Didactic materials for English for preschoolers. Didactic material on the English language "English Tenses"

Textbook for universities. - 5th ed., revised. and additional - M.: Academic Project, 2004 - 576 p. - (“Gaudeamus”, “Classical University Textbook”). ISBN 5-8291-0439-3
The textbook represents the result of many years of teaching experience by the author of the course “History of Psychology” at Moscow State University. A systematic presentation of the history of domestic and foreign psychology from Antiquity to the present time is presented as a process of changing the subject, methods and main problems psychological cognition. The considered transformations of the subject of psychology in the aggregate represent approaches to the knowledge of the psyche developed by science over the centuries-long path of its development. This edition includes new material based on primary sources and recent research.
The book is intended primarily for students, graduate students and teachers of psychological departments of universities. Contents
Electronic table of contents
Introduction
Subject of the history of psychology
Periodization of the history of psychology
Driving forces and reasons for the historical development of psychological ideas
Table
Chronology of the stages of development of psychology
Table continuation
End of the table
Principles of historical and psychological analysis
Methods of the history of psychology
Sources for the History of Psychology
Control questions
LiteratureDevelopment of psychological knowledge within the framework of the doctrine of the soul
Ancient psychology
The main provisions of the materialistic doctrine of the soul in ancient psychology
Doctrine of the Soul
Doctrine of knowledge
Problem of feelings
The problem of will and character
Plato's idealistic psychology
Aristotle's doctrine of the soul
Aristotle (384-322 BC)
The doctrine of cognitive processes
Teaching about feelings
The problem of will
About character
The teachings of ancient doctors
Further development and results of psychology in Antiquity
Problems of psychology in the Middle Ages and the Renaissance
General characteristics of the psychology of the Middle Ages
The doctrine of the soul and knowledge in the main directions of scholastic philosophy
The meaning of mystical teachings
Psychological ideas of the Renaissance
Psychology of F. Bacon and the completion of the stage of development of psychology within
Teachings about the soul
Control questions
LiteratureDevelopment of psychology within the framework of philosophical teachings about consciousness
Isolation of consciousness as a criterion of the psyche
Psychological teachings of Rene Descartes
R. Descartes (1596-1650)
Psychology of Benedict Spinoza
Formulation of empirical psychology about the philosophical teachings of the 17th century
Epiphenomenalism of T. Hobbes
The foundation of empirical psychology in the works of J. Locke
J. Locke (1632-1704)
The historical meaning of the polemic between G. Leibniz and J. Locke
The formation of associative psychology
D. Hartley (1705-1757)
The formation of the empirical direction in French psychology in the 18th century
Psychological thought about Russia in the 18th century
psychological ideas in German classical philosophy of the late 18th - first half of the 19th centuries
Control questions
LiteratureDevelopment of psychology as a science of consciousness in the period before the formation of experimental psychology
The formation of German empirical psychology in the first half of the 19th century
I. F. Herbart (1776-1841)
Development of associative psychology in the 19th century
Development of psychology in Russia in the 19th century
Control questions
LiteratureDevelopment of natural sciences and formation natural science premises separating psychology into an independent science
Development of physiology nervous system and sense organs in the 19th century
E. G. Weber (1795-1878) Formulated the law of varying sensitivities
The emergence of psychophysics and psychometry
G. T. Fechner (1801-1887) Founder of psychophysics
Development of evolutionary ideas in biology and their significance for psychology
Charles Darwin (1809-1882)
Control questions
LiteratureSeparation of psychology into an independent science and its development until the period of open crisis (60s of the 19th century - 10s of the 20th century)
The first psychology programs as an independent science
W. Wundt (1832-1920) (center) with employees. Leipzig, 1912
Pension "Trierianum" at the University of Leipzig, where the Institute of Experimental Psychology was founded in 1879
I. M. Sechenov (1829-1905) conducts an experiment to study the work of the arm muscles
K. D. Kavelin. Writer, lawyer, philosopher. Known in connection with polemics with I.M. Sechenov on the development of psychology as an independent science
Theoretical struggle during the formation of psychology as an independent science
E. Titchener (1867-1927)
K. Stumpf (1848-1936)
W. James (1842-1910)
J. Dewey (1859-1952)
N. Ya. Grot (1852-1899). Founded the first journal in Russia on philosophy and psychology, “Questions of Philosophy and Psychology” (1889)
G. I. Chelpanov (1862-1936) and his student, later a famous philosopher and psychologist G. Shpet
H.H. Lange (1858-1921). One of the founders of experimental psychology in Russia
V. M. Bekhterev (1857-1927)
I. P. Pavlov (1849-1936)
Development of experimental and applied areas of psychologyG. Ebbinghaus (1850-1909)
Psychological Institute named after. L. G. Shchukina at Moscow University. Founded in 1912
Control questions
LiteratureForeign psychology during the period of open crisis (10th - mid-30s of the XX century)
Crisis in psychology
Behaviorism
J. Watson (1878-1958)
K. Hull (1884-1952) GESTALT PSYCHOLOGY
M. Wertheimer (1880-1943)
W. Köhler (1887-1967)
Rice. 1
Rice. 2
Depth psychology
3. Freud (1856-1939)
System of psychoanalysis
Individual psychology of A. Adler
A. Adler (1870-1937)
Analytical psychology by K. Jung
C. G. Jung (1875-1961)
Neo-Freudianism
Erich Fromm (1900-1980)
French sociological school
E. Durkheim (1858-1817)
Lucien Lévy-Bruhl (1857-1939)
Descriptive psychology
V. Dilthey (1833-1911)
Control questions
LiteratureThe emergence and development of Soviet psychology. The current state of psychology in Russia
L. S. Vygotsky (1896-1934)
Rice. 3
A. R. Luria (1902-1977)
S. A. Rubinstein (1889-1960)
A. N. Leontiev (1903-1979) and A. B. Zaporozhets (1905-1981)
P. Ya. Galperin (1902-1988)
B. G. Ananyev (1907-1972)
Control questions
LiteratureCurrent state and most important trends in the development of foreign psychology
W. Neisser (b. 1928) One of the founders of cognitive psychology
K. Rogers (1902-1987). Developed a model of non-directive client-centered psychotherapy
J. Piaget (1896-1980). Founder of the Swiss school of genetic psychology
Table 2 Classification of stages of intelligence development
K. Lévi-Strauss (b. 1908). Founder of structural anthropology
Control questions
Literature
ConclusionAppendices
Teaching psychology at Moscow University
Literature
Moscow Psychological Society (1885-1922)
Literature
Chronological index
Name index

Didactic material in English

“Present, Past, FutureTenses”

	Education	Use	Keywords
Present simple tense	1. In 3rd liter. units –s is added to verbs 2. Negative proposal 3. Asks. proposal Do/Does + S+V+rest. member proposal? What, where, why, who, when+ S+V+rest. member proposal?	1. The action occurs usually, regularly, generally. 2. Indicates a schedule beyond our control. 3. Denotes a series of events that will happen in the near future.		1. I get up at 7 o’clock every day. Where does he live? My sister usually watches TV on weekends. He doesn't read books. 2. The train arrives at 8 p.m. 3. My next starts on Saturday at 6 p.m.
Present Continuous The present long time	1. S+ am, is, are + Ving 2. am, is, are + S + Ving? S+ am, are, is + not + Ving. What, where, why, when + am, is, are +S+ Ving	1. an action taking place at the moment. 2. to indicate a changing situation. 3. A long-term action performed in the present, but not at a specific moment of speech. 4. Indicates bud. an action when an intention to perform it or confidence in its accomplishment is expressed		1. I am reading about English grammar. I am watching TV now. Are you going to bed? 2. It’s getting colder and colder. 3. I am writing a new play. We are moving into a new house. 4. My parents are going to the theater tomorrow.
present perfect	1. S+ have/has + Vɜ/ed. 2. Have/Has +S+ Vɜ/ed? 3. S+ has/have + not + Vɜ/ed. I have cleaned my room. Have you seen this film? I haven’t been to London yet. I, we, they, you – have He, she, it - has	1. an action performed in the past with a result in the present. 2. action completed in the present with keywords (today/this week/month/morning/year) 3. recently completed action 4. life experience up to now		1. He has drawn a flower. 2. I’ve bought the vegetables today. This week I have been to Turkey. 3. We just watched a film 4. He has never been to London.
Present Perfect Continuous Present completed continuous tense	1. S + have/has+ been + Ving. 2. Have/Has + S + been + Ving? Have you been studying Spanish for 3 month? Since when Have/Has + S + been + Ving? 3. S+ have/has + not + been + Ving.	1. denotes an action that began in the past, lasted for some time and is still ongoing in the present. 2. the action ended recently and now its result is visible		1. Tom has watching TV all day. 2. We are very tired. We have been walking to the mountains. 3. I have been learning English for 3 years. How long have you been living here?

present simpleor thepresent continuous.

Look! The baby (to sleep).

He (to work) in the center of Chicago.

Do you (to watch) TV every day?

What she (to do) now? – She (to dance).

He (not to play) the chess every day.

Kate (to sing) well?

What language does he (to speak) now?

Our mother (to drink) coffee in the morning.

Where do you usually (to take) books for reading?

What time train (to leave)?

My friend (to live) in Moscow.

They (to think) of buying a new car.

Your mum (to cook) very well.

My mother (not to play) the piano now.

Your cousin (to do) his homework now?

present simpleor thepresent continuous.

What is his wife doing? She is eating pizza.

What are you doing tonight, Anna? – I will watch a football match with my brother.

My brother goes to school. He gets up at seven o'clock in the morning.

Where does John live?

Does your dad work at this factory?

I have a toothache. I'm going to the dentist today.

Andrew never misses music class.

Ilya is studying two foreign languages.

How often do you go to cinema?

Don't make any noise, I'm learning a poem.

Put the verbs in the brackets into the present perfector thepresent perfect continuous.

I already (to do) my homework. Now I can go for a walk.

He never (to read) the stories by Jack London.

It (to snow) since early morning.

I (to take) a shower for an hour.

My friend (to draw) pictures all day.

You ever (to be) to London? It is an interesting city but it’s very grey.

How long have you (to live) here? I (to live) here for a long time.

How long did he (to know) Lizzy? Since they met at university.

She just (to go) out.

I already (to read) five English books.

My father (to work) at this factory for 15 years.

What do you (to do) here since morning?

This man is a writer. He (to write) books since he was a young man.

Translate the sentences into English usingpresent perfector thepresent perfect continuous.

I have already seen the film "Titanic".

My friend wrote a new operating system.

Have you ever eaten exotic fruits? - No never.

How long have you been playing hockey? – I have been playing hockey since I was 8 years old.

It snowed for three hours. I think there's not much snow outside right now.

Irina has been figure skating since she was three years old.

I forgot my textbook at home.

I just read War and Peace.

Mike has been studying Japanese for three years.

It has been raining all day. It's so damp and cold outside.

	Education	Use	Keywords
Past simple time	V2 – for wrong. verb Ved – for rights. verb 2. Negative proposal 3. Asks. proposal Did+ S+V+rest. member proposal? What, where, why, who, when + did + S+V+ decree. time? 4. verb to be – was, were Was I, he, she, it? Were you, They, we? I wasn't (wasn't) They weren't (weren't)	1. An action that happened in the past. 2. Denotes a sequence of events in the past. 3. Denotes the length of time in the past. 4. Represents past habits	Last month (year/week) The day before yesterday	1. I worked yesterday. Did you go to the library yesterday? My sister usually He didn’t go to the park yesterday. 2. I read books, looked at a magazine and wrote. 3. The library was open from 10 a.m. to 9 p.m. 4. I went to the library frequently when I was a child.
Past continuous tense	1. S+ was, were + Ving 2. was, were + S + Ving? S+ was, were + not + Ving. Verb. excl: forget, hear, like, love, know, be, see, understand, remember.	1. An action that occurs at a specified moment in the past (usually expressed by another action in the form Simple Past). 2. when talking about a temporary situation in the past (the action lasts a short period of time) 3. When two actions occur in parallel. 4. Events that were planned but did not happen.	From 5 till 7 p.m. At….o’clock yesterday The whole day yesterday	1. When we were swimming started to rain. 2.Kate was studying history in summer. 3. I was reading while he was cooking dinner. 4. My parents are They were thinking of buying a house but then he lost his job and they had to put off their plans,
Past perfect	1. S+ had + Vɜ/ed. 2. Had+S+ Vɜ/ed? 3. S+ had + not + Vɜ/ed. I had cleaned my room by 5 o’clock Had you written the essay by Friday? I hadn’t watched a film by 9 o’clock.	1. An action that completed before another action in the past. 2. A past action that has already taken place before a certain point in the past. (expressed by circumstances of time)	by the end of the year	1. I came to the university and realized that the lesson had already started. He had woken up before I came 2. He had done the task by 11 o’clock.
Perfect Continuous	1. S + had been + Ving. You’ve been taking a shower for 30m already 2. Had + S + been + Ving? 3. S+ had+ not + been + Ving.	1. A long past action that occurs at the moment of the onset of another past action, indicating how long it took to complete. 2. shows an action that lasted for some time in the past and the result of which was visible in the past.	Since 5 o'clock	1. I had been working for 2 hours when my brother came. The ground was wet. It had been raining before. 2. I had been talking on the phone for half an hour when he entered the room.

Put the verbs in the brackets into thepast simpleor thepast continuous.

The boy (to hurt) himself while he (to skate).

When he (to come) in, I (to do) my exercises.

I (to go) to the theater yesterday.

What did you (to do) at 8 o’clock yesterday?

We (to play) in the yard the whole evening yesterday.

I (to play) the piano 2 days ago.

When your father (to come) home yesterday? – He (to come) at 5 o’clock.

Yesterday I (to work) at my English from 5 till 7.

What Nick (to do) yesterday?

Rick (to sleep) at eleven o’clock yesterday.

Put the verbs in the brackets into thepast simpleor thepast perfect.

Tom (to return) from the cinema by five o'clock.

I (to finish) my homework at 7 o’clock.

Last night we (to go) to a football match.

My favorite TV program (to begin) before I (to come) home.

Last summer we (to live) in the country and (to go) to the river every day.

Sharon (to clean) the windows by the time when (to start) raining.

He (not to buy) a car by Friday.

Put the verbs in the brackets into thePast Perfect Continuous.

They ___________ (to travel) all night and we were exhausted.

Anthony _________ (wait) for his airplane for 3 hours when its delay was announced.

I saw many huge puddles. ______ it_______ (rain) hard?

Rita _______ (train) for a year and she was very fit when her ex-boyfriend met her.

Rachel’s husband _________ (fix) the car since early morning.

Paul and Molly ___________ (talk) on the phone for an hour when the line broke.

How long ____________ you_________ (watch) TV before you decided to go to bed?

They __________(to look forward) to this holidays for years before the finally managed to do it.

	Education	Use	Keywords
simple time	1. S + will + V1 2. Negative proposal 3. Asks. proposal Will+ S+V+rest. member proposal? What, where, why, who, when + will+ S+V+ decree. time?	1. Used to express a repeating usual action in the future. 2. Denotes an action in the future. 3. Denotes prediction, forecasts. 4. Denotes promises, requests, offers.	Next week/month/year In an hour (in a day)	1. I will read a week 2. I will win tomorrow. 3. I don’t think he will pass the exam. 4. I’ll promise, I won’t tell anybody.
Future Continuous Future continuous tense	1. S+ will be + Ving 2. will+ S + be + Ving? S+ will + not + be + Ving. Verb. excl: forget, hear, like, love, know, be, see, understand, remember.	1. An action that will occur some time in the future, at some specified moment. Indicates when the event will start or end: this time tomorrow/ next week, at 3 o’clock, tonight at 10 p.m., at noon, at midnight. 2. Used to politely ask a person about his plans for the near future. 3. Used to communicate planned plans in the near future.	From 5 till 7 p.m. For the whole day	1. He will be cooking when you come. 2. Will you be going to the kitchen later? Bring me a glass of soda. 3. They will be leaving for Chicago next week. 4. He will be writing an article all night long. 5. Tony will be working in the office tomorrow from 9 to 11 o’clock.
Past perfect	1. S+ will have+ Vɜ/ed. 2. Will+S + have + Vɜ/ed? 3. S+ will have + not + Vɜ/ed.	1. An action that will begin in the future and end before a certain point in the future. The moment is conveyed using keywords.		1. I want to quit my job in a month. I will have worked for 5 years for this company by then. 2. He will have bought a new car before his wife comes back from a trip to London.
Perfect Continuous Past completed continuous tense	1. will +S + have been + Ving. 2.Will + S + have been + Ving? 3. S+ will+ not +have been + Ving.	1. An action that will begin earlier than another future action and will continue at that moment.		1. We will have been living together for 12 years next year.

Put the verbs in the brackets into thefuture simpleor thefuture continuous.

I (to send) you’re a postcard from Spain.

We (to wash) those dirty dishes when we come home from work.

The New Year (to start) at midnight.

Your dress (to be) ready in half an hour.

Miss Richards (to attend) a lecture from 2 till 5 p.m. today.

The Jones is coming in an hour. Don’t worry, I (to finish) cooking by then.

Tomorrow they (to go) the park to have a picnic.

Put the verbs in the brackets into thefuture perfector thefuture perfect continuous.

By next week the group (to shoot) _________ their clip for twenty days.

By Tuesday Jill (to finish) ________ these novels by O’Henry.

Steven (not/to learn)________ his lesson by tomorrow.

By Easter Sandy and Malory __________ (work) together for 7 years.

The commission (to come)_________ to a definite decision in a month.

In some minutes, Fred _______ (wait) for 2 hours already.

By the time Mike arrives, Megan _______ (read) the funny book for 4 hours.

By July the Stevensons __________ (build) their cottage for a year.

I (to cook)__________ dinner by then.

Translate into English.

At the end of the month I will have been learning Chinese for 5 years.

Michael will finish this report by tomorrow.

Zoya will have translated this report by Monday.

When our daughter goes to school, we will already live in this city for 10 years.

Builders will build the school by early September.

Development of didactic material in English for 2nd grade students.

first english teacher qualification category Svetlana Petrovna Dementieva

Subject : “ Me and my friends. Personal pronouns. ”

Target : help the teacher in the timely identification and further development of students’ abilities.

Relevance :

Differentiated approach to teaching English– one of the pressing problems of methods of teaching foreign languages ​​in modern schools.

Under multi-level training different levels of assimilation of educational material are understood (the depth and complexity of the same educational material is different in groups A, B, C.)

At the same time, a differentiated approach to learning involves taking into account the individual characteristics of each student. In this regard, I believe that every student should have the opportunity to complete tasks according to their level of ability and, accordingly, receive assessment of your knowledge. Only then will the student be able to climb the ladder of Achievement and achieve new and higher results. I believe that this approach to teaching is especially important in elementary school, because This is where the foundations of knowledge are laid and children’s abilities are revealed, including in the English language.

Taking into account the peculiarities of each student’s knowledge acquisition and dividing them into groups A, B.C, I always draw up differentiated tasks for each type of speech activity.

In this case, I present didactic material on the topic: "Me and my friends. Personal pronouns." for 2 classes of teaching English.

This development will help the teacher not only monitor the knowledge of each student, but also timely diagnose the achievements of especially gifted children and the degree of quality of learning material.

(The development contains detailed tasks for 2nd grade students at levels A, B, C, as well as assessment criteria for differentiated control of the development of lexical and grammatical skills.)

Level A

Fill in the right article “a’, “an” (use the appropriate article):

1.It is _ little egg.

2. It is_ant.

3. It is_ big arm.

4. It is_ old grandad.

5. It is_ apple.

2. Change the words, using “He, She, It” He, she, it»):

1.a fish_(fish)

2.a grandad_(grandfather)

3.Ann_(Anya)

4.a cat_(cat)

5.Tom_(Tom)

6.a plane_ (airplane)

3. Make up the questions to the following sentences and give two short answers (negative and positive)( ask question To proposal And give 2 brief answer: positive And negative):

1. The hen is little. 2. It is a ball. 3. She is a doctor.

Is………..? Is…………? ?

Yes, …….. Yes, ……. +

No, ……… No,…….. –

4. Circle the right variant (circle the correct option):

1. grandmother

A ) mum b) grandad c) granny d) dad

2. get up

a) to stand up b) to feed c) to sit d) to cook

3. chicken

4. jump

a) to stand up b) to feed c) to sit d) to jump

5. ant

a) a fox b) an ant c) a cat d) a pig

6. dad

a) mum b) grandad c) granny d) dad

7. duck

a) a duck b) a hen c) a cock d) a chick

8. nose

a) a face b) a hand c) a nose d) an arm

9. plate

a) a dish b) a plate c) a mug d) a cup

Level B

[I:]

name

stone

lamp

Fill in the right article “a”, ‘an” 9 use suitable article)

It is_ little egg.

It is_ant.

It is_big arm.

It is_ old granddad.

It is_ apple.

Change the words , using “ He , She , It ” (Replace the words with suitable pronouns “he”, “she”, “it”.):

A fish_

A granddad_

Ann_

A cat_

Tom_

A plane_

Make up questions to the following sentences and give two short answers (negative and positive) (ask a question to the sentence and give 2 short answers: positive and negative):

1.The hen is litt le.

2.She is a doctor.

5. Make up sentences (make up offers) :

1. cat, sad, in the bag, is.

2. Jeff, hungry, in the room, is.

3. Den, happy, in the tree, is.

4. cook, busy, at home, is.

5. Gnome, old, in the boot, is.

Level C

1.Write down the words in the proper columns (write down the words according to the sounds):

Name, he, old, damp, rose, dog, plate, red, clock, sack, cake, she, stone, hand, cold, hen, fox, lamp, ten, face, me.

lamp

stone

2. Fill in the right article “a”, “an” (use the appropriate article):

1. It is_ little egg.

2. It is_ant.

3. It is _big arm.

4. It is _ old grandad.

5. It is_ good dog.

6.It is_apple.

7. It is_ orange.

3. Change the words using “he”, “she”, “it”. (replace the words with a suitable pronoun “ he she it"):

1. a fish

2.a crane

3. a grandad

4. Ann

5. a granny

6. Justin

7. a cat

8.Tom

9.Sveta

10.a plane.

4. Make up questions to the following sentences and give two short answers (negative and positive) ( ask a question to the sentence and give 2 short answers: positive and negative):

1. The hen is little.

2. It is a ball.

3. She is a doctor.

5. Translate from Russian into English. (Translate from Russian into English)

1. Bill the cook.

2. She is happy.

3. Anya has a cat. He's funny.

4. I have a friend. He is at school.

5. Den is a student. He is in the park.

6. Fill in the words "he”, “it” (insert words “ he", "it".):

1. Is Jack cold? - No,... isn’t.

2. Is the dog funny? - Yes,... is.

3. Is the frog pink? – No, ... isn’t.

4. Is the boy smart? - Yes, ...is.

5. Is the cat nice? - Yes, ... is.

Evaluation criteria for differentiated control of the development of lexical and grammatical skills:

Level A (total score 29)

1-2 mistakes - great

3-7 errors - good

8-12 errors - satisfactory

13 or more errors - unsatisfactory

Level B (total score 39)

1-2 mistakes - great

3-9 errors - good

10-20 errors - satisfactory

Level C (total score 52)

1-2 mistakes – great

3-9 errors - good

10-20 errors - satisfactory

21 or more errors - unsatisfactory

Didactic material

in English language

for 1st grade

Khazeeva E. S.

"INFORMATION AND METHODOLOGICAL CENTER"

CITY DISTRICT OF THE CITY OF STERLITAMAK OF THE REPUBLIC OF BASHKORTOSTAN

Didactic material

in English language

to additional general education

program "English with passion"

for 1st grade

English teacher

second qualification category

MAOU "Secondary School No. 31"

Khazeeva E.S.

Reviewers:

Teacher of the highest category in English Chernova R.V. MAOU "Secondary School No. 31"

Didactic material for beginners is intended to work on consolidating and repeating the material covered. Written exercises are a variant of those tasks offered by the additional educational program “English with Passion” for 1st grade, and serve for the most solid assimilation of lexical, grammatical and phonetic material.

© Khazeeva E.S.© MAOU "Secondary School No. 31"

Review

For the methodological development of Elvira Salavatovna Khazeeva Didactic material in English for the additional general education program “English with Passion” for 1st grade, submitted to the competition of methodological aids and developments for teachers in Sterlitamak.

This methodological development is based on the additional educational program “English with Passion”. In the work, the author takes into account modern methodological approaches in the study and teaching of English. The development consists of an explanatory note, the main part, and a list of references used. The development provides frequent change types of work is ensured by alternating types of activity: performing educational tasks, dynamic exercises, quiet periods (coloring, drawing, and changing types of speech activities (listening, speaking, writing, reading) within one lesson.

Elvira Salavatovna has developed didactic material in English for the additional general education program “English with Passion” for 1st grade, facilitating the work of the teacher and the student, allowing the use of all channels of perception of the student’s information.

Chernova R.V. English teacher of the highest category MAOU "Secondary School No. 31"

Review.

For the methodological development of Elvira Salavatovna Khazeeva Didactic material in English for the additional general education program “English with Passion” for 1st grade, submitted to the competition of methodological aids and developments for teachers in Sterlitamak. Didactic material in English is aimed at increasing motivation to learn English. The peculiarity of this work is that each lesson is structured as a communication lesson, as close as possible to natural communication, so that children feel the result of their efforts as early as possible. To create a communicative environment in the classroom, supporting the high activity of each child plays an important role. Didactic material covers all lexical and grammar topics, studied at this stage of training, with strict adherence to the sequence of entering grammatical structures and lexical units.

When compiling didactic material, Khazeeva E.S. took into account the age characteristics of students. The development of the material is multi-level in depth and difficulty of the content of educational tasks. This requirement presupposes, first of all, a well-thought-out repetition system (repeatedly returning to the material covered)

The following methods are used in the learning process:

Visual method provides for the direct demonstration in classes of objects and phenomena of the surrounding world, visual aids in order to facilitate understanding, memorization and use of educational material in practical activities students.

Communicative method is dominant, most consistent with the specifics foreign language How academic subject. Using this method, the primary task is solved - mastering basic skills and abilities of oral foreign language communication at an early stage of learning English.

The requirements for speaking skills as an independent type of speech activity are also taken into account.

Students should be able to: answer teacher questions in class; exchange remarks in mini-dialogues of an etiquette nature (2-3 remarks from each student) in situations of meeting and saying goodbye to people; participate in an interrogative dialogue built on situations of everyday communication, using general and special questions with interrogative words “Who? What? Where?"; observe basic norms of speech etiquette adopted in the country of the language being studied; compose short monologues about yourself, your friends, your family, your favorite animal, your hobbies.

This work consists of eight topics. When studying each of them, the following types of speech activities are used: speaking, listening, reading and writing. When choosing topics and lexical and grammatical structures, the level of development of children, their motivation and interests, as well as their relevance to curriculum on the development of cognitive abilities and speech in Russian.

Elvira Salavatovna, developing didactic material in English for the additional general education program,cover all lexical and grammatical topics studied at this stage of training, with strict adherence to the sequence of entering grammatical structures and lexical units, which will help improve the student’s performance in the English language.

Candidate of Philological Sciences, senior lecturer of the Northern Faculty of Bashkir State University Nikolaeva A.V.

Introduction

One of the priorities of primary general education in English is the development of the child’s personal qualities and abilities in the process of gaining experience in various activities - educational, cognitive, practical, social. On initial stage learning there is an intensive accumulation of linguistic means.

Didactic materials are recognized as an important element of an English lesson. This contributes to the accumulation of new linguistic means, which provide the opportunity to communicate on topics. Communication skills in speaking, listening, reading and writing are also developed. Schoolchildren become familiar with the culture and realities of English-speaking countries.

Didactic materials develop students' ability and readiness to use English in real communication, develop skills in dialogical speech and monologue speech. In the process of various exercises in English lessons, the desire and ability to independently study English in ways accessible to them develop, and the ability to get out of difficult situations in the process of communication caused by a lack of linguistic means through paraphrasing and the use of synonyms is developed.

Thus, the didactic materials for English language students submitted to the competition on the topic “Didactic materials for the additional general education program “English with Passion” for 1st grade will make the lesson interesting and accessible. A variety of exercises will help students learn, consolidate, generalize and test the level of knowledge, skills and abilities when learning English. These exercises allow you to take a more creative approach to assessing students’ knowledge, involve all students in the class in the work, contribute to the formation of interest in the subject, activate the mental activity of students, and develop ingenuity and observation.

Addressed to students, English teachers, parents who are interested in helping children repeat the material they have covered in class.

How to use?

The manual can be used as teaching material. You can work through the exercises as you move from exercise to exercise, or you can print out one page to practice a specific skill.

The pages of the manual are separated by a dotted line, which allows you to select only one exercise that can be offered to students both for individual work in the lesson and for monitoring knowledge of the material covered.

1 Acquaintance.

What's your name?

Hello!

What's your name?

Look and say . Look and tell.

. Acquaintance. Look and tell me, what are they talking about?

Where are you from?

Acquaintance.
What do the children answer to Jane's question?

I'm from England.

I'm from Russia.

........................................................................................................................................................................

Acquaintance. Find and name the sounds. [æ] [ b ] [ k ] [ s ] [ d ]

Acquaintance. Look what numbers are missing in the picture.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Acquaintance. Count how many fish are in the aquarium? Acquaintance. Match the sounds with the pictures the animals make.

[ᴧ] [ r] [ f ] [ g ]

………………………………………………………………………………………………………………………………………………………………………………………………………

2 Animals. Look carefully at the pictures. Tell me, who ran into the forest in the second picture? Color the pictures.

2 Animals. Connect capital letters with lowercase letters with lines.

A H F B C E D b a c e d f h

………………………………………………………………………………………………………………………………………………………………………………………………………………………… 2

Animals. Find where the animals are hiding? Name them.
2 Animals. Which animal's shadow is drawn incorrectly?

2 Animals.

Who are you?

What do the animals answer to Jane's question? Color the pictures. Animals. Answer the question " Where do you live ? Connect and color the pictures

Animals. Match the rhyming words.

3 …………………………………………………………………………………………………………………………………………………………………................................................................ Animals. 2. Tell us about your family. Do you have a family? 3 My family . Find words b

3 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………My family. Underline the letters you are familiar with. Match the letter with the picture. Aa Bb Tt Ee Zz Gg Ff Mm

3 My family. Find the letters of these words and circle them. mother f o y u h r x m l e q a tsister k t m I n r s a e y h w vaunt k u y w n r e f a x t mq

4 The world of my hobbies. Connect the dots and color the pictures.

4 The world of my hobbies.

Write the words in alphabetical order. Cat, bat, apple, mouse, hat, dad, egg, kitten, fox, parrot, lamp, jam, garden, nine _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

4 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………The world of my hobbies. Help the mouse find his piece of cheese. b g a h A H G B

4 The world of my hobbies. Look and say . Look and tell me what animals can do.

4 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………

The world of my hobbies. Look and tell me what they do.

5 Me and my friends. Count the animals and birds. I'll write a number on the side.

5 Me and my friends. Tell me about your friend. Who is he ?

5 Me and my friends. Find couples. Connect the letter balls and sound balls.

Ff [k] [d] [f] Cc Dd

1

A a

…………………………………………………………………………………………………………………………………………………………………………………………………………………………….… Write the letters one line at a time.

Dd

2 Write the letters one line at a time.

Gg

3 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Write the letters one line at a time.

Jj

3 Write the letters one line at a time. mm

4 ………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Write the letters one line at a time.

Pp

5 Write the letters one line at a time.

Tt

……………………………………………………………………………………………………………………………………………………………………………………………………………………………… Write the letters one line at a time.

Ww

7 Read the words, find their transcription. Connect words and transcription. lamp orange jam apple rat fox fish pen [ʤæm] [æpl] [ f ɒ ks ] [ r æ t ] [ʤæ m ] [ɒ rin ʤ ]

……………………………………………………………………………………………………………………………………………………………………………………………………………………………. Reading vowels in closed syllable. [ pig ] [ foks] [ pen ] 7 Reading vowels in a closed syllable.

Write a letter on each fish scale to make words you know.

p d t g r b

8 Reading vowels in open syllables. Read the words and color the pictures. [ nain ]

Literature

1."English for the little ones. English with pleasure Galina Shalaeva

2.Learn English with Disney characters, Part 2 - last / Disney’s Magic English

9.

10.

Contents of didactic material for the additional general education program “English with Passion” for 1st grade

Introduction (3 hours)

Greetings. My business card (first name, last name, age, country). Counting to 10. Alphabet. Learning songs "Hello!», « What is your name?».

Lexical material: good morning, name, my, hi, hello, one, two, three, four, five, six, seven, eight, nine, ten

Grammar material:What is your name? My name is… Where are you from? How old are you? I am …

Phonetics, graphics: pronunciation, intonation of new phrases, [m], [ n], [ v], [ t], [ b], [ s], [ k], [ d], [ f]. LettersAa, Bb, Cc, Dd, Ee, Ff.

Animals (2 hours)

Animal names. Favorite animal. Habitats. Alphabet.

Lexical material: A dog, a cat, a lion, a fox, a bear, a camel, a pig, an elephant, a tiger, a crocodile, a cock, a mouse, an owl, a fish, In the forest, in the river , in the garden, in the house, in the zoo

Grammar material:Who are you? I am…I like…Verb – bunchto be, Where do you live? I live in…

Phonetics, graphic arts: , , [æ], [g], , [h], [s], [k], [d], [n], [ı], [e].LettersGg, Hh, Ii, Jj.

Me and my family (4 hours)

Names of family members. Names of parents and other family members. Unlearning poems"This is my father."Alphabet.

Lexical material: a family, a father, a mother, a sister, a brother, a grandfather, grandmother, an uncle, an aunt

Grammar material:I have a … Do you have a...? Yes, I do. No, I don't. Her name is… His name is ..

Phonetics, graphic arts: , [ı], [v], [z], [ð], [k], [l], , [f], [m], [n], [b], [e], [s] , [p], [h], [r], [ə], [ʃ].LettersKk, Ll, Mm, Nn, Oo, Pp, Qq, Rr

The world of my hobbies (3 hours)

Verbs of movement. Types of sports and sports games. My favorite activities. Alphabet. Learning the song "Fly, fly, I can fly»

Lexical material: Sing, dance, run, jump, fly, speak, count, play, swim, sit, skip, play volleyball (football, basketball, tennis, hockey, chess)

Grammatical material: I can…, I can’t…, Can you…? Can't you...?

Phonetics, graphic arts: [b], [e], [s], [k], [ı], [v], [t], , , [æ], [d], [m], [n], [w] .LettersSs, Tt, Uu, Vv, Ww, Xx.

Me and my friends (2 hours)

Friend's name, age, favorite activity. Alphabet. Learning the song "The Alphabet».

Lexical material: Friend, he, she, his, her

Grammar material:Who is she/ he? I have a … . I have no..., present simple tense (3rd person, singular)

Phonetics: [d], [ m], [ n], [ w], [ t], [ eı], [ aı], [æ], [ b], [ e], [ s], [ k], [ı], [ f], [ v], [ z], [ð]. LettersYy, Zz.Repeating the alphabet.

Alphabet Festival (1 hour)

Repetition of completed educational material in an informal setting with

with the help of games and competitions.

Reading vowels in a closed syllable (7 hours)

Reading a letterII Aain a closed syllable. Reading a letterEein a closed syllable. Reading a letterOoin a closed syllable. Reading a letterYyin a closed syllable. Reading a letterUuin a closed syllable.

Lexical material: Pig, six, swim, skip, is, big, his, stick, slim, in, sing, Tim, sit, it, a cat, fat, Ann, has, can, and, bad, a rabbit, sad, Sam , black, ten, pen, hen, red, seven, yes, tennis, not, a frog, a dog, Bob, Tom, clock, a cockerel, fox, box, long, but, run, jump, duck, must, funny, happy, ugly.

Reading vowels in an open syllable (8 hours)

Reading a letterII Aain an open syllable. Reading a letterEein an open syllable. Reading a letterOoin an open syllable. Reading a letterYyin an open syllable. Reading a letterYyat the end of a word. Reading a letterUuin an open syllable.

Lexical material: he, she, we, I, like, nice, crocodile, ride, nine, five, my, fly, why, name, skate, late, lake, brave, take, no, nose, close, home, go, pupil , music, rule, blue, you

Grammar material: repetition of grammatical material from previous lessons.

Phonetics: Improving phonetic skills.

Exercises for teaching reading in English for 2nd grade students.

Nizhnevartovsk

Exercise 1

b[b], d[d], k[k],

o [o], e [e], i [i], l [l].

big egg ill bell

ill bell bed egg

kid dog dog doll

bed doll big kid

Exercise 2

p [p], n [n], s [s], t [t].

pen sit desk egg doll bed

pond not leg dog ill kid

spend spot end big bell spell

Exercise 3

f[f], m[m].

sit top end pond dog

don't get leg desk pen

pot milk bed dog kid

let film spend bell leg

Exercise 4

r[r], h[h].

red hill egg milk let

rest hen film net pot

dress hop get sit end

trip hot pond not ill

Exercise 5

w[w].

well lip trip hen film

wet kiss hill hop leg

west still dress red spend

twig him hot rest kid

Exercise 6

a[æ].

bag still not film trip

flat wet let pot rest

glad lip ill pond hen

man him milk net hot

mat hill dress frost red

ten kiss pot pen trip

tell twig sit milk wet

frost still bell best hill

spell red doll hop west

Exercise 7

c[k].

can gas end in men

cap hand it leg hot

cat flag get film kid

cab bag dog desk spend

camp stamp hill on big

Exercise 8

u [ /\ ].

cup gun still can till pen

cut hut belt spell red milk

club hunt top ten pot best

bus drum frog cap sit hop

but dust tell kiss bell trip

fun run frost twig doll wet

Exercise 9

ng[η].

long ring must can till

song bring plum cap belt

strong sing sun mat top

gong spring plus bag frog

Exercise 10

ck[k].

back wing bus lip send

black song cup hen fat

pick ring fun cat stand

brick strong hut bag get

stick spring club tent milk

trick long dust flag on

Exercise 11

ee[i:].

bee meet cock gong dust

see sleep clock bring fun

feet steel sock sing bus

deep sweet duck long much

green greet neck spring hut

Exercise 12

ea [i:]

eat leaf sleep pick song

meat lead street back ring

seat sweep meal trick long

clean deep speak black strong

fun net plus lamp desk

cut hill glad gun kid

must best west trick hunt

much frog spell camp flag

Exercise 13

sh [∫].

brush wish mean bee kick

dish shelf read see stick

fish ship weak feet clock

fresh shop tea steel brick

Exercise 14

ch [t∫]

Chess bench brush clean sweet chin rich fresh meat we

Much chick fish eat meet

Lunch children dish seat greeting

back from get pick tram

bring camp drum tap fun

plum sell cock best flat

hat pot rest well belt

Exercise 15

ar.

arm far bench shop speak

car park rich ship lead

dark mark chick shelf leaf

barm farm children wish meal

green tent street egg bag

fish deep trip doll nest

fat hunt meet wing run

stop west but spring spend

Exercise 16

or [o:]

corn born dark chin fresh

for horn arm chess fish

form storm far much dish

fork sport park lunch brush

tea gong wet cat kiss

neck weak plus steel tree

greet dust read sun long

trick sleep silk mean plan

Exercise 17

oo[u].

book room corn car rich

hook broom form barm chess

look good short mark chick

took wood horn farm bench

sweep shelf bee pen week

bed meat ship clean pond

eat ring sweet shop seat

big brick leg tree wish

bag bus hand cup gun

Exercise 18

ir [ə:].

girl book for dark chess

bird look fork arm much

first wood storm far lunch

Shirt broom horn park chin

skirt good sport mark bench

song strong speak black desk

clock meet kick deal land

read cut rag club bring

feet leaf meal green stand

back short ring broom cheese

Exercise 19

nk[nk].

ink shirt book born arm

pink bird room short farm

bank first hook form car

tank skirt cook corn garden

trunk girl brook storm farm

duck cap fresh shelf street

chin seat lead tea bee

must fish sock gas drum

girl mark shop sweep bench

port good wish pond fresh

Exercise 20

th [ð], th [θ].

this thin rank skirt good

that thick bank shirt wood

then three rink first took

them think drink bird brook

with third tank girl look

corn born meat form storm

carpet car horn park mark

red weak bring hop tree

chick leaf lunch stamp spring

kick broom feet wish skirt

Exercise 21

ou, ow

count brown then fifth drink

sound cow with teeth pink

cloud now this thick trunk

ground down them third rank

shout how that three ink

girl tell dark children stick

but first sport ship sweet

hen sit shirt dog hot

stand bench meal room leg

bus cock bring greeting lead

Exercise 22

ay, ai, ey.

day they sound thin

gay gray now ground thick

may hey clown cloud this

pay prey brown shout with

paint slay cow count that

bank bird hunt arm room

form bus car book skirt

frost tank bench shelf fork

camp deep west stick long

hen gong twig kiss best

Exercise 23

o[ou].

go hey town blouse then

no they clown trousers them

bone gray brown shout fifth

home pay how cloud teeth

nose day cow count three

rose paint now house third

pink deep trick has

barn frost brush leaves pot

wish garden broom man storm

spell hill big club twig

frog song wet brick tent

wing steel hut bee clock

Exercise 24

e[i:].

he stove play cow ground

she notes gay now sound

we sofa may how shout

these home prey town blouse

Pete nose slay clown trousers

me rose they brown count

thin girl sing camp carpet

drink thick speak duck good

rich corn trunk look fun

speak trick plus shelf weak

shop kick cloud that teeth

Exercise 25

name she no gray house

game we go hey cloud

Kate he bone slay count

skate Pete stove paint now

cake me rose day clown

make these nose pay brown

men ring chess park plus

fifteen neck kitten mat from

tea shop net brook glad

shirt pink them thick first

think shout trunk count dark

rank sing hey back star

Exercise 26

I[ai].

nine bathe we note they

fine plate she sofa prey

I table he home play

five basin me rose gay

Mike Kate Pete stove may

wide make these bone gray

paint brick trousers now ink

blouse bee lunch then dark

this town pay first fish

paint with home three clock

lead day paint them town

brown how house pot blouse

Exercise 27

u , .

blue I cake no ground

glue fine name nose sound

true nine skate go shout

pupil five he paint cow

student wide we day now

tulip Mike me pay clown

third cook meet with garden

rank clean storm street cut

for much thin chick sock

play trousers clock them three

stove blouse pot rode seal

these town gay ride book

Exercise 28

y[ai].

my tulip Mike game rose

by pupil lie table bone

fly student nine basin stone

sky glue fine she note

try blue wide these sofa

cry true I Pete home

hey this fork may skirt

count play but think brown

teeth pink carpet took that

port shirt fresh farm glue

wish tank wood bench wide

chin tea drink now horse

Exercise 29

y[j].

yes fly blue five bath

yet cry true dive make

yard sky glue plate wide

yarn my pupil lie Kate

yell by tulip fine skate

yelp try student dine cake

he go gray short how

drunk arm trick bus gay

Shirt children cloud fresh me

chin read think trunk skirt

corn took wood bird short

sun chess street carpet this

Exercise 30

x[ks].

six yoke my student nine

box yelp by glue I

fox yell sky true Mike

Rex yarn cry pupil dine

flax yard fly blue dive

tax yet try tulip five

basin long sleep ship bone

we middle left chess corn

no flag clown barn Pete

brown ground home hole glue

great pay leaves yell bench

hen farm three fresh wide

Exercise 31

oy[oi].

boy Rex yes note play

toy box yoke rose day

coy six yarn home may

hoy flax yard gray now

soy fox yelp hey cow

ploy tax yet bray town

three farm girl form chick

with shop dust gun tree

born bench frog wood eat

tulip yes kiss paint cream

bath fox play truth sharp

yard fly how shelf think

Exercise 32

all[o:].

ball ploy box yes slay

small soy Rex yell hey

wall hoy six yoke they

hall coy tax nose pay

tall toy fox sofa gay

fall boy flax stone paint

for think car hop ink

brown book storm kitten how

bank shout bird rest belt

lead Rome house town same

bring fifteen window rich music

sound game beach Pete ride

Exercise 33

er, or [ə].

dinner fall coy yet no

supper tall soy yelp go

doctor hall toy yard bone

teacher wall boy six prey

keeper small ploy box gray

butter ball hoy flax they

clown back wing meet cow

play much cat dark sport

sound ink stop count broom

thick may little teeth must

worth roof snake yacht nice

kid mouse roll zip milk

Exercise 34

y[i], v[v].

lorry vet mirror hall boy

twenty very actor fall coy

forty cave sailor wall soy

ninety dive dinner ball box

puppy visit teacher small Rex

teddy vote butter tall tax

shout rose case new

trousers pupil room reading

rule pencil flat leg

sheep form sky hand

shape stone seal very

choose table pot teddy

Exercise 35

a[a:].

grass visit thirty supper fox

class vet fifty doctor six

glass cave seventy keeper flax

father very puppy mirror ball

basket five lorry teacher wall

bath dive sixty sailor tall

try cloud Kate dish tulip

glue I swim dog Mike

fork bird town cheese we

great flow long fast high

stick that hard slow yard

salt shirt flax wrong carpet

Exercise 36

ear [iə].

near bath twenty actor fall

dear basket forty dinner small

fear father ninety butter hall

hear class Teddy tax soy

ear glass sixty box boy

rear grass lorry Rex coy

yelp student end cook brown

true nine milk first gay

fine she frost make by

neck robe note show rock

wing waste ice bird dark

try ruler skate shark tulip

Exercise 37

o [ /\ ].

front rear class thirty six

some ear basket fifty ball

other hear father puppy toy

brother fear grass supper ploy

mother dear teacher bath vail

color near class mirror flax

yes sofa horn fresh song

fly prey took trick speak

pupil how part fat thin

fall middle lorry glue skirt

cook line down yelp jacket

skin chimp zoo brown gun

Exercise 38

wa [wo].

wash some fear class sailor

watch color ear grass keeper

want other hear bath dinner

water mother rear seventy fox

was brother near Teddy tax

waffle front dear lorry six

wall my nose play ship

hoy these ground that dark

blue gray girl drink best

small father shape lorry house

teacher fall goose text north

feel yacht teeth finger east

Exercise 39

ow[ou].

window was front ear twenty

yellow want some rear forty

follow water brother fear sixty

pillow wash other hear glass

shallow waffle color dear father

narrow watch mother near basket

doctor small we sky hey

fall butter yell game do

soy yet boy wide dine

class June forty sock bath

winter dive them broom chess

summer ninety trousers play crown

Exercise 40

air [εə], ear [iə].

chair pear arrow water other

hair bear sparrow want some

fair wear borrow wash front

pair tear elbow watch mother

stair swear pillow was brother

ear flax bone teacher fear

bath puppy slay ploy bath

ninety fear by glue tulip

sailor ball class Pete yard

teach sort scarf clock queen

student frog gloves stone wall

Preview:

Tests in English for 6th grade

to the textbook Kaufman K., Kaufman M. “Happy English.ru”

Compiled by: Makarova Elena Gennadievna

English teacher, MBOU "Secondary School No. 14",

Nizhnevartovsk

Explanatory note for tests in English for grade 6.

Tests in English are compiled in accordance with the requirements for students to master the sections of English grammar, vocabulary and word usage. The material is correlated with sections of the textbook “Happy English.ru” by K. Kaufman for the 6th grade of educational institutions

The works consist of five tasks on the above topics in such a way as to take into account the level of knowledge mastery of students: basic, advanced or high.

Evaluation criteria

"5" -50-45 b.

“4” - 44-35 b.

“3” - 34-26 b.

“2” - 25-0 b.

UNIT 1

Task No. 1. Answer the questions.

1. You are a pupil, aren’t you?
2. What is your favorite subject at school?
3. Can you read books?
4. Do you play the piano?
5. What are you doing now? Points: 10

Task No. 2. Complete the sentences.

1. He...speak English, can he?
2. She is a nice girl, … she?
3. They are in Nizhnevartovsk, aren’t...?
4. Do you like to read books, … you?

5.He is a boss,...he?

Points: 10

Task No. 3 Write down the dividing question.

1.She hasn’t got a dog, … ?

1. 2.He can speak English well, …?

3.It is your book, … ?

4.We are ready, … ?

5.She plays the piano, ...? Points: 10

Task No. 4 Insert prepositions at/ on / in:

1. 1.I hate having hot milk…...the morning.

2.Buy! See you…. Friday.

3.My friend gets up ….. 8 o’clock ….the morning.

4.It’s cold….winter.

5Her birthday is…. April. Points: 10

Task No. 5. Translate the sentences into Russian.

1.You're from England, aren't you?

2.Students have to do homework, right?

3.Moscow is the capital of Russia, isn’t it?

4.Your birthday is in June, isn't it?

5.The weather is nice today, isn't it? Points: 10

UNIT 2

Task No. 1 Form the future tense of the verb.

Example: The weather ______ nice at the weekend. ( be)

Answer: The weather will be nice at the weekend.

1) It is sunny today. I _____________ my sunglasses. (wear)

2) My friend __________ in Ussuriysk next Monday. (be)

3) It's too hot! I ____________ the window. (open)

4) She__________ her boss next week. (phone)

5) I think you__________ this book in a day. (finish) Points: 10

Task No. 2 Form questions in the future tense.

1) you/ football/ tomorrow evening/play/ will?

2) go/ where / you / will / next month?

3) rain/ will/ it / tomorrow?

4) 7 o’clock a.m. / you/ will/ at/ get up? Points: 10 5) she/ in three years/ will/ live/ where?Task No. 3 choose the correct answer

1.Who will work?

Yes, she will.

No, she won't.

She will.

2.Will I stay at home?

Yes, I do.

No, I don't.

I will.

3.…will you be in san hour?

Where

When

4.…will he invent next year?

What

When

5.When will you travel?

Next summer.

In London. Points: 10

It's interesting. Task No. 4 Complete the sentences with words (predict, kill, execute, war, fire, hour)

1.The Great Plague will… many people.

2.The Parliament will… the king.

3.The Great... will destroy London.

4.The Civil... will start in 1642.

5 There are 60 minutes in an … Points: 10

Z Assignment No. 5 Tell me what might happen to you next week.

UNIT 3

#1 Read the text and answer the questions:

Misha and Rob are friends. They live in Lukinsk. They get up at 7 o'clock. At 7.30 the boys have their breakfast. Then they go no school. They have five main subjects at school: Mathematics, History, Russian, Literature and English. Misha likes Mathematics. Rob's favorite subject is History. He likes to read History books. The boys don’t watch TV and play computer games. They speak English. They never go out with friends. At 7 o’clock they have dinner with their family. Now Misha is playing with his cat. Rob is reading a History book.

When do the boys get up?

What is Rob's favorite subject?

What is Rob doing now? Points: 10

No. 2 Underline the correct word or phrase.

1. A sleepover is a night excursion/party.
2. Museums organize sleepover at Halloween/New Year time.
3. Children bring their sleeping bags and snacks/toys.
4. The natural History Museum has the best collection of dinosaurs/masks in the world. Points: 10№3 Tests

1. What _________________________ your name?

A) am b) is c) are

2. I _________________________________ Alice.

A) is b) are c) am

3) How are you? - _____________________.

A) Fine, thanks b) Eleven c) I am a girl.

4) What`s that? - ______________________.

A) It`s a pencil. b) Yes, I am c) Cool!

5) This ___________________________ a car.

A) is b) are c) aren`t

6) Those _________________________________ my toys.

A) isn`t b) am not c) aren`t

7) I am Frank. This is _________________ bike.

A) her b) their c) my

8) That`s my friend. ___________name is Peter.

A) his b) our c) my

9) Where`s my teddy bear? - It`s _________ the toy box.

A) in b) behind c) on

10) What ____________________________ they? Points: 10

a) is b) are c) can

No. 4 Translate:

I often go to cafes.

I don't like to play tennis.

Listen to me please.#5 Write about a sleepover at the British Museum. Points: 10

Unit 4

Task No. 1. Choose the correct option.

1. 1.Excuse me, can you tell me where/when my house is?

2.Go down/past the street and turn left.

3.He gets to work by/on car.

4.Trafalgar Square/Station is in the center of London. 5.That double-decker bus/stop has no doors! Points: 10

Task No. 2. Fill in the missing word.(road, expensive, famous, money, tickets)

1. 1.The shop is on the right side of the….

2.Victoria Station is a … station in London.

3.Are the tickets...?

4.Russian...is rubles and kopecks.

5.We can buy… on the bus. Points: 10

Task No. 3. Fill in the blanks with prepositions (on, by, down, between, to)

1. 1.How do I get…the bank?

2.The house is… the bank and the school.

3.I go to school… bus.

4.Go…the street and turn right. 5.The train station is… the left.

Points: 10

Task No. 4. Make up questions based on the sample.

1. 1.do/get/you/how/school/to-

2.How do you get to school?

3.Do/to/get/shop/you/how/the/?

4.Does/work/mother/to/your’s/how/get/?

5.Get/you/to/how/the/do/museum/? Points: 10

Task No. 5. Translate sentences into English

1. Sorry, can you tell me where the bank is? 2Walk down the street and you will see him. 3. Excuse me, do you know where the hospital is? 4. Go up the street, turn right and you will see it 5. Excuse me, how do I get to the station? Points: 10

Unit 5 No.1. Complete the sentences with the correct form of have to. 1. My mother...to clean the floor every day. 2. We… to learn English. 3. My friends...to write a test. 4. He ... to buy a ticket for the train. 5. They … to speak French to their guests from France. Points: 10

No. 2 Complete the sentences. Use don't, doesn't have to 1. My granny... have to work. 2. I... have to go now. 3. We... have to play football in winter. 4. Dan... have to see a doctor. 5. They... have to translate the text in pen. Points: 10

#3 Ask the questions. Use do,does. 1 … do you have to buy a ticket? 2.… do you have to go to school tomorrow? 3....he have to answer this question? 4.…they have to put on a coat warm in winter? 5.…she have to read history for tomorrow lesson? Points: 10

№4 Translate into Russian. 1. You must work hard at your English lessons. 2. You must learn the words. 3. Must we learn the poem today? 4. It must be very difficult to learn Chinese. Points: 10 5.You must not talk at the lesson.

№ 5 . Translate from Russian to English.

1. You can’t walk on ice, it’s dangerous. 2.You can't drive a car if you're 12. 3.You can't play on the road, it's dangerous. 4.My brother should take the dog for a walk. 5. We must be at the theater on time. Points: 10

Unit6 I .Underline the correct word.1.There is/are some meat in the trolley. 2.There is/are ten apples in the bag. 3.There is/are no ham in the refrigerator. 4.There is/are some bread on the table. 5.There is/are no milk in the mug. Points: 10

1. II.Fill in the correct word.(a snack, go, sausage, hungry, trolley)

1.Pepperoni...is tasty.

2.Let’s have….

3.I like to… shopping.

4.I want to eat. I am….

5.There are ten bananas in my Points: 10III. Use the preposition below to fill in the gaps (for , in , of , with , from) 1.I need a lot…milk.

2.Apples are good... us.

3.There is some milk… the mug.

4.I like some orange juice… breakfast.

5.I can make apple juice… apples. Points: 10IV. Fill in the gaps some or any. 1.They have … questions.

2.Do you need…water?

3.I don’t have…tea in my mug.

4.Do you have... friends?

5.He has… computer games. Points: 10V.Choose the correct variant. 1.We have… time.

Many

Little

2.he has...friends.

Little

Many

Much

3.How...tea do you drink?

Much

Many

4How ... computers do you have?

Many

Much

Little

5.We have... apples. I must go to the shop. Points: 10

Much-many-few

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TESTS

	Test for the use of pronouns some, any.
	Test for the use of simple prepositions expressing temporal and spatial relations.
	Test for knowledge and use of modal verbs in English.
	Testing knowledge and correct use of the subjunctive mood in English
	Demonstrate your knowledge of personal and possessive pronouns in English.
	Correct use of reflexive and intensifying pronouns in English.
	Test your knowledge of the use of possessive pronouns and abbreviations
	Test for knowledge and use of participles in English.
	Using the particle to with an infinitive in English
	Test for knowledge of complex object with infinitive in English
	Testing the ability to use correctly impersonal forms verb (infinitive) in English
	Testing the ability to correctly select and use degrees of comparison of adjectives and adverbs in accordance with the communication situation
	Test for word order in English declarative and interrogative sentences
	Exercise on knowledge of future tenses of the English language
	Testing knowledge of past tenses in English
	Test for the use of present tenses in English
	Correct use of gerunds in English.
	Testing the skill of correct use of modal verbs in English.
	Test for knowledge and use of passive voice in English
	Test for knowledge and use of articles in English.
	Testing knowledge of prepositions expressing temporal and spatial relationships
	Entry-level test for constructing general questions in the present tense.

1. Lexical tests

	Checking the correct use of English nouns expressing opportunity (opportunity, possibility, chance).
	Do you know the difference in the use of English synonyms for value? Check yourself (price, cost, value, worth).
	A test of knowledge and use of English nouns with the general meaning of payment (wage, salary, stipend, fee, royalties).
	Differences between English nouns related to the concept of idea (idea, conception, notion, thought).
	Assessing the correct use of English nouns denoting leader (director, manager, chief, boss, head).
	Subtleties of using English nouns denoting a path (a way, a road, a path, a route).
	Differences between English words for error (a slip, a mistake, an error)
	Correct choice of English nouns related to position (work, job, post, position).
	A test of knowledge and use of English nouns denoting a piece of something (a piece, a slice, a lump).
	Appropriate use of English nouns related to profession (trade, profession, occupation).
	A test of knowledge of English nouns denoting a master (a master, an owner, a host).
	Checking for the correct use of English nouns related to travel (travel, journey, voyage, trip, tour).
	Proficiency test general vocabulary in English.Nouns
	Test for knowledge and use of English nouns related to clothing (suit, costume, dress, clothes).
	Subtleties of using English nouns denoting regions and plots of land (region, state, district, vicinity).
	Test your skills in using English nouns expressing quantity (quantity, number, amount, count).
	Test for knowledge of English nouns denoting shore (bank, shore, coast, beach, seaside).
	Test of knowledge and use of English nouns with the general meaning of “payment for something” (bill, fine, fare, tip)
	Testing the skills of using synonymous nouns that mean benefit, advantage (advantage, benefit, profit, gain)

1. Pronouns

2. Adjectives

	Testing the ability to distinguish English adjectives related to the concept of happiness (happy, lucky, fortunate).
	Test for the use of English adjectives denoting small size (little, small, tiny)
	Choose between adjectives expressing the concept of “big” (big, large, great).
	Differences between English adjectives with the general meaning of weakness (weak, feeble, faint, frail)
	Test for knowledge and appropriate use of adjectives related to thinness (thin, slender, slim, lean, meager)
	Checking the correct use of English adjectives with the general meaning of completeness (stout, fat, fleshy, plump)
	When and how English pronominal adjectives are used (little, a little, few, a few).
	Test for the appropriate use of English adjectives with the general meaning of beauty (beautiful, lovely, handsome, pretty).
	Test for knowing the differences between adjectives with a common meaning of “empty” (empty, vacant, blank)
	Test of knowledge of English adjectives with the general meaning “strange” (strange, queer, odd, quaint)
	Test for knowledge of the differences between English adjectives with a general meaning of magnitude (huge, vast, enormous, immense).
	Test for the correct use of English adjectives related to speed (quick, fast, rapid, swift).
	Training in the appropriate use of adjectives with the general meaning of peace (quiet, calm, still, peaceful).
	Test your knowledge and ability to distinguish English adjectives with the general meaning of employment (busy, engaged, occupied).
	Nuances of using English adjectives denoting intelligence and intelligence (clever, intelligent, smart).
	Test of knowledge of English adjectives related to differences (different, various, diverse)
	Assessment of knowledge of the nuances of English adjectives with the general meaning of “suitable” (comfortable, convenient, suitable)
	Checking the correct use of English adjectives with the general meaning of loneliness (lonely, alone, single, solitary).
	Test for the correct use of English adjectives related to a sense of humor (funny, witty, amusing, merry).
	Differences between English adjectives with the general meaning of fame (famous, well-known, celebrated, distinguished, eminent).
	Practice your skills in using adjectives that have the common meaning of greedy and stingy (greedy, mean, stingy).
	Test for the ability to correctly select adjectives with the general meaning of efficiency for a given context (effective, efficient, skilled, experienced)
	Checking the correct choice between English verbs related to speaking (to say, to tell, to talk, to speak).
	Test for the correct use of English verbs of motion (to go, to come, to walk).
	Choosing between verbs expressing the concept of “to do” (to do, to make)
	Testing the ability to correctly use verbs with the general meaning of “look” depending on the context (to see, to look, to glance, to stare, to peep).
	Differences between English verbs with the common meaning of “to learn” (to learn, to find out, to discover).
	Differences in the lexical meaning of English verbs related to study (to learn, to study, to teach).
	Testing the ability to choose correctly English verbs related to closing (to shut, to close, to lock).
	A test for the correct use of English verbs with the general meaning “to answer” (to answer, to reply, to respond).
	Differences in the lexical meaning of English verbs of choice (to choose, to elect, to select, to pick out)
	Testing knowledge of English verbs with the meaning of desire (to want, to wish, to desire, to long, to crave)
	Test for English verbs denoting the meaning of “to offer” (to offer, to suggest).
	Training the ability to correctly use English verbs related to attention (to note, to notice, to take notice, to pay attention).
	Differences in the meaning of English verbs related to defense (to defend, to protect, to guard).
	Test for knowledge and use of English verbs (to appear, to seem, to turn out, to prove).
	Testing the ability to correctly use English verbs with the general meaning “to continue” (to continue, to go on, to proceed)
	A test of knowledge of English verbs associated with asking a question (to ask, to inquire, to question, to demand).
	Find out how well you understand the use of verbs with the general meaning of “to begin” (to begin, to start, to commence).
	Test of knowledge and use of English verbs with the general meaning of “to raise” (to raise, to lift, to pick up)
	Training the ability to correctly use verbs with the general meaning of obtaining (to get, to gain, to receive, to obtain).
	Differences between English verbs meaning “to finish” (verbs to finish, to end, to complete).
	Test for knowledge and use of English verbs denoting crying (to cry, to weep, to sob).
	Checking the correct use of English retention verbs (to hold, to keep, to retain, to preserve).
	A test of knowledge and correct use of English verbs expressing assessment (to appreciate, to estimate, to value).
	Test for knowledge of lexical differences in English verbs with the meaning “to abandon, to leave, to give up, to quit, to resign”
	Test your knowledge and skills in using synonymous verbs in English that have the general meaning of “to catch, to snatch, to seize, to grab.”
	Test your ability to use English verbs to scream (to shout, to cry, to scream, to shriek) depending on the context.
	Nuances of the lexical meaning of English verbs associated with understanding (to understand, to realize, to grasp).
	Testing the ability to correctly use English verbs with the general meaning of “to wait” (to wait, to expect, to anticipate).
	Test your skills in correctly using verbs of motion expressing striking (hit, beat, pound, slap).
	Test for knowledge and use of English verbs (to show, to demonstrate, to display, to exhibit, to reveal).