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Переведите предложения на английский язык, используя ак­тивную лексику урока.
1. Ни моя сестра, ни я не видели, как эта актриса играла Катерину (роль Катерины). 2. Ваш сын любит читать, правда? 3. Об этой книге много говорят, и она довольно интересная, но я не могу сказать, что она произвела на меня большое впечатление.—И я тоже. 4. По­торопись! Мы еще сумеем попасть на утренний поезд. 5. Интересно, почему Петровы еще не пришли.— Я думаю, они опоздали на поезд. 6. Когда я шел на работу сегодня утром, я видел, как Анна бежала на станцию. Я думаю, она хотела попасть на поезд, который отходит в 7.30. 7. Мы можем предоставить вам возможность заниматься (работать) в нашей библиотеке. 8. Вы так любите петь, не правда ли? Будет жаль, если вы упустите возможность заниматься у этого талантливого преподавателя. 9. Това­рищ Титов сказал, что когда он был в командировке во Франции, он не упускал возможности поговорить по-фран­цузски. 10. Петровы переехали на днях в новую квар­тиру. Мне она очень нравится. Комнаты небольшие, но все полны света. 11. Вам ведь не у далось достать билеты на новую пьесу? 12. Вы ведь читали «Историю итальян­ского искусства», да? 13. У нас с Анной места были в ложе, а у Петра и Бориса в партере. Мы встречались в антракте. 14. Это ваша любимая сцена, не правда ли? 15. Несомненно, пьеса будет иметь большой успех. Ведь ее ставит Нилов. 16. Вы, без сомнения, сделаете большие успехи в английском языке, если будете больше работать над ним. 17. Рядом с моим домом есть театральная касса. Я могу попытаться достать вам сегодня билеты на «Отелло», если вы не заказали их заранее. 18. Вчера в Художественном театре шла пьеса «Братья Карамазовы». Мне удалось достать два билета на эту пьесу, но к со­жалению, я не мог пойти, и мне пришлось отдать билеты племяннице, приехавшей на днях из Севастополя. Пьеса ей очень понравилась. Ведущие роли исполняли старей­шие актеры театра. Их игра произвела большое впечат­ление на зрителей. Каждый раз когда опускался занавес, их приветствовали аплодисментами. Когда занавес опу­стился в последний раз, вся публика направилась к сцене, аплодируя актерам и режиссеру.
LESSON TWENTY-FOUR (THE TWENTY-FOURTH LESSON)
A PIECE OF SOAP (after H. Munro)
Norman Gortsby was sitting on a bench hidden behind the bushes in Hyde Park. It was a warm May evening. The sun had already set and it was rather dark, but he could still make out the faces of the people who were walk­ing past him and hear the sound of their voices. He was a philosopher, and liked sitting in the Park watching people whom he didn't know. While he was wondering who they were and where they were going, a young man came up to the bench, gave a quick look at him and threw himself down by his side. The newcomer was well-dressed and looked like a gentleman. His face was sad and he sighed deeply.
'You don't seem to be in a very good mood,' said Norman. The young man was silent. He only looked at Norman again and there was an expression in his eyes that Norman didn't like.
'I really don't know how it all happened.' he began at last, 'but I've done the silliest thing that I've ever done in my life.' He spoke in a low voice, almost in a whisper.
'Yes?' said Norman coldly.
'I came to London this afternoon,' the young man went on. 'I had a meal at the hotel, sent a letter to my people, giving them the address and then went out to buy a piece of soap. They are supposed to give you soap at the hotel but it's always so bad that I decided to buy some for myself. I bought it, hada drink at a bar, and looked at the shops. When I wanted to go back to the hotel, I suddenly realized that I didn't remember its name or even what street it was in. Of course I can write to my people for the address, but they won't get my letter till tomorrow. The only shilling I had on me when I came out was spent on the soap and the drink and here I am with two pence in my pocket and nowhere to go for the night.'
There was a pause after he told the story.
'I'm afraid you don't believe me,' he added.
'Why not?' said Norman. 'I did the same thing once in a foreign capital. So I can understand you very well.'
'I'm glad you do,' the young man said with a pleasant smile. 'And now I must go. I hope by the time it gets quite dark I'll have found a man who'll believe me like you did, and will agree to lend me some money.'
'Of course,' said Norman slowly. 'The weak point of your story is that you can't produce the soap.'
The young man put his hand into his pocket and sud­denly got up.
'I've lost it,' he said angrily.
'It's too much to lose a hotel and a piece of soap on the same day,' said Norman.
But the young man did not hear him. He was running away.
'It was a good idea to ask him about the soap, and so simple,' Norman thought as he rose to go. But at that moment he noticed a small packet lying by the side of the bench. It could be nothing but a piece of soap, and it had evidently fallen out of the young man's coat pock­et when he threw himself down on the bench. Turning red, Norman picked it up.
'I just can't allow him to go away like this,' he thought, and started running after the young man.
'Stop!' cried Norman when he saw him at the Park gate. The young man obeyed.
'Here's your piece of soap,' Norman said. 'I found it under the bench. Don't lose it again, it's been a good friend to you. And here's a pound, if it can help you'.
'Thanks,' said the young man, and quickly put the money into his pocket.
'Here's my card with my address,' continued Norman. 'You can return the money any day this week.'
The young man thanked him again and quickly went away.
'It's a good lesson to me,' Norman thought, and went back to the Park. When he was passing the bench where the little drama had taken place, he saw an old gentleman looking for something.
'Have you lost anything, sir?' Norman asked.
'Yes, sir, a piece of soap'.
ACTIVE WORDS AND WORD COMBINATIONS

A collection of quick ideas to use for teaching about the alphabet.

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March Around the Alphabet

This is a lot of fun. The children gain added exposure to the letters while including the excitement of a stop-and-go game!

  • Write each letter of the alphabet on large index cards. Be sure to put the capital letter on one side and lowercase on the other.
  • Spread the alphabet out on the floor.
  • Have the children create a circle around the alphabet.
  • As the teacher plays an upbeat tempo of music (any choice), the children “March Around the Alphabet”.
  • Instruct the children to freeze, bend down, and pick up a letter near their toes when the music stops.
  • Now the children hold their letter cards way up high and wait for the teacher to call upon them to tell what letter they have in their hands.

Sound Can

I send home a pretty decorated tin can (The Sound Can) each week with a different child as we focus on a new letter of the alphabet. Inside the lid the directions are taped. They read:

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Please fill this can with as many items that begin with the enclosed letter and return to school tomorrow! Thank you! ( The letter of the week is written on a post-it and attached to the bottom of the can).

This is a really great learning experience for the child and the rest of the class as they guess the items from the Sound Can. I write the names of each item on chart paper, even the incorrect answer. This leads to some good discussions. We count the items and the Sound can is placed in the ABC center for the rest of the week.

—Lisa, Paramount Elementary School, Kindergarten 1 Download sierra 10.13.

Go Fish – ABC

Using alphabet flash cards (2 sets) play “go fish” using the flash cards.
–Cindy Raymond, Weber City Head Start Center

The Letter “T”

When you are ready to start the letter Tt you can cut out a shape of a t-shirt on poster board for each child. Give children copies of magazines and instruct them to cut out pictures of items that begin with the letter T. After children have found enough pictures, have them glue their pictures on their t-shirts. You can do this with any letter. Just change your t-shirt to something else that starts with the letter you are discussing. –Crystal Dorband

The Alphabet

We play a game that we have called, affectionately “You and Me”. It is a great way to throw in those sight words.(you and me) I write You and Me, and we keep score with tally marks. Download os x 10.12 for mac. It is the class against me. First, I tell the students what I have to do before anybody can shout out the answer. For example.”Today, I will tap twice before you can answer.” or Today, I will wink and point before you can answer. This makes it a listening game as well.

Now, we are ready to begin! I write a lowercase letter and do the things that we decided earlier (i.e. two taps) and the students call out the answer. Sometimes I pause a bit to make it harder.

Scoring: There is some judgement in this, but if anyone gives answer before the routine is complete, the teacher gets the point. If I hear most of the correct responses the students get the point. Because it is a group activity, all the kids feel free to pitch in and try.

My kids want to play everyday!! I am trying to find some more ways to increase the difficulty. We may start on our sight words next.

Denise Walker – Kindergarten-1/2 Day- Dandridge Elementary, Jefferson County, Tennessee

Hangman

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An all time favourite with children of all ages yet often overlooked with the younger ones. Use words that have been the focus in class. For example, if you have been concentrating on four letter words, choose a four letter word and make a dash on the board for every letter in the word. Tell students to look at the amount of letters in the word and to refer to their word banks around the class for ideas. For variety, allow students to guess the word straight up rather than just choosing one possible letter. They love “beating the teacher” and this is a quick game if you only have a few minutes left in a session, yet is educational!

Happy teaching,
Edwina Jay, Australia.

Guess What I Am?

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(Much like the touch and feel box activity) Have students reach into a bag/box and feel an item inside without looking at it. Then students must guess what the object is. The teacher will give students a clue by telling them what letter the word starts with.

Students can create an alphabet book.

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This can be done in a variety of ways:

  • One option is to have students each choose a letter of the alphabet to decorate. Then combine the pages to create one class book.
  • Another option is to have students add one picture to each letter of the alphabet. The pictures must begin the correct letter sound. For advanced students, have them write the word below their pictures.
  • A third option is to have students create letter characters. For example the letter D could be given a hat, badge, and face. The word detective would be printed below the letter. This activity is a little harder than the first two and would need additional teacher involvement or brainstorming. These books can be placed in the classroom library or the school library to view. Your class may want to donate their book to another class that is also learning the alphabet.

My favorite phonics lesson is the Phonics-Mart.

In this activity the teacher will present a letter and sound by using common grocery store items. For example, “p” is for peas. Even more advanced phonics rules can be included (“ch” is for cheerios). A nice prop would be a real shopping cart (ask your local grocery store if you can have one with “broken wheels” – they will usually be glad to help out a local school!)

–Submitted by : Charlene Ziehm

Sticks and Curves Activity

Place magnetic or wooden letters on a table and have the student classify the letter shapes as either stick, curved or both.
Have the child pull all of the stick letters into one group (i,t,l,x,w,x, etc.) then select curve letters (c,e,g,o,s).
Now look at the letters left on the table, combinations of stick and curve (a,b,d,f,h,etc.)

This is a good activity for ESL students since naming the letter and making the letter sound are not required–just visiual discrimination.

–Submitted by: JAHarris022044@aol.com

Alphie the alphabet worm …

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This is something parents can make for their preschoolers. Take different colored construction paper, trace a plate on 27 sheets the cut them out. Take a big black marker and write the letters of the alphabet on the 26 circles, then with the 27th circle make alphie’s face draw however you’d like then take a paper puncher and punch holes on each end where you want to fasten them together. Then start with Alphie’s face and attach the letter A and so on with stick pins that fold over on the other side the nhang in any room of the house that your child will easily see everyday.

These are just a few things I do in my class to reinforce letter recognition.

  • For end of the year review, I make a graph, with 26 squares, on a large piece of paper. I put a letter of the alphabet in each square. The children then look through magazines for pictures that start with that letter and glue them in the correct box. If they can not find an object for a letter, then they can look for the letter to glue in the box.
  • Also, I write the children’s names on a piece of paper, using different colored markers. You can write the letters vertically or horizontally, leaving a good space between letters. I have the children draw atleast 3 things that start with each letter in their name. They have to label objects drawn.
  • I lay letter cards on the floor and then I show them picture cards and they have to tell me what letter it starts with and lay the picture under the correct card.
  • Musical alphabet is another game we play throughout the year. I lay the alpha cards in a circle on my carpet. I play music and the children march around the letters and when the music stops, they have to tell me what letter they are standing by, it’s sound and something that starts with that letter.
—Susan Hale, K teacher, Avondale Elementary, West M

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