Presentation "modal verbs". Presentation for an English lesson "modal verbs" Modal verbs must have to should presentation
Outline
open lesson in 6th grade
with in-depth study of English
English language teachers GBOU secondary school No. 1200
VAO DO Moscow
Pokotilo Ruslana Vladimirovna
Lesson topic: “USA. Planned trip around the country”
Lesson type: Lesson on applying knowledge in practice (using ICT).
Lesson objectives:
activation and training of new vocabulary on the topic of the lesson.
training skills in listening, reading, dialogic and monologue speech.
formation of linguistic and regional competence.
Lesson objectives:
Educational: applying the acquired knowledge in practice, operating the existing potential in a specific situation, consolidating the skills of monologue speech, listening and reading practice.
Educational: nurturing respectful attitude towards each other, mutual assistance, nurturing a positive attitude towards the culture of the country of the language being studied, developing motivation for learning English.
Educational: developing the ability to work individually, in pairs, in a team, developing cognitive interest in the culture of another country, consolidating the ability to observe, compare, and developing creative abilities.
Compensatory: use linguistic and contextual guesses (international words, highlighting key words of the text)
Lesson type: A lesson in applying knowledge in practice (using ICT).
Forms of work in the lesson:
individual work;
work in pairs;
group work.
Lesson equipment:
computer (with speakers)
presentation of “The USA”
video fragment (“Youtube” “People of the USA”
cards (words + definitions)
song “America, the beautiful”
During the classes.
Stages lesson | Activity teachers | Activity student | Slide no., interactive whiteboard functions | Time (min.) |
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1. |
Organizing time. | Greetings to students: Hello boys and girls. I'm glad to see you. Sit down, please. |
Teacher's greeting: We are glad to see you too. |
Slide number 1"Places of the USA" |
2 minutes. |
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– We start our lesson, which is connected with planning our trip to the USA, the country of striking differences. I hope you"ll enjoy our English lesson and be friendly to each other. I wish you a good luck! Let"s start. |
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2. |
Speech warm-up. (repeat material la) |
I want to know how much you remember about the USA and what you can tell your American friends about Russia. In 2 teams ask and give information about: |
Students are divided into 2 teams, having discussed the information, the 1st group asks questions about the USA, the 2nd about Russia and answers. At the same time, one of the students completes a task at the computer (screen), which is then checked by the rest of the students. Complete the sentences about the American flag. (Match) The American flag is often called the…. It has … stripes and … stars, one for each … . |
Slide number 1 "Places of the USA" Slide number 3"Match" (Felt pen function) |
4 min. |
3.
| Audirova tion
| It"s important to know about people while planning a trip. Now we are going to watch an interview about American people. What adjectives do people use to describe them? | Students write down adjectives while listening to the dialogue (from Youtube) and check in pairs and then frontally. (friendly, busy, sociable...) (Using linguistic guesswork, isolating key words) |
Dialogue |
4 min. |
4.
| Checking the house. tasks .
| At home you read the dialogue and prepared some questions to ask a visiting professor from the USA. Now one of you is a student from Russia and the other a professor from the USA. Try to role - play the dialogue. Well, I "m sure that most of you would like to go to the USA. Think of several good reasons to go there. |
Students act out dialogues in pairs, then 2-3 pairs - frontally. I would like to go the USA to study (to do the sights of …, to visit my relatives etc) |
6 min.
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5. |
Physical exercise.
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– And now I want you to relax your eyes, to look at the board and to follow some objects with your eyes. |
Students follow moving objects on the screen with their eyes. |
Slide number 6 "Physical training minutes ka" |
2 minutes. |
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6. | Activation and training ka vocabulary (prepared ka to understand knowledge of what was read and heard nogo) | We should remember some words we learned the previous lesson. In 3 groups you will try to match the words and their definitions and then check the others. (a chain, mighty, a skyscraper, a melting pot, a mixture, to rise, a desert) (different things put together, a very high building, to begin, sandy country with little water and few plants, strong and powerful, a place where there is a mixing of different races and nationalities) | Students complete the task in subgroups, then do a mutual check (a student from subgroup 1 reads the definition, and a student from subgroup 2 guesses the word, etc.). At the same time, one student completes a task on the board, which is then checked by the rest of the students. Complete the sentences using the new words. (mighty, shore, rises) 1 Do you know where the Moscow River...? 2 We could see a boat about a mile from the … . 3 The eagle flew up to the sky on its ...wings. |
9 min. |
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7. | .Listening + reading
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Now we are going to listen and read the text about the USA and choose the places you would like to visit. First, look at the map of the USA, please. Let"s learn how to pronounce the proper names and then listen and read the text. (Ex. 17,18) |
Students read the titles in chorus behind the speaker. Pupils listen and read the text |
Slides No. 8"Rivers." Mountains. Grand Canyon" |
9 min. |
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8. |
Monologues what a speech | �– We have found out a lot about the USA. It"s all very interesting. Now it"s time to plan our future trip. Choose the place in the USA you would like to visit and explain why it attracts you.(You can use information from the text and presentation). While listening to your friends try to write the suggested plan of the route of your future trip and some key words explaining the choice. |
Students talk about the place they like, justifying their choice with facts from the text and presentation material. (Ex. I would like to go to the Grand Canyon. It is one of America's tourist attractions. I would like to see it at sunrise or sunset because the red, gold, brown colors are especially clear and bright.) The rest write down key words while listening to classmates' suggestions for a future trip. |
Slide number 9"Places. People"
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6 min.
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9. | Explanation of the house. tasks | You were in an imaginary trip across the USA. Your home task is to sum up and write about all your and your friends" suggestions of the trip to the future leader of the group. Write at least about 5 places and explain your choice, using your notes. | The song “America, the beautiful” is playing | 1 min |
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10. |
Lesson summary. |
The teacher sums up the lesson and evaluates the students' work. |
Students express their opinions about the lesson |
2 minutes. |
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Slide captions:
Modal verbs of obligation Must / have to / should
Should should/shouldn't. This verb has an absolutely accurate translation into Russian: it’s worth it / it’s not worth it. You should see that film. It's very good. (Not so strong. That’s your advice) You shouldn’t watch so much TV. (You are not allowed to do it) The verb should suggests an alternative.
Have to The verb Have to is used to express the need to do something due to certain circumstances. Like simple verbs, they are capable of reflecting the categories of person and number. You have to get ready for your test on literature. (Quite strong. It’s necessary to do).
Forms of the modal verb h ave to: Present tense I have to (don't have to) We have to (don't have to) You have to (don't have to) You have to (don't have to) He /She/It has to (doesn't have to) They have to (don't have to) Past tense I had to (did not have to) We had to (did not have to) You had to (did not have to) You had to (did not have to) He/She/It had to (did not have to) They had to (did not have to)
Must This is a verb - mix. It contains elements of the verb should and have to, but it itself certainly has special functions. The connection with the verb have to can be traced in the past tense of the verb must, because it sounds like had to. In the verb must, there is greater severity. In situations of “force”, have to is used, not must. (I have no bread. I have to go to the shop. - I don’t have bread. I’m forced to go to the store. (I really don’t want to, no one is forcing me, but I really need to)
+ (affirmative sentences) + (affirmative sentences) Have to Must Should 1. Strong advice (“it’s definitely worth it”) I love this film. You must watch it. (I really like this movie. You should definitely watch it.) Advice (“should”, “worth”) You should go home. It's late. (It's late. You should go home.) 1. rule, law You have to get a visa to go to London. (To go to London, you need to get a visa.) 2. rule, law You must get a visa to go to London. (To go to London, you need to get a visa.) 2. you have to, because the circumstances are so I have to go to work on Sunday. (I will have to go to work on Sunday.) 3. You must, because I decided so You must wash your hands before lunch. (You must wash your hands before eating.)
- (negative sentences) Don't have to Don't need to Needn't Mustn't Can't Shouldn't Not necessary due to circumstances “no need” “not necessary” “you can not” I don't have to go to university tomorrow. It's Sunday. (Tomorrow I don’t have to go to university. Tomorrow is Sunday.) prohibition “forbidden” “forbidden” You mustn’t smoke here. (You can’t smoke here.) Advice “don’t” “shouldn’t” You shouldn’t go to bed so late. You'll feel bad tomorrow. (You shouldn't go to bed so late. You'll feel bad tomorrow.)
Conclusion When choosing a modal verb, you must be guided by the context and understand the exact meaning of this verb in Russian. Let’s summarize: Should / shouldn’t – worth / not worth it. Have to / don’t have to – forced / not forced. Must/mustn’t – must, obliged/not have the right, prohibited.
On the topic: methodological developments, presentations and notes
Modal verbs in English (must, mustn\"t, should, need, have to)
This test is intended for 7th grade students and is based on the educational complex "Enjoy English" by M.Z. Biboletova (III quarter). The test is designed for two options with answers. Each option offers...
Modal verbs of obligation must/ have to/ should (7th grade, Biboletova M.Z.)
Modal verbs in English are not used independently, but in combination with the infinitive of the main semantic verb, they are not followed by the particle to (the exception is ought)....
Modal verbs (Modal verbs)
Compiled by:
teacher
in English
Voronina M.V.
in English
- The main verb after the modal is written without a particle to . She can swim.
- Don't have an ending -s/-es in the third person, singular present tense ( except equivalents of modal verbs: to have to, to be to, to be obliged to). She can dance. She has to wake up early.
Features of modal verbs
in English
3. Interrogative and negative forms are formed without auxiliary verbs. Can I help you? He can't dance. 4. Not all modal verbs have forms of future and past tenses, and when they are expressed, they are replaced by equivalents.
5. They do not have non-finite forms of the verb (infinitive, participle, gerund).
Modal verbs can be divided into three categories:
1. Modal verbs – can, may, must, ought to.
2. Equivalents – could, to be able to, might, to be allowed to, to have to, to be to.
3. Multifunctional verbs that perform the function of modals – shall, should, will, would, need, dare.
TYPES OF OFFERS
Translation: I can, I can
Meaning: physical or mental ability, ability to perform an action.
Equivalent: to be able to
- Could- polite request (could you please)
Translation: is it possible, please allow me
Meaning: permission, request, opportunity or assumption, expresses an actual, one-time possibility
Equivalents: to be allowed to, to be (un)likely to
will be allowed to
- Might is an indicator of the likelihood that something will happen, but with even greater uncertainty.
Translation: must, must
Meaning: expresses necessity, obligation, urgent advice
Equivalents: to be obliged to, to be prohibited to, not to be allowed to
Ought to
Translation: must, should
Meaning: expresses moral duty, desirability, urgent advice
Equivalents: should
To be to
Translation: must, obliged
Meaning: used to express a weak order or command, obligation.
To have to
Translation: forced, obliged
Meaning: used to express obligation and necessity depending on the circumstances.
This modal verb is used to express a threat or warning, as well as a request for direction.
This modal verb is used to express polite requests, permission, willingness/unwillingness to act.
This modal verb was originally used as the past form of the verb will, therefore, I retained most of its meanings.
It is also used to express polite requests, permission, willingness/unwillingness to act, and to express repeated actions in the past.
This modal verb has only one form - the present one. In an affirmative sentence it is used to express the need to perform some action, while in a negative sentence it is used to express the absence of necessity.
This modal verb translates to having the courage to do something. In a negative sense, it means not having the courage to do something. It has two forms - the real one dare and past dared.
Exercise 1
Translate the sentences; explain the usage of the modal verbs:
1. The green wire should be connected to terminal 4.
2. You mustn’t turn the machine when the red warning light is on.
3. This lever can be up or down.
4. We can recycle old products to make new ones.
5. The red switch has to be on.
6. A rheostat is a resistor whose resistance value may be varied.
7. That morning he had to leave his car at home.
8. You can’t ride a motorbike with no helmet.
Exercise 2
Put the verbs into Past Simple. Use the modal verbs and their equivalents:
1. He must work hard to finish his experiment.
2. I can devote myself to scientific work.
3. You may repeat this experiment.
4. He must illustrate this law by several experiments.
5. She can study automation in the college.
6. They may carry out these experiments at the laboratory.
Exercise 3
Put the verbs can, may, must .
- What ____ we see on this map?
- ____ do you speak Spanish? - No, unfortunately I ____ not.
- At what time ____ you come to college?
- ____ I come in?
- You ____ not smoke here.
- ____ take your book? - I am afraid not: I need it.
- I have very little time: I ____ go.
- They ____ not go to the cinema today because they are busy.
- You ____ read this text: it is easy enough.
PRESENTATION FOR 5TH GRADE LESSON
Modal verbs
MUST\HAVE TO/SHOULD
LARKVA v.m. MBOU secondary school No. 38
Conveys the need to perform an action, because circumstances require it.
I have to go to school on Monday.
I have to go to school on Monday
I have to get up at seven tomorrow.
Tomorrow morning I have to get up at seven o'clock.
IN negative proposals.
When there is no need to perform an action, it is used don't have to
You don't have to help them.
You don't have to help them.
IN interrogative proposals.
Interrogative verb form
have to are always formed with the help of an auxiliary do/does
Do I have to help them?
Should I help them?
It is used by the speaker when he himself believes that it is necessary to perform an action.
You must read this book.
Must not = mustn’t
expresses prohibition
He mustn't eat sweets.
He can't eat candy.
You must not make noise at night. You can't make noise at night.
used to express urgent advice, recommendations.
You should see a doctor.
You should see a doctor.
Use the correct verb: must, have to or should.
- I hadn't had enough money and I ... pay by check.
- You...see it. It's the best film I've ever seen.
- He….enter this room. It is dangerous.
- English children. . . stay at school until the age of 16.
- I think you…learn Spanish if you want to work there.
- You …walk across the street on the crossing!
- You… buy coffee in the cafeteria.
- You...worry about it. It's not important.
- You…remember to do your homework.
1 had to 2 must 3 mustn"t 4 have to 5 should 6 must 7 don’t have to (you have a choice) 8 shouldn’t 9 must
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