Past Simple – простий минулий час.
Час Past
Simple використовується для позначення дії, що сталося у певний час у
минулому та час вчинення якого вже минув.
Для
уточнення моменту вчинення дії в минулому під час використання часу Past
Simple зазвичай використовуються такі слова, як:
five days ago – п'ять днів тому
last year – у минулому році
yesterday – учора
in 1980 – у 1980 році
Past Simple: правила
утворення правильних дієслів у минулому часі
Правильні
дієслова в Past Simple набувають
закінчення -ed або -d. Його ми додаємо як закінчення.
Например:
To play- he played
To look - he looked
Якщо слово закінчується на букву e, то додається лише -d:
To love - he loved
Якщо слово закінчується на букву y, її потрібно поміняти на i і потім
додавати закінчення -ed. Це ми робимо тільки тоді, коли перед у приголосна буква. Порівняйте:
To cry - he cried
To play - he played
У випадку з
play перед y
– голосна e.
Що ж, ставимо закінчення -ed і радіємо, що
нічого не треба міняти!
У той самий
час є й неправильні дієслова, друга форма яких утворюється інакше. Їх потрібно просто запам'ятати:
·
to be –> was (singular), were
(plural)
- to have – > had
- to do –> did
- to make –> made
- to go –> went
- to come –> came
- to meet –> met
Утворення Past Simple
Ствердні
речення:
|
I played |
We played |
|
You played |
You played |
|
He / she /
it played |
They played |
Питальні речення:
|
Did I
play? |
Did we
play? |
|
Did you
play? |
Did you
play? |
|
Did he / she / it play? |
Did they
play? |
Негативні речення:
|
I did not
play |
We did not
play |
|
You did
not play |
You did
not play |
|
He / she / it did not play |
They did
not play |
Вправа 1: Поставте дієслово в потрібній формі.
I ______ (to be) a good friend.
He ______ (to be) a good friend.
She ______ (to be) a good friend.
It ______ (to be) a good friend.
You _____ (to be) a good friend.
We ______ (to be) good friends.
They ______ (to be) good friends.
Ann _____ (to be) a student.
Вправа 2: Складіть правильне питання.
____ you ____ (play) football yesterday?
____ you ____ (go) to the cinema five days ago?
____ you ____ (eat) an ice-cream yesterday?
____ you _____ (like) football?
Вправа 3: Оберіть was чи were.
1.
The teacher was/were nice.
2.
The pupils was/were very clever.
3.
The pupil was/were at school.
4.
Friends was/were happy.
5.
He was/were a good friend.
Вправа 4: Складіть запитальні та
негативні
речення.
My uncle lived here.
I walked in the forest.
They walked in the forest.
We visited China two month ago.
I played the guitar.
We lived here.
Tom read the book a month ago.
We visited our grandfather a week ago.
His brother liked fish.
My mum cooked dinner last night.
Вправа 5: Поставте дієслово в потрібній формі.
My sister ______ (finish) school last year.
I ________ (play) basketball with my friends last Sunday.
We ________
(go) to the cinema yesterday
Вправа 6: Виправте помилки.
1. Did he went to school yesterday?
2. Did you played the guitar?
3. You did learn English?
4. Did she works last week?
6. I didn’t played football.
7. She were a doctor.
The Present Perfect Tense
I. Write
missing words
|
go |
|
gone |
|
do |
did |
|
|
|
saw |
seen |
|
find |
|
found |
|
be |
Was, were |
|
|
|
had |
|
II. Fill
in have or has
1. We
________ finished our test.
2. I
________ borrowed a new Harry Potter book.
3.You
_______ been naughty today.
4. Where is
the cake? The dog ______ eaten it all.
5. Where is
dad? - He ____ gone to the supermarket.
6. She
______ moved to Kyiv.
III.
Write the verbs in brackets in Present Perfect.
1. We (be)
________ to Italy.
2. Ann
(play) _________ golf many times.
3. They
aren't at home. They (go)_______ out.
4. I (see)
_______ that woman before.
5. She (do)
_________ her homework.
6. Jim
(visit)_________his granny.
IV. Make the sentences negative.
1. He has gone to Spain.
2. She has closed the door .
3. He has cleaned his shoes.
4. He has had a bath.
5. They have gone to bed.
6. They
have painted their room.
V. Make up questions. Use the sentences in task IV
VI. Make
up sentences.
Mary is 43. She has had an interesting life. Write about the things she has done.
1. she / do
/ many different jobs.
2. she /
travel / to many place
3. she /
meet / a lot of interesting people
4. she / be
/ married three times
5. she / do
/ a lot of interesting things
6. she /
write / ten books
VII. Have the children prepared for the school party? Make the sentences.
1. Geena √ make a cake
2. Dennis Х buy soft drinks
3. Robert √ write invitations
4. Jenny and Mary √ find good recordings
5.
Carla Х bring a CD player
6. Al and Jim √ draw posters
Personal Pronouns
I, me, you, he,
him, she...
Demonstrative Pronouns
this, that, these,
those
Possessive Pronouns
mine, yours,
his...
Interrogative Pronouns
who, what,
which...
Reflexive Pronouns
myself, yourself,
himself...
Reciprocal Pronouns
each other, one
another
Indefinite Pronouns
another, much,
nobody, few, such...
Relative Pronouns
who, whom,
which...
Give your examples.
Make sentences.
Students interchange their points of
view.
a noun
a verb
an adjective
personality
variety
detail
interrogative
possessive
personal
singular
subject
object
he
it
they
this
that
these
Directions: Fill in the blanks with the correct subject
pronoun.
Example: Mrs. Lee is my neighbor. She is very nice
1. My shoes are black. _________________ are very old.
2.
3.
Her father is very sick.
____________ is in the hospital
4. A: Are
you and your friend going to the party?
B: Yes,
___________ are.
5.
The chairs are old and ______________ aren�t comfortable.
6.
People in
7.
The sun is a star. ____________
is very hot.
8.
Angelina and Sofia like shopping.
_____________ are going to Macy's..
9.
Dan�s mother
volunteers in the ESL lab.
______________ likes to help students.
10.
Dan�s brothers
are older than he is. _______________
live in
11.
Your homework exercises are due tomorrow. _____________ aren�t difficult.
12.
Your homework exercise was perfect.
________________ was wonderful!
13.
Today is Thursday. _____________
is very hot.
14.
Cynthia�s children
are happy. ______________ are
intelligent, too.
15.
His sister is cooking dinner.
____________ likes to cook.
16.
Fruits and vegetables are important for your health. _______________ have a lot of vitamins and
minerals.
17. A: I can�t find my glasses. B:
__________________ are on the table.
18.
He is wearing black pants.
__________________ are new.
19.
He is also wearing a new shirt.
______________ is green.
20.
Dan�s cat,
Jasmine, has blue eyes. ______________
is 4 years old.
HIS OR HER
THEIR
2. If anyone calls, tell ____________ that I'll
be back in half an hour.
HIM OR HER
THEM
3. Joe and ____________ have been close friends
for many years.
ME
I
4. Did you see Derek and ____________ at the
game?
HER
SHE
5. Between you and ____________ , this
politician cannot be trusted.
ME
I
6. Each person in the room turned ____________
head to the front when the teacher entered.
THEIR
HIS
7. We know that we can count on James, Anne, and
____________ .
HER
SHE
8. Rhonda explained that ____________ and her
sister had often eaten at that restaurant.
HER
SHE
9. Most of the workers were wearing ____________
hard hats.
HIS OR HER
THEIR
10. It's always best for a student to ask
questions when ____________ doesn't understand a problem.
SHE
THEY
11. The children in that neighborhood often ride
____________ bikes through the park.
HIS OR HER
THEIR
12. The local government plans to cut
____________ budget for recreation.
ITS
THEIR
13. When I meet new people, I'm usually curious
about ____________ occupations.
THEIR
HIS OR HER
14. Everyone who purchased one of the paintings
____________ pleased.
WERE
WAS
15. Few of the suggestions ____________
reasonable to me.
SOUND
SOUNDS
16. Christopher and ____________ want to travel
to the Far East some day.
I
ME
17. The cost of the repairs shocked both my
brother and ____________ .
I
ME
18. Most of the congestion on the highway
____________ caused by an overturned truck.
WERE
WAS
19. To Maria and ____________ , the movie seemed
very silly.
HINT: Are you
looking for a subject or the object of a preposition here?
HER
SHE
20. Both of the bicycles in the garage
____________ broken.
IS
ARE
Pace Work (Social Studies)
Тема: Транспортування.
4.1. Vocabulary Practice
Read the words and find suitable definition for them:
1. to transport
2. wagon
3. ship
4. car
5. airplane
6. train
b) To carry from one place to another;
c) a vehicle with four wheels
that is used for carrying heavy loads or passengers and that is usually pulled
by animals (such as horses)
d) a large boat used for
traveling long distances over the sea
e) a vehicle that has four wheels and an engine
and that is used for carrying passengers on roads
f) a machine that has wings and an engine and that flies through the air
Students do the task.
Let’s prove your understanding
of the words. Give synonyms to these words.
c) Try to make
your own sentences using these words.
Reading the text “Transportation”
How did people move in the past?
What did they use?
What do people use for moving and transportation
nowadays?
What do you know about the history of transportation?
After the fall of
However at sea a number of useful inventions were made. The Chinese
invented the compass centuries before it was used in
Transportation in the 19th Century
In the mid 19th century transport was revolutionized by railways. They
made travel much faster. (They also removed the danger of highwaymen). The
The first underground railway in
From 1829 horse drawn omnibuses began running in
Karl Benz and Gottlieb Daimler made the first cars in 1885 and 1886. The
motorbike was patented in 1885. Cars developed quickly. The electric car heater
was invented by Canadian Thomas Ahearn in 1890. Also in the 1880s the safety
bicycle was invented and cycling soon became a popular hobby.
Meanwhile at sea 19th century transportation was revolutionized by the
steam ship. By 1815 steamships were crossing the
Meanwhile a man named Lionel Lukin invented the life boat in 1784. By
the mid 19th century life boats were commonly used. Sadly ships often did not
have enough life boats for everybody. In
Transportation in the 20th Century
Transportation greatly improved during the 20th century. Although the
first cars appeared at the end of the 19th century after the First World War
they became cheaper and more common. However in 1940 only about one in 10
families in
In
Meanwhile in the late 19th century horse drawn trams ran in many towns
in
In the mid-20th century there was a large network of branch railways in
The hovercraft was invented in 1956. The first hovercraft passenger
service began in 1962.
Meanwhile a completely new form of transport began. In 1919 planes began
carrying passengers between
However in the early 20th century flight was a luxury few people could
afford. Furthermore only a small minority could afford foreign travel. Foreign
holidays only became common in the 1960s.
The Boeing 747, the first 'Jumbo jet' was introduced in 1970 and The Channel Tunnel opened in 1994.
Тема: Вода.
In this lesson, we will speak about water, and its characteristics.
What do you know about water?
What liquid is it?
Students brainstorm their ideas and
discuss them.
Read the words and find suitable definition for them:
1. water
2. liquid
3. clear
4. body
5. natural
a)The state of matter in whica) a substance exhibits a characteristic readiness to flow, little or no tendency to disperse, and relatively highincompressibility.
b) existing in nature and not made or caused by people : coming from
nature
c) Not obscured or darkened;
d)The entire material or physical structuree) A clear, colorless, odorless, and tasteless liquid, H2O, essential for most plant and animal life and the most widely used of all solves.
Students do the task.
b) Teacher: Let’s prove your
understanding of the words.
Write your
sentences with these words.
a) Pre-reading
activities:
- Постановка завдання, виклик потреби та
інтересу до нього:
Teacher:
What do you know about water?
What characteristics of water can you name?
What forms of water can you say?
Water (H2O) is the most abundant compound on Earth's surface, covering 70 percent of the planet. In nature, water exists in liquid, solid, and gaseous states. It is in dynamic equilibrium between the liquid and gas states at standard
temperature and pressure. At room temperature, it is atasteless and odorless liquid, nearly colorless with a hint of blue. Many substances dissolve in water and it is commonly referred to as the
universal solvent. Because of this, water in nature and in use is rarely pure and some
properties may vary from those of the pure substance. However, there are also
many compounds that are essentially, if not completely, insoluble in water.
Water is the only common substance found naturally in all three common states of matter and it is essential for all life on Earth. Water makes up 55% to 78% of the human
body.
Chemically
and physically, artesian groundwater is not different than other groundwater,
but it comes to the surface differently. Your mom is drinking water from a well
that taps an aquifer that is "confined". This aquifer is
water-bearing rock (the pores and cracks between rock particles are filled with
water) that is surrounded by other rock or material that does not allow water to
pass through. So, the water in this aquifer is squeezed by the other rocks,
creating pressure in the water-bearing aquifer.
Estimates
vary, but each person uses about 80-
Different
treatment is used depending on the source of your water. Groundwater taken from
wells has been filtered through rocks, so it is usually quite free of
particles. It can still contain chemicals and organic matter that must be taken
out, though. If your water comes from a surface-water source, such as a river
or lake, some work must be done to get rid of particulate matter. Often water
is withdrawn and pumped into holding ponds or containers, where solids and
particles can settle to the bottom. Possibly filters and sand beds are used to
screen out particulate matter, and at a minimum, chlorine is added to kill
dangerous bacteria and microorganisms.
Answer the questions.
Where does our home water come from?
How much water do I use per day?
How is water supplied to our homes?
How is the water I drink made safe?
Why does my water smell like rotten eggs?
Where does our home wastewater go?
I live on a hill, how does water get to my house?
How many baths could I get from a rainstorm?
Does a little leak in my house waste water?
My mom drinks "artesian well water". What is it?
Pace Work 7-D
Students give their ideas.
Teacher: Do you remember what a verb is?
What does a verb show?
What questions does a verb answer?
What kinds of a verb do you know?
Students interchange their points of
view. Subject, predicate.
Teacher: Today we will speak about state of being verb. What does it show?
Students: State of being verbs are a small group of verbs that
do not express action. They are linking verbs. The verb ‘be’ is the most
important linking verb. The main purpose of this verb is to serve as a link
that joins the subject to a word in the predicate that adds meaning to the
subject.
4.1. Directed Grammar Practice:
Chose the correct form of the verb to be -
am/is/are.
Начало формы
- It … cold today.
- I … at home now.
- They … Korean.
- There a pen … on the desk.
- My name … Nikita.
- We … from
- That …. right.
- I … OK, thanks.
- Clara and Steve … married.
- She … an English teacher.
Complete
each sentence by writing the correct form of the verb to be.
2. Uncle Bob ________ not feeling well today.
3. Scott and Matt______________ playing soccer tomorrow.
4. I ____________ happy today.
5. You _____________ my best friend!
6. Last year you________ in the hospital for an operation.
7. The weather __________ rainy today.
8. We ________ eating dinner last night when the doorbell rang.
9. Aunt Virginia _________ my favorite aunt.
10. They ____________ visiting their grandma next month.
Конец формы
4.2. Independent Grammar Practice:
a) Teacher:
Write an example
of each type of sentence with state of being verb.
- Declarative sentence
- Interrogative
sentence
- Exclamatory
sentence
- Imperative
sentence
b) Pair Work:
Use the
sentences you’ve just made up in a dialogue.
Тема: Ділення
І. Початок уроку
Орг.момент
Привітання
II.Повідомлення теми, мети і завдань уроку: In this lesson, we will learn about
division. We will learn the rules of division.
III.Мовленнєва зарядка
Warm-up. Введення в іншомовну атмосферу.
Teacher: Brainstorm
the situations division can be used in;
IV. Основна частина уроку.
4.1. Vocabulary Practice.
Components in a division process are dividend, divider, and quotient. Which one is each of them?
Students brainstorm and give their
ideas.
4.2. Direct Practice
Start by showing the children the problem solving using division clip on
multiplications and the corresponding divisions.
Ask each child to jot down one division fact that corresponds to a times
table up to 10 x 10 (eg 42 ÷ 7 = 6).
Stand in a large circle. Each child takes a turn to ask the person to
their right their question. Encourage children who are unsure to use the times
table square.
Time the class and emphasise speed.
When everyone has had a go, reveal the time. Tell the children that they
need to beat this time in the plenary.
Activity
Lower ability - Working in small groups, ask the children to use their
whiteboards to set each other division problems that correspond to the 2, 5 and
10 times tables.
Middle ability - Working in pairs, ask the children to use their
whiteboards to set each other division problems that correspond to the 10 x 10
times table. Once they are able to answer the problems quickly, they can write
their divisions as word problems for each other to solve.
Higher ability - Introduce the Bitesize division activity to the
children. Demonstrate the 'dividing by 9' program to the class on the
whiteboard. Ask several children to come up and solve the division sums.
Encourage them to use the 10 x 10 times table square if stuck. Then play the
Starship Crossing the Swamp multiplication and division game.
Repeat the circle game from the introduction.
Encourage the children to answer quickly to beat the time.
Play again and try to beat the previous time.
Division Story Problems:
Carla has 45 boxes of crayons in 3 boxes. How many crayons are there in
each box?
There are 39 books in the classroom. They are in a bookcase, equally on
3 shelves. How many books are there on each shelf?
Тема: Буквосполучення ‘aw’, звук [ɔ:]
Teacher: Today we will revise alphabetical names of letters, alphabetical order. We will learn a letter combination aw and its sound [ɔ:] and will work up lexis with this sound.
To start with let’s read the words on the board, arrange them in alphabetical order.
(write, knick, wrist, wrote, knife, knight, wrap,
wrong, knee)
Students complete the task.
Vocabulary Practice
We have studied digraphs. What is a digraph? (two consonants that come together to make a unexpected sound.) Name the digraphs we have studied. (ck, mb, wr, ) Can you give me some diphthongs that we have studied? (ur, er, ir, ou, ow, ) The sound we are studying today is [ɔ:] as in paw. It can be spelled two ways: au and aw. As in the ‘ow’ spelling, the w becomes a vowel when it follows the letter a. What are the spellings for [ɔ:] (au and aw).
Students analyze the rule,
interchange their points of view, and give examples.
Direct Practice: I am going to say some words. I want you to tell me if the sound [ɔ:] is in the word or not. For example, if the word is saw, you would give me the thumbs up signal because the word has the same sound as in the word paw. If the word is sat, you would give me the thumbs down signal because it does not have such a sound.
Pronounce these words to have the students indicate if
the word has the [ɔ:] sound:
|
law shawl loud gnaw not haunt
bawl fault draw drew haul crawl |
The sound [ɔ:] is usually spelled with au when it is
in the beginning or middle of the word and aw when the sound is at the end of a
word. (Be sure to draw attention to the gh
being silent in some of the words. It might be useful to call them the “ghost letters” in the words. They are
there, but you don’t know it from listening to the word.)
|
law |
dawn |
straw |
because |
|
shawl |
lawn |
awful |
daughter |
|
fault |
taught |
pause |
caught |
|
laundry |
yawn |
raw |
August |
After the words are decoded, briefly discuss meanings
of words that may be unfamiliar to the students. Reread the lines of words with
the class. Then give clues and have the students tell their buddy which word is
the answer. Call on one set of buddies to give and spell the answer. Circle the
words on the board as they are given as answers. Clues could be:
1. Used to drink with…straw
2. Synonym for rule…law
3. Stop for a little while…pause
4. He ____ the ball…caught
5. First light in the morning…dawn
6. Antonym for great…awful
7. Grass in front of a house…lawn
8. Large sloth wrapped around the shoulders for
warmth…shawl
9. A daddy’s girl…daughter
10. Teach in the past…taught
11. Might begin the answer to a why question…because
12. A word used to blame someone for something
bad...fault
13. Things that need washing…laundry
14. To breathe in with a wide open mouth...yawn
15. Synonym for uncooked…raw
16. Eighth month of the year…August
Productive Practice:
Teacher: Write
your own stories using as many words with the sound [ɔ:] as possible.
Students do the task.
Pace Work 7-D
Тема: Пілігрими
In this lesson, we will learn about the first English people who came to America.
Who discovered America? When did it take place? When was it settled?
Students
brainstorm their ideas and discuss them.
Read a story of Thanksgiving to the class (see Bibliographical
References).
Distribute The Mayflower Compact.
Explain that because the Mayflower anchored in Plymouth harbor, the patent from
the London Company was invalid in New England. As a result the Pilgrims drew up
an agreement called the Mayflower Compact, which pledged allegiance to the
English king but established a form of government by the will of the majority.
Patents were obtained from the Council for New England in 1621 and in 1630, but
the Mayflower Compact remained the basis of the colony’s government until union
with Massachusetts Bay colony in 1691. Read The Mayflower Compact out loud.
|
The Mayflower Compact “In the name of God, Amen. We, whose names are underwritten, the Loyal
Subjects of our dread Sovereign Lord, King James, by the Grace of God, of
England, France and Ireland, King, Defender of the Faith, e&. Having undertaken for the Glory of God, and Advancement of the
Christian Faith, and the Honour of our King and Country, a voyage to plant
the first colony in the northern parts of Virginia; do by these presents,
solemnly and mutually in the Presence of God and one of another, covenant and
combine ourselves together into a civil Body Politick, for our better
Ordering and Preservation, and Furtherance of the Ends aforesaid; And by
Virtue hereof to enact, constitute, and frame, such just and equal Laws,
Ordinances, Acts, Constitutions and Offices, from time to time, as shall be
thought most meet and convenient for the General good of the Colony; unto
which we promise all due submission and obedience. In Witness whereof we have hereunto subscribed our names at Cape Cod
the eleventh of November, in the Reign of our Sovereign Lord, King James of
England, France and Ireland, the eighteenth, and of Scotland the fifty-fourth. Anno Domini, 1620.” There followed the signatures of 41 of the 102 passengers, 37 of whom
were members of the “Separatists” who were fleeing religious persecution in
Europe. This compact established the first basis in the new world for written
laws. Half the colony failed to survive the first winter, but the remainder
lived on and prospered. |
4.2. Speaking
Distribute Pastor John Robinson’s
Farewell Letter to the Pilgrims. Divide the learners into four groups.
Assign one of the passages to each group to read and have them write what
Pastor Robinson was trying to say to the Pilgrims in the passage. When all
groups have finished, read each section out loud and let each group explain how
Pastor Robinson’s words were used in writing the Compact. Have the learners
define covenant, body politic, equal laws, ordinances and Constitution in their
own words.
Discuss the role of the Native Americans in helping the Pilgrims.
Discuss how the Native Americans and Pilgrims worked together for the common
good of the community.
Writing
As a summary of the lesson, ask the learners to write about the
following topic in their journals: The story of the Pilgrims is an example of
community and the common good.
Pace Work 7-D
Тема: США на початку 18 сторіччя.
In this lesson, we will learn about the birth of the country of the USA.
Who discovered America? When did it take place? When was it settled?
Students brainstorm their ideas and
discuss them.
a) Read the words and find
suitable definition for them:
1. charity
2. commit
3. hardship
4. disease
5. missionary
6. Indian
b) to decide to use (a person, money, etc.) for some particular purpose
or use.
c) the act of giving money, food, or other kinds of help to people who
are poor, sick, etc.
d) something that causes pain, suffering, or loss.
e) Native American.
f) an illness that affects a person, animal, or plant : a condition that
prevents the body or mind from working normal.
1. If you
haven't got any ……… in your heart, you have the worst kind of heart trouble.
2. The ………
watched the deer and then hurried to catch it.
3. The contracts
……… the companies to finishing the bridge by the next fall.
4. They are
working to stop the spread of ……… in those areas.
5. The city has
been experiencing a period of economic ……… .
6. The ……… was
delighted by everyone's response to the gift.
c) Try to make
your own sentences using these words.
Reading the text ‘Colonial America’
|
Colonial America The English tried to settle the Americas at Roanoke Island in 1585. The
settlement at Roanoke Island did not last, and no one knows what happened to
the people there. In 1607, the first lasting English settlement was made at
Jamestown, Virginia, by John Smith, John Rolfe and other Englishmen interested
in money and adventure. In its early years, many people in Virginia died of
disease and starvation. The colony lasted because it made money by planting
tobacco. In 1621, a group of Englishmen called the Pilgrims settled at Plymouth,
Massachusetts. A bigger colony was built at Massachusetts Bay by the Puritans
in 1630. The Pilgrims and the Puritans were interested in making a better
society, not looking for gold. They called this ideal society a "city on
a hill". A man named Roger Williams left Massachusetts after disagreeing
with the Puritans, and started the colony of Rhode Island in 1636. England was not the only country to settle what would become the United
States. In the 1500s, Spain built a fort at Saint Augustine, Florida. France
settled Louisiana, and the area around the Great Lakes. The Dutch settled New
York, which they called New Netherland. Other areas were settled by
Scotch-Irish, Germans, and Swedes. However, in time England controlled all of
the colonies, and most American colonists adopted the English way of life.
The growth of the colonies was not good for Native Americans. Many of them
died of smallpox, a disease brought to America by the Europeans. The ones who
lived lost their lands to the colonists. The Thirteen Colonies before the American Revolution In the early 1700s, there was a religious movement in the colonies called
the Great Awakening. Preachers such as Jonathan Edwards preached sermons. One
of them was called "Sinners in the Hands of an Angry God". The Great
Awakening, along with the Salem Witch Trials, was a reaction to what America
was like around 1700 and may have led to the thinking used in the American
Revolution. By 1733, there were thirteen colonies. The colonies are often divided
into three groups. The northern group was called New England and included New
Hampshire, Massachusetts, Rhode Island, and Connecticut. There were four
Middle Colonies: New York, New Jersey, Pennsylvania, and Delaware. The South
had five colonies: Maryland, Virginia, North Carolina, South Carolina, and
Georgia. New England had small farms and focused on fishing, forestry (trees
and lumber), shipping, and small industry to make money. The South had large
plantation farms that grew tobacco and later cotton. Plantations were farmed
first by indentured servants (people who would work for a period of years in
return for passage to America and land), and later by slaves. The Middle
Colonies had medium-sized farms. These colonies also had people from many
different cultures with many different beliefs. All three regions were tied
to the "Atlantic economy". Atlantic merchants used ships to trade
slaves, tobacco, rum, sugar, gold, spices, fish, lumber, and manufactured
goods between America, the West Indies, Europe and Africa. New York,
Philadelphia, Boston, and Charleston were the largest cities and main ports
at that time. From 1754 to 1763, England and France fought a war over their land in
America called the Seven Years' War or the French and Indian War, which the
English won. After the war, they issued the Proclamation of 1763. It said
that people who lived in the thirteen colonies could not live west of the
Appalachian Mountains. Many colonists who wanted to move to the frontier did
not like the Proclamation. |
a) Pre-reading: What
do you know about the early period of American history?
b) While-reading activities: Find the words discussed at the beginning of the lesson.
c) Post-reading activities: Say whether you were right.
Pace Work 7-D
Тема: Речення. Види речень. Розповідне речення. Питальне речення.
Teacher: Do you remember learning
about sentences? Sentences have different purposes. How many types of sentences
do you remember?
Students interchange their points of view.
Some make statements. Some ask questions. Others give
commands, and still others express strong feelings. Here are the four types of
sentences by purpose. Make up your own sentences.
A declarative sentence makes a statement or expresses an opinion. Use a
period at the end of a declarative sentence.
Some animals were large.
He often plays football in the evening.
Ann is watching TV now.
An interrogative sentence asks a question and ends with a question mark.
Did you go to the cinema yesterday?
Is she a good student?
How many flowers do you see?
Do you remember what punctuation marks are used in the
end of declarative sentence?
And what punctuation mark do we use at the end of
interrogative sentences?
Students interchange their points of
view.
Put a period or a question mark after each sentence.
On the line write declarative or interrogative.
1. Who is your friend ___________________
2. Harry is my friend ____________________
3. Did mother bake some bread ______________________
4. Honeybees make honey ________________________
5. How many cows do you see ______________________
6. Did the boys catch any fish _________________________
7. The car started with a jerk __________________________
8. Are the stars shining ______________________
9. I like to smell the flowers _________________________
10. Wags chased the ball __________________________
Change each declarative sentence into interrogative.
1. Wags is a funny dog.
2. Grandpa will visit us tomorrow.
3. Salmon can swim upstream.
4. The sun is shining.
5. The cup did break.
Change each interrogative sentence into declarative.
1. Does he have a new toy?
2. Are the apples ripe?
3. Does he often say kind words?
4. Will dinner soon be ready?
5. Did he see the bird?
a) Teacher:
Write some
examples of each type of sentence.
- Declarative sentence about your school
- Interrogative
sentence about your friend
- Declarative
sentence about today’s weather
- Interrogative
sentence about your country
- Declarative
sentence about your pet
- Interrogative
sentence about your friend’s birthday party
- Declarative
sentence about your hobby
- Interrogative
sentence about your favorite film
Use the
sentences you’ve just made up in a dialogue.
A sentence is a group of words that expresses a
complete thought.
Are these sentences?
1. "Ashley walks to the park."
2. "She takes a friend with her."
3. "Climb a tree."
Both (1) and (2) are sentences, but (3) is not a
sentence. Why? It does not express a complete thought. We wonder: who climbs a
tree? Why?
-By adding some
words to (3) we can make a complete sentence:
"Ashley and her friend climb a tree."
Every sentence has a subject and a predicate. The
subject usually contains the main subject or noun, and the predicate tells what
the subject is doing, which contains the verb of the sentence.
|
Subject |
Predicate |
|
Ashley |
walks
to the park |
|
She |
takes a
friend with her |
|
Ashley
and her friend |
climb a
tree |
Teacher has the students write their own sentences on
the board, and then identify the subject and predicate in each sentence.
Rules for writing sentences:
1. Every
sentence must begin with a capital letter.
2. Every
sentence must end with a punctuation mark. You use different marks for
different kinds of sentences.
Punctuation Marks:
A period (.)
ends a sentence that tells something, or makes a statement.
A questions
mark (?) ends a sentence that asks a question.
An exclamation
point (!) ends a sentence that shows excitement.
Types of Sentences
There are three kinds of sentences that we say and
write every day.
1. Declarative: a type of sentence that declares or
makes a statement.
Example -
"Tom goes to school."
2. Interrogative: a sentence that asks a question.
Example -
"Did Tom go to school?"
3. Imperative: a sentence that makes a request or
gives a command.
Example -
"Hurry Tom! Go to school now!"
Example sentences:
(Teachers: complete the following sentences with the
students. Identify the type and show them how to underline the subject with one
line, and the predicate with two lines.)
"Did Juan finish his chores?" (Interrogative
sentence)
(Subject: Did
Juan/ Predicate: finish his chores)
"Sam and Adam played football." (Declarative
sentence)
(Subject: Sam
and Adam/ Predicate: played football)
"Charlie, stop that now!" (Imperative
sentence)
(Subject:
Charlie/ Predicate: stop that now)
Independent Grammar Practice:
Write different complete subject parts on sentence strips.
Write different predicate parts on sentence strips. They can be simple
or complex, depending on grade level.
If you are integrating the simple subject and the simple predicate,
write them in different colored marker.
Pass out the sentence strip, faced down.
Count down to zero from 3 and have students turn their sentence strip
over.
They then proceed to side of the classroom which is designated for the
complete subject and the complete predicate.
Count down to zero from 5. They must stop quickly, get to their spot or
if they are not sure where to go, have them sit down and watch. They can try on
the next round.
The students hold up their sentence strip. The group on the opposite side
has to check to see if anyone from the opposite side belongs on their side.
Pair Work:
Use the
sentences you’ve just made up in a dialogue.
Рефлексія. (What features of a sentence do you know? What are the main components of any English sentence?)
|
Find the action verb in the sentences below. 1. The Sun produces its own light, heat, and
energy. 2. Mars excites scientists because it is a lot
like Earth. 3. Scientists research the planets in our solar
system. 4. The asteroid sailed across the sky. 5. John read that Venus is about the same size as
Earth. 6. We live on the planet Earth. 7. Fifty moons orbit the planet Jupiter. 8. On Saturn, the atmosphere gradually turns to
liquid. 9. Uranus rotates on its side. 10. Two scientists discovered Neptune in 1846. |
In this lesson, we will review previous
material about air, its components and learn new component of air – water vapor.
Also we will learn about water cycle.
What do you know about air?
What do you know about the components of air?
Is air important for leaving creatures? Why?
Students brainstorm their ideas and
discuss them.
Vocabulary Practice
Read the words and find
suitable definition for them:
1. Cycle
2. drop
3. oxygen
4. vapor
5. prove
6. nitrogen
a) a colorless, odorless gas and the life-supporting component of the air.
b) a small amount of water.
c) to make certain.
d) water gas.
e) gas ,the air people mostly breathe.
f) a repeating turn around.
Students do the task.
b) Let’s prove your
understanding of the words. Read the following sentences and fill in the gaps
with one of the words (1-6):
1. The earth
moves around the sun in a ……….. .
2. Most of the
air we breathe is made up of a gas called ………… .
3. Watch the
………… .creep down the window
4. Air has
neither ………… nor ………… .
5. How can you
…………that a bear can’t fly?
c) Try to make
your own sentences using these words.
Reading the text “What is water vapor?”
a) Pre-reading activities:
- Постановка завдання, виклик потреби та
інтересу до нього:
Have you
ever heard about such air component as water vapor?
Can people see
water vapor?
How can water
pass into the air as water vapor?
Let’s read the text and see if you are right.
What is water vapor?
Water vapor is water in its gaseous state-instead of liquid or solid (ice).
Water vapor is totally invisible. If you see a cloud, fog, or mist, these are
all liquid water, not water vapor.
Water vapor is extremely important
to the weather and climate. Without it, there would be no clouds or rain or
snow, since all of these require water vapor in order to form. All of the water
vapor that evaporates from the surface of the Earth eventually returns as
precipitation - rain or snow.
Water vapor is also the Earth's most
important greenhouse gas, accounting for about 90% of the Earth's natural
greenhouse effect, which helps keep the Earth warm enough to support life.
When liquid water is evaporated to
form water vapor, heat is absorbed. This helps to cool the surface of the
Earth. This "latent heat of condensation" is released again when the
water vapor condenses to form cloud water. This source of heat helps drive the
updrafts in clouds and precipitation systems, which then causes even more water
vapor to condense into cloud, and more cloud water and ice to form
precipitation.
Interesting facts:
Water Vapor Cools AND Warms the Climate System? When water evaporates from
the surface of the Earth, it cools the surface. This keeps the surface from
getting too hot. But because that water vapor is also the atmosphere's primary
greenhouse gas, water vapor acts to keep the Earth's surface warmer than it
would otherwise be.
So which effect is stronger, water
vapor's cooling effect or warming effect? Interestingly, it is seldom mentioned
in the global warming debate that the surface cooling effect of evaporation
(which creates water vapor) is stronger than its greenhouse warming effect.
c) Post-reading activities:
Put the right word.
- Water vapor is ……. in its gaseous state-instead of
liquid or solid (ice).
- When liquid water is ……..to form water
vapor, heat is absorbed.
- Without it, there would be no clouds or ……. or …………
Answer the questions.
What is water vapor?
So which effect is stronger,
water vapor's cooling effect or warming effect?
Water Vapor Cools AND Warms the
Climate System?
- Why is
water vapor important?
Writing.
Write your
questions to the text.
Students give their ideas.
. Directed Grammar Practice:
A sentence is a group of words that expresses a
complete thought.
Are these sentences?
1. "Ashley walks to the park."
2. "She takes a friend with her."
3. "Climb a tree."
Both (1) and (2) are sentences, but (3) is not a
sentence. Why? It does not express a complete thought. We wonder: who climbs a
tree? Why?
-By adding some
words to (3) we can make a complete sentence:
"Ashley and her friend climb a tree."
Every sentence has a subject and a predicate. The
subject usually contains the main subject or noun, and the predicate tells what
the subject is doing, which contains the verb of the sentence.
|
Subject |
Predicate |
|
Ashley |
walks
to the park |
|
She |
takes a
friend with her |
|
Ashley
and her friend |
climb a
tree |
Teacher has the students write their own sentences on
the board, and then identify the subject and predicate in each sentence.
Rules for writing sentences:
1. Every
sentence must begin with a capital letter.
2. Every
sentence must end with a punctuation mark. You use different marks for
different kinds of sentences.
Punctuation Marks:
A period (.)
ends a sentence that tells something, or makes a statement.
A questions mark (?) ends a sentence that asks a question.
Types of Sentences
There are three kinds of sentences that we say and
write every day.
1. Declarative: a type of sentence that declares or
makes a statement.
Example -
"Tom goes to school."
2. Interrogative: a sentence that asks a question.
Example -
"Did Tom go to school?"
3. Imperative: a sentence that makes a request or
gives a command.
Example -
"Hurry Tom! Go to school now!"
Example sentences:
(Teachers: complete the following sentences with the
students. Identify the type and show them how to underline the subject with one
line, and the predicate with two lines.)
"Did Juan finish his chores?" (Interrogative
sentence)
(Subject: Did
Juan/ Predicate: finish his chores)
"Sam and Adam played football." (Declarative
sentence)
(Subject: Sam
and Adam/ Predicate: played football)
"Charlie, stop that now!" (Imperative
sentence)
(Subject:
Charlie/ Predicate: stop that now)
4.2. Independent Grammar Practice:
Write different complete subject parts on sentence strips.
Write different predicate parts on sentence strips. They can be simple
or complex, depending on grade level.
If you are integrating the simple subject and the simple predicate,
write them in different colored marker.
Pass out the sentence strip, faced down.
Count down to zero from 3 and have students turn their sentence strip
over.
They then proceed to side of the classroom which is designated for the
complete subject and the complete predicate.
Count down to zero from 5. They must stop quickly, get to their spot or
if they are not sure where to go, have them sit down and watch. They can try on
the next round.
The students hold up their sentence strip. The group on the opposite side
has to check to see if anyone from the opposite side belongs on their side.
4.3. Pair Work:
Use the
sentences you’ve just made up in a dialogue.
|
Find the action verb in the sentences below. 1. The Sun produces its own light, heat, and
energy. 2. Mars excites scientists because it is a lot
like Earth. 3. Scientists research the planets in our solar
system. 4. The asteroid sailed across the sky. 5. John read that Venus is about the same size as
Earth. 6. We live on the planet Earth. 7. Fifty moons orbit the planet Jupiter. 8. On Saturn, the atmosphere gradually turns to
liquid. 9. Uranus rotates on its side. 10. Two scientists discovered Neptune in 1846. |
Today we are going to learn more facts about the Greatest Common Factor. We are going to do some tasks to improve your knowledge.
Now let's try to solve this problem. You have to add or subtract.
On Monday the City of
The "Greatest Common Factor" is the largest of the common factors (of two or more numbers)
Finding the Greatest Common Factor
Here are three ways:
1. You can:
find all factors of both numbers (I have an All Factors Calculator to help you),
then select the ones that are common to both, and
then choose the greatest.
2. You can find the prime factors and combine the common ones together.
3. And sometimes you can just play around with the factors until you discover it.
T.: When you find all the factors of two or more numbers, and you find some factors are the same ("common"), the largest of those common factors is the Greatest Common
Factor (GCF).
Now, please, answer the questions:
What are the factors of 12? 1, 2, 3, 4, 6, and 12
What are the factors of 20? 1, 2, 4, 5, 10, and 20
Which are the common factors? 1, 2, and 4
What is the GCF?
You have got the cards (card#2). You should find the Greatest Common Factor.
Read and study the rules:
The "Greatest Common Factor" is the largest of the common factors (of two or more numbers)
Finding the Greatest Common Factor
Here are three ways:
1. You can:
find all factors of both numbers (I have an All Factors Calculator to help you),
then select the ones that are common to both, and
then choose the greatest.
2. You can find the prime factors and combine the common ones together.
3. And sometimes you can just play around with the factors until you discover it.
Example: Find the GCF of 18 and 27
The factors of 18 are 1, 2, 3, 6, 9, 18.
The factors of 27 are 1, 3, 9, 27.
The common factors of 18 and 27 are 1, 3 and 9.
The greatest common factor of 18 and 27 is 9.
Card#2
1. Find the GCF of each set of numbers.
a) 12, 78 6
b) 40, 50 10
c) 20, 45 5
d)32, 48, 16
e) 36, 60, 84
2. Which set of numbers has the greatest
GCF?
a) 4, 5, 20
b)18, 36
c) 18, 36, 45
d) 23, 29
players. When they march in a parade, there is the same number of students in
each row.
a) Find the greatest number of students in each row.
b) How many rows of each group are there?
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