Обучение грамматике на уроках английского языка (оборот there was/were)

5-6

6

20

2

3

Look at the picture of the living room and answer some questions:

• What kind of room is it?
• What is there in the middle of the room?
• How many sofas are there in the room?
• Is there a TVset or a tape-recorder on the table?
• What is there near the window?

II. Presentations of the new grammar structurethere was/were.

1. From previous lessons you now how to describe your rooms using the structurethere is/are.
2. Today we are going to speak about your old room using the structure there is/are in the past.
3. Listen to the sentences and try to find the analogy in them.

• There is a book on the table.
• There was a book on the table.

(убрала книгу)

Answer my question:

Is there a book on the table now?

Answer:

No, there is not.

• There are 16 Ss in your class this year.
• There were 12 Ss in your class last year.

Answer my question:

Are there 16 Ss?

Answer:

Yes, there are.

Answer my question:

Are there 12 Ss?

Answer:

No, there aren’t.

4. Now look at the table with the structures there is/are there was/were and say what the difference is between them.
5. Open your exercise-book and complete the rule.

III. Practice.

1. Find the new structure in the extract from the letter. – ex.1.1), p.48
2. Say statements according to the model. (They substitute the underlined words for the words given in brackets)

• There was a bed in the room (a sofa, an armchair, a wall unit, a wardrobe, a table).
• There were flowers in the room (curtains, shelves, beds, chairs, armchairs).

3. Fill in the gaps with was or were.

It … the little room in the world. There … a comfortable bed. There … a tiny fountain in the middle of the room. There … beautiful flowers on the windows, and there … a shelf with books. There … many green dresses in wardrobe.

IV. Production.

1. Describe the room in the picture using the new structure (Ex. 2.1), p.49 in student’s book).
2. Look at the pictures in your hand outs and write down five things that changed (they compare the old room and the new one using structures there is/are, there was/were).

There was a small carpet on the floor. Now there is a big carpet on the floor.

3. Creative works. Exchange opinions about your old and new rooms.

V. Home task

Write a letter to your pen-friends about your old rooms.

VI. Feedback, assessment.

Our lesson is coming to the end. You are working well today. What have you learned at the lesson? What activities do you like most of all?

Your marks for today are …

The lesson is over, see you tomorrow.

T-W (whole class).

Teacher’s work.

T-W (whole class).

Choral responses.

Choral responses.

Lockstep work.

Individual work.

Lockstep work.

Group work.

Lockstep work.

Lockstep work.

Pair work.

Ss are given two or three examples to find the difference between the sentences in the present and in the past tenses.

Ss formulate the formation rule.

Ss write in their exercise-books.

Ss identify the new structure in their books.

Say sentences according to a model.

Every student has a hand out with this model.

Work with a book.

Every student has a hand out with this activity.

They exchange opinions in order to agree about choosing the right comparison (Every group has a hand out with this picture).