Консультации по английской грамматике В помощь учителю иностранного языка (стр. 8 из 10)
3. Put the crayon down.
4. Pick up a green crayon.
5. Draw a fish in the fish bowl.
6. Put the green crayon down.
7. The green fish is in the fish bowl.
8. Pick up an orange crayon.
9. Draw a fish in the fish bowl.
10. Draw another fish in the fish bowl.
11. Put the orange crayon down.
12. The orange fish are in the fish bowl.
13. Pick up a purple crayon.
14. Draw a fish in the fish bowl.
15. Put the purple crayon down.
16. A purple fish is in the fish bowl.
17. Draw some water in the fish bowl.
18. The fish like the water.
Setting the Table
1. Pick up the cup. (Note: after lay, place, sit and put
2. Put it on the table, into/onto are not used, in and on are
3. The cup is on the table, used instead)
4. Pick up the plate.
5. Put it on the table.
6. The plate is on the table.
7. Pick up the fork.
8. Put it on the table.
9. The fork is on the table.
10. Pick up the knife.
11. Put it on the table.
12. The knife is on the table.
13. Pick up the spoon.
14. Put it on the table.
15. The spoon is on the table
16. The table is set.
Funny Positions
1. Put your foot on your knee.
2. Take your foot off your knee.
3. Put your foot on your chin.
4. Put your hand on your back.
5. Take your hand off your back.
6. Take your foot off your chin.
7. Put your chin on your hand.
8. Take your chin off your hand.
9. Put your chin on your knee.
10. Take your chin off your knee.
11. Pretend to put a hat on.
12. Pretend to put a ring on.
13. Pretend to take the hat off.
14. Pretend to take the ring off.
Under the Table or Chair
1. Pick up the book.
2. Put it under the table.
3. Pick up the pencil.
4. Put it under the table.
5. Pick up the book.
6. Put it under the chair.
7. Pick up the piece of paper.
8. Put it under the chair.
9. Pick up the piece of paper.
10. Put it under the table.
11. Put it under the chair.
12. The piece of paper is under the chair.
13. Pick up the crayon.
14. Put it under the piece of paper.
The Rope Game
1. Pick up the rope.
2. Put the rope on the floor.
3. Step over the rope.
4. Pick two helpers.
5. Each helper holds an end of the rope.
6. Step over the rope.
7. Helpers, lift the rope a little.
8. Step over the rope.
9. Helpers, lift the rope a little.
10. Step over the rope.
Paper Chains
1. Pick up a paper strip.
2. Put some glue on one end.
3. Glue both ends together.
4. Pickup another strip.
5. Put some glue on one end.
6. Put the strip through the circle.
7. Glue both ends together.
8. Pick up another strip.
9. Put some glue on one end.
10. Put the strip through the circle.
11. Glue both ends together.
12. Pickup another strip.
13. Put some glue on one end.
14. Put the strip through the circle.
15. Glue both ends together.
16. That's a pretty paper chain.
Bring a picture with many people going around, doing things, etc., pin the picture on the chalkboard. Provide sentences from which the prepositions have been deleted and ask the students to fill in the gaps. Then ask someone to describe the picture as a whole.
Describe your daily journey to school or work, giving full details of your route.
Pin the local map on the wall, ask the students to describe the location of each place on it using a preposition.
Look at the picture and fill in the blanks with one of the following prepositions. Each preposition may be used only once: down, through, from, around, up, past, to, along, across, into, of, at.
One hot summer morning, we decided to take atrip in our car ... the city ... the ocean. We got ... the car and drove ... the highway. We went... one side ofMt. Washington and ... the other side. The highway went... the lake and ... the bridge. Then we drove ... the forest and ... the big water tower. We arrived ... the beach and the climbed out... the car.
Look at the local map and describe how to go from one place to another: from the park to the cleaner's, from the militia station to the drugstore, from the bookstore to the library, from the post office to the railway station, from the department store to the church.
Where did the fly go? Put in prepositions: around, into, on, out of, through, under, up.
The fly came in through the door.
1. It flew ... the chair.
2. It crawled ... the chair leg.
3. It stopped ... the desk for a moment.
4. It went ... the telephone.
5. It flew ... the drawer.
6. It went ... the window.
Key: 1 under; 2 up; 3 on; 4 around; 5 into; 6 out of.
Teach a whole set of related prepositions simultaneously using a situational game approach. You will need a large chart with the following objects and locations represented in a line or circle:
school supermarket
street street
lamppost bridge
mailbox corner
parking lot home
The relationship of the person's movement with respect to these objects is marked with arrows.
When John gets out of school he goes across the street, under the lamppost, past the mailbox, through the parking lot, into the supermarket, out of the supermarket, along the next street, over the bridge, around the corner, and then he's (at) home.
Practise with the first and third person singular and with the plural.
Prepositions of time
at, on, in, for, since, during, over, from ... to/till/until,
between, by, before.
The following activities can be recommended to practise the use of prepositions of time.
Look at an English story and choose a paragraph with some prepositions in it. Copy the paragraph, living blanks instead of prepositions. Ask the students to put in the prepositions.
Have a look at the calendar and insert the appropriate prepositions.
January 1997
1. Winter holidays will begin ... the 1st of January and last ... the 10th.
2. Jane will arrive ... the 2nd of January and will leave ... the 4th. She will stay ... four days and will sleep in the sitting room ... her stay.
3. The Christmas service in the church will start ... midnight and go on all ... the night.
4. The third term will begin ... the llth ... Saturday.
5. I'll do shopping ... the afternoon ... Monday.
6. My Ma's birthday party will be arranged ... the 15th of January. She was born ... 1947.
7. The theatre performance will begin ... noon. We'll have to gather an hour ... it.
8. I'll get up early ... the morning ... Saturday the 25th. We'll travel home by train ... the ski trip.
9. A mock exam in geography will take place ... Thursday the 30th.
Ask a student to report on your life in January 1997.
Explain when school holidays and public holidays occur in your country.
Explain what the dates in brackets mean.
William Shakespeare (1564-1616)
Alexander Pushkin (1799-1837)
The Bicentenary of American Independence (1976)
The Eight Hundred Fiftieth Anniversary of Moscow (1147)
Say what you do and how you feel before, during and after an important exam.
Answer the questions using prepositions given.
1. When is your birthday? (on)
2. When is the summer, winter in your country? (from, to)
3. When does your English class begin? (at)
4. How long does it last? (for)
5. When do you have breakfast? (in)
6. How long do you sleep at night? (for)
7. What day of the week is your English class? (on)
8. How long have you been studying English? (since)
9. What is the work week in your country? (from, to)
10. What year did you begin school? (in)
Use the information in brackets to finish the sentences.
О (2→3) The shop will be closed from 2 to 3.
0 (Friday→) She will be on holiday from Friday.
1 (June→August) The beach is busy ...
2 (10 o'clock) I'll be at the sports centre ...
3 (March→) The new motorway will be open ...
4 (Monday→Friday) We work ...
5 (1991→1994) He lived in Kenya ...
6 (January→) She will be in Hong Kong ...
Key: 1 from June to August; 2 from 10 o'clock; 3 from March;
4 from Monday to Friday; 5 from 1991 to 1994; 6 from January.
Have students practise the specific-to-general or general-to-specific sequences typically signalled by at—on—in in English for addresses and dates:
Two business people are arranging a meeting. Use "in," "on," or "at."
A: I'm free on the 15th March. Can we meet then?
B: That's Friday, isn't it? No, I'm afraid I can't see you I... Friday. I'll be in Brighton.
A: I'd like to have a meeting this month. I shall be very busy 2... April.
B: I'm having an extra couple of days' holiday 3... Easter, so perhaps the week after. Shall we meet 4... the 27th? That's Wednesday.
A; Well, I've got an appointment 5... the morning but nothing 6... the afternoon. How about 7... Wednesday afternoon 8... about half past two?
B: Yes, that'll be fine.
Key: 1 on; 2 in; 3 at; 4 on; 5 in; 6 in; 7 on; 8 at.
Put in "for" or "since."
A: How long have you been learning English?
B: Well, I did it 1 ... five years at school, and I've been having evening classes 2 ... then.
A: And you're staying here 3 ... three months?
B: That's right. I've been here 4 ... the end of April. Then I'm going to London 5 ... a week afterwards.
Key: 1 for; 2 since; 3 for; 4 since; 5 for.
Clair is talking to her teacher. Put in "by" or "until." Clair: I'm supposed to finish my project this week, aren't I? Mrs Lewis: Yes, you should give it to me by the end of the week. I'd like to have it 1 ... Friday, ideally.
Clair. I'm afraid that's going to be difficult. I'm going on a three-day study trip tomorrow. I'll be away 2 ... Thursday. I think the project is going to take me 3 ... the middle of the next week. I can't finish 4 ... the end of this week.
Mrs Lewis: Well, let me have it 5 ... Wednesday of next week.
Key: 1 by, 2 until, 3 until, 4 by, 5 by.
Prepositions of Cause and Purpose
of, from, because of, due to, for, in
Complete each sentence using a preposition showing cause or purpose.
1. The drivers were hurt ...
2. The people were victims ...
3. The man was angry ...
4. The man was tired ...
5. The thief broke into the safe ...
6. The man died ...
7. The patient died ...
Key: 1 in/because of the accident; 2 of a flood; 3 because of the broken window; 4 from exertion; 5 for money; 6 in/due to/ because of the fall; 7 from the operation.
Speak why a person can be in a sad or happy state of mind.
Idiomatic phrases with prepositions are supposed to be learned by heart: at risk, at top speed, by mistake, for sale, from sb's point of view, in advance, in a hurry, on average, on holiday, on business, on leave, on the market, on television, on the radio, out of order, in time/on time, in the end/at the end, in the beginning/ at the beginning, on the way/in the way, etc.
Prepositions in Action The directions are given to draw each figure as directed.
1. Put a triangle next to a circle.
2. Draw a dot below a rectangle.
3. Put a square between two circles.
4. Draw a circle with a dot in the centre.
5. Put an X on the middle of a line.
6. Draw six circles around a square.
7. Put a circle with a dot in the centre of a triangle. This game can be played in different ways: directions can be given by a teacher to the class with someone drawing the figure on the chalkboard, by the class to a student; it can be played in pairs (like the well-known "Sea Battle").
Teach using contrasts in context using real objects or pictures:
in vs. on; through vs. on, etc., e.g.:
The coin is in the box.
The coin is on the box.
He walked on the grass (i.e., a lawn).
He walked in/through the tall grass (i.e., in a field).
Teach and test prepositions using a modified cloze technique. I met John 1 ... the corner of Fifth Avenue and 48th Street 2 ... 9.30. He had come 3 ... foot, whereas I had come 4 ... subway. We both wanted to buy books 5 ... New York. One bookstore had news of a sale painted 6 ... the front window.We decided to go 7 ... that bookstore.
Key: 1 on; 2 at; 3 on; 4 by; 5 in; 6 on; 7 into.
Practising preposition in certain syntactical positions, i.e. in grammatical structures in which they are used, is very useful.
Some verbs can have two objects: an indirect object (the person receiving sth or for whose benefaction sth is done) and a direct object (the thing that someone gives).
Kate gave methis cassette.
I'll send my cousin a present. We bought all children an. ice cream, The same can be expressed with a different pattern.
Kate gave the cassette to someone else.
I'll send apresentto my cousin.
We bought ice creams for all the children.
Two problems arise here: (1) the problem of word order, i.e. whether or not the object movement is permissible, whether or not the indirect object may be placed near the end of the sentence;
(2) by what preposition the indirect object being placed at the end of the sentence may be preceded, by the preposition "to" or "for."
No preposition is used with the indirect object preceding the direct object. The choice of the preposition "to" or "for" depends on the predicate-verb. We can use the "to" pattern with the so-called "dative" verbs: bring, give, hand, leave, lend, offer, owe, pass, pay, post, promise, read, sell, send, show, teach, take, tell, throw, write.
Jill paid themoneyto the cashier.
Jill paid the cashierthemonеу.. Or:
We showed thephotos to Simon.
We showed Simonthephptos_ Or:
Let me read thisitemof news.to you.
Let me read youthisjtem of news.. Or:
We can use the "for" pattern with an indirect object with the so-called "benefactive" verbs: book, bring, buy, build, cook, choose, fetch, find, get, leave, make, order, pick, prepare, reserve,save.
They found aspareticket for me. Or: They found me a spare ticket.
I've saved a seat for you. Or: I've saved you a seat.