title: Презентация на тему: растения

text:
Урок по английскому языку в 7 классе«Plants and animals  »
Подготовила учитель
Фёдоровской ОСОШ №1
 Алимова Ирина Игоревна

Animals

Domestic                                                      Wild
classification of animals
Classes  of animals
beast of pray
herbivores

                                    Animals
Domestic                                                         Wild

Phonetic drill:
What a rose can you say
A rose can say I love you
And want you to be mine,
a rose can say I thank you

For being so very kind,
A rose can say congratulations,
Whatever the occasion may be,
a rose can say I miss you
And wish you were here with me,
A rose can say I'm sorry
If I've hurt you in any way,
a rose can say get well soon,
May God bless you today?

 Who can find the most animals?

wolfisharkangaroowleopardog

Wolf, fish, shark, kangaroo, owl,
leopard, dog
 Guess the crossword and write down these words in a notebook

Match the wordsHow many years do animals live?
Rabbit                          12 years
Dogs                              5 years
Pigs                               5 years
Sheep                           15 years
Goats                            40years
Horses                         25 years
Cats                              13 years
Camels                         15 years

 Finish the saying

As hungry as ...
As brave as ...
As cunning as ...
As heavy as ...
As dirty as ...
As tall as ...
A busy as ...
As funny as ...
As slow as ...

 Do you know the English proverbs? Find the Russian equivalents.
If you run after two hares, you will catch neither.
Don’t count your chickens before they are hatched.
It is a good horse that never stumbles.
All cats are grey in the night.
To take the bull by the horns.

Цыплят по осени считают.
Хороша та лошадь, которая никогда не спотыкается.
За двумя зайцами  погонишься, н одного не поймаешь.
d) Взять быка за рога.

e) Ночью все кошки серы.

Game” Who is quicker?”
It lives in India or Africa. It is a large animal. It has four legs and two big ears. It helps people to carry things. What is it?
 It lives on the farm. It flies badly. It eats corn. It lays eggs. It sings songs.What is it?
 It lives on the farm. It runs well. It eats grass. It gives milk.What is it?
It is brown. It has got 4 legs. It sleeps in winter. What is it?
It is a wild animal. It has four legs, a long tail and very sharp teeth. It is very dangerous. It can be red or white with black stripes.
It is a wild animal. It has four legs, a strong tail and very sharp teeth It is very dangerous. It lives in the lakes and rivers.

It has kind eyes, four legs and a long neck. It eats leaves
It is very funny. It has four legs, a long tail. It can jump and climb the trees..
  I'm a soft and funny pet.
  I have four legs and a long tail.
  I have sharp teeth and claws.
  I like to chase mice.
        I am a...
I have four legs and a long tail.
I eat oats and hay.
I love to run fast.
I let people ride on my back.
I am a...
I have a little tail.
My nose is called a snout.
I live on a farm.
I can say, "Oink-oink"
I am a...
I have four legs. I'm very smart and I like to play. I like to smell things. I can wag my tail

I am a...
Read the text and complete the semantic map.

Grammar test
1. They … for us near the door.
a)	Are waiting   b)	Waits  c)	Is waiting   d)	Am waiting
2. Harry … television every day.
a)	Is watching  b)	Watch    c)	Watches     d)	Are watching
3. What … in the room now?
a)	They are doing     b)	Are they doing      c)	Do they do      d)	They do
4. Ann … French at all.
a)	Isn’t speaking      b)	Not speaks       c)	Doesn’t speaking     d)	Doesn’t speak
5. Mr. Scott … German to Ann at the moment.
a)	Speaks       b)	Is speaking    c)	Are speaking    d)	speaking
6. I am busy now. I … to the radio.
a)	Am listening    b)	Listen      c)	Am listen     d)	Listening
7.I am 1.9 cm ... than you are.
a)tallest    b)more taller    c)tallier     d)taller
8.This chair is ... that the other one.
a)much comfortable    b)many more comfortable     c)very comfortable     d)more comfortable

9.Cindy is ... girl I have ever met.
a)the smartest    b)smatier    c)the most smartest      d)smarter
10.Cars are getting ... as the years go by.
a)the cheapest      b)most cheaper     c)cheaper      d)much more cheaper
11.Jim’s is ... restaurant in our city.
a)the expensiviest   b)the more expensive     c)expensivest     d)the most expensive
12.This is the ... hangover I ever had. I’m never going to drink again.
a)baddest     b)worst      c)best     d)least
13.For ... information do not hesitate to call our assistant.
a)farther    b)furthest     c)fastest     d)further
14.It was ... joke I have ever heard!
a)more funnier    b)the funniest     c)the most funniest     d)funnier
15.In my opinion the tiger is ... animal of all.
a)more dangerous    b)the dangeroustest     c)very dangerous      d)the most dangerous

Answer:
      1d  2a  3c  4c  5b 6c  7d  8d  9a 10c  11d  12b 13d  14b  15d

Home task
- Describe your favourite flower, animal or plant
  - Tell about animals of your region
  -  Tell about animals problems
Good luck!


title: Презентация на тему: Речь на английском языке

text:
Direct and indirect speech
Презентация подготовлена
Учителем Английского языка
ГОУ СОШ №298 г.Санкт-Петербурга
Мирошниченко Ириной Алексеевной
2013г
900igr.net
Direct and indirect speech [dɪˈrekt ənd ˌɪndəˈrekt spiːtʃ] Прямая и косвенная речь
Альтернативное название косвенной речи в английском языке:Reported speech [rɪˌpɔː(r)tɪd ˈspiːtʃ]Прямая речь (direct speech) выражает чью-либо речь, так, как она была произнесена, без каких-либо изменений. Прямая речь в английском языке заключается в кавычки, которые в английском языке с обеих сторон находятся в надстрочном виде.Косвенная речь (indirect speech) не передает чью-либо речь дословно, а выражает содержание этой речи в виде придаточного предложения.
Правила изменения прямой речи на косвенную в повествовательных предложениях
1. Кавычки и запятая, стоящая после слов, вводящих в прямую речь, опускаются. В косвенной речи может употребляться союз that ,но может и опускаться.He said, "I know you from somewhere". - He said (that) he knew me from somewhere.
 Он сказал: "Я тебя откуда-то знаю". - Он сказал, (что) он меня откуда-то знает.

Примечание: Если в прямой речи употребляется глагол say (говорить) с дополнением (1) и предлогом to (2), указывающий на лицо, к которому обращаются, то say изменятся на глагол tell без предлога to. В остальных случаях изменения не вносятся.He said to (2) me (1), "I know you from somewhere". - He told me (that) he knew me from somewhere. Он сказал мне: "Я тебя откуда-то знаю". - Он сказал мне, (что) откуда-то меня знает.
2. Личные и притяжательные местоимения изменяются по смыслу, в зависимости от контекста.He said, "I can bring you a cup of tea". –
    Не said (that) he could bring me a cup of tea.
Он сказал: "Я могу принести тебе чашечку чая". –
Он сказал, что может принести мне чашечку чая.3. Если глагол, который вводит косвенную речь ,находится в настоящем или будущем времени, то и глагол в косвенной речи сохраняется в том же времени, что и был в прямой речи.He says , "I visit LiLu every Saturday". –
    He says (that) he visits Lilu every Saturday.
Он говорит: "Я навещаю Лилу каждую субботу". –
Он говорит, что навещает Лилу каждую субботу.
4. Если глагол, который вводит косвенную речь, находится в прошедшем времени, то соблюдается согласование времён.

/ed
Continuous=Progressive
5. Если в прямой речи были наречия места и времени, а так же указательные местоимения, то в косвенной речи они изменятся на подходящие по смыслу.
this - that этот - тотthese - those эти - теhere - there здесь - тамnow - then сейчас - тогдаago - before тому назад - раньшеtoday - that day сегодня - в тот деньtomorrow - the next day завтра - на следующий деньyesterday - the day before вчера - наканунеthe day after tomorrow - two days later послезавтра - через два дняthe day before tomorrow - two days before позавчера - два дня назадlast morning - the previous morning вчера утром - прошлым утроми т.п.
He said, "I will do it the day after tomorrow". – He (that) he would do it two days later.
Он сказал: "Я сделаю это послезавтра". – Он сказал, что сделает это через два дня.

Правило изменения прямой речи на косвенную в побудительных предложениях
Повелительное действие (1), выраженное инфинитивом без частицы to в прямой речи, изменится на инфинитив с частицей to (2) в косвенной. That в таких предложениях не добавляется.Примечание: В отрицательной форме частица not употребляется перед частицей to.He asked/said me, "Close the window (1)". –
     He asked/told me to close the window (2).
Он попросит меня: "Закрой окно". - Он попросил меня закрыть окно.или без указания на лицоHe asked, “Don’t Close the window (1)". –
 He told NOT to close the window (2).
Он попросил: "Закройте окно". - Он попросил закрыть окно.
Правила изменения прямой речи на косвенную в вопросительных предложениях

Вопросительные предложения в косвенной речи называются косвенными вопросами. Знак вопроса в таких предложениях не употребляется кроме случаев, когда в косвенном предложении вопросительной является главная часть.1. Специальный вопрос (1) в прямой речи при изменении на косвенную становятся дополнительным придаточным предложением (2), которое соединяется с главной частью вопросительными словами из вопроса непосредственно.He asked me, "Who (1) has brought the letter?" - He asked me who had brought the letter (2). Он спросил меня: "Кто принёс письмо?" - Он спросил меня, кто принёс письмо.2. Общий вопрос (1) в прямой речи изменяется на придаточное предложение (2) в косвенной и соединяется с главной частью союзами if/whether (ли) (2), при этом запятая не употребляется.He asked, "Do (1) you know her?" - He asked me if/whether (3) I knew her (2). Он спросил: "Ты её знаешь?". - Он спросил, знаю ли я её.
3. Краткие ответы в косвенной речи выражаются вспомогательным (1) или модальным глаголом (2), а время этих глаголов изменяется по правилу согласования времен (3).
Do (1) you know her? Ты её знаешь?No, I don't (1). - I answered, I didn't (3).
 Нет, не знаю. - Я ответил, что не знаю.Can (2) you repair it? Ты можешь починить это?No, I can't (2). - I answered, I couldn't (3).
Нет, не могу. - Я ответил, что не могу.
Примечание: В официальной речи употребляются краткие ответы:I answered in the affirmative. Я ответил утвердительно.I answered in the negative. Я ответил отрицательно.


title: Презентация на тему: Recipe of Pizza

text:
           Recipe of Pizza
Ingredients:
1) 200 g of milk
2) 1 spoon of yeast
3) 1 spoon of sugar
4) 6 spoons of oil   0,5
5) spoon of table salt
6) meat, onion, fish
7) flour
8) souse
From flour, milk, yeast, sugar, oil, salt and flour,- we are make a dough.
Next we are make a form of pizza
                      or
After this we should put our dough in oven for 15 minutes
After this we must add all what we have in our freezer.
Potatoes, cheese, meat or sausages or vegetables or fish and young onion.
For example:

And at the last we should add souse.
                         or
         Tasty!!!


Презентация на тему: Речевой этикет в английском языке


title: Презентация на тему: Река Ижма

text:
Река Ижма
И́жма (Изьва, коми И́зьва) — река в Республике Коми, левый приток реки Печоры.
География
Длина — 531 км, площадь бассейна — 31 000 км². Ижма берёт начало на юге Тиманского кряжа, течёт на северо-запад. От устья Ухты Ижма судоходна. В нижнем течении Ижма сильно расширяется, течение ослабевает, река начинает образовывать протоки, заводи и большие острова. Впадает в Печору возле села Усть-Ижма.
Крупнейшие притоки — Седью, Ухта, Кедва (левые); Айюва, Сэбысь (правые).
Гидрология
Средний расход в 154 км от устья 203 м³/сек. Питание главным образом снеговое. Замерзает в середине ноября, вскрывается в середине мая.
Населённые пункты
В верхнем течении протекает через посёлок Верхнеижемский, в среднем течении, в месте впадения в Ижму реки Ухты, расположен город Сосногорск, называвшийся до 1957 года Ижма. Город Ухта находится в 8 километрах от Сосногорска выше по реке Ухте. В устье притока Сюзью на левом берегу Ижмы находится деревня Аким.
Найдите исток и устье реки ижма?


title: Презентация на тему: Reed blood

text:
Prepared by student of group 39fm4
Korotkova Kristina

Bryansk 2015

REED BLOOD CELLS
red blood cells
Erythrocytes
Red blood cells
no nucleus
Number
5-6 millions per cubic millimetre of blood
Number in men and women
in men more than in women
Hemoglobin
a red pigment
Hemoglobin
an iron
Form
as a disk
Erythrocytes
pass through the capillaries and through all blood vessels
Life cycle
120 days
Function of red blood cells
oxygen
Anemia
lack of iron in the body
Thank you for your attention!


title: Презентация на тему: Reflexive Pronouns

text:
Reflexive Pronouns
Reflexive Pronouns
Reflexive Pronouns
Reflexive pronouns are used to show that the actions described by a verb act upon the subject of the verb:
the subject and the object are the same
An English sentence
Structure
Subject
Object
Verb
Why?
Subject
Object
Subject
Verb
Object
Example
 She sees her
Subject
Object
Example
 She sees herself
Subject
Object
Reflexive pronouns
Reflexive pronouns are formed by adding
self (singular)
or selves (plural)
to my, your, our him, her, it, them
The forms of reflexive pronouns correspond to the forms of the subject pronouns:
Subject                    Reflexivepronouns
I
You
He
She
It
We
You
They
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves

Can you fill the gaps?
I wash __________.
She is looking at ________   in the mirror.
They are teaching ___________ English!
myself
herself
themselves
How do they do this?
He thinks too much of_________
Answer
How do they do this?
He thinks too much of himself
I like this photo of ________very much.
Answer
I like this photo of myself very much.
They did it all by_________.
Answer
They did it all by themselves.
He hurt __________ when he was playing soccer.
Answer
He hurt himself when he was playing soccer.
 The pop star __________ attended the wedding ceremony, as she had promised.
Answer
 The pop star herself attended the wedding ceremony, as she had promised.
Test yourself
B
C
Singular
Plural
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
B Match each question to a correct answer:
1. Did you come to school by yourself today?
2. Does she know how to get dressed by herself?
3. How did you hurt yourself?
4. Is he able to help himself?
5. Why are you crying?
a. No, he'll need some help.
b. No, I walked with two of my friends.
c. I did it while I was working on my car.
d. I can't help myself. These onions are really strong.
e. No, she's only two years old.
Match each question to a correct answer:
1. Did you come to school by yourself today?
2. Does she know how to get dressed by herself?
3. How did you hurt yourself?
4. Is he able to help himself?
5. Why are you crying?

d. I can't help myself. These onions are really strong.
b. No, I walked with two
of my friends.
e. No, she's only
two years old.
c. I did it while
I was working on my car.
a. No, he'll need some help.
1. b; 2. e; 3. c; 4. a; 5. d
C
Choose the correct pronoun.
 The subject in each sentence will help you
make the correct decision
C
They are not old enough to dress themselves.
They are not old enough to dress theyselves.
Did you all enjoy yourselves at the party?
Did you all enjoy your at the party?
The cat hurt herself when it jumped off the fence.
The cat hurt itself when it jumped off the fence.
Some girls spend hours looking at themselves in front of a mirror
Some girls spend hours looking at theyselves in front of a mirror
The car is so hi-tech it can drive itselves.
The car is so hi-tech it can drive itself.
Give yourself  a round of applause. You all did a good job!
Give yourselves a round of applause. You all did a good job!
Help youselves to some more food.
Help yourself to some more food.
We entertained ourselves computer games.
We entertained us with computer games.
I told me that I would get that job, and I did!
I told myself that I would get that job, and I did!
He taught themselves how to play the guitar.
He taught himself how to play the guitar.


title: Презентация на тему: Read these words

text:
a layer
a librarian
a nurse
a businis
a vet [vet]
a vet [vet]
Read these words.
a vet [vet]
a vet [vet]
My mother is a ...
My father is a ...
Example: My mother is a doctor.
                 My father is   a driver
A good teacher should be....
A real doctor should be...
A good librarian should be ....
A bodyguard should be ...
sociable
rude
polite
kind
cruel
intelligent
responsible
talkative
clever
funny
cruel
stupid
Complete the sentenses. Use the adjectives
brave
strong
a vet [vet]
a vet [vet]
My mother is a ...
My father is a ...
Example: My mother is a doctor.
                 My father is   a driver
A good teacher should be....
A real doctor should be...
A good librarian should be ....
A bodyguard should be ...
sociable
rude
polite
kind
cruel
intelligent
responsible
talkative
clever
funny
cruel
stupid
Complete the sentences. Use the adjectives
brave
strong


title: Презентация на тему: Teaching in Primary

text:
Teaching in Primary
Teaching in Primary
Teaching in Primary
Teaching in Primary


title: Презентация на тему: Recruitment англ

text:
ICX
Kazakhstan:
Total Available TNs : 24
 Total Available EPs : 135
LC Almaty
Total Available TNs : 24
 Total Available EPs : 132
Total: 16
Total: 7
USA 3
Brazil   2
Netherlands  1
Poland  3
Kenya  1
Austria  1
Czech Republic  2

Colombia  2
India  1
Germany 1
Russia  1
China 1
Turkey 1
Latvia 1
 X Performance Indication ReportTotal
2007-  242 days
2008- 252days
Beg. 2009- 70 days
Delivery time (in days)
Outgoing Exchange
Current state
2007
2008
Countries
Country
ppl
MT
TT
ET
DT
Germany
1
1
Hungary
1
1
Poland
1
3
Singapore
1
1
Turkey
10
9
1
Ukraine
2
1
Canada
1
1
1
TOTAL
19
14
3
1
1
2009
Countries
Country
ppl
MT
TT
ET
DT
Brazil
1
1
China
10
10
Hong Kong
1
1
India
2
2
Netherlands
1
1
Poland
6
6
Singapore
1
1
Taiwan
1
1
Turkey
2
2
Ukraine
4
4
UK
1
1
TOTAL
32
3
1
0
26
TM
Recruitment
2006
2007
2008
Applications
140
145
160
People after selection
40
45
49
07-08
LT Members Recruitment Goals
40
ST Members Recruitment Goals
0
TOTAL
41
Education students, 2-3 year of study
4
Management/Marketing students,  2-3 year of study
6
Management/Marketing students,  4-5 year of study

IT students, 2-3 year of study
4
IR 1-3 year of study
4
Finance, 2-3 year of study
7
PR/Journalism, 2-3 year of study
4
HR, 2-3 year of study
5
Economics 1-3 year of study
6
Profiles/ Main target groups for recruitment
# of applicants after Review Board
41
# of applicants after Assessment Center (cases)
40
# of applicant after English Test and written part of AC
70
# of applicants

100
# of people attended presentations/other events

203
08-09
LT Members Recruitment Goals
40
ST Members Recruitment Goals
18
TOTAL
58
Education students, 2-3 year of study
4
Management/Marketing students,  2-3 year of study
6
Management/Marketing students,  4-5 year of study

IT students, 2-3 year of study
4
IR 1-3 year of study
4
Finance, 2-3 year of study
7
PR/Journalism, 2-3 year of study
4
HR, 2-3 year of study
5
Economics 1-3 year of study
6
Profiles/ Main target groups for recruitment
# of applicants after Review Board
58
# of applicants after Assessment Center (cases)
40
# of applicant after English Test and written part of AC
70
# of applicants

100
# of people attended presentations/other events

290
LRs in @
Retention rate
Local Conference Cycle 07-08
Conference
Dates
Knowledge to gain
PFI
8-9 Sept
Facilitating skills

Interview

Brand Edu

@ refresh

Coaching

Accountability
LTS
26-28 Oct
Exchange

@ knowledge

Selling skills

Raising

Project management

Time management

Accountability and structure

Negotiation or conflict management

Leadership
Train The Trainer
December 2007
Training and facilitating skills

Training recipes

Agenda setting
NatCo
Jan-Febr 2008
EB structure

JDs

Team management

Competency Model
FMS
March 2008
Positioning, Brand

Planning, vision setting

NGO relations

Finance Edu
International Conferences
2006-2007
2007-2008
2008-2009
PlanIt (St Petresburg);
 SumMeet (Moscow);
ITC (Romania);
 You Can (Poland);
 ATEMKO (Turkey);
 EuroCo
ITC (Ukraine)
You Can (Turkey)
EuroCo (Litva)
CEEMOS (Tunisia)
ITC ( Czeczh Republic)
EuroCo (Slovakia)
EuroXpro (Romania)
 Energy (Latvia)
ER
Partners
2006-2007
2007-2008
2008-2009
External Projects
2006-2007
2007-2008
2008-2009
ER revenues
2007-2008
2008-2009
Relative growth in ER revenues from  term 2007-08 to 2008-09 is: 274,5%
Com
FINANCE
Finance

26%
249 075
1 325
27%
270 147
1 436
47%
467 242
2 485
100%
986 464
5 246
32%
226 059
1 202
16%
111 820
595
23%
158 500
843
29%
207 000
1 101
100%
703 379
3 741

283 085
1 506
Finance

9%
203 500
1 018
53%
1 350 000
6 750
38%
963 875
4 819
100%
2 517 375
12 587
41%
479 821
2 399
13%
150 450
523
18%
202 862
1 014
28%
326 750
1 633
100%
1 159 883
5 569

1 357 492
7018


title: Презентация на тему: Regent Park

text:
Regent Park
Hyde Park
Hyde Park
Kensington Gardens
Kew Gardens
Kew Gardens
Regent Park
Hyde Park
Hyde Park
Kensington Gardens
Kew Gardens
Kew Gardens
Regent Park
Hyde Park
Hyde Park
Kensington Gardens
Kew Gardens
Kew Gardens
Hyde Park
Kew Gardens
Regent Park
Hyde Park
Hyde Park
Kensington Gardens
Kew Gardens
Kew Gardens
Hyde Park
Kew Gardens
Regent Park
Hyde Park
Hyde Park
Kensington Gardens
Kew Gardens
Kew Gardens
Hyde Park
Kew Gardens


title: Презентация на тему: РЕКОМЕНДАЦИИ К СОСТАВЛЕНИЮ ПИСЬМА ЛИЧНОГО ХАРАКТЕРА

text:
                                                   Moscow
                                                                                Russia
                                                                                June 8th 2011

            Dear Emily,
            Thank you for your letter. It was great to hear about your new house!
             As for my new school, it's very big! It has three computer rooms and wonderful sports facilities. Actually, it seems a nice place and I enjoy studying there. The kids in my class are very friendly. I've already made some new friends and we often meet after classes. I've got only one new subject this year. It's Economics and I'm beginning to think that it's not difficult, after all!
             By the way, what music styles do you enjoy? Have you got any favourite bands? Would you like to go to their concert? As for me, I prefer Radiohead. They are cool
            I'd better go now. Mum wants me to help with the housework. Keep in touch!
            Lots of love,
            Ann
                                                                                Moscow
                                                                                Russia
                                                                                May 30th 2011

             Dear Gloria,
            Thanks a lot for your letter. Sorry I haven't answered earlier but I was really busy with my school.
             I'm glad you are going to visit Moscow. We can go wherever you want but I think you'd like the Kremlin and the Tretyakov Gallery. I've also got some ideas for our nightlife! And if you fancy going to the theatre in the evening, you should bring an evening dress. I'll be delighted if you could get me a T-shirt with views of London.
             Well, Mum wants to know what kinds of food you enjoy eating. Do you eat meat and fish? What do you usually have for breakfast? Are there any kinds of food you don't like
             Now I've got to do my homework. Please write soon. Can't wait to meet you!
             Love,
             Kate


Презентация на тему: Регламент1


Презентация на тему: Рекомендации к самостоятельной работе по английскому


title: Презентация на тему: Реклама – за и против

text:
Презентация урокапо английскому языку в 9 классе

Тема « Реклама –
 за и против »

Андреева Светлана Викторовна
Учитель английского языка
ГБОУ СОШ № 378

Presentation

Advertisement :
Pros and Cons

Form 9 “A”

Комбинированный урок с видеоподдержкой, с применением технологии критического мышления.
Цели:
социокультурный аспект – знакомство с мнениями британских и российских подростков о роли рекламы в их жизни;
развивающий аспект – развитие критического мышления через изучение информации, постановку вопросов и выделение проблем, которые необходимо решить; развитие способности к самостоятельности, к переключению внимания в различных видах речевой деятельности, к планированию своего высказывания; развитие умения сотрудничать и работать в группе; развитие творческих способностей;
воспитательный аспект - формирование потребности и способности к пониманию чужой точки зрения на проблемы, связанные с влиянием рекламы на жизнь подростков, воспитание уважительного отношения к собеседнику и его взглядам;
учебный аспект – совершенствование речевых  навыков по теме «Реклама»; развитие умений читать и аудировать с целью полного понимания текстов.
Речевой материал – речевой материал цикла 3.
Средства – цитаты о рекламе, компьютер, экран, проектор, видеофрагменты с рекламными роликами, диск с записью текстов и музыки к уроку, тексты для чтения, детские презентации своих  собственных рекламных роликов.

Ход урока
I  The beginning of the lesson. Greeting the class. The teacher’s introduction to the lesson. The theme and the aims of the lesson.
Hello, my dear boys and girls. Glad to see you. Today we have guests at the lesson. That’s why you have an excellent chance to show how you know English. We are going to work individually and in groups.
(Звучит музыка из знакомых рекламных роликов). - Do you recognize these tunes?  - You are right. This is advertisement. Look at the screen. You can see some quotes. Read them and think of what they are about and what the subject of our lesson is.
“The best advertisement is a good product” Alan H. Meyer. American advertising executive
“Advertisement is the mover of the trade” folk wisdom
“Advertising is the tool of the seller that help him to affect you and make buy his goods”, “Any advertisement won’t help to sell the thing that is impossible to sell” (from the Parkinson’s laws)
- Well, you are right. Today we are going to discuss the problems of advertisement, its advantages and disadvantages. Is it annoying factor for you, may be, you like it very much? You’ll have an opportunity to use your lexical and grammatical knowledge in new situation.
 To my opinion the proverb that you can see on the screen “All is not gold that glitters” suits our lesson quite well.  Now try to translate it. Do you know any Russian proverb which has the same meaning? And I want you to prove it at the end of the lesson.
II. Warming up. Speaking.
We are going to get some knowledge, which helps you express your opinion about  advertisement. But first answer my questions, please.
- What do you usually do, when they show a commercial: do you switch off TV or change the channel or watch it?
- Do commercials irritate you?

- Do you like any ads? Do you have a favourite ad?
- Do you buy something new that has been advertised?
III. Group work. Speaking.
You have already divided into two groups. The first group will protect ads. The participants of the second group are their opponents. Their task is to give bad points of advertising.  Good luck!
Good points: give true information, famous people endorse products, teach you how to get the best value for your money, truthful, help you choose best products, help to improve your taste, are creative, informative, clever, funny, full of humour, fantasy, present an honest, realistic image of a product, people seem to be happy consumers.
Bad points: do not talk about the products’ defects, make you buy one thing instead of another, are misleading, show life unrealistically, put pressure on consumers, are impossible to check, are silly, annoying, convince people to buy things they don’t need.
IV. Reading. / Listening
(Reading / Listening for detail)
Here are four British teenagers’ views on advertising. (Two texts are for reading and two texts are for listening) Read and listen to the viewpoints and say what bad and good points British teenagers see in advertising.
For reading:
The best thing on TV is the adverts. Some of them are wonderful – really funny. to be honest, I like them more than the programmes. Why have programmes if we have adverts? Watching commercials for me is like watching a thrilling television serial. It’s great! Commercials are creative and informative. Watch, they are full of fun, humour and fantasy! Best of all I enjoy ads that show a TV celebrity advertising a thing, a product or a service. Everything a famous TV personality recommends is worth buying, isn’t it?
                                                                                Rose (15), Wales
According to the latest research, adverts aimed at children are not working. Why? Because lots of children like adverts that sell things that only adults can buy like cars or expensive mobile telephones. Most of these advertisements are rather informative

        and of good quality. But sometimes they sell stuff that nobody needs and some are played so often that you start hating them.
                                                                                Sue (14), England
For listening:
Watching a film on television is really like watching twenty commercials with a film sandwiched in between. Some ads are really clever or make you laugh. But some ads are so annoying and when there is a commercial break, that’s the time for me to rush to the refrigerator. I prepare a snack and come back just in time for the start of the film. You don’t love all the ads, either? Go and get some food!
                                                                                Ted
Ads are annoying! Around 15 minutes in every hour of TV are full of ads. The most annoying thing about adverts is that they come on when you are watching a really good film, they really spoil it! Besides, in adverts kids seem to always be healthy, happy and well-off. All the women seem to be young and beautiful. All the men seem to love their household chores. All the teenagers seem to have a wonderful time at parties and at school. and all of them seem to enjoy large family gathering. But that’s not true at all!
                                                                                Phil
V. Speaking.
And what do you think of advertising anyway?
a) I don’t take advertising seriously!
    On the one hand …
     But on the other hand …
     When I …
    Besides, in adverts …
    What’s more …
b) Advertisements are misleading!
    They …
    More than that ..
    They also …
    In brief ..

c) The best thing on TV is the adverts.
    Watching commercials for me is like …
   Commercials …
    They …
    Best of all …
    Besides, …
VI. Video. / Speaking.
Now, watch some ads and say, what  you think about them. Express your attitude toward these ads.
VII. Checking hometask. / Project work. / Speaking.
Each group had a task to create a project “My advertisement” and present it.
(Участники первой группы, просмотрев рекламный ролик второй группы, выражают свое отношение к нему и наоборот)
VIII. Group work. Speaking.
Now I want you to work in groups again. Try to prove that the proverb “All is not gold that glitters” suits our lesson. You are given three minutes.

IX. Conclusion.
 Dear pupils! I’d like to thank you for your work. You were really great! You have worked hard and have come to different conclusions about ads. But I think advertising is a part of our life. We must admit the fact that sometimes ads help to choose something.
Now I want you to draw up your feelings and impression. What do you think of our lesson? (Учащиеся с помощью символических значков рисуют «впечатления» об уроке.

Источники информации
О.В. Захарьина. Английский язык. 4-11кл.Современные образовательные технологии. «Учитель»- 2009
http://www.zaycev.net/
http://vk.com/
http://best-mp3.ru/
http://www.youtube.com/
http://rutube.ru/
http://www.dailymotion.com/ru
В.П. Кузовлев. Книга для учителя. «Просвещение» - 2010


title: Презентация на тему: Reading

text:
Презентация по английскому языку учениц 9б класса Гусевой Анастасии и Кокодеевой Анны
Reading is one of the best hobbies you could have.
Reading is a way for me to relax and to use imagination.
Books  have influenced all my life.
The books are brilliant!
I am mad about books.
I love reading detective.
My hobby is reading.
My favorite author is Agatha Christie.
Agatha Christie is the world`s  most famous story writer.
Agatha Christie was born in Devon,England,on September 15, 1890.
She was a talented child.
Agatha loved to hear and tell stories in her childhood.
Her first novel,The Mysterious Affair  at Styles,die1920.
In it she introduced Hercule Poirot ,the Belgian detective who appeared then in 33 novels and 54 short stories.
In 1930 ,she wrote a powerful detective story,The Murder at the Vicarage.
Christie used her remarkable imagination and developed fabulous plots.
She brilliantly describe the characters of Miss Marple and Hercule Poirot.
Agatha Christie`s books are translated into103 langviges.
Her stile is popular today.
I`m her absolute No 1 fan!


title: Презентация на тему: Relative clause

text:
Defining relative clauses
Non-defining relative clauses
Defining relative clauses
Subject and Object relative Clauses
Non-defining relative clauses
WHOSE
Compare these two sentences


title: Презентация на тему: Regent's Park

text:
 Regent’s Park
Regent's Park  is one of the Royal Parks of London.
It lies within north-west London, partly in the City of Westminster and partly in the London Borough of Camden. It contains Regent's University London and the London Zoo.
Some facts from history…..

Many years ago it was created as Henry VIII’s hunting  park.

In 1810 it became an amusement place for
royal family .

The  architect John Nash created a
masterplan  for the area.

Nash originally envisaged a palace  for the
Prince and a number of grand detached villas for his friends, but when this was put into action from 1818 onwards, the palace and most of the villas were dropped.

In 1838 it was opened for those who wanted to see and visit this place.

In 1836  on the territory of the park
 there was Bishop's Observatory.
A place to visit.

Regent’s Park is a wonderful and popular  place among the citizens of London and visitors  from all over the world.

In the park you can rent pitches for playing  football and rugby and tennis courts.

In summer people
usually rent a boat.
In the lakes of Regent’s Park
there are a lot of birds.
In the middle of the park you can see a rosary.
Interesting  facts from literature…
In Agatha Christie's short story "The Adventure of the Italian Nobleman", Hercule Poirot and Arthur Hastings travel in a taxicab to Regent's Park to investigate a murder that has taken place in
"Regent's Court", a fictional block of
 modern flats nearby.
The Regent's Park is the setting for several scenes in Virginia Woolf's novel, Mrs. Dalloway (1925)
In J.K. Rowling's first novel Harry Potter and the Philosopher's Stone (1997) and the eponymous film, Harry goes to the London Zoo for his cousin's birthday.
Don’t miss a chance to see Regent’s Park!
Источники иллюстраций:

http://www.liveinternet.ru/tags/%F0%E8%E4%E6%E5%ED%F2%F1+%EF%E0%F0%EA/

http://www.liveinternet.ru/journalshowcomments.php?jpostid=233005971&journalid=4981262&go=prev&categ=1
http://www.zoofirma.ru/knigi/biologicheskoe-rajonirovanie/6189-chislennost-osnovnyh-vidov-vodoplavajuschih-ptits-v-novosibirskoj-oblasti.html

  http://eajc.org/page16/news16234.html

https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%81%D0%B5%D1%80%D0%B2%D0%B0%D1%82%D0%BE%D1%80%D0%B8%D1%8F_%D0%91%D0%B8%D1%88%D0%BE%D0%BF%D0%B0#/media/File:Bishop_observatory.jpg

http://diletant.ru/excursions/46905/

http://www.ayda.ru/england/london/places/regents-park-1140
Источники текстовой информации:
https://en.wikipedia.org/wiki/Regent's_Park

https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%81%D0%B5%D1%80%D0%B2%D0%B0%D1%82%D0%BE%D1%80%D0%B8%D1%8F_%D0%91%D0%B8%D1%88%D0%BE%D0%BF%D0%B0\

https://ru.wikipedia.org/wiki/%D0%A0%D0%B8%D0%B4%D0%B6%D0%B5%D0%BD%D1%82%D1%81-%D0%BF%D0%B0%D1%80%D0%BA

https://ru.wikipedia.org/wiki/%D0%9D%D1%8D%D1%88,_%D0%94%D0%B6%D0%BE%D0%BD


title: Презентация на тему: Regent’s Park

text:
Конкурс презентаций « Я мыслью улечу к брегам туманным Альбиона»

Сайт «Сообщество взаимопомощи учителей  Pedsovet.su

Кондратьева  Марианна  Яновна

Учитель английского языка

Муниципальное бюджетное образовательное учреждение
 «Средняя школа №2 с углубленным изучением предметов физико-математического цикла»

Название презентации «Regent’s Park»
 Regent’s Park
Regent's Park  is one of the Royal Parks of London.
It lies within north-west London, partly in the City of Westminster and partly in the London Borough of Camden. It contains Regent's University London and the London Zoo.
Some facts from history…..

Many years ago it was created as Henry VIII’s hunting  park.

In 1810 it became an amusement place for
royal family .

The  architect John Nash created a
masterplan  for the area.

Nash originally envisaged a palace  for the
Prince and a number of grand detached villas for his friends, but when this was put into action from 1818 onwards, the palace and most of the villas were dropped.

In 1838 it was opened for those who wanted to see and visit this place.

In 1836  on the territory of the park
 there was Bishop's Observatory.
A place to visit.

Regent’s Park is a wonderful and popular  place among the citizens of London and visitors  from all over the world.

In the park you can rent pitches for playing  football and rugby and tennis courts.

In summer people
usually rent a boat.
In the lakes of Regent’s Park
there are a lot of birds.
In the middle of the park you can see a rosary.
Interesting  facts from literature…
In Agatha Christie's short story "The Adventure of the Italian Nobleman", Hercule Poirot and Arthur Hastings travel in a taxicab to Regent's Park to investigate a murder that has taken place in
"Regent's Court", a fictional block of
 modern flats nearby.
The Regent's Park is the setting for several scenes in Virginia Woolf's novel, Mrs. Dalloway (1925)
In J.K. Rowling's first novel Harry Potter and the Philosopher's Stone (1997) and the eponymous film, Harry goes to the London Zoo for his cousin's birthday.
Don’t miss a chance to see Regent’s Park!
Источники иллюстраций:

http://www.liveinternet.ru/tags/%F0%E8%E4%E6%E5%ED%F2%F1+%EF%E0%F0%EA/

http://www.liveinternet.ru/journalshowcomments.php?jpostid=233005971&journalid=4981262&go=prev&categ=1
http://www.zoofirma.ru/knigi/biologicheskoe-rajonirovanie/6189-chislennost-osnovnyh-vidov-vodoplavajuschih-ptits-v-novosibirskoj-oblasti.html

  http://eajc.org/page16/news16234.html

https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%81%D0%B5%D1%80%D0%B2%D0%B0%D1%82%D0%BE%D1%80%D0%B8%D1%8F_%D0%91%D0%B8%D1%88%D0%BE%D0%BF%D0%B0#/media/File:Bishop_observatory.jpg

http://diletant.ru/excursions/46905/

http://www.ayda.ru/england/london/places/regents-park-1140
Источники текстовой информации:
https://en.wikipedia.org/wiki/Regent's_Park

https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%81%D0%B5%D1%80%D0%B2%D0%B0%D1%82%D0%BE%D1%80%D0%B8%D1%8F_%D0%91%D0%B8%D1%88%D0%BE%D0%BF%D0%B0\

https://ru.wikipedia.org/wiki/%D0%A0%D0%B8%D0%B4%D0%B6%D0%B5%D0%BD%D1%82%D1%81-%D0%BF%D0%B0%D1%80%D0%BA

https://ru.wikipedia.org/wiki/%D0%9D%D1%8D%D1%88,_%D0%94%D0%B6%D0%BE%D0%BD


title: Презентация на тему: Remembrance day

text:
Remembrance day
Новикова Дарья, 9а класс,
 МБОУ СОШ №6,
г. Радужный, ХМАО-Югра
Every year during the week before 11 November, people all over Britain wear a little red paper poppy.
Каждый год за неделю до 11 ноября, люди всей Великобритании носят маленький красный бумажный мак.
They do this to commemorate Remembrance Day, or Poppy Day, which take place each year on 11’November  to remember the millions who died for their country. Poppy Day is on this date, because  World War I ended in the 11 hour of the 11 day, 11 months in 1918.
Они делают это, чтобы отметить день памяти, или День Мака, который проводится каждый год в ноябре, дабы помянуть миллионы людей, которые погибли за свою страну. День Мака проводится именно в эту дату, потому что первая мировая война закончилась в 11 часов, 11-го дня, 11 месяца в 1918 году.
Poppy is a symbol of Remembrance Day because they are the only flowers that grew on the battlefields after World War I. They are very delicate flowers, too, and live for a short time.
Мак является символом Дня памяти, потому что это единственные цветы, которые росли на полях сражений после Первой мировой войны. Это также и очень нежные цветы, и живут в течение короткого времени.
Some people have also pointed out that fields of bright red poppies look like  fields of blood. There are many poems about Remembrance Day many of them mention  poppies. One of the most famous of these poems is In Flanders Fields.
Некоторые люди также считают, что ярко-красные маки выглядят так  поля красные от крови. Есть много стихов о Дне памяти и многие из них упоминают мак. Один из самых известных из этих стихов «В полях Фландрии».

Memorial  services take place all over Britain on the second Sunday in November which is known as Remembrance Sunday.
Поминальные службы проходят по всей Великобритании на второе воскресенье ноября, которое известно как Памятное Воскресенье.
The Royal Family and top politicians attend a special service in London Cenotaph, which means "The Empty Tomb" in Greek. Old war veterans lay wreaths on the steps of the monument.
Королевская семья и ведущие политики присутствуют на специальном мероприятии в Лондоне, который называется «Кенотаф», что значит «пустая гробница» с греческого. Старые ветераны войны возлагают венки на ступеньки памятника.
At 11am, there is a two minutes silence. A lone soldier plays a piece of music called The Last Post on the bugle to introduce the two-minute silence. Soldiers  playing another piece, The Rouse, to single the end of it. Musicians also play traditional wartime songs  such as The While Cliffs of Dover and It's a Long Way to Tipperary.

В 11 утра-две минуты молчания. Один солдат играет на горне музыкальное произведение под названием «The Last Post» чтобы объявить две минуты молчания. Другие солдаты играют другие произведения. «Роуз» объявляет конец. Музыканты играют также традиционные песни военных лет, такие как «The While Cliffs of Dover» и «It's a Long Way to Tipperary».

1.ttp://images.yandex.ru/yandsearch?text
2.http://images.yandex.ru/yandsearch?text=%D1%81
3.http://images.yandex.ru/yandsearch?text.bbc.co.uk%2Fworldservice%2Fassets%2Fimages%2F2009%2F11%2F06%2F091106134114_226_poppies.jpg
4. ttp://images.yandex.ru/yandsearch?text


title: Презентация на тему: Religions in China and Japan

text:
Religions of China and Japan
Confucianism
 The tomb of Confucius is one of the holiest places in China and there are temples in every city, which are dedicated to him.
Temple of Confucius in China
Taoism
Unlike Confucius Lao-tse holds that injury should be recompensed with kindness.
The ideology of early Taoism
Lao-tse thought that China suffered from over- government and so he said that the best government was that which governed the least. He regarded war as a great calamity and was opposed to capital punishment. He was for a return to the state of nature, in which the way of salvation of the state as well as the individual according to him.
The essence of Taoism
BuddhismIt is a religion about suffering and the need to get rid of it.

Meditation
Buddhists try to reach Nirvana by following the Buddha's teaching and by meditating. Meditation means training the mind to empty it all of thoughts. When this happens what is important comes clear.
Shintoism
Shintoism originated from the ancient cult of the spiritualization of nature and the deification of dead ancestors.


title: Презентация на тему: Reported Speech

text:
Modal Verbs
Changes in reported speech
Differences between TELL and SAY
SAY is immediately followed by a noun clause.

She said (that) she was hungry.
He said (that) he was feeling tired.
Reporting special questions
Reporting general questions
Reporting imperative sentences
Haga clic para cambiar el estilo de título
Haga clic para modificar el estilo de texto del patrón
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para cambiar el estilo de título
Haga clic para modificar el estilo de subtítulo del patrón
Haga clic para modificar el estilo de texto del patrón
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Helen said (that) she was tired.
The main verb of the sentence is usually past ( Tom said that... / I told her that...) and the rest of the sentence is usually past too.
Past Perfect He said (that) he had been to France three times.
Present PerfectI've been to France three times.
Future-in-the-PastHe said (that) he would go to the cinema.
Future SimpleI will go to the cinema.
Past Perfect He said (that) he had bought a new car.
Past SimpleI bought a new car.
Past ProgressiveHe said (that) he was having lunch with his parents.
Present ProgressiveI'm having lunch with my parents.
Past SimpleHe said (that) he was a teacher
Present SimpleI'm a teacher.

Read the sentences and turn them in the indirect form.
 1. Ralph said, "We have been in the mountains this summer."
2. "We were very happy to spend the weekend at the seaside," said Donald.
3. "We have left the school," said the children.
4. "In 1991 I entered Oxford University," said Henry.
might He said (that) he might call me.
may I may call you.
had to He said (that) all tickets had to be bought in advance.
must All tickets must be bought in advance.
couldHe said (that) he could swim under water for two minutes.
canI can swim under water for two minutes.
NOTE:
modal verbs - could, would, might and should
do not change.
go
come
the day after tomorrow
two days before /earlier
the day before yesterday
(a year) before /earlier
(a year) ago
the previous week /the week before
last week
the previous day /the day before
yesterday
the following week /the next week
the week after
next week
the following day /the next day
the day after
tomorrow
that / those
this / these
there
here
that day /that night
today / tonight
then /at that time /immediately
at that moment
now
his, her
my, his, her, our, their
their
his, hers
mine, his, hers, ours, theirs
theirs
my
your
our
mine
yours
ours
he, she
I, she, he, we, they
they
him, her
him, her, us, them
them
I
you
we
me
you
us
Indirect/Reported Speech
Direct Speech
Direct Speech
Indirect Speech
Tell me what you had done yesterday.
Tell me when you would come home.
"Who won the game?"
Tell me who had won the game.
Read the sentences and write them in the indirect form.
1. Nancy asked her mother, "What is the weather going to be, rainy or sunny?"
2. The teacher asked her class, "Who will take part in the competition?".
3. Mary asked her friend, "What did you do during your winter holidays?".
4. Lucy asked her new friend, "When
were you born?"
5. The tourist asked a policeman, "How
 can I get to the centre of the city?"
6. Wife asked her husband, "When
 will  you come home from work?"
7. The mother asked her children, "Who will help me to lay the table?"
Direct Speech
Indirect Speech
Tell me if the weather would be fine the following day.
Tell me whether you had tea or coffee for breakfast.
Read the sentences and turn them in the indirect form:
 1. Kate asked her little brother, "Have you washed your face and hands, Jimmy?"

2. The mother asked her daughter, "Do you want to have tea, Dolly?"

3. The man asked a policeman, "Shall I turn
to the right or to the left to get to the
museum, officer?"
4. Robert asked his friend, "Is the wind
strong?"
5. Mr Smirnov asked his son, "It's raining.
Put on your raincoat."
6. Ann asked her grandmother,
"Will you take me to my Aunt, Granny?"
Read the sentences and turn them in the indirect form:
1. Mrs. Roberts said, "Look after your sister, Ann."'
2. The parents said to their little daughter, "Don't cross the street when the light is red."
3. The teacher said, "Please, hand in your exercise-book."
4. The boy said to his friend, "Come
 to see me on Sunday, will you?"
5. The mother said to her son, "Write
 down a list of the things you will have
 to buy."
6. The teacher said, "Go on reading, Ann."
Modal Verbs
Changes in reported speech
Differences between TELL and SAY
SAY is immediately followed by a noun clause.

She said (that) she was hungry.
He said (that) he was feeling tired.
Reporting special questions
Reporting general questions
Reporting imperative sentences
Direct Speech
Indirect Speech
Tell me if the weather would be fine the following day.
Tell me whether you had had tea or coffee for breakfast.
Modal Verbs
Changes in reported speech
Differences between TELL and SAY
SAY is immediately followed by a noun clause.

She said (that) she was hungry.
He said (that) he was feeling tired.
Reporting special questions
Reporting general questions
Reporting imperative sentences
Read the sentences and turn them in the indirect form:
 1. Kate asked her little brother, "Have you washed your face and hands, Jimmy?"

2. The mother asked her daughter, "Do you want to have tea, Dolly?"

3. The man asked a policeman, "Shall I turn
to the right or to the left to get to the
museum, officer?"
4. Robert asked his friend, "Is the wind
strong?"
5. Ann asked her grandmother,
"Will you take me to my Aunt, Granny?"
Modal Verbs
Changes in reported speech
Differences between TELL and SAY
SAY is immediately followed by a noun clause.

She said (that) she was hungry.
He said (that) he was feeling tired.
Reporting special questions
Reporting general questions
Reporting imperative sentences
Modal Verbs
Changes in reported speech
Differences between TELL and SAY
SAY is immediately followed by a noun clause.

She said (that) she was hungry.
He said (that) he was feeling tired.
Reporting special questions
Reporting general questions
Reporting imperative sentences


title: Презентация на тему: Reported and direct speech

text:
Тәуке ханнемесеМұхамед Батырхан (1636(1635)-1718(1715))

Орындаған: Жамал С
Жәңгірдің баласы Тәуке хан (1680-1718) тұсында Қазақ хандығының күш-қуаты өсіп, бірлігі артты. Тәукенің туған жылы белгісіз, ал қайтыс болған жылына байланысты ғылыми зерттеулердегі пікірлер де әр түрлі. Жәңгір ханның ұлы және мұрагері Тәуке 1680 жылы Қазақ хандығының тағына отырды. Ол асқынған ішкі феодалдық алауыздық пен бытыраңқылықты жойып, бір орталыққа бағынған Қазақ хандығын  құруға қажырлы қайрат жұмсады. Хандық билікті күшейтуге бағытталған реформалар жүргізді.
    Тәуке болып ханымыз,     Рахат тауып жанымыз,  Он сан алаш бірігіп,      Ойран болды жауымыз.                                            (Халық өлеңі)
Тәуке генеологиясы

Әз-Тәуке ұрпақтары

Тауке ханның “Жеті жарғы” заңнамалар жинағы
XVII ғасырдың соңы
5 би құрастырған
Жарғыға негіз болған заңдар жинағы
Тараулары
Жарғыға негіз болған заңдар
Қасым ханның қасқа жолы
Есім ханның ескі жолы
Хақназардың хақ жолы
«Жеті жарғыда» қылмысты іс-құқық нормаларына үлкен орын бөлінген.  Қылмыс ретіне: кісі өлтіру, мертіктіру, әйелді зорлау, соққыға жығу, қорлау, ұрлық істеу және тағы басқалары жатқан. Кінәлілер жасаған қылмыс деңгейіне сай әртүрлі жазаға кесілген. Бұл  жинақта «қанға қан» заңы сақталды. Бірақ билер сотының екі жақ келісуі бойынша жазаны құн төлеумен алмастыруға мүмкіншілігі болған. Құн төлеу төрт жағдайда рәсімденген. Олар: егер әйелі күйеуін өлтірсе және күйеуінің туыстары оны кешірмеген жағдайда, егер әйел некесіз туған баласын өлтірген жағдайда, жұбайлар арасындағы «көзге шөп салушылық» дәлелденген жағдайда және  «құдайға тіл тигізгені анықталған жағдайда». Өлім жазасының екі түрі болған: дарға асу және тас лақтыру әрекеттерін қолдану.
Тараулары Ғалым Нұралы Өсеров көрсетуі бойынша:
Мемлекет тұтастығы
Тән тазалығы
Дін беріктігі
Отбасы бірлігі
Қылмыс пен жаза
Адам құқығы және мүлік меншігі
Билік тәртібі
Тәуке ханның кезіндегі ел ордасы

Жазғы ордасы Күйгенжар (Астана қаласынан 10 шақырым жерде)
Қысқы ордасы Түркістан
1687 жылы Тобыл қаласына Тәшім батыр бастаған елші жібереді
1694 жылы Тайқоңыр  Құлтабай  бастаған елшілерді Ресейге аттандырады
1716 жылы қыркүйекте М.Гагаринге елшілер Екишев, Байдаулет Бөреев келеді
1687-1688 жылдары Бұхар ханы Субханқұлымен сауда-саттық жөнінде келіссөз жүргізген
Тәукенің көрші елдерімен сауда қарым қатынасы
Тәуке хан өзінен бұрынғы хандар тұсында ішкі тартыс салдарынан ыдырай бастаған үш жүздің басын қосты, жеке-жеке ұлыстарды билеген сұлтандардың бөлектенуіне тежеу салып, Қазақ хандығының ішкі бірлігін бекемдеуге барлық шараларды қолданып, оны едәуір күшейтті. Бұл тұста едәуір қырғыз тайпалары мен қарақалпақ тайпалары Тәуке ханның қарауында болды. Тәуке қырғыздарды олардың өз биі Қоқым Қарашор арқылы, қарақалпақтарды олардың Сасық биі арқылы басқарып отырған. Бұл іс жүзінде жоңғарлардың шабуылынан қорғануды негіз еткен қазақ, қырғыз және қарақалпақ халықтарының әскери-саяси одағы еді.
Орынбай Дастановтың “Әзірет Сұлтан” деп аталатын өлеңдерінде Тәуке хан туралы:    Тарихта мені ешкім өшіре алмас,        Халық үшін еткен еңбек босқа қалмас.Мен жайында жаманат пікірлерді,Келешек ұрпақтар да айта қоймас.


title: Презентация на тему: Reported speech

text:
Reported Speech
Examples

1.that day, tomorrow.

2.the next day, then.

3.that, those.
*
*
*
*
*
*
*
*
*
*
Reported Speech
Examples

1.that day, tomorrow.

2.the next day, then.

3.that, those.


title: Презентация на тему: Relationships in family

text:
«Relationships
in family»
Конкурс презентаций «Интерактивная мозаика» Pedsovet.su
Урок в 11 классе
Резникова Оксана  Владимировна
учитель английского языка, 1 категория Муниципальное образовательное учреждение  «Мачешанская СОШ»
Киквидзенский район
Волгоградская область

What does family mean to you?
Family
parents
home
love

Accommodate [ ək’ɔmədeit] – to provide sb with a room
                                                    or place to sleep,   live or sit
Nuclear  [nj’u:kliə] family – a family that consists of father, mother and children, when it is thought of as a unit in society
Honour  [‘ɔnə] – great respect and admiration for sb
Pass away – to die
Stroll [str əul] – to walk somewhere in a slow relaxed way
Hierarchy [h’aiəra:ki] – a system, in which people are organized into different levels of importance from highest to lowest
Essential [I’sen∫l] – extremely important in a particular situation or for a particular activity
Listen to the text where six teens tell about their families. What is the most important in their families?
Russia Natasha, 15
China
Cheung, 16
Italy
Sylvia, 19
England
Thomas, 17
Jordan
Aalia, 17
Japan
Takumi, 18
China
Cheung, 16
Family honour, care for and help each other
Russia
Natasha, 15
Spend a lot of time together
Italy
Sylvia, 19
To have meal times with relatives
Parents remain a big part of  children’s life
England
Thomas, 17
Jordan
Aalia, 17
Family hierarchy;
the young respect to the old
Japan
Takumi, 18
The strength and support of the family
Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)
Family honour
Care for and help each other
Spend a lot of time together
To have meal times with relatives
Parents remain a big part of children’s life
The young respect to the old
To have the strength and support of the family
What is the most important in your family?

Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)
Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)
Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)
Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)
Read the text on pp. 10-11. Which person/ people …
1. Explains that their behaviour  can affect their family’s reputation?
2. Say that people have high regard for the older generation in their countries?
3. doesn’t have any siblings?
4. won’t choose their own husband/wife?
5. don’t live with both parents?
6. Wishes they could see a member of their family more?
Takumi (Japan)
Cheung (china),
Aalia (Jordan), Takumi (Japan)

Cheung (China), Natasha (Russia)

Aalia (Jordan)

Thomas (England)

Natasha (Russia)

What is the most important in family?
relationships
Ссылки:
1. Учебник «Spotlight» для 11 класса, автор Афанасьева О.В. Из-во «Просвещение» 2008
2. Сlass СD к учебнику
http://images.yandex.ru/yandsearch?ed=1&text=%D0%B0%D0%BD%D0%B8%D0%BC%D0%B0%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D1%8B%D0%B5%20%D0%BA%D0%B0%D1%80%D1%82%D0%B8%D0%BD%D0%BA%D0%B8%20%D1%81%D0%BA%D0%B0%D1%87%D0%B0%D1%82%D1%8C%20%D0%B1%D0%B5%D1%81%D0%BF%D0%BB%D0%B0%D1%82%D0%BD%D0%BE&p=203&img_url=www.best-animation.ru%2Flanim%2Fnovii_god%2F303.gif&rpt=simage
 http://images.yandex.ru/yandsearch?ed=1&text=%D0%B0%D0%BD%D0%B8%D0%BC%D0%B0%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D1%8B%D0%B5%20%D0%BA%D0%B0%D1%80%D1%82%D0%B8%D0%BD%D0%BA%D0%B8%20%D1%81%D0%BA%D0%B0%D1%87%D0%B0%D1%82%D1%8C%20%D0%B1%D0%B5%D1%81%D0%BF%D0%BB%D0%B0%D1%82%D0%BD%D0%BE&p=31&img_url=www.best-animation.ru%2Flanim%2Fmult%2F11.gif&rpt=simage
http://www.best-animation.ru/foni3.html
http://www.best-animation.ru/smailiki2.html
http://www.best-animation.ru/smailiki8.html
.
3. Advanced learner’s dictionary, Oxford 2000
http://images.yandex.ru/yandsearch?ed=1&text=%D1%81%D0%B5%D0%BC%D1%8C%D1%8F%20%D0%BA%D0%B0%D1%80%D1%82%D0%B8%D0%BD%D0%BA%D0%B8%20%D1%81%D0%BA%D0%B0%D1%87%D0%B0%D1%82%D1%8C%20%D0%B1%D0%B5%D1%81%D0%BF%D0%BB%D0%B0%D1%82%D0%BD%D0%BE&img_url=www.bbc.co.uk%2Fcomedy%2Fmyfamily%2Fimages%2Fgallery%2F1%2F800%2Fpicnic_800.jpg&rpt=simage&p=105
http://s60.radikal.ru/i168/1106/b4/cf93b68b5617.jpg
http://i045.radikal.ru/1106/c2/254fac656c9a.jpg
http://i023.radikal.ru/1106/c9/027e424689ee.jpg
http://i061.radikal.ru/1106/bf/e171a598af38.jpg
http://i046.radikal.ru/1106/72/d02ff61330da.jpg
http://s48.radikal.ru/i122/1106/6f/be2fb8ff20a6.jpg
http://i011.radikal.ru/1106/62/4cf65538046a.jpg


title: Презентация на тему: Reported Speech

text:
Reported Speech

Косвенная речь- речь, передаваемая не слово в слово, а только по содержанию, в виде дополнительных придаточных предложений.
Прямая речь
He has said, «The ship will arrive at the end of the week.»
Он сказал:” Пароход прибудет в конце 	недели.“
Косвенная речь
He has said that the ship will arrive at the end of the week.
Он сказал, что пароход прибудет в конце недели.

При обращении повествовательного предложения из прямой речи в косвенную производятся следующие изменения:
В оформлении косвенной речи
Если глагол в гл. предл. стоит Present Tenses
В словах вводящих прямую речь
В личных и притяжательных местоимениях
Если глагол в гл. предл. стоит в Past Tenses
В указательных местоимениях и наречиях вр
В повелительном предложении
Selfcheck

Если прямая речь является вопросительным предложением, то при обращении в косвенную она становится дополнительным придаточным предложением
Специальный вопрос
Вопросительный знак опускается
Вопросительный порядок слов заменяется порядком слов повеств. предл.
Ask может изменяться на wonder, want to know

Общий вопрос
Косвенный вопрос присоединяется к гл.предл. при помощи союзов whether или if, имеющих значение ЛИ

Examples
Специальный вопрос
She asks, “Where is Wales situated ?”
    She wonders, where Wales is situated.
They ask, “When did it snow?”
     They want to know, when it snowed.

Общий вопрос
She asks, “Is Wales situated on the British Isles?”
.    She asks, if Wales is situated on British Isles
 They ask,“Did it snowed yesterday?”
     They want to know,if  it snowed yesterday.

ЗАПЯТАЯ, стоящая после слов, вводящих прямую речь, а также кавычки, в которые заключена прямая речь, опускаются. Косвенная речь вводится that:
Прямая речь
He says, «Marry will do it!»
Он говорит: “Мария сделает это!”
Косвенная речь
He says, that Marry will do it.
Он говорит, что Мария сделает это.

Прямая речь
He says, “I sent them the letter.”
Он говорит : “Я послал им письмо.”
Косвенная речь
He says, that he sent them the letter.
Он говорит, что он послал им письмо.

Если глагол в главном предложении стоит в Present Tenses, то глагол в косвенной речи в прид. предл. остается в том же времени что и в прямой речи:

Прямая речь
He says, “She will come in the evening.”
Он говорит: “Она придет вечером.”
My aunt says to me,“You should work every day”
Моя тетя говорит мне “Ты должна работать каждый день”

Косвенная речь
He says, that she will come in the evening.
Он говорит, что она придет вечером.
My aunt tells me to work every day.
Моя тетя говорит мне работать каждый день.
Если в словах, вводящих прямую речь,употреблен глагол to say без дополнения, указывающего на лицо, к которому обращаются, то to say сохраняется.А если после to say есть  дополнение, то to say заменяется на to tell.

Прямая речь
Marry says, “He has taken my dictionary.”
Мария говорит: “Он взял мой словарь.”
Косвенная речь
Marry says that he has taken her dictionary.
Мария говорит, что он взял её словарь.
Личные и притяжательные местоимения заменяются по смыслу, как и в русском языке:

Прямая речь
She said, “He is reading.”
He said to Fred: “I can’ t swim.”
I said, “It doesn’t snow here”
Marry said to Terry, “We play basketball in the gym”

Косвенная речь
She said he was reading.
He told to Fred, that he  couldn’ t swim.
I said it didn’t snow here.

Marry told to Terry they played basketball in the gym.
Если глагол в главном предложении стоит в Past Tenses, то время глагола прямой речи заменяется в косвенной речи другим временем в соответствии с правилом посл. времен.

Прямая речь
He said, “I can’t translate this article.”
Он сказал: “Я не могу перевести эту статью.”
this         that
these       those
now        then
today      that day
tomorrow    the next day

Косвенная речь
He said, that  he can’t translate that article.
Он сказал, что он не может перевести эту статью.
Yesterday   the day before
ago               before
next year      the next year
here              there
last                the previous

Указательные местоимения и наречия времени и места в прямой речи заменяются в косвенной речи по смыслу другими словами, как и в русском языке:

В приказании- глагол to say заменяется глаголом  to tell, в просьбе- глаголом to ask. Повелительное наклонение заменяется инфинитивом. Отрицательная форма повел. наклонения заменяется инфинитивом с частицей not.
She said to him, “Come at 5 o`clock”
Она сказала ему: «Приходите в 5 часов»
She told him to come at 5 o’clock.
Она велела ему придти в 5 часов
I said to her, “Please bring me a glass of water”
I asked her to bring me a glass of water
He said to me, “Don’t go there”
He told me not to go there.

1.Поставить кавычки, запятую, ввести      that.

2.Убрать кавычки, запятую, ввести that.

3.Без изменений.
Selfcheck
Что нужно сделать при переходе прямой речи в косвенную в оформлении?

He says, “I sent them the letter”

1.He says, that he sent them the letter.

2.He says, that he send them the letter.

3.He said, that he sent them the letter.
Переведи в косвенную речь, если глагол в главном предложении стоит в настоящем времени.

Переведи в косвенную речь, если глагол в главном предложении стоит в прош. времени.
She said, “He is reading”

1.She said he was reading.

2.She said, «He is reading»

3.She will say he is reading.

Произведи замену указательных местоимений this,that.

1.that day, tomorrow.

2.the next day, then.

3.that, those.

Произведи замену повелительного наклонения.
She said to him, “Come at 5 o’clock”

1.She told him to соме at 5 o’clock.

2.She said to him to соме at 6 o’clock.

3.Will you соме at 5 o’clock.

Переведите специальный вопрос из прямой речи в косвенную.
She asks, “Where is Wales situated?”

1.She asks where is Wales situated?

2.She wonders where Wales is situated.

3.She asks, «Where is Wales situated?»

Переведите общий вопрос из прямой речи в косвенную.
She asks, “Is Wales situated on the  Isles?”

1.She asks, if Wales is situated on the Isles.

2.She asks, «Is Wales situated on the Isles?»

3.She asked if Wales was situated on the Isles.


title: Презентация на тему: Reported Speech

text:
Reported Speech
Прямая речь – это речь, переданная дословно, без изменений.
Лена говорит Нине: «Я хочу обедать».
                      предложение,                                         прямая речь
          вводящее в прямую речь

Lena tells Nina, “I want to have dinner.”
Косвенная речь – это способ передачи чужой речи.
Лена говорит Нине, что она хочет обедать.
          главное предложение                     придаточное изъяснительное
                                                                                предложение

Lena tells Nina that she wants to have dinner.
Закон согласования времён
Если глагол в главном предложении стоит в прошедшем времени, то и в придаточном предложении он должен стоять в одном из прошедших времён.
had
V-3/ed
V/
V-2/ed

was/were V-ing

have/has been V-ing

had been V-ing

will have been V-ing

Present
Past
Future

will                 would
Замена обстоятельств времени и места, указат.местоимений(прошедшее время в главном предложении)
today – that day
tonight – that night
yesterday – the day before
tomorrow – the next day
a week ago - a week before
last year – the year before

next year- the following year
this evening – that evening
now – then
this – that
these – those
here - there
Меняются и модальные глаголы

Shall – should
Will - would

Can – could
May – might
Must – had to
Have - had
Перевод утвердительных и отрицательных предложений в косвенную речь
Утвердительные предложения вводятся в косвенной речи следующими глаголами:
 admit – признавать
 complain – жаловаться
 decide – решить
 deny – отрицать
 explain – объяснять
 promise – обещать
 remind – напомнить
 reply – ответить
 warn – предупредить
 think – думать, полагать

say (to)
tell
Reported Statements
The girl says, “I love my cat very much.”
The girl
says,
“I
my
love
very
much.”
cat
The girl
says
much.”
her
that
loves
very
she
cat
The girl says that she loves her
cat very much.
He said to Lena, “I see my friends every day.”
He said to Lena (that) he saw his friends every day.

say (to)
tell
(that)
гл

He said to Lena, “I don’t see my friends every day.”
He said to Lena (that) he didn’t see his friends every day.

ВГ+not
Переведите предложения из прямой речи в косвенную:1. She said, “My sister and I won this trip to Australia”.2. She said, “ Olga had never been to an English-speaking country before”.3. She said, “ We will not visit Canberra”. 4. She said, “ Canberra is the capital of Australia”.5. She said, “ I haven’t been traveling a lot lately”.6. She said, “ I am thinking of going to Canberra”.7. She said, “ I have never been to Canada”. 8. She said, “ Victor has not live in Sydney very long”.
Перевод вопросительных предложений в косвенную речь
 Общие и альтернативные вопросы.

 Специальные вопросы.
аsk-спроситьwant to know-хотеть знатьwonder-интересоваться
Questions
Reported Questions
“Can you consult me?” he says.
consult
“Can
me?”
says.
you
he
He
can
I
him
asks
consult
if
.

He asks if I can consult him.
He said, “Did they write anything interesting?”
He asked if they wrote anything interesting.
ask
if/whether
гл

Общие вопросы
?
He said, “Where is Tom going now?”
He asked where Tom was going then?
ask
гл

Специальные вопросы
?
?
Переведите вопросы из прямой речи в косвенную:1. He asked, “Do you like Australia?”2. He asked, “ Have you been to Australia before?”3. He asked, “ Does your sister like to travel?”4. He asked, “ Why did you arrive in Canberra?”5. He asked, “ Where are you staying?”6. He asked, “ What sport do you like?”7. He asked, “ Which city do you like best in your country?”
Приказы, просьбы, советы – это повелительные предложения, выражающие побуждение к действию.
Orders, commands, request
ask-спрашивать, проситьtell-говорить, велетьoffer-приказыватьadvise-советовать
Orders, commands, request
Reported Commands
The leader said to the children,
The leader
said
“Go
the children
straight to the north.”
go
The leader
told
the children
straight to the north.
to
to
The leader told the children
 to go straight to the north.
“Go straight to the north.”
He says to Jane, “Give me your pen, please.”
He asks to Jane to give him her pen.
He says to Jane, “Don’t give him your pen, please.”
He asks to Jane not to give him her pen.
!
Переведите  из прямой речи в косвенную:
“Come to me at 7p.m.,” she said to Ann.
“Read the text once more,” the teacher advised.
He offered, “Take my pen. It is OK.”
“Help me, please,” the girl asked.
Mother asked Kate, “Don`t see this film.”
Jane asked brother, “Bring me a book.”
Grandpa said to the girl, “Don`t run across the street.”


title: Презентация на тему: research

text:
What is Research?
© www.drcath.net, 2008
What is Research?
Research is the systematic process of collecting and analysing information (data) in order to increase our understanding of the phenomenon with which we are concerned or interested.
Research involves three main stages:
planning
data collection
analysis.
The Research Process
Originates with a question or problem.
Requires a clear articulation of a goal.
Follows a specific plan of procedure.
Usually divides the principal problems into more manageable sub-problems (hypotheses), which guide the research.
Accepts certain critical assumptions.
Requires collection and interpretation of data to answer original research question.
What is Social Research?
It is research involving social scientific methods, theories and concepts, which can enhance our understanding of the social processes and problems encountered by individuals and groups in society.
It is conducted by sociologists, psychologists, economists, political scientists and anthropologists.
It is not just common sense, based on facts without theory, using personal life experience or perpetuating media myths.
Social research is a scientific process
2 Forms of Social Research
Basic or Pure Research:
aim is to develop a body of general knowledge for the understanding of human social behaviour by means of a combination of empirical enquiry and application of theory.
Applied or Policy Oriented Research:
aim is to provide knowledge and information that can be used to influence social policy.
2 Forms of Social Research:
Basic Research is done by academics.
Applied Research is conducted by applied social researchers employed by sponsors.
Success for basic social researchers is when results are published in a peer reviewed journal and have an impact on the scientific community.
Success for applied social researchers is that their results are used by their sponsors in decision making.
Components of Research
Theory and Research
Theories can be categorized by:
Direction of reasoning (deductive/inductive)
Level of social reality that it is explaining (macro/meso/micro)
Whether it is formal (general) or substantive (specific).
Deductive Theory
Theory

Hypotheses

Data Collection

Findings

Hypotheses Confirmed or Rejected

Revision of Theory
Induction
[General research question]

Observation

Theory Formulation
Class Exercise
Deductive theory:
Test the theory that people who have never done social research before attend this course to do research in the future.
Inductive theory:
Why do people do this course?
What is your theory on this?

What other information have you gathered?
Any demographics?
Methodological Approaches: Epistemology
Ontological Considerations
Objectivism
Phenomena independent of social actors.
Organisations and culture are said to exist as a tangible object, external to the social actor.
Constructionism
Social phenomena and their meanings are continually being accomplished by social actors.
Not only produced through social interaction but they are in a constant state of revision.
Quantitative and Qualitative Methods
Quantitative:
Deductive
Tests hypotheses
Positivism
Objectivism
Employs measurement
Macro
Detached researcher
Qualitative:
Inductive
Produces hypotheses
Phenomenology
Constructionism
Does not employ measurement
Micro
Involved researcher
Other Differences:
Quantitative:
Measures objective facts
Focuses on variables

Value free
Reliability is key
Independent of context
Many cases
Statistical analysis
Qualitative:
Constructs social meaning
Focus on interactive processes
Values are present
Authenticity is key
Context  constrained
Few cases
Thematic analysis
Main Steps in Quantitative Research:
Theory
Hypothesis
Research design
Devise measures of concepts
Select research site(s)
Select research subjects/respondents
Administer research instruments/ collect data
Process data
Analyse data
Write up findings and conclusions
Main Steps in Qualitative Research:
General research question
Select relevant site(s) and subjects
Collection of relevant data
Interpretation of data
Conceptual and theoretical work
Tighter specification of the research question
Collection of further data
Conceptual and theoretical work
Write up findings
Examples of Quantitative Research Methods:
Experiments
Social surveys
Cross-sectional
Comparative (cross-national)
Longitudinal
Content Analysis
Secondary Statistical Analysis
Official Statistics
Demography
Epidemiology
Field stimulations
 Structured Interviews and Observation.
Examples of Qualitative Research:
In-depth Interviews
Focus Groups
Ethnography/Field Research
Historical-Comparative Research
Discourse Analysis
Narrative Analysis
Media Analysis
Click to edit Master title style
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
Click to edit Master title style
Click to edit Master subtitle style
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
This the most common view of the relationship between theory and social research.  You develop a theory and test it.  Induction is the opposite direction form deduction.  Researcher infers the implications of his/her findings for the theory that prompted the whole exercise.  The findings are fed back into the stock of theory. So theory is the outcome of research, while findings or observations are the outcome.  Sometimes, you will use both: view of a theory may change after more reading of literature, new findings may be published by others before you have generated yours or the relevance of a set of data for a theory may become apparent after the data have been collected.
Inductive theory starts with a vague concept then uses specific forms of observations of empirical evidence, on the basis of this, you generalise and build theories.
What is Research?
© www.drcath.net, 2008
What is Research?
Research is the systematic process of collecting and analysing information (data) in order to increase our understanding of the phenomenon with which we are concerned or interested.
Research involves three main stages:
planning
data collection
analysis.
The Research Process
Originates with a question or problem.
Requires a clear articulation of a goal.
Follows a specific plan of procedure.
Usually divides the principal problems into more manageable sub-problems (hypotheses), which guide the research.
Accepts certain critical assumptions.
Requires collection and interpretation of data to answer original research question.
What is Social Research?
It is research involving social scientific methods, theories and concepts, which can enhance our understanding of the social processes and problems encountered by individuals and groups in society.
It is conducted by sociologists, psychologists, economists, political scientists and anthropologists.
It is not just common sense, based on facts without theory, using personal life experience or perpetuating media myths.
Social research is a scientific process
2 Forms of Social Research
Basic or Pure Research:
aim is to develop a body of general knowledge for the understanding of human social behaviour by means of a combination of empirical enquiry and application of theory.
Applied or Policy Oriented Research:
aim is to provide knowledge and information that can be used to influence social policy.
2 Forms of Social Research:
Basic Research is done by academics.
Applied Research is conducted by applied social researchers employed by sponsors.
Success for basic social researchers is when results are published in a peer reviewed journal and have an impact on the scientific community.
Success for applied social researchers is that their results are used by their sponsors in decision making.
Components of Research
Theory and Research
Theories can be categorized by:
Direction of reasoning (deductive/inductive)
Level of social reality that it is explaining (macro/meso/micro)
Whether it is formal (general) or substantive (specific).
Deductive Theory
Theory

Hypotheses

Data Collection

Findings

Hypotheses Confirmed or Rejected

Revision of Theory
Induction
[General research question]

Observation

Theory Formulation
Class Exercise
Deductive theory:
Test the theory that people who have never done social research before attend this course to do research in the future.
Inductive theory:
Why do people do this course?
What is your theory on this?

What other information have you gathered?
Any demographics?
Methodological Approaches: Epistemology
Ontological Considerations
Objectivism
Phenomena independent of social actors.
Organisations and culture are said to exist as a tangible object, external to the social actor.
Constructionism
Social phenomena and their meanings are continually being accomplished by social actors.
Not only produced through social interaction but they are in a constant state of revision.
Quantitative and Qualitative Methods
Quantitative:
Deductive
Tests hypotheses
Positivism
Objectivism
Employs measurement
Macro
Detached researcher
Qualitative:
Inductive
Produces hypotheses
Phenomenology
Constructionism
Does not employ measurement
Micro
Involved researcher
Other Differences:
Quantitative:
Measures objective facts
Focuses on variables

Value free
Reliability is key
Independent of context
Many cases
Statistical analysis
Qualitative:
Constructs social meaning
Focus on interactive processes
Values are present
Authenticity is key
Context  constrained
Few cases
Thematic analysis
Main Steps in Quantitative Research:
Theory
Hypothesis
Research design
Devise measures of concepts
Select research site(s)
Select research subjects/respondents
Administer research instruments/ collect data
Process data
Analyse data
Write up findings and conclusions
Main Steps in Qualitative Research:
General research question
Select relevant site(s) and subjects
Collection of relevant data
Interpretation of data
Conceptual and theoretical work
Tighter specification of the research question
Collection of further data
Conceptual and theoretical work
Write up findings
Examples of Quantitative Research Methods:
Experiments
Social surveys
Cross-sectional
Comparative (cross-national)
Longitudinal
Content Analysis
Secondary Statistical Analysis
Official Statistics
Demography
Epidemiology
Field stimulations
 Structured Interviews and Observation.
Examples of Qualitative Research:
In-depth Interviews
Focus Groups
Ethnography/Field Research
Historical-Comparative Research
Discourse Analysis
Narrative Analysis
Media Analysis
Lecture 2Research Design
In lectures 2 and 3 we are going to look at how to design a research project.
This involves:
Defining the problem/research question
Review of related literature
Planning the research
What methodology will you use?
What data do you want to use/produce?
How feasible is your research approach?
Ethical considerations.
Outline of Lecture
What is Research Design?
A research design provides the framework for the collection and analysis of data.
A choice of research design reflects decisions about the priority being given to a range of dimensions of the research process.
Involves research method.
Research method is simply a technique for collecting data.  It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.
Tools of Research
What do you need to think about when Designing Research?
What is the purpose of the research?
What are your units of analysis?
What are your points of focus?
What is the time dimension?
Designing a research project:
conceptualisation
operationalisation.
Reliability, replication and validity.
Different Purposes of Research (1)
Exploratory
Goal is to generate many ideas.
Develop tentative theories and conjectures.
Become familiar with the basic facts, people and concerns involved.
Formulate questions and refine issues for future research.
Used when little is written on an issue.
It is the initial research.
Usually qualitative research.
Different Purposes of Research (2)
Different Purposes of Research (3)
Analytical (or explanatory)
goes beyond simple description to model empirically the social phenomena under investigation.
It involves theory testing or elaboration of a theory.
Used mostly in basic research.
Different Purposes of Research (4)
Units of Analysis
Points of Focus
characteristics,
orientations
	(attitudes, beliefs, prejudices, personality traits)
organizations
	(would be in terms of policy, procedures etc
social interactions, actions.

Other things to Note
Steps in Research Design
Choose a Topic.

Focus research question.

Design the study.

Collect the data.

Analyse the data.

Interpret the data.

Present the results.
Defining the Research Problem
State your research problem.
Are there any sub-problems?
What is the background (literature review) on this problem?
What is good about tackling this problem?  Why should we be interested in answering the research question?
Discuss your problem with peers and experts.
Have you looked at this problem from all sides to minimize unwanted surprises?
Think through the process.  Are you capable of addressing the issue? Can you foresee any pitfalls in data collection and analysis? What tools are available for you to use?
What research procedure will you follow?
Research Design
Where to start?
Compile questions.
Title.
Background/information.
Literature review.
Aims and objectives.
Methods.
Timetable.
Data analysis.
Ethical issues.
Resources.
Dissemination?
Designing the Research
After stating your research
problem, you need to think about
what approach you will use to the
problem.
Will it be quantitative or qualitative?

Class Exercise
A PCT in inner-city London has realised that the uptake of flu vaccinations amongst the elderly is low.  How would they discover the reasons for this?

What is Research?
© www.drcath.net, 2008
What is Research?
Research is the systematic process of collecting and analysing information (data) in order to increase our understanding of the phenomenon with which we are concerned or interested.
Research involves three main stages:
	planning
	data collection
	analysis.
The Research Process
Originates with a question or problem.
Requires a clear articulation of a goal.
Follows a specific plan of procedure.
Usually divides the principal problems into more manageable sub-problems (hypotheses), which guide the research.
Accepts certain critical assumptions.
Requires collection and interpretation of data to answer original research question.
What is Social Research?
It is research involving social scientific methods, theories and concepts, which can enhance our understanding of the social processes and problems encountered by individuals and groups in society.
It is conducted by sociologists, psychologists, economists, political scientists and anthropologists.
It is not just common sense, based on facts without theory, using personal life experience or perpetuating media myths.
Social research is a scientific process
2 Forms of Social Research
Basic or Pure Research:
aim is to develop a body of general knowledge for the understanding of human social behaviour by means of a combination of empirical enquiry and application of theory.
Applied or Policy Oriented Research:
aim is to provide knowledge and information that can be used to influence social policy.
2 Forms of Social Research:
Basic Research is done by academics.
Applied Research is conducted by applied social researchers employed by sponsors.
Success for basic social researchers is when results are published in a peer reviewed journal and have an impact on the scientific community.
Success for applied social researchers is that their results are used by their sponsors in decision making.
Components of Research
Theory and Research
Theories can be categorized by:
	Direction of reasoning (deductive/inductive)
	Level of social reality that it is explaining (macro/meso/micro)
	Whether it is formal (general) or substantive (specific).
Methodological Approaches: Epistemology
Ontological Considerations
Objectivism
Phenomena independent of social actors.
Organisations and culture are said to exist as a tangible object, external to the social actor.
Constructionism
Social phenomena and their meanings are continually being accomplished by social actors.
Not only produced through social interaction but they are in a constant state of revision.
Research Design
This involves:
Defining the problem/research question
Review of related literature
Planning the research
What methodology will you use?
What data do you want to use/produce?
How feasible is your research approach?
Ethical considerations.
What is Research Design?
A research design provides the framework for the collection and analysis of data.
A choice of research design reflects decisions about the priority being given to a range of dimensions of the research process.
Involves research method.
Research method is simply a technique for collecting data.  It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.
Tools of Research
What do you need to think about when Designing Research?
What is the purpose of the research?
What are your units of analysis?
What are your points of focus?
What is the time dimension?
Designing a research project:
conceptualisation
operationalisation.
Reliability, replication and validity.
Different Purposes of Research (1)
Exploratory
Goal is to generate many ideas.
Develop tentative theories and conjectures.
Become familiar with the basic facts, people and concerns involved.
Formulate questions and refine issues for future research.
Used when little is written on an issue.
It is the initial research.
Usually qualitative research.
Different Purposes of Research (2)
Different Purposes of Research (3)
Analytical (or explanatory)
goes beyond simple description to model empirically the social phenomena under investigation.
It involves theory testing or elaboration of a theory.
Used mostly in basic research.
Different Purposes of Research (4)
Evaluation
characterised by the focus on collecting data to ascertain the effects of some form of planned change.
Used in applied research to evaluate a policy initiative or social programme to determine if it is working.
Can be small or large scale,  e.g.: effectiveness of a crime prevention programme in a local housing estate.

Units of Analysis
Points of Focus
Characteristics
Orientations
	(attitudes, beliefs, prejudices, personality traits)
Organizations
	(would be in terms of policy, procedures etc
Social interactions, actions.

Other things to Note
Steps in Research Design
Choose a Topic.

Focus research question.

Design the study.

Collect the data.

Analyse the data.

Interpret the data.

Present the results.
Defining the Research Problem
State your research problem.
Are there any sub-problems?
What is the background (literature review) on this problem?
What is good about tackling this problem?  Why should we be interested in answering the research question?
Discuss your problem with peers and experts.
Have you looked at this problem from all sides to minimize unwanted surprises?
Think through the process.  Are you capable of addressing the issue? Can you foresee any pitfalls in data collection and analysis? What tools are available for you to use?
What research procedure will you follow?
Research Design
Where to start?
Compile questions.
Title.
Background/information.
Literature review.
Aims and objectives.
Methods.
Timetable.
Data analysis.
Ethical issues.
Resources.
Dissemination?
Designing the Research
After stating your research
problem, you need to think about
what approach you will use to the
problem.
Will it be quantitative or qualitative?

Homework
A PCT in inner-city London has realised that the uptake of flu vaccinations amongst the elderly is low.  How would they discover the reasons for this?
What is Research?
© www.drcath.net, 2008
What is Research?
Research is the systematic process of collecting and analysing information (data) in order to increase our understanding of the phenomenon with which we are concerned or interested.
Research involves three main stages:
	planning
	data collection
	analysis.
The Research Process
Originates with a question or problem.
Requires a clear articulation of a goal.
Follows a specific plan of procedure.
Usually divides the principal problems into more manageable sub-problems (hypotheses), which guide the research.
Accepts certain critical assumptions.
Requires collection and interpretation of data to answer original research question.
What is Social Research?
It is research involving social scientific methods, theories and concepts, which can enhance our understanding of the social processes and problems encountered by individuals and groups in society.
It is conducted by sociologists, psychologists, economists, political scientists and anthropologists.
It is not just common sense, based on facts without theory, using personal life experience or perpetuating media myths.
Social research is a scientific process
2 Forms of Social Research
Basic or Pure Research:
aim is to develop a body of general knowledge for the understanding of human social behaviour by means of a combination of empirical enquiry and application of theory.
Applied or Policy Oriented Research:
aim is to provide knowledge and information that can be used to influence social policy.
2 Forms of Social Research:
Basic Research is done by academics.
Applied Research is conducted by applied social researchers employed by sponsors.
Success for basic social researchers is when results are published in a peer reviewed journal and have an impact on the scientific community.
Success for applied social researchers is that their results are used by their sponsors in decision making.
Components of Research
Theory and Research
Theories can be categorized by:
	Direction of reasoning (deductive/inductive)
	Level of social reality that it is explaining (macro/meso/micro)
	Whether it is formal (general) or substantive (specific).
Methodological Approaches: Epistemology
Ontological Considerations
Objectivism
Phenomena independent of social actors.
Organisations and culture are said to exist as a tangible object, external to the social actor.
Constructionism
Social phenomena and their meanings are continually being accomplished by social actors.
Not only produced through social interaction but they are in a constant state of revision.
Research Design
This involves:
Defining the problem/research question
Review of related literature
Planning the research
What methodology will you use?
What data do you want to use/produce?
How feasible is your research approach?
Ethical considerations.
What is Research Design?
A research design provides the framework for the collection and analysis of data.
A choice of research design reflects decisions about the priority being given to a range of dimensions of the research process.
Involves research method.
Research method is simply a technique for collecting data.  It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.
Tools of Research
What do you need to think about when Designing Research?
What is the purpose of the research?
What are your units of analysis?
What are your points of focus?
What is the time dimension?
Designing a research project:
conceptualisation
operationalisation.
Reliability, replication and validity.
Different Purposes of Research (1)
Exploratory
Goal is to generate many ideas.
Develop tentative theories and conjectures.
Become familiar with the basic facts, people and concerns involved.
Formulate questions and refine issues for future research.
Used when little is written on an issue.
It is the initial research.
Usually qualitative research.
Different Purposes of Research (2)
Different Purposes of Research (3)
Analytical (or explanatory)
goes beyond simple description to model empirically the social phenomena under investigation.
It involves theory testing or elaboration of a theory.
Used mostly in basic research.
Different Purposes of Research (4)
Evaluation
characterised by the focus on collecting data to ascertain the effects of some form of planned change.
Used in applied research to evaluate a policy initiative or social programme to determine if it is working.
Can be small or large scale,  e.g.: effectiveness of a crime prevention programme in a local housing estate.

Units of Analysis
Points of Focus
Characteristics
Orientations
	(attitudes, beliefs, prejudices, personality traits)
Organizations
	(would be in terms of policy, procedures etc
Social interactions, actions.

Other things to Note
Steps in Research Design
Choose a Topic.

Focus research question.

Design the study.

Collect the data.

Analyse the data.

Interpret the data.

Present the results.
Defining the Research Problem
State your research problem.
Are there any sub-problems?
What is the background (literature review) on this problem?
What is good about tackling this problem?  Why should we be interested in answering the research question?
Discuss your problem with peers and experts.
Have you looked at this problem from all sides to minimize unwanted surprises?
Think through the process.  Are you capable of addressing the issue? Can you foresee any pitfalls in data collection and analysis? What tools are available for you to use?
What research procedure will you follow?
Research Design
Where to start?
Compile questions.
Title.
Background/information.
Literature review.
Aims and objectives.
Methods.
Timetable.
Data analysis.
Ethical issues.
Resources.
Dissemination?
Designing the Research
After stating your research
problem, you need to think about
what approach you will use to the
problem.
Will it be quantitative or qualitative?

Homework
A PCT in inner-city London has realised that the uptake of flu vaccinations amongst the elderly is low.  How would they discover the reasons for this?
Research Proposal(More formal than Research Design)
Title
Statement of research question
Remember to stress why the problem is important!
Background/information
Aims and objectives of the study
Methods
Timetable
Data analysis
Ethical issues
In Funding applications, add
Resources/Budget
Dissemination
Qualitative Research Proposal
Ethical Issues
Informed Consent.
Respect for privacy.
Confidentiality and anonymity of data.
What is permissible to ask?
No harm to researchers or subjects.
No deceit or lying in the course of research.
Consequences of publication.
www.the-sra.org.uk
www.britsoc.org.uk/about/
	ethics.htm
Research Design Exercise
Draft an outline proposal on one of the following:
Single motherhood
Teenage sexuality
Discuss the outline proposal with the following in mind:
How would you clarify the reasons for planning the study?
What does the study aim to achieve?
How will it be done?
Will the findings be useful?