cinderella ........................................... 39
Веселое Рождество ............................ 42
Christmas in Ozland .............................45
TESTS
Christmas Test..................................... 49
Five-Minute Tests ............................... 49
TEXTS FOR READING
The Children's Christmas......................52
Christmas Memories .............................53
A Christmas Tale ..................................54
YOUTH ENGLISH SECTION
Between the Continents:
American Reality with Russian Eyes ..... 56
This sign indicates additional materials on CD.
Front page: Giuseppe Arcimboldo. Rudolf II as Vertumnus.
Unless otherwise indicated images in this issue are from shutterstock.com

выходит
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Издание основано в 1992 г.

Главный редактор: Алёна Громушкина
Консультанты: Stephen Lapeyrouse, Erin Bouma
Научный редактор: Г.Гумовская
Корректура: М.Гардер
Набор, верстка: Г.Струкова
ИЗДАТЕЛЬСКИЙ ДОМ “ПЕРВОЕ СЕНТЯБРЯ”
Главный редактор
А.Соловейчик (генеральный директор)
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ЖУРНАЛЫ ИЗДАТЕЛЬСКОГО ДОМА:
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Библиотека в школе – О.Громова,

Биология – Н.Иванова,
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Дошкольное образование – Д.Тюттерин,
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TEACHERS FORUM

Spirit of Christmas

“Bah, humbug,” said Scrooge and shut the door on
Christmas. Like the misanthrope in A Christmas Carol by
Charles Dickens, I find myself wanting to avoid Christmas, with its sentimentality and tinsel.
In England, my brother Michael is the exact opposite.
He’s dreaming of snow and counting the days to Christmas. In the narrow streets of York, he’s doing his Christmas
shopping, searching for exotic little stocking fillers (small
presents to go in the Christmas stocking) – hand cream
with hibiscus and honey; soap with citrus and saffron.
I wish he wouldn’t; I wish he’d stop it. I keep suggesting

we mark Christmas by giving our money to charity instead.
Our motivation is the same but our approaches differ.
We both remember the intensely happy Christmases
of childhood, when we put up the Christmas tree to the
sound of carols on the radio, woke early to open presents from Santa Claus and feasted on Mum’s delicious,
fruit-stuffed Christmas cake. Now adults, we still want to
honour Christmas, but how?
Michael believes in tradition. Annually, he tries to recreate the magic. I know there’s a fine line between tradition and habit; that magic cannot be manufactured and
repeated. I would rather keep the memory of past joys
than deaden Christmas, the holy time of wonder, goodwill and redemption.
And so this year I’ll be alone in Moscow on Christmas
Day, 25 December. I’ll be at work, on duty, giving my colleague the chance of a Christmas holiday with his young
daughters. They say Christmas is for children and it’s true.
Celebration will come for me but it’s not a date in my
diary. I go with the flow. I am open to fresh delight.
I learnt
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Helen Womack

ARE CHILDREN GIVEN
TOO MANY TOYS?
Retailers are starting to gear up to sell the latest
generation of Christmas toys, but some campaigners are advocating a change in attitude. Do some
Western children have too many toys, asks Joanne
Furniss.
I stood in the playroom holding an empty suitcase.
We were emigrating and could only pack a few toys
to keep us going until the rest arrived by ship months
later.
In went the Story Cubes – ingenious picture dice that
inspire stories, drawings or full-scale theatrical productions. Both kids are “crafty”, so in go pom-poms, pipe
cleaners and paper punches. Next, a kingdom of animal
figurines marches two-by-two into the case.
I subject the rest to an eligibility test before I transport
them half way round the world from Switzerland to Singapore – has either child shown the slightest interest in
the toy in the past month?

An ancient game of Pass the Pigs passes muster.
A bucket of unisex Duplo and then, after a tantrum, a
second bucket of pink Duplo. At the last minute, I spot
a “snakes and ladders” game that my son enjoys (provided he gets to take all the turns).
But the rest has not been touched in a month – and
the shelves are still packed with dolls and jigsaws and
trains and kazoos and knitted muffins and the emergency vehicles of several nations and enough wooden
blocks to build a bridge to Singapore.
So why do we have so many toys?
Psychologist Oliver James, author of the parenting
book Love Bombing, believes children don’t “need” a
vast panoply of toys.
“Most children need a transition object,” said James,
“their first teddy bear that they take everywhere. But everything else is a socially generated want.”
It seems we are keen to generate our children’s
wants – the Toy Retailers Association reports that the
British alone spend £3bn each year on toys.
At London’s V&A Museum of Childhood, Catherine
Howell oversees a collection that includes a 400-yearold rocking horse and Buzz Lightyear. She agrees that
children typically have far more toys than any previous
generation.
continued on p. 4

English

3

December 2013

English

TEACHERS FORUM

4

December 2013

The Toy-Tree Nursery
• In 1990s two German
researchers, Elke Schubert and Rainer Strick
conducted experiment
where toys were taken
away from Munich nursery for three months
• After short period, researchers say children
re-adjusted and their
play became more social
and creative
• Schubert and Strick
wrote up their findings in
book, Der Spielzeugfreie
Kindergarten (The ToyFree Nursery)

But while spin-off merchandising has been a
huge hit ever since Star
Wars figures appeared in
the 1970s, Howell says
traditional toys like dolls
and building blocks have

retained a consistent popularity. “A child always comes
back to a set of bricks because it allows them to use
their imagination.”
According to James,
toys that pre-determine
play – and this is especially
true of merchandising – offer limited possibilities for fun. So while Buzz Lightyear can only
ever be a space ranger, a doll might become
a hungry baby, a tea party guest – or a space
ranger – depending on the child’s desires.
These prescriptive toys could even be damaging, says James. “Young children discover their
identity through fantasy play. If their toys offer a
limited repertoire, this process is eroded.”
It is the “play value” that is most important,
says Liat Hughes Joshi, author of Raising Children: the Primary Years. “There are enormous
benefits to toys – they bring joy, creativity and
learning.”
She sees three factors that make a brilliant
toy: “Social value – a dolls’ house allows children to play together, versatility – Lego bricks
can be made into anything, and durability –
such as a wooden train track that the child will
use for years.”
But how many toys is too many?
Those who advocate fewer toys say it is
not just the nature but also the sheer number
that threaten to overwhelm our children. And
for parents who think that sibling rivals will
bicker less if they have a wide choice of nov-

A selection of toys in Joanne Furniss’s home

elties – more toys could actually make them
more selfish.
Joshua Becker, a father of two who writes
about how to simplify both home and lifestyle,
says: “People co-operate better and share
when resources are limited, and the same is
true for children.”
This minimalism extends to the whole Becker family, with the kids given a confined space
to store their toys, forcing them to adopt a “one
in, one out” policy.
He sees his kids “filling their time with creativity” – taking their scooters to the park, practising baseball and football, inviting friends
over to play with dolls, and devising art projects. In addition, he says, they develop longer
attention spans, take better care of their possessions and grow more resourceful.
Crucially, Becker hopes these habits will
last a lifetime. “The children realise they don’t
have to conform and be consumed by consumerism.”
In his book Affluenza, James outlines how
the populations of the UK and the US suffer a
high degree of emotional distress related to the
kind of materialism that Becker rejects. Meanwhile, residents of continental Europe are only
half as likely to be plunged into misery by their
frustrated desire for more stuff.
Is it a coincidence that the educational cultures of mainland Europe promote real-life
learning experiences? The forest playgroup
– or Waldspielgruppe – is a rite of passage in
Switzerland, where I lived for seven years.
Starting at age three, my kids toddled off
to nail their lumberjack skills with normalsized hammers and saws. They built fires,
cooked food and collected soggy pine cones.

There was not a toy in sight. Just contented
children – and a wealth of pine cone-themed
ornaments.
Now that Swiss cold-snaps have been replaced by Singaporean monsoons, I’m grateful
I didn’t leave all the toys behind. Maybe the
kids don’t need them – but their busy parents
do. The move forced us (willingly) to minimalise, and with all those empty packing boxes
waiting to be colonised, we’re not short of ways
to play more with less.
Source: BBC News


METHODS OF TEACHING

THE MYSTERY
OF ONE
Depending on the structure of our own native language, we EL teachers can usually
pinpoint some grammar aspects of the English
language which may prove to be difficult for our
students. Articles will probably head the list for
some countries. For example, both in Russian
and in Japanese, there are no articles at all.
Consequently, students may either leave them
out altogether, or use them on a fifty-fifty basis,
or make some mistakes in their usage.
What makes this theme even more difficult
is the fact that there are almost no noun categories without exceptions to the rule. “Do not
use any articles before a city or town name”, we
may instruct. What about the Hague? We may
find the explanation for the place name, but we

cannot explain why this particular town’s name
is to be preceded by the definite article, if all
the others are not.
The Passive Voice, the Modals, the Conditionals… Can we really name at least one
tense form, or one mood which does not cause
problems? And let us not forget about phonetics. Teaching one’s students how to pronounce
“th” or any long vowel may be a continuous
nightmare.
There are also a few little things which
sometimes escape notice, yet which are very
important. One of them is the little word “ONE”.
It can be a noun, an adjective or an indefinite
pronoun.
• As a numeral, ONE is probably among the
very first words a child learns in any language.
We teach our class how to count, and give
them simple exercises to memorize the words.
And so they all remember that “one” means 1,
single.
• Another meaning of ONE is “only”; it is
usually preceded by the definite article: the
one man (= the only man) who can do it.
• ONE may mean a single element in a
group of people or objects: I only need one of
those.
These examples demonstrate the usage of
ONE in the meaning, one, single, 1. Students
recognize it and if necessary, translate it as
ONE.
• ONE also often means a person, used

when the speaker wants to generalize, or does
not want to use a name or personal pronoun:
One should not talk at a written exam.
In Russian, such phrases are translated impersonally, that is, there is no pronoun, no subject proper; the construction is totally different.
We cannot translate it back into English because there are no analogues. When students

try to translate any such sentence beginning
with ONE, using the familiar meaning single,
1, they get lost.
• ONE may mean an item; it is often used
instead of a noun:
1) I’m going to buy some rolls for breakfast.
– Can you buy me one?
2) Which dress do you like best? – The red
one.
3) This item (use any noun here) is broken!
– Get a new one!
It is such a familiar, such a simple phrase in
English, yet it creates a host of difficulties for
a Russian learner of English. While it is possible to understand the first example even if one
does a direct translation and says single, 1 (one
roll), the second example becomes practically
senseless if a student tries to incorporate both
“red” and “one” into a translation. And example
3 may leave them completely perplexed.
No, we teachers do not mentally translate
every single phrase from English into Russian,
but students often do. It takes a long time for
them to achieve the level of English, and the
level of understanding, before they realize that

it is not necessary to translate every word from
the target language into their native language,
in order to understand it well.
What do we do with ONE in such cases? I
usually teach my students that it is best not to
translate it at all, just omit it, which is grammatically correct in their native language.
• ONE is often used when we mean a specific person or thing: he/she/it is the one I mean/
not the one I mean.
An illustration of any sort, be it a story, a video
clip, a picture, will help your students to understand and remember any difficult topic. When
I was eight, my elementary school EL teacher
told us a story about the Queen of Great Britain,
which I often use with my own students. The
Queen, she said, uses “We” when she makes a
statement, as in, “We the ruler of this realm”. Being a very polite and modest person, she uses
“One” when speaking of herself, as in, “One had
to memorize a lot of people’s names as a princess”. We were charmed. We understood the
concept: a princess needs to learn things, too.
We realized that one should not always shout
“I!” where an impersonal construction could be
used. Most importantly, we learned that this familiar little word, ONE, may have several meanings, and carried the knowledge with us through
life. Many teachers know how difficult, and even
next to impossible it is to make a student accept
and remember a new concept after they had al-

English

5

December 2013

English

METHODS OF TEACHING

6

December 2013

ready memorized a certain meaning or form. If
they recognize the word ONE only as meaning
single (1), the phrase, “One should continue developing one’s language skills even when one
has reached an advanced level” will remain a
mystery.
One More Little Thing
THING is one of the fundamentals, one of
the mainstays of any vocabulary. When we are
at a loss for a word or do not know the name of
an object, this is what we say, as in, “Can you
give me that thing please?” It is also one of the
first words a learner memorizes, usually in its
primary meaning, “object”. Once it is assimilated, it is very hard to change the perception,
and to explain the difference in its usage. When
students begin to read and to understand the
gist of a book or a film, they bring in examples
which they find baffling, partly because they
have not reached the professional level yet,
and still tend to mentally translate everything
from English into their native language. Thus,

every single lexical unit needs an equivalent,
yet very often, there aren’t any.
For a Russian learner of English, THING
presents two major problems. One is purely
phonetical: since in Russian, there is neither
/th/ nor /ing/, they would often mispronounce
it and say “sin”. As a consequence, though
they always recognize it in writing, they may
not identify it in oral speech. This problem is
solved by training, and by listing numerous examples which show the importance of the correct pronunciation.
The other problem is connected to the
meanings of this versatile polysemous word.
While in English, it is necessary to use “thing”
in various contexts, in Russian, either a differ-

ent word is used, one that does not mean “object”; or one requires no words in many cases.
And so students may get stuck when faced
with some common phrases:
• Things have changed
• Things aren’t what they used to be
• The first (good, bad, main etc.) thing is
• It comes to the same thing
• One little thing
• The right (wrong) thing to do
• A thing or two
We can continue the list practically ad infinitum.
And then, of course, we come across multiple
examples where THING means a person.
• The bright young thing
• The poor thing

• You horrible thing
• The old thing is still quite sharp
The latter sentence actually presents a host of
difficulties, since it can be used both for objects
and for people. It is a good instance of helping
students realize that the context is important for
understanding. If a passage they are reading is
a description of, say, knives, then “thing” means
an object. If it is a characteristic of an old man or
woman, then “thing” is used instead of “person”.
Is it at all possible to simply evade the word
when speaking, and substitute the ones that
are meant, like the names of objects and/or
people? Yes and no. I’ve had a few students
who were adept at omitting all the problem
sounds wherever possible, thus eliminating
the need to use “thing” in most cases. Their
speech lacked spontaneity, and sounded a
bit too formal occasionally. “I am sorry it happened to you” instead of “You poor thing!” is
perfectly understandable and grammatically
correct. It does not hinder communication.
But in order to understand the person one
is listening and speaking to, one should really
be able to use the basics correctly. “That thing
you are saying? One usually doesn’t”, said an
American lecturer to a group of Russian EL
teachers. Their faces were a study in perplexity. I would suggest that my readers decipher
his meaning, and offer this neat little phrase to
their students at a lesson.
By Nina M. Koptyug, Ph.D.,

Novosibirsk


METHODS OF TEACHING

ФОНЕТИЧЕСКАЯ БИТВА

English

7

December 2013

на уроке английского языка
Занятия по фонетике часто сводятся к повторению тех или иных звуков или их комбинаций вслед за учителем. Это, безусловно, необходимая часть фонетического практикума, но
не исчерпывает всех возможностей учителя.
Мы предлагаем учебную карточную игру “Фонетическая битва”, разработанную для закрепления материала по теме “Чтение гласных.
Открытый и закрытый слоги”. Для успешного
участия в игре учащимся необходимо уметь
распознавать виды слогов, каждый раз читая
слова на своих карточках, а также следить за
действиями других участников, что обеспечивает внимательное отношение к материалу.
Для игры необходим набор из 54 карточек.
Мы рекомендуем взять следующие слова:
all, bad, bag, ball, bed, big, bike, bite, cake, call,
chalk, computer, cucumber, dislike, dog, duck,
duty, free, get, go, grandchildren, hall, he, hi, hot,
hotel, hug, I, lake, lampshade, like, location, mall,
mat, mix, napkin, no, parrot, pencil, pilot, pupil,
rename, reset, rewrite, robot, rose, same, she,

sit, stone, sunset, take, tall, top.
Выбор слов обусловлен необходимостью
равномерно распределить количество примеров с открытыми и закрытыми слогами, а
также особенностями правил игры. В таблице те же слова распределены в соответствии
с фонетическими принципами. Обратите
внимание, что одно и то же слово в таблице
повторяется несколько раз, если в нем есть
несколько гласных звуков. В этой связи для
изготовления набора лучше пользоваться
словами по алфавиту, приведенными выше.
Правила игры: Каждый игрок вначале
игры получает из набора 5 карточек в произвольном порядке. Первый игрок кладет карточку с любым словом или несколько карточек с одним и тем же звуком (например, top
и log). Второй игрок должен покрыть эти карточки словами с той же буквой, но противоположным – открытым или закрытым – слогом
(например, go на top). Он также имеет право
перевести ход на третьего игрока, используя

слово с тем же звуком (например, not). Если
ход переведен, то третьему игроку необходимо покрыть все предыдущие карточки или, в
свою очередь, перевести ход.
Помимо этого, игроки могут подкидывать
односложные слова со всеми звуками, которые участвуют в данном раунде, при этом количество передаваемых карточек не должно
превышать того количества, которое есть у
отбивающегося. Важное ограничение заключается в том, что подкидывать карточку или
переводить ход можно только с односложными словами.
В игре предусмотрена особая группа слов,
где “a” читается перед “l” как “o”. Это рассматривается как особый случай, и такие карточки могут покрыть любые другие (по аналогии
с традиционной карточной игрой их можно
назвать козырями). Сами эти карточки можно
покрыть либо аналогичными, либо любыми
многосложными словами.

После каждого раунда игроки добирают
снова до 5 карт.
В игре есть ряд многосложных слов, которые можно применять в разных игровых ситуациях, используя любой из слогов. В одном
слове может быть одна и та же буква в открытом и закрытом слоге (например, dislike) или
разные буквы (например, grandchildren). Такие
карточки целесообразно беречь для обороны,
но если начинать с них ход, то защищающийся вправе выбрать, какой из звуков он хочет
покрыть. Все эти ограничения обеспечивают
динамичную игру, не давая карточкам накопиться в руках одного участника. Выигрывает
тот, у кого к концу игры не остается карт.
Практика показывает, что ребята с интересом включаются в игру, быстро вникают в правила и начинают поправлять друг друга, все
время произнося при этом слова. Активная
позиция игроков дает возможность закрепить
правила чтения гласных в открытом и закрытом слогах за три-четыре игры.
Пётр Степичев,
к.п.н, доцент ИИЯ МГПУ

Таблица. Состав учебного набора
Буква
Открытый слог
Aa
lampshade, cake, lake, location, same, take,
[ei] [æ]
rename
Ii
dislike, hi, bite, bike, I, like, rewrite, pilot
[ai] [i]
Ee
reset, rename, he, rewrite, free, she
[i:] [e]

Oo
robot, location, hotel, stone, rose, no, go
[əu] [o]
Uu
cucumber, duty, pupil, computer
[ju:] [A]
Особое чтение гласных: tall, mall, hall, call, ball, chalk, all

Закрытый слог
lampshade, bag, bad, mat, napkin,
grandchildren, parrot
dislike, pupil, mix, big, sit, pencil, napkin,
grandchildren
reset, sunset, bed, get, pencil,
grandchildren
robot, parrot, pilot, hot, top, dog, computer
cucumber, sunset, hug, duck

Фото автора.


English

METHODS OF TEACHING

8

December 2013

THE INTERNET – ARE WE REALLY ALL UNITED?

INTRODUCTION.
DO DEBATES HELP TO IMPROVE SPEECH?
Nowadays the ability to speak English and to express
one’s thoughts in a correct way has become one of the most
important goals of teaching English. It’s obvious that to be
successful a person needs to (and has to) communicate with
people from other countries. We’re lucky enough to have
English as an international language. It’s easy to learn, sometimes it’s even fun to study English at school and courses.
But as a teacher of English, I see a problem in this sphere:
in Russia we don’t have a real opportunity to practice English outside school or courses, i.e. there are few native speakers in our country. Students can’t just go out to the streets and
speak English with whoever they like. The situation is different in Europe, where it’s much easier to practice language
outside a classroom.
Unfortunately, short foreign trips cannot help Russian students much, either for many reasons. To my mind, the only
way out of this dilemma is to give them the chance to speak
English at school as much as possible.
So I suggest we should use debating during or after our
lessons. In short, debating is a great opportunity to speak out
in English, to listen to other teens and to share opinions.
Debate is an academic argument held following certain
rules which are: 1) respect your opponent; 2) first listen,
then speak; 3) be prepared with arguments and counter-arguments; 4) be ready to ask and answer questions; 5) always be
polite. The main aim is to persuade the jury (which, in class,
is the teacher) that their opinion is the only right one.
The process of argumentation is quite attractive to teenagers. They always show a high level of motivation during
debates even if they don’t have enough lexis or grammar
structures in their active use.
I have tried conducting debates with the students of the
8th, the 9th and the 10th grades, and all of them show interest
in such tasks. So let me provide a lesson plan with 10th grade
students. The topic was chosen through discussion and voting. The process and the preparation will be shown below.

1. Aims of the series of lessons on debating:
• to practice oral speech in English;
• to use the words and grammar structures on topic;
• to learn how to cooperate with and to oppose groupmates;
• to learn how to express an opinion and give arguments
supporting it;
• to learn how to ask tricky questions and to give answers to
them;
• to research the debate topic on the Internet.
2. Process
1st stage – to research the topic.
At this stage, students with the help of the teacher research as much information on the topic as possible. In “the

Internet” topic we include diagrams and charts, tables and
quotes about the Worldwide Web. For example, students
may find research data on the number of Internet users by
countries, the number of teenagers using the Internet in
Russia or other countries, and the main purposes of surfing
the Internet, etc.
The next step is to divide the class into two teams who
are pro and con on the issue. In other words, students should
answer the question of the topic “Are we really all united via
the Internet?” Those who support the idea and whose answer
is ‘yes’ go the “Government” team. Those who answer ‘no’
go to the “Opposition” team. Both teams choose their leader
(or main speaker).
The trickiest moment at this stage is to involve all the students, not only the speakers. So the teacher should distribute
tasks to other members of the teams, such as to collect the
research data, to provide arguments for the speaker and to
prepare questions to challenge the opposing team (see Appendix 1).

It’s obvious that the “Government” team should find arguments to prove that the Internet is really useful for all
people and that it helps all of us to unite. And the “Opposition” team should develop arguments to prove that the
Internet, on the contrary, destroys real communication and
separates people.
My students have developed their arguments as follows.
“Government”:
• The Internet really makes our life easier. We can search
for necessary information; we can read books, watch TV
and movies. Our possibilities are unlimited!
• When you are depressed, you just need to take some simple steps and talk to anyone who is able to understand
you. And it really helps!
• One can find people who are on the same wave-length or
have the same hobby.
• We share news every day, and the Internet is the perfect
place to do it.
• Shopping via Internet also unites people. And it’s hard
to disagree with the fact that when you buy something from another person, e.g. on E-bay, you get to
know each other and it’s a possibility not only to save
money, but also it’s a chance that you’ll make another
friend.
• The Internet helps you to be a person of the world, by
which we mean find international relationships in everyday life. You may live in Russia, but have a lot of friends
from other countries. You can learn many foreign languages or just improve your English.
• Nowadays the Internet is the primary and fastest way to
get in touch with people. It’ll take only a second to deliver
your mail or your call via Skype to a person no matter
where they live!


METHODS OF TEACHING

English

9

December 2013

“Opposition”
• Nobody would deny that one can easily find necessary
information on the Internet. But what sort of information
is it? Does anyone check it? Is it verifiable? We doubt that,
as online information has usually not gone through the
same checks as newspaper articles or books.
• We have all got accounts in various social networks. But
are you sure that your personal information won’t be accessible to just anyone? No one wants their personal photos to become public.
• Your money can be easily stolen via the Internet, as you
have to type your passwords into different sites. Nowadays it’s not a problem to find out your passwords and
bank account numbers to steal all your money.
• People choose false names, create false personal profiles
and are free to say whatever they like with the anonymity
of the Internet. They often speak very bad and immoral
things, partly because they are hidden behind a false identity. Besides, few people would ever say such unacceptable things in reality under their true names.
• It’s harmful for your mental and physical to spend so
much time chained to the computer. You would do better
to go outside and breathe fresh air or listen to birds singing instead of spoiling your eyesight and bones.
• The Internet has its own language which is different from
the language all of us speak in real life. Besides that, “cyberspace” is another life and another time, and very often
a person may lose themselves there.
• If people spend a lot of time on the Internet, they lose the
desire and ability to help other people, to support them in

difficult situations. As a result, they lose emotional touch
with their friends and become social outcasts because
helping others is an essential part of every person’s life.
• After spending a lot of time surfing the Internet and chatting there, some people get angry and rude and may start
to bully others, as it is considered a normal way of interacting there. Also people, especially teenagers, become
very nervous, as the Internet can seriously hurt people’s
feelings.
• It’s no longer necessary to go out of one’s flat or house
even to get food, as one can easily order food on the Internet and it’ll be delivered directly to your door. As a result,
instead of growing closer, people become isolated, lose
friends and have serious problems with their physical and
mental health.
At the 1st stage, the teams also have to write speeches using linking words and the logical structure of an essay. In
their speeches, they have to introduce their opinion, enumerate their arguments to support it and to draw conclusions to
prove their opinion is correct one. If students wish, they may
also make a slide-show with the pictures or diagrams they

have found, proving their argument. When all the speeches
are prepared and checked by the teacher, the slide-show is
made and the questions for the opponents written, we may
move to the 2nd stage – debating.
2nd stage – Debating.
On the day of the debate, students decorate the classroom
or school hall with the pictures of famous politicians debating, diagrams, quotes about the Internet and quotes about
debates. The topic of the debates should be written on a big
poster. Students from other grades and other English teachers
may be invited to attend. The desks in the classrooms should
be moved aside, and only two tables for the two teams should
be placed in the center of the room. Papers with the names
of the teams (“Government” and “Opposition”) should be

placed on these tables. If slide-shows are used, a projector
and computer will also be needed.
A Timekeeper should be chosen from among the students.
His/her task is to tell the teams when their time is up.
When everything is ready, the teacher (who is also the
main judge) gives an opening speech explaining in English
the aims and procedure of the debates (see Appendix 2). Then
the debates begin.
The first team to speak and to provide arguments for their
opinion is the “Government” team, the “Pro” position. They
have seven minutes for their speech. The “Opposition” listens carefully and takes notes, then asks tricky questions trying to refute the arguments provided. Then the “Opposition”
team is to speak for seven minutes, presenting their “Con”
arguments. Then the “Government” has their turn to crossexamine the opposing team for five minutes.
In the end, the result of the debates is announced. The winning team may have a closing word on debates. The members of
the winning team may get Certificates of Achievement signed
by the teacher and/or by the head-teacher of the school.
There are certain criteria for assessing the teams’ work,
such as:
• Speech (persuasive, emotional or not)
• Slide-show (colourful, well-designed, supportive or not)
• Questions for the opponents (on topic, problematic or
not)
• Ability to answer the questions, to cooperate with the opponents
The full evaluation template is in Appendix 3.
3. Conclusions and Reflections
It goes without saying that debates won’t be a piece of
cake for all 10th graders, as they all have different levels of
active and passive vocabulary, as well as different social and
communicative abilities. Not all of them are able to be leaders. Not all of them can easily express their opinion even
in their native language. That is why the teacher is the first

person to help students to overcome these difficulties.


English

METHODS OF TEACHING

10
December 2013

Firstly, the topic should (and even must) be urgent and
attractive for the students, it should be something involving
their real life, as their judgments should be based on their
life experience.
Secondly, the procedure of the debates should be clearly
explained or even demonstrated to the students.
Thirdly, students should be motivated to take part in debates. It is not a usual task for them, so most certainly they
will be interested in debates right away. The members of
the winning teams may also take part in Moscow Debating contests organized by a number of schools of different
districts.
The teacher should explain to the students that taking part
in debates not only helps to improve their English speech or
to make them more fluent, but also gives them opportunities

to meet other teenagers who do the same thing, and to make
friends with new people. Besides, the ability to reason one’s
opinion on a certain problem, the ability to see the problem
from different angles is certainly useful in everyday life and
might be useful in their future career (such as politics, law
or journalism).

My personal and professional experience in the use of debates in my lessons proves that debates help:
1) the teacher to motivate students to study English;
2) the students to discover their hidden abilities and to
practice English, which is an essential part of modern
language education. A person should know a language to
such an extent so that he/she is able to speak freely and
effectively this language no matter what the communicative situation is.

Appendix 1
Suggested Structure of an Effective Team
1) Leader – the main speaker. The functions in the team are:
to be ready to speak spontaneously to support the team’s
point of view, to generate ideas and arguments, to control
other members of the team. It goes without saying that the
leader should be an A student in English.
2) Speechwriter – a person who is responsible for making a
speech for the leader (with their help), for making a list of
tricky questions for the opposing team.
3) Creative manager – a person who is responsible for designing a colourful and illustrative slide-show to support
the point of the team, for decorating the room before the
debates.
4) Researchers – a person or a group of people responsible
for providing factual material for the speech, such as diagrams, charts, quotes, examples, data and figures.

Appendix 2
Suggested Debating Procedure with Timing
1) 10 minutes – Opening word given by the teacher. The
aims, the procedure, the timing and the expected results
are commented. It would be great if the teacher has a
slideshow to support the speech. A good amount of humour is always welcome to dispel tension.

2) 7 minutes – Government presentation. The Leader gives
the speech (i.e. he/she actually speaks, not reads his
speech) to support the teams’ point of view.
3) 5 minutes – cross-examination by the Opposition. The
Opposition asks tricky questions on the topic trying to refute the Government’s arguments.
4) 7 minutes – Opposition presentation. The Leader gives the
speech (i.e. he/she actually speaks, not reads his speech)
to support the teams’ point of view.
5) 5 minutes – cross-examination by the Government. The
Government asks tricky questions on the topic trying to
refute the Opposition’s arguments.
6) 6 minutes – announcing the results of the debates and the
winning team; Victory ceremony; closing word.

* One timekeeper is needed to tell the teams when their time
is up.

Appendix 3. Table of Evaluation Template

Team

Speech
(persuasive,
emotional or not)

Slide-show
(colourful,
well-designed,
supportive or not)

Questions
for the Opponents
(on topic, problematic or
not)

Ability to Answer the
Questions, to Cooperate with the Opponents
(respect, politeness)

Max 10 points

Max 10 points

Max 10 points

Max 10 points

TOTAL

Government
(students’ names)
Opposition
(students’ names)
By Maria Titova, Lyceum No. 1158, Moscow


РЕКЛАМА

English

11


English

CLASSROOM ACTIVITIES

12 РОЖДЕСТВО И НОВЫЙ ГОД
December 2013

Внеклассное мероприятие для 4-го класса
Цели: создание условий для формирования у обучающихся интереса к культуре и традициям изучаемого
языка; развитие языковых способностей и творческой
активности учащихся; формирование положительной
мотивации для обучения, развитие внимания, воображения, догадки; воспитание у учащихся чувства уважения
к национальным традициям и праздникам.
Материалы и оборудование: магнитофон, рождественские открытки, рисунки, ёлка с разноцветными игрушками, рождественский венок, цветные карандаши, альбомные листы, раздаточный материал.

За правильный ответ дети получают конфетку.
Под музыку “We wish you a merry Christmas” выходит
ученик, на груди которого надпись “December”.

ХОД МЕРОПРИЯТИЯ

December: Boys and girls, let’s all sing the song “We Wish
You a Merry Christmas” together.

I. Организационный момент
Narrator: Good afternoon, girls and boys! I am glad to see
you! I hope you are fine today. Are you ready to begin

our party? Today we’ll have an English party and speak
about winter, Christmas and New Year’s.
На доске подписаны картинки зимы, Рождества и Нового года.
Narrator: А вы знаете, как мы в России встречаем эти
праздники?
Дети отвечают.
Narrator: А в Британии? Какая у нас красивая ёлочка, но
она без игрушек.
II. Фонетическая зарядка.
a) [u:] – blue; [i:] – green; [i] – pink; [e] – red; [qu] – yellow; [ai] – white (повторение звуков и слов по теме
“Цвета”).
b) Учащиеся украшают ёлку разноцветными новогодними игрушками (под музыку), называя их цвета. Затем
появляется зима.
Winter: I am winter. It is very cold. The ground is covered
with snow. There is ice on the river. When I come, all
rivers and lakes are frozen. The sun rises later and sets
earlier than in the summer.
Let’s play a little game guessing animals. (А сейчас
отгадайте мои загадки.)
Riddles:
• It lives in the house. It likes fish and meat. (A cat)
• It lives in the forest. It likes bananas. (A monkey)
• It is very big and grey and has ivory “teeth”. (An elephant)
• It lives at home or in the street. It’s man’s “best friend”. (A
dog)
• It is green and long. It likes meat. It lives in the river. (A
crocodile)

Narrator: December is the first winter month. The weather
is cold and frosty.

December: Hello, boys and girls. I am December.
“Декабрь” рассказывает стих.
This is the season when mornings are dark,
And the birds do not sing in the woods and parks.

Под музыку “We wish you a merry Christmas” выходит
ученик, на груди которого надпись “January”.
Narrator: January is the second winter month.
January: Hello, boys and girls. I am January.
“Январь” рассказывает стих.
This is the season when children ski,
And Father Frost brings the New Year tree.
Narrator: Let’s listen to the poem and find out what children
like to do on a cold and frosty morning. (Послушайте
стихотворение и ответьте, чем дети занимаются
зимой.)
January: Listen to my poem.
“Январь” рассказывает наизусть.
This is the way we ski and skate
Ski and skate, ski and skate
This is the way we ski and skate
On a cold and frosty morning.


CLASSROOM ACTIVITIES

English

13
December 2013

This is the way we dance on the ice
Dance on the ice, dance on the ice
This is the way we dance on the ice
On a cold and frosty morning.
Narrator: Now, please, answer the question (за правильный
ответ ведущий дает конфеты).
Под музыку “We wish you a merry Christmas” выходит
ученик, на груди которого надпись “February”.
Narrator: February is the third winter month.
February: Hello, boys and girls. I am February.
“Февраль” рассказывает стих.
In winter time we go
Walking in the fields of snow,
Where there is no grass at all
Where the top of every wall,
Every fence and every tree,
Is as white as white can be.
III. Основное содержание
Teacher: What winter holidays do you know?
What is the most popular holiday in Britain?
Do you know anything about Christmas?

Winter: On the 25th of December, English children celebrate Christmas. It is a Christian holiday that celebrates
the Birth of Jesus Christ. Christmas is their favourite
holiday. This holiday is celebrated at home.
Blizzard: Santa Claus, in a red suit, comes down the chimney into the house at night and leaves gifts for children. The songs, “Jingle Bells”, “We Wish You a
Merry Christmas”, and “Silent Night” are very popular
in England. A turkey is usually served at the family
Christmas dinner.

Teacher: What kind of holiday is Christmas?
Where do English people celebrate it?
When is Christmas celebrated?
How do English families prepare for Christmas?
What does Christmas dinner consist of?
Do you know about Christmas symbols?
Ученики называют слова: Santa Claus, Sleigh, Christmas
Tree, Star, Christmas cards, Bell, Turkey, Candle.
IV. Физкультминутка
Игра “Будь внимательным”.
Когда учитель поднимает правую руку, ученики должны
крикнуть – Merry Christmas, когда учитель поднимает
левую руку – Happy New Year, обе руки – Father Frost,
топает – Santa Claus.
V. Закрепление лексики по теме
Teacher: Choose the best answer.
1) The 25th of December is...
a) Christmas Day
b) New Year
c) Boxing Day
2) On Christmas Eve people put their presents under the...
a) bed
b) table
c) Christmas Tree
Конкурс
Класс делится на 2 команды и каждая команда получает
задания.
1) Составление слов из букв слова “Christmas”.
2) Цепочка слов (Chainword): Englishpeoplecelebratechristmasonthetwentyfifthofdecember.
3) Конкурс на лучшую рождественскую открытку, подготовленную заранее.

Сценка “Tom Doesn’t Want to Go to School” (Based on
The Adventures of Tom Sawyer by Mark Twain)
CHARACTERS:
Tom
Sid, his younger brother
Aunt Polly
Mary, a servant


English

CLASSROOM ACTIVITIES

14
December 2013

Setting: A small room. Two boys are sitting at the table. Tom
is reading a book. Sid is drawing something.
Tom: Sid, what are you doing?
Sid: Don’t you see? I’m drawing.
Tom: Oh? (the expression on his face changes as if he had
an awful toothache.) Sid, oh, Sid!
Sid (getting up and coming up to Tom): Tom, I say, Tom!
Tom: Oh! Oh! (Looks at the public and winks.)
Sid: What’s the matter, Tom? Can I help you? Tom!
Tom: Oh, don’t shake me, Sid.
Sid: I’ll call Aunt Polly. Wait a minute!
Tom: Oh, Sid! I forgive you everything. When I die...
Sid: You are not dying, Tom!!!
Tom: I forgive you, Sid! I forgive everybody. Tell them.

Sid: Oh, Aunt Polly, come here! Tom is dying!
Aunt Polly (entering the room): Dying?
Sid (crying): Yes.
Aunt Polly: Nonsense! I don’t believe it! Tom, what’s the
matter with you, child?
Tom: Oh, oh! Auntie, my tooth aches awfully.
Aunt Polly: Your tooth?
Tom: Yes. It’s loose and aches terribly.
Aunt Polly: Now don’t you begin groaning again. Sit down.
Open your mouth. Well, you are right. Your tooth is
really loose. Mary!
Mary (entering the room): Yes, Ma’am!
Aunt Polly: Please, bring a piece of thread and a candle.
Mary: A candle?
Aunt Polly: Yes, Mary. Be quick!
Mary: All right, Ma’am. (She leaves the room for a moment).
Tom (getting up): Oh, please, Auntie, don’t pull it out. It
doesn’t hurt me now. It’s all right. I... I’ll go to school.
(He is putting his books into his school bag.)
Aunt Polly: Oh, Tom, so all this was because you didn’t
want to go to school?

Mary: (holding a candle and a peace of thread) Here they
are, Ma’am.
Aunt Polly: Thank you, Mary. (To Tom) Sit down, Tom.
Tom: Oh, please...
Aunt Polly: Sit down, Tom.
Tom obeys. Mary ties the thread to Tom’s “tooth” and then
ties the other end to the table. Aunt Polly lights the candle
and suddenly thrusts it into Tom’s face. He cries... The public

can see his “tooth”.
Teacher: Our lesson is coming to an end. Let’s finish it with
a well-known English song “Jingle Bells”.
Приходит Санта Клаус, приносит подарки и ребята
рассказывают стихи на Новогоднюю тематику.
Подведение итогов конкурса, вручение подарков, чаепитие.
VI. Подведение итогов
Teacher: Что нового вы узнали на сегодняшнем мероприятии? Что вам понравилось больше всего?
Pupils: We have learned a lot about Christmas traditions and
symbols in Britain.
Teacher: Today you were very active, polite and clever! The
lesson is over. Goodbye!
Список используемой литературы:
1. Биболетова М.З. и др. Английский язык с удовольствием: учебник для 4 класса общеобразовательных
учреждений. Обнинск: Титул, 2012.
2. Кэррол К., Новикова М.Л. Праздники. Химера, 1998.
3. Песни для детей на английском языке (Christmas Carols, Games), Songbirds 576. М, ООО “Издательство
Айрис-пресс”, 2008.
4. Интернет-сайты: Bloodties.clan.su; Omyworld.ru; www.
diary.ru; www. liveinternet.ru
5. Журнал “Speak out”. № 2, 1998.
Тамара Валентиновна Любомирова,
МАОУ СОШ, г. Холма, Новгородская обл.
Фотографии предоставлены автором.
See more on CD.


CLASSROOM ACTIVITIES

ACTIVITIES

FOR A CHRISTMAS PARTY
Цели урока: воспитательная, развивающая.
Оснащение: доска, cracker parade, biscuits, recipes, cards.
Christmas Party programme:
1. Awards for the winners – cracker salute (подготовить и
упаковать подарки)
2. Card parade (открытки, чья лучше и интереснее)
3. Christmas poems – стихи о Рождестве и Новом годе
4. Tasting biscuits – принести печение и всех угостить
5. Guessing game – разгадать загадку
6. Christmas quiz – что ты помнишь про Рождество
Ex.1. Charades
Find the completion for the words and phrases below:
Christ
Christmas (Frost)
New
in an ice hole
Decorate
pancakes
Colorful
near the fireplace
Hang
stockings
Fill
Year
Put shoes
the tree
Father
-mas
Christmas

kolyadki
Swim
with presents
Dance
near the bonfire
Eat
games, stories
Sing
costumes and masks
Play
lights
Tell
fortunes
Wear
in a circle
Ex.2. Make a question:
Example:
celebrate/New Year/with/family?
Do you celebrate the New Year with your family?
1. Who/invite/to celebrate/New Year?
_____________________________________________
2. How/decorate/your/New Year tree?
_____________________________________________
3. Where/put/presents?
_____________________________________________
4. When/get/presents?
_____________________________________________
5. What/do/on New Year’s Day?
_____________________________________________
6. Where/go/on New Year’s Day?

_____________________________________________
Ex.3. Christmas Quiz
Christmas quiz:
1. Do you believe Father Christmas puts presents under the
tree?
2. Do you like New Year’s? Why or why not?
3. Do you celebrate New Year’s at home, with your friends
or traveling?

English

15
December 2013

4. Where did you go last year?
5. Did you go to the central square to celebrate New Year?
6. Do you play games near the New Year’s tree at night and
in the daytime?
7. Are any of the old Russian traditions practised today?
8. Which traditions would you like to take part in?
9. Would you like to go swimming in an ice hole?
10. Do you want to wear a mask?
11. Would you like to sing kolyadki?
12. When do British people celebrate Christmas?
13. Name five British Christmas traditions.
14. What is the traditional Christmas food in Britain?
15. How does Father Christmas enter houses?
16. Where are the presents for all the family placed?
17. When do Russian people celebrate Christmas?
18. What do you find inside Christmas crackers?

19. What are kolyadki?
Ex. 4. Interview each other and find the most popular New
Year’s dishes in your class.
Example:
Pupil A: What do you eat on New Year’s Eve?
Pupil B: Russian salad “Olivier”, crab salad and turkey.
And you?
Report to the class.
Example:
The most popular New Year’s dishes in our group are….
Ex.5. Fill in the gaps with mine, his, hers, ours, theirs.
Example: Is this poster yours? – Yes, it is mine.
1.
2.
3.
4.
5.

This is Mary’s cracker. It is…
This is our camera. It is…
These are her children’s toys. They are…
This is my bike. It is...
These are John’s cassettes. They are...

Ex.6. Read about Jack and write Jack’s five New Year’s
resolutions.
Example: I will be organized.
School Report
Jack Wilson is not organized. He is often late for school.
He doesn’t like reading books. He doesn’t do his homework

every day. Jack is good at sports but he spends too much
time on the football field. So he doesn’t spend time on his
homework.
Crackers and biscuits – presents in crackers and biscuits
that were prepared beforehand.
Гульнара Ибрагимова,
Преображенский кадетский корпус, г.Москва
Иллюстрация с сайта www.dulemba.com


English

16
December 2013

CLASSROOM ACTIVITIES

Любимые праздники детей
Интеллектуальная игра (7–11 классы)

Цель: познакомить учащихся с традициями празднования Рождества и Нового года в странах изучаемых
языков: Великобритании, США, Франции, Германии;
сформировать интерес к изучению иностранных языков
как средства для знакомства с традициями зарубежных
стран.

– Что устраивают французы рядом с рождественской
ёлкой, чтобы отметить рождение Иисуса Христа? Как
долго это сохраняется в доме? (Ясли. До 2 февраля
времени пребывания Иисуса в Тампле)

Подготовка:
• Оформление сцены.
• Музыкальное оформление.
• Подбор слайдов.
• Разучивание с детьми стихов и песен о Рождестве на
иностранных языках.
• Формирование двух команд из учащихся 7-11 классов,
изучающих различные иностранные языки.

2 ТУР
Победившая в 1 туре команда имеет право первой выбрать 3 карточки с вопросами. За каждый правильный
ответ 2 балла.

ХОД ИГРЫ
1 ТУР
Задания для 1 команды (1 балл за верный ответ)
– В какой части Великобритании канун Нового года называется Хогманей? (Шотландия)
– За сколько недель начинается предрождественское
время “Адвент” в Германии? (За 4 недели)
– Существует интересный обычай во французских семьях. К встрече Рождества готовят полено “La Buche
de Noel”. Для чего оно? Каким поленом было раньше
и что оно представляет собой сейчас?
– Где Санта Клаус оставляет рождественские подарки
для детей? (В носках или чулках, подвешенных у камина или кровати)
– Как в Германии называют венок, который украшает
дверь дома или комнаты? (Адвентский венок)
– 8 оленей тянут сани, в которых едет французский
Pere Noel. Благодаря чему Pere Noel находит дорогу
в любую погоду? (У 8-го, самого младшего оленя,

которого зовут Rodolphe, светящийся красный нос
как автофара, благодаря которому Pere Noel хорошо
ориентируется в темноте)
Задания для 2 команды (1 балл за верный ответ)
– Каким английским словом называется рождественский гимн, славящий Иисуса Христа? (Кэрол)
– Когда приходит с подарками Святой Николаус: 1 или 6
декабря? (6 декабря)
– Когда во французских семьях начинается праздничный рождественский ужин, и из чего он состоит? (24
декабря, около полуночи, после мессы. Печень, устрицы, копчёный лосось, индейка, фаршированная каштанами. На десерт – une buche de Noel)
– Бой каких часов слушают жители Великобритании в
полночь 31 декабря? (Биг Бен)
– Какое самое распространенное рождественское блюдо в Германии: жареный гусь или поросёнок? (Жареный гусь)

Музыкальная пауза. Подведение итогов 1 тура.

Вопросы на карточках:
– Растение, изображение которого вы видите, это омела, вечно
зелёное паразитическое растение, которым украшают дома
перед Новым годом; букет омелы подвешивают под потолок дома. Что это за традиция? (Считается, что омела дарит жизнь и исцеляет
от болезней, а поцелуй под омелой является залогом
всепобеждающей любви.)
– В этом месте каждый год устанавливается большая рождественская ель. Как называется
это место? (Трафальгарская
площадь)
– Что изображено на данной иллюстрации? (Рождественская деревянная пирамида – рождественский
символ, распространившийся по Германии)


CLASSROOM ACTIVITIES

English

17
December 2013

– День этого Святого
празднуют в Германии 31 декабря.
(День
Святого
Сильвестра)
– Традиция украшать
рождественское дерево появилась во
Франции в 16 веке в
северных районах.
Его устанавливали
на главных площадях города. Рождественское дерево
символизировало Райское дерево. Знаете ли вы, какие
были первые украшения и почему появились другие?
(Классические правила украшения “рождественского” дерева не изменились и по сей день. “Вифлеемская
звезда” на макушке, “яблоки” – сегодня это шары –
олицетворяли библейский “запретный плод”, горящие
свечи (сегодня это всевозможные электрогирлянды).
А также в средние века на ветки новогоднего дерева
обязательно вешались фигурки из вафель – как прообраз пресных хлебцев, которые употреблялись при
обряде причастия.
Надо сказать, что
до середины XVIII
века
украшения
были исключительно съедобными. К

в ы ш е о п и са н н ы м
предметам добавились орехи, сладости и фрукты. Со
второй половины
XVIII века елочные украшения становятся более нарядными: бумажные цветы, позолоченные еловые
шишки и пустые яичные скорлупки, а еще – фигурки
из чеканной латуни – феи, ангелы и т.п.)
– Что символизируют свечи на адвентском венке в Германии? (Четыре свечи, по одной на каждое воскресенье Адвента)

Игра для команд на сообразительность
Узнать с помощью подсказок, о ком идёт речь.
1 подсказка (4 балла): Этот человек жил в 4 веке до н.э. в
г. Миры Ликийские в Малой Азии на месте современной
Турции.
2 подсказка (3 балла): Он был известен тем, что помогал
людям, всегда оставаясь незамеченным. Никто и никогда
не догадывался, кто делал все эти добрые дела.
3 подсказка (2 балла): Этот человек был епископом, его
звали Святой Николай.
4 подсказка (1 балл): В наши дни этого человека хорошо
знают и любят все, особенно дети, с нетерпением ждут
его в рождественские новогодние праздники.
Выход Санта Клауса. Поздравление.
Выход русского Деда Мороза.
Проведение игры с залом:
Мы с ребятами сыграем
В интересную игру
То, чем ёлку наряжаем,
Вам сейчас я назову.
Вы послушайте внимательно
И ответьте обязательно.

Если я скажу вам верно,
Говорите “да” в ответ,
Ну а если вдруг неверно,
Говорите смело “нет”.
– Разноцветные хлопушки?
– Одеяла и подушки?
– Раскладушки и кроватки?
– Мармеладки, шоколадки?
– Шарики стеклянные?
– Стулья деревянные?
– Плюшевые мишки?
– Буквари и книжки?
– Бусы разноцветные?
– А гирлянды светлые?
– Снег из ваты белой?
– Ранцы и портфели?
– Туфли и сапожки?
– Чашки, вилки, ложки?
– Конфеты блестящие?
– Тигры настоящие?
– Шишки золотистые?
– Звёздочки лучистые?
Подведение итогов 2 тура.
3 ТУР
Вопросы от Деда Мороза
За правильный ответ по 1 баллу.
Вопрос 1 команде: В Англии в каждой семье на Рождество пекут рождественский пудинг. В его приготовлении участвуют все члены семьи – каждый должен


English

CLASSROOM ACTIVITIES

18
December 2013

помешать тесто 1 раз с востока на запад. В пудинг запекают разные предметы, по которым можно узнать
свою судьбу. Что должно попасть в вашем кусочке
пудинга, если вы хотите стать королём или королевой? (Выносится поднос со множеством мелких предметов. Необходимо взять с подноса нужную вещь –
кольцо)
Вопрос 2 команде: В Шотландии верят, что первый человек, который войдёт в дом в первый день нового года
может принести удачу или невезение. Какие 3 вещи он
должен принести, чтобы в доме были удача и счастье?
(С подноса необходимо выбрать кусок угля, кусок хлеба,
серебряную монету)
Музыкальная пауза. Подведение итогов 3 тура.
4 ТУР
Команды задают друг другу вопросы. За интересные вопросы и полные ответы по 1 баллу.
Музыкальная пауза. Подведение итогов 4 тура.
5 ТУР
Подсчитываются баллы за правильные ответы на вопросы, заданные в течение 2 минут. Тема “Страноведение”.
Вопросы для 1 команды:
– Какой праздник отмечают в Великобритании и США
26 декабря? (День подарков)
– В какой праздник дети наряжаются привидениями и
ведьмами? (Хеллоуин)
– Сколько миллионов людей живёт в Германии? (80
млн.)
– Какой французский собор прославился на весь мир 3
раза? (В XIII, XIX, XX веке. Собор Парижской Богоматери)

– Какую птицу готовят к рождественскому столу в Великобритании? (Индейка)
– Какое женское имя олицетворяет французскую республику? (Марианна)
– Страна, в которой Рождество отмечают 7 января. (Россия)
– Сколько федеральных земель в Германии? (16)
– Что отмечают французы каждый год 14 июля с 1789
года? (Взятие Бастилии)
– Где находится штаб- квартира Санта Клауса? (Лапландия)
– Назовите цвета флага ФРГ. (Чёрный, красный, золотой)
– Как называется французский гимн, автором которого
является Роже де Лиль? (Марсельеза)
– Как Санта Клаус проникает в дом? (Через дымоход)
– Как называется федеральная земля, столица которой
Мюнхен? (Бавария)

– Назовите имена трёх известных французских мушкетёров. (Арамис, Портос, Атос)
– В каком веке в Англии начали ставить и украшать
рождественскую ель? (19 век)
– Какой город называют летней столицей Европы, Баденвайлер или Баден-Баден? (Баден-Баден)
– Какое отношение имеет Франция к американской статуе Свободы? (Подарок Франции)
– Какой праздник Франция отмечает в четвёртый четверг ноября? (День Благодарения)
Вопросы для 2 команды:
– Назовите цвета флага Великобритании. (Красный, синий, белый)
– На гербе какого города изображён медведь: Берлина
или Бремена? (Берлин)
– Какую роль в развитии олимпийского движения сыграл французский барон Пьер де Кубертен? (Возродил
Олимпийские игры)
– Святой, имя которого отмечается 14 февраля. (Святой
Валентин)
– Кто был знаменитым математиком: Гаусс или Либих?
(Гаусс)

– В чём заслуга братьев Люмьер? (Изобрели кинематограф)
– Знаменитая Лондонская крепость, сейчас музей. (Тауэр)
– Какой наукой занимался Кеплер: астрономией или химией? (Астрономией)
– Роль какого французского героя сыграл Михаил Боярский? (Д’Артаньян)
– Глава государства в США. (Президент)
– Как долго работал Гёте над трагедией “Фауст”: 60 или
70 лет? (60)
– Главное здание Латинского квартала. (Сорбонна)
– Достопримечательность, которую можно видеть в
Нью-Йоркской гавани. (Статуя Свободы)
– Когда празднуют Новый год в Австралии: зимой или
летом? (Летом)
– Кто живёт в Букингемском дворце? (Королева)
– В какой праздник происходит действие фильма “Один
дома”? (Рождество)
– Как называется Кёльнская вода в России? (Одеколон)
– Какой французский император дал название вкусному
торту? (Наполеон)
– Как зовут королеву Великобритании? (Елизавета II)
– Национальная героиня, которая спасла своё войско во
время столетней войны. (Жанна Д’Арк)
Подведение итогов.
Награждение.
Галина Марова,
КОГОКУ СОШ,
пгт Оричи, Кировская обл.


CLASSROOM ACTIVITIES

English

19
December 2013

CHRISTMAS WORKSHEET
Name: _______________________
Class __________________ Grade __________________
I. Write and Read
A Letter to Santa!
Dear Santa,
My name is ____________ and I am ___________ years old. I live
in the great city of ____________ and I go to ___________ school.
This year I was very _________.
I would like you to bring me _________, _________ and
_________.
Merry Christmas and Happy New Year!
___________
II. Write True or False
1. Christmas is on December 31. _________
2. Jesus’ birthday is celebrated on Christmas Day. _________
3. Christmas is in autumn. _________
4. I have vacations at Christmastime. _________
5. Santa Claus has reindeers. _________
6. Santa Claus lives at the North Pole. _________
7. Santa Claus brings presents to parents. _________
8. Children write letters to Santa. _________
III. Draw and Write
What does Santa Claus have?
1. He has a _________

2. __________________
3. __________________
4. __________________
IV. Learn the Song
O Christmas tree,
O Christmas tree!
Your leaves are so unchanging!
Not only green when summer’s here,
But also when it’s cold and drear,
O Christmas tree,
O Christmas tree!
Your leaves are so unchanging!
V. Learn the Poem
I’m a little Snowman!
I’m a little snowman, short and fat,
Here is my scarf, here is my hat,
When the sun is out, I cannot play,
I just slowly melt away!
VI. Choose and Write
Scarf, hat, sun, melt, snowman
Нэдда Гейвандян,
ГБОУ лицей No. 507, г. Москва

CHRISTMAS QUIZ
1. Christmas Day is on ______________.
a) December 24th
b) December 25th
c) December 26th
2. Christmas is a(n) __________________
holiday.

a) international
b) public
c) religious
3. The day after Christmas is __________
a) Christmas Eve
b) Boxing Day
c) New Year
4. Why is the 26th of December also called
Boxing Day? Because on Boxing Day
_____________
a) there are boxing fights on TV
b) all Christmas gifts in boxes are opened
c) in the past the church alms box (poor
box) was opened
5. The flower of Christmastime is ______
a) poinsettia
b) hawthorn
c) rose
6. What do British people traditionally eat for
Christmas dinner?
a) roast beef
b) turkey
c) fish
7. The fat jolly man who brings presents on
Christmas is called __________ in Great
Britain and __________ in America.
a) Santa Claus
b) St. Nicolas
c) Father Christmas
8. In England and America, Santa Claus

comes ______________
a) through the window
b) through the back door
c) down the chimney
9. How many reindeer pull Santa’s sleigh?
a) six
b) nine
c) eight
10. Who helps Santa to get ready for Christmas?
a) elves
b) dwarfs
c) reindeer
11. Santa Claus puts the presents into the children’s ______________
a) shoes
b) pockets
c) stockings
12. What is Rudolph the reindeer famous for?
a) his long tail
b) his big red nose
c) pleasant smile
Key: 1. b; 2. c; 3. b; 4. c; 5. a; 6. b; 7. c, b; 8. c;
9. b; 10. a; 11. c; 12. b
Нэдда Гейвандян,
ГБОУ лицей No. 507, г. Москва


English

CLASSROOM ACTIVITIES

20
December 2013

CHRISTMAS ACROSTIC POEM

New Year Role Play
1st student: Hello, dear guests!
2nd student: Hello, dear teachers!
3rd student: Hello, dear pupils!
4th student: We are learning English.
5th student: Today we want to show you what we can do.
6th student: And to wish you a Merry Christmas and a Happy New Year!
A poem: “Christmas is Coming” (2 students).
A song: “We Wish You a Merry Christmas”.
7th student: December.
This is the season
When children ski,
And old Father Frost
Brings the New Year’s tree.

• Model the format of acrostic poems with your
students. Work together to write a collective
acrostic poem on the whiteboard.
• Give your students a Christmas-related word
so that they can write their own acrostic poem.
Consider: December, cheer, Rudolph, presents, family, snowmen, or Santa Claus. Discuss the meaning of these words and the importance of family and giving during the Christmas season.
• Give your students time to write their acrostic
poems. Circulate and offer guidance as needed.
• If you have time, allow the students to illustrate
their poems. This project makes a great bulletin

board display for December, especially if you do
it early in the month!
Suggest that your students give their acrostic
poems to family members on Christmas morning.

Samples
S – Sliding down the chimney
A – Always spreading cheer
N – Needing cookies and milk
T – Trains his reindeer
A – At my house on Christmas Eve!
C – Children can’t sleep because of excitement!
L – Listening for hooves on the rooftop
A – Act good all year

8th student: January.
The windows are blue at night,
But in the morning they are white,
And snowflakes are falling.
“Come out,” they are calling.
9th student: February.
Get out of bed and take your sled
This cold and frosty day;
The sun is bright, the snow is right
For outdoor winter play.
10th student: Where is my cap?
My warm little cap?
My boots and my mittens, too?
I want to go and play in the snow
And have a lot fun. Do you?

11th student: “Frosty Windows” by Vivian Gualed.
When windows are frosty
And icy in places,
I like to make scribbles,
And draw funny faces,
Or flowers or houses
Or maybe a cat –
I really wish windows
Were ALWAYS like that.
12th student: New Year’s day, happy day,
We are all glad and very gay!
We all dance and sing and say:
“Welcome! Welcome, New Year’s Day!”
13th student: It’s winter, it’s Christmas!
Look at your Christmas Tree!
There are big balls, there are nice dolls,
And many candies you can see.

U – Usually my favorite day of the year
S – Seasons Greetings, Santa!
С – Candles are lit on Christmas night.
H – Have a holly jolly Christmas.
R – Relatives get together on Christmas.
I – Icicles are put on the Christmas tree.
S – Santa comes on Christmas night.
T – Trees are decorated on Christmas.
M – Merry Christmas to all and to all goodnight.
A – Angels sing on Christmas Day.
S – Snow falls on Christmas.

14th student: There are flags, there are ribbons,
Little bells and bright stars, too.
Red and orange, green and yellow,
Pink and purple, violet and blue.
15th student: We have a fir-tree in the hall.
It is so beautiful and tall.
Around it we dance and play
Because it is New Year‘s Day!
A song: “Jingle Bells”.
By Anna Zavarzina,
School No. 1520, Moscow


LESSON PLANS

English

21

CHRISTMAS TRADITIONS

December 2013

Урок в 7-м классе
Тип занятия: обобщающее повторение.
Вид занятия: комбинированный урок.
Цель: коммуникативно-речевое развитие учащихся через обобщение знаний о традициях празднования Рождества в мире.
Задачи:
Образовательные: обобщить лексико-грамматический
материал по теме “Me and My World” и “Christmas”; совершенствовать речевые навыки и умения монологической и диалогической речи; практиковать использование

методики прогнозирования при чтении.
Воспитательные: воспитывать уважение к культуре и
традициям других народов; воспитывать любовь к родным и близким людям, своей культуре и традициям;
прививать любовь и интерес к иностранному языку; воспитывать умение работать в парах, группах, самостоятельно.
Развивающие: Систематизировать страноведческий материал о Великобритании; расширить лингвистический
кругозор учащихся; способствовать развитию творческой деятельности учащихся; развивать умение сравнивать и обобщать.
Оснащение урока (технические средства обучения):
компьютер, проектор, слайды, магнитофон, раздаточный
материал.
ХОД УРОКА
1. Организационный этап
Teacher: Good morning boys and girls! Delighted to see
you! Sit down please.
2. Сообщение темы и цели занятия (вводное слово)
Teacher: The subject of our lesson is “Christmas Traditions”. Today we’ll speak about Christmas – a beautiful
holiday which is loved by children and adults. All the
tasks will be connected with Christmas. We’ll also repeat grammar constructions, articles and phrasal verbs.
Don’t forget to use the expressions and words we have
learned. I hope you’ll enjoy our English lesson. Please,
be active, sociable and friendly to each other. Let’s
start!
Dear collegues! I am glad to see you at our lesson.
This lesson uses the format of a quiz to give the pupils
a motivation to make predictions. They then have the
opportunity to confirm their own answers. There is also
a grammar quiz that aims to get pupils to recognize the
grammatical items by looking at the context in which
they are used.
3. Фонетическая разминка
Teacher: I think we will start with a game. Your task is to

say the Christmas tongue-twisters as quickly and as
well as you can.

Tongue-twisters:
Santa’s sleigh slides on slick snow.
Tiny Timmy trims the tall tree with tinsel.
Bobby brings bright bells.
Chilly chipper children cheerfully chant.
4. Речевая разминка (монолог и диалог на основе ранее изученного материала)
Teacher: And now we’ll try to sum up what we know about
Christmas. There are some questions.
Questions:
1. What do you know about Christmas?
2. What traditional Christmas meals do you know?
3. Who decorated the first Christmas tree?
4. Why do people celebrate Christmas?
Teacher: Great! But we all know that Christmas means different things to different people. What things do you
associate with Christmas? Look at the board, there are
some tips for you.
The slide with Christmas diagram (Презентация, слайд 8).
Teacher: Great! I like your answers.
Could you tell me what Christmas means to you?
P1: ...
P2: ...
Teacher: Thank you very much.
And now please make your dialogues about things that
you like/don’t like to do at Christmastime. You are
welcome to use your own facts to express your viewpoints. Look at the wall. The following questions will
help you. There are also some phrases you can use:
1. How do you celebrate Christmas in your family?

2. How do you like to spend winter holidays with your family?
3. What gifts do you usually prepare for your friends and
relatives?
4. Do you make resolutions? Do you think you will keep
your resolutions?
5. Do you enjoy making greetings cards for your friends and
family?
In my opinion...
It seems to me...
First of all...
It’s important for me...

From my point of view...
There is no doubt...
Because I’m fond of...
Then...

5. Аудирование. Песня “Jingle Вells” (Приложение 1)
Teacher: By the way, do you know what song people sing
on this holiday? This song brings us the cheerful spirit
of holiday. Right you are, “Jingle bells”! Let’s sing the
song.


English

LESSON PLANS

22
December 2013

Words are on the board. The song is played. Pupils are singing the song.
6. Чтение. Ответы на вопросы, предваряющие чтение.
Чтение текста и ответы на вопросы
Teacher: Well, now you are going to take a quiz about
Christmas traditions. You should read the text and try
to find the answers to the questions. I’ll give one copy
of Task A to each pair. Read the questions and write
your answers. Look at the board where are some words
which can help you.
Task A
Work in pairs and try to answer these questions.
1. What is the typical image of Father Christmas?
2. Where can you find gift-wrapped shops?
3. Why are the shopping centers decorated?
4. What is the name of the small plant with white berries
that is put above doors in the UK at Christmas?
5. What can happen if you stand under it?
6. What are the initials of the three wise men?
7. What gifts did they bring to the baby Jesus?
8. What special thing do the people of Spain do at Christmas?
9. Why do they do it?
10. What is the name of the Holy Book with the Christmas
story?
11. When do some people eat little for a period of time (especially for religious reason)?
Teacher: Please raise your hand if you are ready. (Text
“Christmas Around the World”, Приложение 2)
Well done! Thank you.
Now read the text please and check your answers.
CHRISTMAS AROUND THE WORLD

(Paragraph 1)
The typical image of Father Christmas in his black boots,
red suit and white beard is recognized in almost every country in the world nowadays. Christmas is still celebrated in
different ways in different countries and many still retain
their own individual customs both new and old.
(Paragraph 2)
In Singapore (and Manhattan, N.Y.) you might be
surprised to see some shops wrapped up as Christmas
presents. They are decorated from top to bottom like big
cakes or Christmas trees. This is because every year the
government gives a prize for the best decorated building
in the country.
(Paragraph 3)
In the UK you may find yourself standing beneath a small
green plant with white berries on. Be careful because someone may try to kiss you. Kissing under the mistletoe is a British tradition that goes back much further than when this day
was celebrated as a religious holiday.

(Paragraph 4)
In the Austrian countryside there are the letters C, M and
B written on the doors of the farmer’s stables. These are the
initials of the three wise men, Caspar, Melchoir, and Balthazar, who came to worship the new born Jesus. They gave
the Child presents - gold, frankincense and myrrh. This is
because the farmers believe that putting these letters on the
door will protect their animals from sickness in the year to
come.
(Paragraph 5)
In Spain the people jump across a bonfire at Christmas.
There some people still believe that if they jump over the
flames of the fire they will be protected from illness for the
year to come.

(Paragraph 6)
The Russian Christmas is celebrated on the 7th of January,
when the Orthodox churches, following the Orthodox calendar, have their own celebrations. The holiday is connected
with the wonderful birth of Jesus Christ as it is described in
the Bible. Most Russians are in church on Christmas Eve. It
is customary to fast until “the first star”. The Christmas Eve
dinner is meatless, but festive. The most important ingredient is a special porridge called kutya. It is made of wheat or
other grains, which symbolize hope. Нoney and poppy seeds
ensure happiness, success, and an untroubled rest.
(Paragraph 7)
People in many countries of the world still follow the
ancient traditions that make Christmas such a wonderful
event.
7. Грамматика. Грамматические задания к тексту
Teacher: Let’s revise grammar. I’ll give you the questions
and ask you to look through the text and find the answers. 5 minutes for this. Please exchange papers and
mark the correct points, while I tell you the correct answers.
Task B
Grammar Quiz (См. Key on CD)
1. Find and underline the examples of definite articles.
2. Find and underline one example of zero article.
3. Find and underline 2 different modal verbs that mean that
something is uncertain / possible.
4. Find and underline 8 passive verb constructions.
5. Give synonyms to the words HUGE and SICKNESS.
6. Find and underline 2 examples of gerund.
8. Подведение итогов занятия. Выставление оценок
Teacher: Well I’d like to say that you were perfect. I like
your active work at the lesson. You are really attentive
and very curious. We achieved all our aims: we have

got to know Christmas traditions all over the world.
9. Домашнее задание
Teacher: Now your homework. Please write a text about
how you celebrate Christmas. The topic is: “Christmas
traditions in my family”. Good-bye!
By Angela Yemelyanenko,
School No. 687, Moscow
См. Презентацию и Приложения на CD.


CREATIVE WRITING

Christmas Journal Writing Topics
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Does falling snow have a sound?
My magical snowman
The snowman that never melted
Design a new sleigh for Santa that includes modern technology such as a GPS and computerized devices. Draw
this high tech sleigh and write a paragraph describing it.
Taking a ride in Santa's sleigh
Baking cookies with Mrs. Claus
Write a S.N.O.W. acrostic poem
If I owned a toy store
The great caroling catastrophe
Off in the distance, I heard the sound of sleigh bells. ...
We should have the Christmas spirit all year round.
Rudolph's nose was green!
My vacation at the North Pole
“The best gifts are gifts from the heart.” What does this
phrase mean to you?
If I could give a Christmas gift to the world, it would be...
How to wrap a Christmas present.
The best present that I ever gave to someone...
Presents should not be important on Christmas Day.
It is better to give than to receive. (Describe a time when
you did something thoughtful for someone or gave a person a thoughtful gift.)
This holiday season I plan to do something helpful to others. My plan is...
The gingerbread man jumped out of the oven and...

WRITING IDEAS
1. Some people have the tradition of sending a letter to all
of their family members reporting on some of the major
events of the year. Write a letter recounting the major
good and bad things that have happened to you that your
family might be interested in hearing.
2. How would you best explain Christmas to someone who
has never experienced the holiday in the United States?
Create a dialogue between you and the Christmas stranger in which you answer all of his or her questions.
3. There are those who believe in Santa Claus and those
who absolutely don’t. Imagine and construct a debate
between two children who think differently on the issue.
Who wins the debate and why?
4. Christmas is typically associated with cold weather and
occasionally even snow. How would Christmas be different for you and your family if you were instead on
a tropical island during the occasion? Write a detailed
story about the situation.
5. Hallmark and other greeting card companies save some
of their best poetry and sayings for their Christmas cards.
Create several poems that would work well in greeting
cards for the holiday season. They can be serious, funny,
silly or any other tone you’d like.
6. The Abominable Snowman is an ape-like creature said
to inhabit the Himalayan regions of Nepal and Tibet.
Write a story about seeing the Abominable Snowman.

English

23
December 2013

7. Write a story treatment for a sequel to one of your favorite Christmas movies. Include which characters will
be returning, the new ones that will be introduced and
where the story will be set.
8. As you open a mystery gift from underneath your tree on
Christmas morning, you find a clue inside with a riddle.
The riddle insinuates that it will lead you to the greatest
gift of all. Write a story in which you and your family
attempt to solve the riddles and find the present. Make
sure to include some clever Christmas riddles.
9. On Christmas Eve, you hear a loud thump and you look
outside your window. It seems that one of the Santa’s
reindeer has become separated from the pack and its up
to you to help. Create a tale in which you steer the reindeer back in the right direction.
10. There are many people who are unable to see their families on Christmas because they are serving their country overseas or because they have jobs that keep them
in separate cities. Imagine that you were one of these
people and how you might feel. Create a letter you might
write to your family if you were in such a situation.
11. Write a letter to Santa describing someone that you know
who has been very good and kind this year.
12. Pretend that you have just given Santa a mobile phone,
laptop, or iPad. Explain to Santa how this new technology will help him and save him a lot of time.
13. If you were a Christmas tree, how would you want to be
decorated?
14. You go to the mailbox and find that Santa has written
you a letter. Write a letter from Santa to yourself.
15. Draw a map from the North Pole to your house. Then,
write the directions in a paragraph.
16. Describe your new job as an elf at the North Pole.
17. Write a paragraph describing what this holiday phrase

means to you: “Peace on Earth, Goodwill to Men.”
18. What are your wishes for the world this holiday season?
19. Write an unselfish letter to Santa, asking him to bring a
needed item to a friend or family member.
20. Pretend that you are a penguin who loves to “tweet.”
Write 5 tweets describing what it is like to live in Antarctica.


English

GOOD NEWS

24 EVERY DAY IS CHRISTMAS
December 2013

While most people anxiously count down the days to the
holidays, Christmas lasts year-round at Russia’s only museum of Christmas tree decorations, Klinskoye Podvorye. The
museum features more than 2,000 ornaments that are a testament to the history of holiday celebrations in Russia.
The tradition of decorating Christmas trees came to Russia from Germany in the early 18th century, thanks to Tsar
Peter I (the Great). In his time, candies and fruit were hung
on Christmas trees. Later, these goodies were wrapped in paper or packed in little boxes. Later on, trees were decked out
with cardboard and glass decorations brought from abroad.
The first factories making Christmas tree decoration didn’t
open in Russia until the mid-19th century, and early Russian
decorations were not balls, but beads.
“Initially they just used women’s beaded necklaces. It
was only some years later that they started making strings of
beads just for Christmas trees,” said Lyudmila Dedikova, the
museum’s senior guide.
Later, decorations made of cardboard, wire and cotton appeared. The simplest kind was made like this: two identical

cardboard cutouts were made, pressed and glued together,
and then painted.
“There were also surprise toys that might contain beads or
a letter and a thread between the cardboard halves. The recipient of such a toy would pull the thread so the two halves
opened up and the surprise dropped into your hand,” Dedikova said.
Today the factory in Klin produces only glass ornaments. Every craftsman sits over a gas burner heated to

a temperature of 500-900 degrees Celsius. The craftsman
holds a glass tube, and within seconds, thanks to the powerful flame, the craftsman can cut the glass, leaving only a
part consisting of two “antennae.” The working antenna is
in the craftsman’s right hand and the extra one is in the left
hand. In the middle of the tube is the “pellet.” The extra antenna is soldered off and thrown away. The pellet is heated
even more until the glass becomes soft and the worker can
use the main antenna to blow out a ball. The result is a freeblown decoration.
To make some decorations, workers use special metal
molds consisting of two halves between which a hot glass
tube is placed and squeezed.
“At first glance, blowing out a ball seems easy; but in
fact, it’s a very difficult job. We don’t hire random people; if
somebody wants to become a glass blower, he first has to be
an apprentice for nine months. And even then, not everyone
can do it on the first try,” said Dedikova.
After the decoration is blown, it is sent to a workshop
where it is covered with a special type of foil before it is
dyed. The item is held by the antenna and dipped into a bowl
of dye. It is then kept in a special dryer for 20-40 minutes.
The final and most interesting stage is the decorative
painting. Every worker has an example on the table made
by the factory’s chief artist and technologist. The items are
painted in stages. If the item is, for example, a mushroom,

first the grass is put on several glass blanks and then the top
is painted. During the day, one item passes through an artist’s hands seven to ten times, depending on the complexity


GOOD NEWS

English

25
December 2013

of the pattern. When the item is fully painted, the antenna is
cut off with a special knife, a metal cap is put on it, and then
the item is packaged.
This year the factory is trying to diversify, creating souvenir decorations that can be given not just once a year, but
on any holiday.
“We have swans symbolizing love and fidelity, which are
given at weddings. You can give little angels on somebody’s
saint’s day. A bell keeps evil away, and if you ring it from
time to time you will get to travel frequently,” said Dedikova.
But it is impossible to appreciate the beauty and originality of these decorations until they are hung on a tree. The
museum has a whole parade of decorated trees representing
various themes: “Miss Russia” is decorated with Vologdapatterned balls. An Oriental spruce tree, “Miss Japan,” has
decorations in two colors, black and white, symbolizing the
yin and yang.
Next to them is a glittering “Miss Morocco,” or “Miss
Mandarin” in honor of the season’s most popular fruit.
One tree resembles a woman’s body, with a crown on its
head and a brocade belt around its waist. The two prevailing
colors, gold and red, symbolize power. “This is a queen,”

said Dedikova. “We fantasize about whether it’s the British
queen or our Empress Catherine the Great.”
The most unusual Christmas tree is the gingerbread one,
decorated in the Russian style with gingerbreads, boyar figurines, nesting dolls, and cockerels.
But the museum’s main fir tree stands in the festive hall
where Grandfather Frost and the Snow Maiden greet visitors.
By Kristina Zuykina
Photo from