Цілі: формувати навички вживання нових лексичних одиниць; вдосконалювати навички читання, аудіювання й усного монологічного мовлення; розви­вати пізнавальні інтереси учнів; виховувати відповідальне ставлення до на­вчання, а також загальну культуру учнів.


1. Warm-up

Do ex. 1, p. 42.

2. Speaking

Do ex. 2, p. 42.

3. Listening

Do ex. 3, 4, p. 42.

4. Reading

Read the website page of Kelly College and refer the paragraphs (A-I) with the headings (1-9) below.

Kelly College

School key facts:


of school: Co-educational boarding 9-18 and day 2-18

Age Range: 2-18 (Senior 11-18, Prep 2-11)

Number of Pupils: 530 (Senior 355, Prep 175)

Number of Boarders: 174 (Senior 166, Prep 8)

Fees Per Term: Boarding?5,100-?8,200; Day?1,960-?4,700


Kelly College offers a co-educational full and weekly boarding and day education for pupils aged 11-18 (Prep School 2-11). It is a school of 355 stu­dents, of whom about half are boarders. Kelly balances a good academic schooling with a strong commitment to a whole range of extracurricular activities. The routine is that of a full boarding school, with the staff fully involved 7 days a week, 24 hours a day. The school is easily reached by road and rail, with links by air to Plymouth (16 miles).


Kelly College was founded and built in memory of Admiral Kelly in 1877. It occupies a beautiful 65-acre site in the Tavy Valley overlooking the Dartmoor National Park on the edge of Tavistock,



Our aim at Kelly is to provide a happy, balanced and challenging en­vironment in which boys and girls can fulfil their potential, develop their individual talents and respect one another as equals. We are proud of our heritage, and our reputation as a friendly school with a great sense of com­munity and a genuine commitment to the wellbeing of our pupils.


All pupils are members of one of the six houses, and boarders and day pupils are integrated throughout the school. Within the secure framework of the houses, we aim to achieve a proper balance between thoughtfulness towards others and freedom for individuals to develop their own perso­nality.

E ___________________

In recent years, every leaver who has wished to proceed to higher edu­cation has done so. Small class sizes ensure individual attention, and a com­mitted staff seek to work with parents to achieve the personal goals of each pupil, whether that be a place at a top university, international sporting representation or a chosen career.


Art and music are central to the way of life at Kelly. The art centre is a highly successful and popular department; frequent exhibitions are held, both of student and of professional works. Kelly has a strong music depart­ment with pupils learning a broad range of musical instruments. There are two choirs and three orchestras and various ensemble groups. The per­forming arts centre is fully equipped for theatrical productions. There is a strong tradition of public speaking and debating, and many of the pupils study for LAMDA qualifications.


Kelly has a strong sporting tradition, and has probably produced more Olympians and international athletes than any other school of its size. The major sports for girls are hockey, netball, tennis, athletics and swimming; for boys these are rugby, hockey, cricket, athletics and swimming. The school has an international reputation for its swimming coaching. Many other sports are available in the school.


Scholarships and exhibitions are competitive on entry to the school. Awards may be made at ages 11, 13 and 16.


Kelleians typically are contributors and, >

1. Pastoral care

2. Preparation for life

3. Arts and performance

4. Sport

5. Entry procedure

6. Location

7. Curriculum

8. School profile

9. Scholarships, exhibitions and awards

5. Speaking

Do ex. 6, p. 43.

6. Summary

1) What does the term coeducational mean? Do you go to the coeducatio­nal school?

2) Are boys and girls treated differently by teachers in coeducational schools? If so, how?

3) Do you think girls work together much better if there are no boys around? Agree or disagree?

7. Homework

Ex. 5, p. 43.

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