Конспект урока past tenses spotlight 9
Обновлено: 05.07.2024
Личностные: формирование мотивации изучения иностранных языков и стремление к самосовершенствова нию в образовательной области
Познавательные: воспроизводить по памяти информацию, необходимую для решения учебной задачи, высказыва ть предположения,
Коммуникативные: описывать события/явления, передавать основное содержание, основную мысль прочитанного или услышанного,
Регулятивные: осуществление регулятивных действий самонаблюдения, самоконтроля, самооценки в процессе коммуникативной
2. Подготовка к основному этапу занятия (обеспече ние мотивации учебной деятельности – целеполагание)
- Для учеников 1-11 классов и дошкольников
- Бесплатные сертификаты учителям и участникам
9 класс Spotlight
Цели: развивающие: раз витие навыков распознавания временных форм Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous , развитие умений поискового чтения, развитие умений продуктивного письма.
Оборудование: ноутбук, проектор, экран.
Организационный момент (2 мин)
Good morning, children! ( Good morning, L.V.! )
I am glad to see you. ( We are glad to see you too .)
How are you? ( We are fine, thanks. And how are you ? )
I’m fine, thank you. Who is absent today? ( All pupils are present.)
Reading & Vocabulary (40 мин)
Задачи: повторение – развитие навыков распознавания временных форм Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous; развитие умений поискового чтения.
Перед выполнением задания можно организовать повторение системы прошедших времён, записывая предложения на доске, с последующим объяснением учащимися значений временных форм.
Yesterday I woke up late. (Past Simple – an action which happened at a stated time in the past);
I was studying for my exams all last week. (Past Continuous – an action that was in progress at a
stated time in the past); I was working in the garden when it started to rain. (Past Continuous and Past Simple – an action that interrupted an action in progress in the past); He was talking on
the phone while I was working . (Past Continuous/ Past Continuous – two actions in progress that
happened simultaneously in the past); I had been reading for an hour when Mum came home. (Past
Perfect Continuous/Past Simple – an action in progress in the past emphasising duration interrupted by another past action); I went to the cinema after I had finished my homework. (Past Simple/Past Perfect – an action that happened before another action in the past)
При выполнении задания учащиеся при необходимости обращаются к материалам
грамматического справочника.
Ключи :
1 Past Continuous – past form of the verb to be + main verb + -ing; 2 Past Perfect Continuous –
had + been + main verb + -ing; 3 Past Continuous – past form of the verb to be + main
verb + -ing; 4 Past Continuous – past form of the verb to be + main verb + -ing; 5 Past Perfect –
had + past participle of the main verb; 6 Past Simple – irregular past form; 7 Past Simple – regular past form ending in –ed; 8 Past Perfect – had + past participle of the main verb; 9 Past
Continuous – past form of the verb to be + main verb + -ing
a 3, 4; b 1, 3, 9; c 1, 9; d 5, 8; e 6, 7; f 2
Упр . 2, с . 46
Задача : развитие навыков распознавания и использования в речи временных форм Past
Simple, Past Continuous, Past Perfect, Past Perfect Continuous.
Ключи :
1 hadn’t called – an action that didn’t happen before another action in the past. 2 had been
crying – shows the duration of a past action which had visible results at a later moment in the
past. 3 switched – the first of the two actions which happened one after the other in the past.
4 was playing – an action that was happening when another action interrupted it. 5 had just
happened – an action that happened before another moment in the past. 6 had parked – an action that happened before another action in thepast. 7 were lying – an action that was in progress at a stated time in the past. 8 hadn’t finished – an action that didn’t happen before
another action in the past. 9 had been working – shows the duration of a past action which happened before another past action. 10 had been driving – shows the duration of a past action
which happened before another past action.
Задача: развитие навыков распознавания и использования в речи временных форм Past
Simple и Past Continuous.
Ключи :
1 was; 2 was thinking; 3 called; 4 Did I tell; 5 happened; 6 were shopping; 7 were looking;
8 came; 9 was showing; 10 opened; 11 had; 12 was; 13 didn’t expect
Упр. 4, с. 47
Задача: развитие навыков распознавания и использования в речи временных форм Past
Perfect и Past Perfect Continuous .
Изучите материал в рамке, убедитесь в понимании учащимися значения и формообразования Past Perfect Continuous.
Ключи :
1 had missed; 2 had only been working; 3 had eaten; 4 had been waiting; 5 had been digging;
6 had not finished; 7 had been cooking; 8 had just decided
Задача: развитие навыков распознавания и использования в речи грамматических времён Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous (со словами и выражениями – указателями грамматического времени).
Ключи :
He hadn’t seen his cousins since they were children. My elder brother left my home town five years ago. While I was studying for my exams my sister was playing tennis. I was walking in the
sunshine last Sunday when I got caught in a shower. Last winter I had the flu for three weeks.
I went to the holiday centre on the Volga for my holidays last summer. At five o’clock yesterday
afternoon I was doing my homework. I joined a new English class last January and by June I had
taken my exam.
Задача: развитие навыков распознавания и использования в речи структур used to/
didn’t use to do sth, would do sth.
Запишите на доске предложения. Учащиеся с помощью учителя объясняют значение структуры used to.
When I was a child I used to/would ride my bike for hours. (past habit/action); I used to love ice
cream, but now I prefer cake. (past state)
Ключи :
1 used to/would; 2 used to; 3 didn’t use to; 4 used to/would; 5 didn’t use to; 6 used to/would
Задачи: развитие умений аудирования с выборочным пониманием заданной информации; развитие навыков распознавания и использования в речи структур used to/ didn’t use to do sth, would do sth.
Ключи :
stay at their grandma’s all summer ✓ ; play in the garden ✓ ; go to bed late ✗ ; go to the beach alone ✗ ; feed the chickens ✓ ; help with the housework ✗
Предполагаемый ответ :
They used to play in the garden. They didn’t use to go to bed late. They didn’t use to go to the
beach alone. They used to feed the chickens. They didn’t use to help with the housework.
Упр . 8, с . 47
Задача: развитие навыков распознавания и использования в речи структур used to/
didn’t use to do sth, would do sth (в предложениях, основанных на личном опыте).
Предполагаемый ответ :
I used to go to the lake in the summer. I used to go skiing with my friends last winter. When I was
ten, I would ride my bike for hours. I didn’t use to like eating onions when I was a child.
Задачи: развитие умений изучающего чтения; развитие навыков распознавания и
использования в речи грамматических времён Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous.
Вспомните вместе с учащимися алгоритм выполнения подобных заданий экзаменационного
формата. При чтении, помимо понимания содержания и, в частности, времени или последовательности событий, необходимо обращать внимание на обстоятельства времени (сигналы для употребления определённых временных форм). После завершения выполнения задания важно сделать проверку, внимательно прочитав восстановленный текст.
Ключи :
1 were walking; 2 was enjoying; 3 froze ; 4 had appeared; 5 had never experienced; 6
disappeared; 7 had seen
Упр . 10, с . 47
Задача: развитие умений продуктивного письма (электронное письмо о необычном
событии).
Дайте задание учащимся интенсивно использовать в творческой работе различные временные
формы прошедшего времени. Обсудите варианты получившихся текстов.
Предполагаемый ответ:
You’ll never guess what happened to me! I was staying at my grandmother’s house last weekend.
While I was playing in the garden, I found an old bike my dad used to ride when he was my age.
I brought it to my grandfather and he put air in the tyres. I went for a ride through some woods
near the house. I had been riding along a path for about an hour when I heard a strange sound.
I stopped and looked around, but I didn’t see anything. Suddenly, I saw something moving in the bushes and went over to see what it was. It was a strange animal. It was lying on the ground and
it was crying. It tried to get up, but its leg was tangled up in something. I quickly untangled it
and it got up. It was unlike any animal I had ever seen. Then I thought I heard it say ‘Thank you’
before it turned and ran off into the woods. I was glad to help, but it sure was a strange day!
Talk to you soon,
Подведение итогов урока (3 мин)
Итог урока: Рефлексия освоенного организуется по образцу, описанному на с. 41.
Домашнее задание: SB, упр. 10*, с. 47; WB, с. 26; Grammar Check 3, с. 142 – 143 (по выбору).
Цель: освоить (на основе обобщения изученного ранее) распознавание и употребление в речи Past tenses; освоить понимание и употребления в речи конструкций used to/would; развивать компетенцию личностного самосовершенствования, формировать ценностные ориентации.
Тип урока: урок изучения и первичного закрепления нового материала.
Планируемые результаты
- в коммуникативной сфере
- воспринимать на слух и полностью понимать речь учителя, одноклассников
- читать аутентичные тексты с полным и точным пониманием основного содержания, уметь оценивать полученную информацию, выражать свое мнение
- формирование орфографических навыков на основе изученных слов Языковая компетенция:
- Формирование произносительных навыков
- Расширение словарного запаса по теме
- Распознавание и употребление в речи реплик-клише речевого этикета
развитие умения работать в паре, установление дружеских взаимоотношений в коллективе, основанных на взаимопомощи и взаимной поддержке;
формирование собственной точки зрения.
освоение социальных норм, правил поведения, толерантное отношение к проявлениям другой культуры
Метапредметные:
- формирование навыков работы в малых группах
- освоение универсальных учебных действий (УУД)
- умение самостоятельно ставить учебные и познавательные задачи (определять цели и задачи урока), исходя из поставленной
учителем проблемной ситуации;
- овладение основами принятия решений и осуществления осознанного выбора в учебной деятельности, владение основами рефлексии
- развитие умения взаимодействовать с окружающими
- умение устанавливать причинно-следственные связи, строить логическое рассуждение, умозаключение и выводы
- развитие коммуникативных способностей
- развитие умений смыслового чтения, развитие умения выбирать необходимую информацию (поисковое чтение), расширение общего лингвистического кругозора
- развитие коммуникативной компетенции, включая умение взаимодействовать с окружающими
- осуществление регулятивных действий самонаблюдения, самоконтроля
Задачи урока
Образовательные:
- формирование лексических умений и навыков в устной речи
- формирование грамматических навыков на материале прошедшего совершенного и прошедшего совершенного продолженного времени
- отработка произносительных навыков.
Развивающие:
- развить владение всеми видами речевой деятельности (говорение, чтение, письмо).
Воспитательные:
- прививать любовь и интерес к иностранному языку;
- воспитывать умение работать в парах, группах, самостоятельно, по цепочке.
Книга для учителя к учебнику для 9 класса общеобразовательных учреждений – М.: Express publishing: Просвещение, 2015.
Формы работы: индивидуальная, фронтальная, парная.
Формы контроля: групповой
Домашнее задание: упр.1-3 стр.142
Этап урока, время
Деятельность учителя
Речь учителя
Деятельность обучающихся
Мотивация к учебной деятельности
Побуждает обучающихся настроиться на урок.
Good morning! I am glad to see you today. What is the date today? What is the weather like today?
Обучающиеся приветствуют учителя.
Актуализация и пробное учебное действие (4-5 мин)
Фонетическая и речевая зарядка.
Before starting our lesson let’s work with some words from our module. Look at the blackboard, listen to me attentively and then repeat after me.
Actually, break down, coincidence, come along, make fun of, promotion, pull out, expect, item, slip.
Повторяют слова все вместе и индивидуально.
Отвечают на вопросы учителя, повторяют лексику предыдущего урока.
Постановка учебной задачи
Введение обучающихся в тему урока, постановка учебной задачи, цели, определение темы урока.
Children answer some questions:
Have you heard of the Loch Ness Monster?
Where is he from?
Has the Yeti been the part of Tibetan folklore for years?
Have you ever thought about travelling abroad?
Did you go to the art gallery last weekend?
What all these sentences have in common?
Look at there grammar. And try to guess the topic of our lesson. What are we going to do today?
Обучающиеся отвечают на вопросы.
Составляют портрет своего самого страшного монстра, используя лексику предыдущего урока.
Отвечают на вопросы, определяют тему урока, цели и задачи.
Открытие нового знания (10-12 мин)
Повторение грамматического правила, работа с таблицей, повторение прошедшего времени на основе ранее изученного грамматического материала предыдущих модулей и классов.
Учитель проверяет правильность времен прошедшего времени.
Look at the board. Read the sentence. Name the tense in the sentence.
Yesterday I woke up late. (Past Simple).
I was studying for my exams all last week. (Past Continuous).
I was working in the garden when it started to rain. (Past Continuous, Past Simple – an action that interrupted an action in progress in the past).
He was talking on the phone while I was working.(Past Continuous).
I had written the letter before mum came home. (Past Perfect).
Let’s revise how each tense is formed.look at your sheets, please.
Now it’s time to have a rest. So close your eyes and listen to music. Let’s relax.
Повторяют past tenses, работают с таблицей, читают предложениях и определяют используемое время в этих предложениях.
Макс просто фанат рок-музыки. Ему даже удалось побывать на концерте своей любимой группы U2. С помощью его впечатлений мы и повторим прошедшие времена в английском языке.
В данный момент вы не можете посмотреть или раздать видеоурок ученикам
Чтобы получить доступ к этому и другим видеоурокам комплекта, вам нужно добавить его в личный кабинет, приобретя в каталоге.
Получите невероятные возможности
Конспект урока "Past Tenses"
Hello, guys! My name’s Max. Together we’ll discover new Grammar and revise the rules which you’ve already learnt before. I have a few friends to help me fulfill the task.
Bella is a smart and curious student. So, every time when you see this sign ______ pay attention to the given information or be ready to answer the question.
Charlie will help you practice the rules so that you could feel comfortable and confident in any situation.
Together we’ll make our lessons useful and enjoyable.
I’m into listening to rock music and when I was fifteen, I went to a music festival with my brother and his friends. We arrived on Friday evening, looked at the programme and decided to go to the Main Stage to hear U2. As we were walking across the park, there was a flash of lightning. A storm was coming, although it wasn’t raining yet. When we reached the Main Stage, U2 had started playing.
We were all really impressed with the band. I’d watched a few of their songs on YouTube, hadn’t seen them live. Their show was amazing! By this time, it was raining hard, but we didn’t mind.
In fact, it made the atmosphere more dramatic. Thousands of people were cheering and dancing in the rain! Then suddenly the music stopped. The water had damaged the sound equipment!
Look at the highlighted verbs in the text. What tense are they, Past Simple, Past Continuous or Past Perfect?
Was, went, arrived, looked, decided, reached, were and stopped are the affirmative forms of the Past Simple Tense.
Were walking, was coming, was raining and were cheering are the affirmative forms of the Past Continuous Tense.
Had started, had watched and had damaged are the affirmative forms of the Past Perfect Tense.
Let’s start with the Past Simple.
We form the Past Simple with the help of regular verbs by adding –ed to the main verb or irregular forms of the main verb (using the list of irregular verbs or learning them by heart). We form questions and negations with the help of auxiliary verb did / didn’t.
We form negations by putting not after did – did not or didn’t for short.
Can you find the examples of negative past simple forms in the text? – Yes, there’s only one – didn’t mind.
To make a question we put did before the subject.
Remember! In questions and negations, we take the first form of the verb.
Past Continuous
We form the Past Continuous with the verb to be and the main verb with the –ing suffix.
If we talk about one person (I, he, she it) we take was and we use were for you / we / they.
I was playing. or They were playing.
Look through the text again. Can you see the examples of negative past continuous forms in the text? – Wasn’t raining.
To make negatives we need to put not after was/were – wasn’t/ weren’t for short.
We form questions by putting was/were before the subject.
Now let’s revise the formation of the Past Perfect.
We form the Past Perfect Tense with the help of HAD and regular forms of the main verb (by putting the ending –ed to the main verb) or irregular forms of the main verb (using the list of irregular verbs or learning them by heart).
And again, find a negative example of the Past Perfect. – Right, hadn’t seen.
We form negations by putting not after HAD (had not or hadn’t for short).
We form questions be putting HAD before the subject.
Now let’s revise the USE of past tenses.
Listen and complete the names of tenses.
1. We use the ___________ to talk about a complete action in the past.
Then suddenly the music stopped.
2. The _____________ is used for an action which was in progress at a stated time in the past. We do not mention when the action started or finished.
Thousands of people were cheering and dancing in the rain!
3. We use the ____________ for one past action which happened before another past action or a stated time in the past. The action that happened earlier in the past (“older action”) is in the ____________ and the action which happened later (“younger action”) is in the ____________.
When we reached the Main Stage, U2 had started playing.
4. We often use the____________ to talk about the actions which happened one after the other in the past.
We arrived on Friday evening, looked at the programme and decided to go to the Main Stage to hear U2.
5. The _________ is used for an action which finished in the past and whose result was visible in the past.
6. The __________ shows two or more actions that were in progress at the same time.
I was jogging while my brother was walking our dog.
7. The __________ is the past equivalent of the Present Perfect.
Compare these two sentences.
There was no cake left; he had eaten it all.
(The action had eaten happened in the past and the result There was no cake left was visible in the past, too.)
There is no cake left; he has eaten it all.
(The action has eaten happened in the past and the result There is no cake left is still visible in the present.)
8. We use the___________ to talk about the lives of people who are no longer alive.
Albert Einstein made a lot of scientific discoveries.
9. The _____________ is used to describe the atmosphere, weather or place before we describe the main event.
A storm was coming, although it wasn’t raining yet.
10. We use the _____________ for an action or event that interrupted a background event; we use the ______________ for the background event.
As we were walking across the park, there was a flash of lightning.
Learn this! We use:
when + Past Simple
while + Past continuous
Do not forget about the time markers that help us to define the tense.
Time expressions used with the Past Simple include:
last night/week/month/year
two days/weeks/months ago
How long ago.
in 1992/1845
The Past Continuous is used with the following time expressions:
all day/morning yesterday
at noon yesterday
the whole night yesterday
from 5 to 6 yesterday
The Past Perfect is used with: for, since, how long, before, after, ever/never, by the time.
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