Presentation "modal verbs". Presentation for an English lesson "modal verbs" in English
PRESENTATION FOR 5TH GRADE LESSON
MUST\HAVE TO/SHOULD
LARKVA v.m. MBOU secondary school No. 38
Conveys the need to perform an action, because circumstances require it.
I have to go to school on Monday.
I have to go to school on Monday
I have to get up at seven tomorrow.
Tomorrow morning I have to get up at seven o'clock.
IN negative proposals.
When there is no need to perform an action, it is used don't have to
You don't have to help them.
You don't have to help them.
IN interrogative proposals.
Interrogative verb form
have to are always formed with the help of an auxiliary do/does
Do I have to help them?
Should I help them?
It is used by the speaker when he himself believes that it is necessary to perform an action.
You must read this book.
Must not = mustn’t
expresses prohibition
He mustn't eat sweets.
He can't eat sweets.
You must not make noise at night. You can't make noise at night.
used to express urgent advice, recommendations.
You should see a doctor.
You should see a doctor.
Use the correct verb: must, have to or should.
- I hadn't had enough money and I ... pay by check.
- You...see it. It's the best film I've ever seen.
- He….enter this room. It is dangerous.
- English children. . . stay at school until the age of 16.
- I think you…learn Spanish if you want to work there.
- You …walk across the street on the crossing!
- You… buy coffee in the cafeteria.
- You...worry about it. It's not important.
- You…remember to do your homework.
1 had to 2 must 3 mustn"t 4 have to 5 should 6 must 7 don’t have to (you have a choice) 8 shouldn’t 9 must
Modal verbs CAN and their equivalents CAN Be able to Present Present Can Am Able to Isare Past Past Could Could Was Able to wereFuture Will be able to 1 Possibility: I can, I can, it is possible I can, I can, it is possible 2 Permission: 3 Prohibition: it is impossible it is impossible 1 Possibility: I can, I can, it’s possible I can, I can, it’s possible 2 Permission: 3 Prohibition: I can’t I can’t run very fast He can speak French. Can he do sums? Can I have a cup of coffee? You can't cross the street here. I can run very fast He can speak French. Can he do sums? Can I have a cup of coffee? You can't cross the street here.
The meanings of the verb could and its The meanings of the verb could and its equivalent do not always completely coincide. In some cases, could and its equivalent was/were able to are used in different contexts: could - constant ability to do something - could - constant ability to do something in the past - could was/were able to - meaning smog, succeeded - exceptional situation . I could read when I was 5.I could read when I was 5.When he was 17 he could play chess well. Once he was even able to beat the champion.When he was 17 he could play chess well. Once he was even able to beat the champion.
Modal verbs MAY and their equivalents MAY Be allowed to Present Present MayAm Is Allowed to are Past Past Might MightWas Allowed to Allowed towereFuture Will be allowed to... 1 Permission: It is possible, allowed 2 Strict prohibition: Don't you dare 3 Possibility: (is) possible 1 Permission: It is possible, allowed 2 Strict prohibition: Don’t you dare 3 Possibility: (possibly) possible May I come in? Yes you can(may). No, you can't (may not) You may not leave the room until I say so. You may often see such faces in the South of Russia
You can ask permission to do something like this: CAN/ COULD/ MAY/ MIGHT I borrow your pen? A short negative answer to such a question can be expressed as follows: No, I dont - please do not do this No you may not - prohibition No you must not - the prohibition does not come from you it is prohibited No you can not - rules, laws, etc. . We use the equivalent of the modal verb may (be allowed/ permitted to...) when we want to emphasize that permission/ prohibition comes from someone: You are not allowed/ permitted to wait here
Outline
open lesson in 6th grade
with in-depth study in English
English language teachers GBOU secondary school No. 1200
VAO DO Moscow
Pokotilo Ruslana Vladimirovna
Lesson topic: “USA. Planned trip around the country”
Lesson type: Lesson on applying knowledge in practice (using ICT).
Lesson objectives:
activation and training of new vocabulary on the topic of the lesson.
training skills in listening, reading, dialogic and monologue speech.
formation of linguistic and regional competence.
Lesson objectives:
Educational: applying the acquired knowledge in practice, operating the existing potential in a specific situation, consolidating the skills of monologue speech, listening and reading practice.
Educational: nurturing respectful attitude towards each other, mutual assistance, nurturing a positive attitude towards the culture of the country of the language being studied, developing motivation for learning English.
Educational: developing the ability to work individually, in pairs, in a team, developing cognitive interest in the culture of another country, consolidating the ability to observe, compare, and developing creative abilities.
Compensatory: use linguistic and contextual guesses (international words, highlighting key words of the text)
Lesson type: A lesson in applying knowledge in practice (using ICT).
Forms of work in the lesson:
individual work;
work in pairs;
group work.
Lesson equipment:
computer (with speakers)
presentation of “The USA”
video fragment (“Youtube” “People of the USA”
cards (words + definitions)
song “America, the beautiful”
During the classes.
Stages lesson | Activity teachers | Activity student | Slide no., interactive whiteboard functions | Time (min.) |
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1. |
Organizing time. | Greetings to students: Hello boys and girls. I'm glad to see you. Sit down, please. |
Teacher's greeting: We are glad to see you too. |
Slide number 1"Places of the USA" |
2 minutes. |
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– We start our lesson, which is connected with planning our trip to the USA, the country of striking differences. I hope you"ll enjoy our English lesson and be friendly to each other. I wish you a good luck! Let"s start. |
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2. |
Speech warm-up. (repeat material la) |
I want to know how much you remember about the USA and what you can tell your American friends about Russia. In 2 teams ask and give information about: |
Students are divided into 2 teams, having discussed the information, the 1st group asks questions about the USA, the 2nd about Russia and answers. At the same time, one of the students completes a task at the computer (screen), which is then checked by the rest of the students. Complete the sentences about the American flag. (Match) The American flag is often called the…. It has … stripes and … stars, one for each … . |
Slide number 1 "Places of the USA" Slide number 3"Match" (Felt pen function) |
4 min. |
3.
| Audirova tion
| It"s important to know about people while planning a trip. Now we are going to watch an interview about American people. What adjectives do people use to describe them? | Students write down adjectives while listening to the dialogue (from Youtube) and check in pairs and then frontally. (friendly, busy, sociable...) (Using linguistic guesswork, isolating key words) |
Dialogue |
4 min. |
4.
| Checking the house. tasks .
| At home you read the dialogue and prepared some questions to ask a visiting professor from the USA. Now one of you is a student from Russia and the other a professor from the USA. Try to role - play the dialogue. Well, I "m sure that most of you would like to go to the USA. Think of several good reasons to go there. |
Students act out dialogues in pairs, then 2-3 pairs - frontally. I would like to go the USA to study (to do the sights of …, to visit my relatives etc) |
6 min.
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5. |
Physical exercise.
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– And now I want you to relax your eyes, to look at the board and to follow some objects with your eyes. |
Students follow with their eyes moving objects on the screen. |
Slide number 6 "Physical training minutes ka" |
2 minutes. |
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6. | Activation and training ka vocabulary (prepared ka to understand knowledge of what was read and heard nogo) | We should remember some words we learned the previous lesson. In 3 groups you will try to match the words and their definitions and then check the others. (a chain, mighty, a skyscraper, a melting pot, a mixture, to rise, a desert) (different things put together, a very high building, to begin, sandy country with little water and few plants, strong and powerful, a place where there is a mixing of different races and nationalities) | Students complete the task in subgroups, then do a mutual check (a student from subgroup 1 reads the definition, and a student from subgroup 2 guesses the word, etc.). At the same time, one student completes a task on the board, which is then checked by the rest of the students. Complete the sentences using the new words. (mighty, shore, rises) 1 Do you know where the Moscow River...? 2 We could see a boat about a mile from the … . 3 The eagle flew up to the sky on its ...wings. |
9 min. |
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7. | .Listening + reading
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Now we are going to listen and read the text about the USA and choose the places you would like to visit. First, look at the map of the USA, please. Let"s learn how to pronounce the proper names and then listen and read the text. (Ex. 17,18) |
Students read the titles in chorus behind the speaker. Pupils listen and read the text |
Slides No. 8"Rivers." Mountains. Grand Canyon" |
9 min. |
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8. |
Monologues what a speech | �– We have found out a lot about the USA. It"s all very interesting. Now it"s time to plan our future trip. Choose the place in the USA you would like to visit and explain why it attracts you.(You can use information from the text and presentation). While listening to your friends try to write the suggested plan of the route of your future trip and some key words explaining the choice. |
Students talk about the place they like, justifying their choice with facts from the text and presentation material. (Ex. I would like to go to the Grand Canyon. It is one of America's tourist attractions. I would like to see it at sunrise or sunset because the red, gold, brown colors are especially clear and bright.) The rest write down key words while listening to classmates' suggestions for a future trip. |
Slide number 9"Places. People"
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6 min.
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9. | Explanation of the house. tasks | You were in an imaginary trip across the USA. Your home task is to sum up and write about all your and your friends" suggestions of the trip to the future leader of the group. Write at least about 5 places and explain your choice, using your notes. | The song “America, the beautiful” is playing | 1 min |
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10. |
Lesson summary. |
The teacher sums up the lesson and evaluates the students' work. |
Students express their opinions about the lesson |
2 minutes. |