Рецептивное упражнение на форму

ПРИМЕРЫ РЕЦЕПТИВНЫХ, РЕПРОДУКТИВНЫХ И ПРОДУКТИВНЫХ ТИПОВ УПРАЖНЕНИЙ по английскому языку

В данной разработке представлены примеры рецептивных,репродуктивных ( условно-речевой комплекс формирования навыков говорения) и продуктивных упражнений по английскому языку, для учащихся широкой возрастной категории.

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«ПРИМЕРЫ РЕЦЕПТИВНЫХ, РЕПРОДУКТИВНЫХ И ПРОДУКТИВНЫХ ТИПОВ УПРАЖНЕНИЙ по английскому языку»

ПРИМЕРЫ РЕЦЕПТИВНЫХ, РЕПРОДУКТИВНЫХ И ПРОДУКТИВНЫХ ТИПОВ

Корнеева Наталья Ивановна

учитель английского языка МБОУ «Гимназия»

г.Бахчисарай Республика Крым 2017

Complete the conversation .Use some or any.

Jess I’m hungry. Let’s make some pancakes!

Patty Great idea! Have we got everything you need?

Jess Well, there is some flour in the cupboard.

Patty Are there (1)….eggs?

Jess Yes. There are (2)…..in the fridge.

Patty Good. Is there (3)….milk?

Jess Yes. There’s (4) in the fridge next to the eggs. Is that everything?

Patty Mmm. Salt! Is there (5)….salt?

Jess Yes. Here you are. Let’s start!

Patty OK. You mix the ingredients. What can we have with the pancakes?

Jess Are there (6)….lemons? I like them with sugar and lemon.

Patty No, there aren’t (7)…lemons, but there is (8)….ice cream.

Jess Mmm. Delicious!

Patty Yes, I can’t wait to taste them.

Complete the table

Заполните пропуски подходящими предлогами.

Our studies begin (in, on, at) autumn.

My elder brother is a doctor. He often comes home late (in, on, at) night.

The students are listening (for, at, to) a new text now.

Take the book (out of, from) the shelf and show it (for, to) me.

Which (of, from) the houses is yours?

I think you can get there (on, by, in) bus.

What is he afraid (of, by, at)?

Don’t turn (on, off, in) the radoio. Father is working.

I asked the librarian to show some books (for, to, -) me.

Some (-, of, from) my friends are coming to see me tonight.

What do you usually do (at, in, on) your English lessons?

(At, in, on) Saturday I am (in, at, -) home at (at, in) 3.

I live (in, at, on) Pushkina Street not far (from, of) the Institute of Foreign Languages.

I’m (on, at, in) a hurry. John is waiting (to, at, for) me (in, at) the Institute.

Would you like some coffee (to, by, for) breakfast?

Keys: 1. in 2. at 3. to 4. from, to 5. of 6. by 7. of 8. on 9. to 10. of 11. at 12. on, at, at 13. in, from 14. in, for, at 15. For

Second conditional. Work in pairs. What would you do in this situations? Make notes.

Ask and answer the questions.

What would you do if you found 5000 rubles in the street?

Where would you live if you could live anywhere in the world?

If you found 5000 rubles in the street…

If you could live anywhere in the world…

If you saw someone attacking an old man in the street…

If you didn’t go to school…

If you could choose any job you wanted…

If you saw someone in your class cheating in an exam…

Task 2. Посмотрите на эти предметы и скажите, что у кого есть и чего у кого нет?

I have got a …(haven’t) My friend has got a…(hasn’t)

Прочитайте диалог. Составьте с партнером диалог по аналогии.

«В магазине одежды»

Salesman: Hello! Can I help you?

Woman: Yes, I was looking at that sweater in the window.

Salesman: The gray and pink one?

Woman: No, the blue one.

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Salesman: Oh! The man’s sweater.

Woman: That’s right. It’s for my husband. What colours does it come in?

Salesman: We have navy blue, light green and pale blue.

Woman: Do you have a navy blue one in extra large?

Salesman: Let’s see … small, medium, large … oh yes, here you are. Extra large. It’s a good quality sweater. 100% wool, made in Italy.

Woman: Sure. I’ll take it. How much is that?

Salesman: Eighty-nine dollars and ninety-five cents.

Compare and contrast the two photos. Which restaurant would you prefer to eat at? Give reasons. Think about these things:

Загадайте животное и опишите, не называя его (другие ученики должны угадать животное, назвать его и показать на картинке).

Think of a holiday you once had. Imagine you are still there. Write a postcard to an English friend about it, but use the adjective nice once only! You can write about some of these things.

Источник

Рецептивные, репродуктивные и продуктивные упражнения для обучения написания писем

МУНИЦИПАЛЬНОЕ БЮДЖЕТНОЕ ОБЩЕОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ «ГИМНАЗИЯ №5 Г. ФЕОДОСИИ РЕСПУБЛИКИ КРЫМ»

И ПРОДУКТИВНЫЕ УПРАЖНЕНИЯ

ДЛЯ ОБУЧЕНИЯ НАПИСАНИЯ ПИСЕМ

учитель английского языка,

слушательница курсов ПК

СИСТЕМА УПРАЖНЕНИЙ ДЛЯ ОБУЧЕНИЯ ПИСЬМУ

Обучении письму на разных этапах в школе проявляется в постепенном усложнении предметного содержания, объема и характера продуцируемых учащимися текстов, степени сложности языковых трудностей, в большом разнообразии используемых языковых средств.

На старшем этапе обучения школьники учатся писать личные письма и сообщения. Учащиеся 10-11 классов должны уметь писать сочинение, проявляя при этом способность не только описывать события, факты, явления, запрашивать у партнера по переписке соответствующую информацию, выражать свое мнение, аргументировать его, но и сопоставлять свой собственный опыт с опытом своего сверстника-носителя языка.

В качестве конечных требований в области обучения письму выдвигается: развитие у обучаемых умения письменно выражать свои мысли. Выпускники гимназий должны уметь в рамках указанных в программе сфер и тем общения описывать различные факты, явления, события, делать учебные записи, заметки по прочитанному материалу и писать развернутый план устного, письменного сообщения.

В основе создания почти всех форм письменного сообщения лежат такие умения, как:

— передача основной информации, главной идеи прочитанного или прослушанного текста;

— описание, сравнение, сопоставление описываемых фактов;

— выражение оценки, собственного отношения к излагаемому.

Основными причинами написания личного письма являются следующие намерения:

— дать совет и т. д.

ЭТАПЫ ФОРМИРОВАНИЯ УМЕНИЙ ПИСЬМА

Этап 1. Рецептивные упражнения.

Чтение текстов и их анализ с целью выявления важных моментов с точки зрения организации текста, употребления языкового материала, логики высказывания.

Этап 2. Репродуктивные упражнения.

Закрепление полученных знаний в ходе выполнения ряда тренировочных упражнений

Этап 3. Продуктивные упражнения.

Учащиеся самостоятельно составляют высказывания на иностранном языке.

РЕЦЕПТИВНЫЕ УПРАЖНЕНИЯ

(на основе учебника SPOTLIGHT 10)

Ex.1 Match the beginning (1-8) to the ending (A-H). SB p.18, ex.1a.

Which type of letter is each pair from?

    A letter giving your news A letter congratulating someone A reply to a party invitation A letter asking for suggestions A letter asking for advice A thank-you letter A letter of apology

Ex.2 An informal letter is a letter to an English-speaking friend. In this kind of letter we should/could include:

    informal greetings such as Dear.. contraction verb forms like I’m and hasn’t phrasal verbs informal expressions such as a bit (for ‘a little’) an informal ending such as Best wishes a friendly and personal tone

Can you think of anything else to add to the list?

Find examples of informal style. SB p.18, ex.1a.

Ex.3. Read the letter and match the paragraphs with the headings below.

SB p.19, ex.3. (структура письма)

Ex.1 Use the words in brackets to rewrite the sentences:

I’m writing to tell you about my last holiday (just a quick note). I’d like to thank you for your help (thanks a lot). I was really glad to get your letter (great to get). It’s a shame you didn’t get the job (sorry to hear).

Ex.2. Use the phrases to make the suggestions for the following:

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I think I/you/we should…

How/What about +…ing…?

Why don’t I/you/we…?

Would you like to…?

spend next weekend with us go camping together get a puppy for your sister go to a concert together meet you at the train station

Ex.3 Analyze an informal letter

А. Work in pairs. Read models A and B, and say which one is appropriate. Think about whether:

    the paragraphs are clearly organized the style is appropriate

Hi – how are you? I’m good but I have exams this week at school. I write to answer your letter in which you ask me for my advice.

There are a range of options you could choose from. But before I begin with those, I like to say it’s a shame you can’t take extra lessons. I had extra lessons when I wanted to improve my French and that it helped a lot, but that was also because of my teacher. She was the best! Anyway, you could listen to the English music more often.

Of course you shouldn’t spend hours to listen to music. That’s just a waste of time! Listening to songs in English is a good way to learn new vocabulary, and it’s fun too! Furthermore, if I was you I’d read more in English. You can also have conversations with a friend in English, and then correct each other’s mistakes.

I recommend that you accept these advices on the matter.

Thanks for your last letter. I think it’s great you want to brush up on your English and of course I’m only too glad to help you. Here are a few things you could try.

First of all, it would be a good idea to start reading more in English. You probably won’t have time to read novels but there are plenty of magazines that also help you improve your English. As you are so fond of nature, why don’t you take out a subscription to Natural Geographic?

Another suggestion is to watch films on DVD without the subtitles. That way you force yourself to listen to the language very carefully.

The best advice I can give you is to get more English-speaking pen-friends and email friends. That method really worked for me when I wanted to improve my Italian.

I hope these ideas will help. And remember, practice makes perfect, so don’t give up too easily! Write and let me Know how you get on.

В. In pairs answer the following questions about model A.

What irrelevant information has the writer included in the main body? Has the writer used the correct style? How could the paragraphs have been better organized? Correct the grammatical mistakes.

C. In pairs answer the following questions about model B.

What style has the writer used? Has the writer organized the points clearly into paragraphs? What is the topic of each paragraph? Underline the topic sentences. Replace them with other appropriate ones.

A friend of yours has sent you a letter asking for your advice as he and his parents disagree about what he should study at university. Write a letter giving him your advice. You have just been offered a very good job abroad. Write to your best friend, giving details of your news and plans. You have been invited by your friend to spend the weekend on his father’s farm. Write a letter accepting or refusing this invitation.

Источник

Типы упражнений по английскому языку

Примеры рецептивных, репродуктивных и продуктивных упражнений на уроки английского языка.

Содержимое разработки

Использование неопределенного артикля:

Впиши неопределенный артикль:

____ table, ____ apple, ____ pen, ____pencil, ____elephant, ____ girl, ____ boy, ____ orange, ____ cat, ____flat, ____umbrella, ____engineer, ____teacher, ____ iron, ____ car, ____ owl, ____ doctor, ____ room, ____ desk, ____ sofa, ____ window, ____ aunt, ____ uncle, ____ wolf, ____ evening, ____ tree, ____ flower, ____ eagle, ____ exercise, ____ chair, ____ plane.

Степени сравнения прилагательных

Образуйте сравнительную и превосходную степень прилагательных.

Short, long, silly, busy, big, rich, poor, nice, clever, pretty, shy, fine, sweet.

Образуйте сравнительную и превосходную степень прилагательных.

Talented, sensitive, successful, unpleasant, comfortable, complicated, honourable, interesting, beautiful, difficult.

Использование глагола to be в Present Simple

Вставьте глагол to be в Present Simple.

1.I . a pupil. 2. My father . not a teacher, he . a scientist. 3. . your aunt a doctor?.— Yes, she… 4. … they at home?— No, they . not at home, they . at work. 5. My brother . a worker. He . at work. 6. . you an engineer? — Yes, I . . 7. . your sister a typist? — No, she . not a typist,she . a student. 8. . your brother at school? — Yes, he . 9. . your sister at school?- No, she . not at school. 10. My sister . at home 11. … this your watch? — Yes, it. 12. She … an actress.13. This . my bag. 14. My uncle . an office- worker. 15. He . at work.

Скажите, что вы хотели бы увидеть то же самое в….

Учитель: I want to go to Moscow

Ученик: I want to go to…

Учитель: I want to see museums, galleries

Ученик: I want to see ….

Учитель: I want to visit The Red Square .

Ученик: I want to visit …

Учитель: I like playing football in my free time

Ученик: I like playing …computer games in my free time.

Учитель: My sister likes cooking in her free time

Ученик: My …brother likes …fishing in his free time

Посмотрите на эти предметы и скажите, что у кого есть и чего у кого нет?

My friend has got a…

Прочитайте диалог. Составьте с партнером диалог по аналогии.

— Hi! I’m Pavel. And you are…?
— I’m Nina.
— How are you, Nina?
— Good, thanks.
— Where are you from?
— I’m from Britain. How about you? Where are you from?

— And I’m from Australia. Nice to meet you, Nina.
— Nice to meet you.

«В магазине одежды «.

Assistant: Good morning, ma’am. How can I help you?

Customer: I’m looking for a pair of jeans. Where can I find them?

Assistant: They are over there, ma’am. Which size do you wear?

Customer: I usually buy either small or medium.

Assistant: I see. And what colour do you prefer: dark blue, black or light blue?

Customer: I’d like to find dark blue jeans without any decorative elements.

Those over there look pretty to me.

Assistant: They come only in small size. Would you like to try them on?

Customer: Yes, please. Where is the fitting-room?

Assistant: Follow me, ma’am. I’ll show you.

Customer: Thank you.

Assistant: How are they? Do you need a larger size?

Customer: No, I don’t. They are perfect on me. I’ll take them. I also need a nice T-shirt to go with them. Do you have any?

Assistant: Yes, of course. We have lots of T-shirts of your size. What color do you want?

Customer: White or beige would be great.

Assistant: Here, try this one on and tell me if you like it.

Customer: Yes, it’s wonderful, thank you. I’ll take the T-shirt too.

Do you accept credit cards?

Assistant: Yes, we certainly do, ma’am.

Customer: How much should I pay?

Cashier: It’s 85 pounds, ma’am.

Customer: Here you go.

Cashier: Thanks, ma’am. Have a good day!

Customer: Thank you. You too.

Draw the lines, name each child at the picture. Tell what are they doing?

Use Present Continuous in your answers.

Read and draw the lines. Tell what can each animal do.

Загадайте животное и опишите, не называя его (другие ученики должны угадать животное, назвать его и показать на картинке).

Источник

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