Методическая разработка по английскому языку (5 класс) по теме: Дидактические материалы «Словообразование в английском языке» Гурова О.В. учитель английского языка МБОУ г. Владимира «Лицей №17»

Дидактические материалы

«Словообразование в английском языке»

Гурова О.В. учитель английского языка МБОУ г. Владимира

«Лицей №17»

Пояснительная записка

Иностранный язык (в том числе и английский) входит в общеобразовательную область «Филология». Происходящие сегодня изменения в общественных отношениях требуют повышения коммуникативной компетенции школьников, совершенствования их филологической подготовки.

Современная форма итогового контроля в виде Единого Государственного Экзамена предъявляет высокие требования к выпускнику. Несмотря на то, что итоговая аттестация выпускников проходит в форме ЕГЭ не первый год, тревога у учащихся и их родителей по этому поводу  возникает каждый раз. Не секрет, что порой сдача ЕГЭ превращается в испытание нервной системы детей на прочность.

В данной связи, задача учителя помочь детям адаптироваться к современным требованиям итогового контроля. Порог тревожности у детей можно снизить лишь тогда, когда выпускник обладает достаточной компетенцией по предмету и ознакомлен со стратегиями сдачи ЕГЭ. Эти задачи можно решать как в рамках урока, так и используя дидактические материалы дополнительно.

Дидактические материалы посвящены систематическому изложению учебного материала, углублению филологических знаний школьников о вариативности английского языка и особенностях его функционирования в англоязычных странах. Данные материалы расширяют, и углубляет базовую программу по английскому языку. В современных УМК уделяется недостаточно внимания морфологическому, фонетическому, орфографическому, синтаксическому аспектам английского языка. Задания по ЕГЭ по английскому языку предполагают умения оперировать языковыми навыками. На занятиях будут рассматриваться все аспекты  языковой теории и практики, закрепляться грамматические словоформы и структуры. Материалы предназначены для учащихся 5-6 классов общеобразовательных школ и школ углубленным изучением английского языка.

Цели и задачи:

1. углубить и расширить знания по предмету английский язык;
2.   повторить и обобщить материал по  словообразованию английского языка
3. развивать гибкость мышления
4. сформировать лексико-грамматические и орфографические навыки  высокого уровня
5. научить анализировать и объективно оценивать результаты собственной учебной деятельности;  развивать творческий потенциал учащихся

Ожидаемые результаты:

По окончанию курса учащиеся должны уметь:

1. правильно оформлять словосочетания и предложения;
2. знать основные особенности ассимиляции английских звуков, уметь правильно читать транскрипцию в словаре;
3. находить и узнавать общие элементы в написании и звучании слов.
4. уметь сопоставлять и классифицировать слова сходные по звучанию и написанию.
5. уметь писать со слуха учебные диктанты, построенные на знакомом лексико-грамматическом материале.

Тематическое планирование

№ п/п	Название темы
1.	Образование существительных с помощью суффикса “er”
2.	Словосложение: существительное  + существительное
3	Правила образования множественного числа существительных
4	Образование существительных с помощью суффиксов “ment”, “tion”,” ist”
5.	Образование сравнительной степени прилагательных
6.	Образование превосходной степени прилагательных
7.	Образование прилагательных с помощью суффикса “full” и “less”
8.	Образование прилагательных с помощью суффикса “y”
9.	Образование прилагательных с помощью суффиксов и префексов
10.	Образование наречий с помощью суффикса “ly”
11.	Суффиксы числительных “teen”, “ty”, “th”
12.	Использование префиксов. Префиксы с отрицательным значением  dis, un
13	Префикс  «re»-значение и употребление
9.	Конверсия в английском языке
10.	Омонимы

«Образование существительных от глаголов путем прибавления

суффикса “er”»

1. Learn this rule.

Camp means to live outdoors. Our family will camp at the lake.

camp + er = camper Camper means one who camps.

Add the suffix “er” to these verbs to form nouns.

1. rent      ______________________                        
2.  hunt   _______________________  
3. jump   _______________________
4. teach   _______________________
5. paint   _______________________
6. help   ________________________
7. speak  _______________________

2. Learn this rule.

If a verb ends in ‘”e” we drop “e” and add “er” drive  +  er = driver

Add “er” to these verbs to form nouns.

1. drive  ______________________
2.  produce  ___________________
3. ride  _______________________
4. trade  ______________________
5. provide  ____________________
6. manage  ____________________

4. Match the definitions with these nouns formed from verbs.

_______ (1) farmer                  (A) means one who carries goods with a truck

_______ (2) painter                  (B) means one who pays to use something

_______ (3) trucker                  (C) means one who makes something

_______ (4) renter                    (D) means one who raises crops or animals

_______ (5) producer               (E) means one who shares a skill or knowledge

_______ (6) teacher                  (F) means one who covers with paint

_______ (7) printer                   (G) means one who makes something by using ink

_______ (8) driver                    (H) means one who guides a vehicle

5. Write short sentences using these nouns.

1. jumper  _______________________________________________________
2. worker  _______________________________________________________
3. speaker  ______________________________________________________
4. helper  _______________________________________________________
5. leader  _______________________________________________________
6. driver  _______________________________________________________
7. painter _______________________________________________________
8. rider  ________________________________________________________
9. singer  _______________________________________________________

6. Learn how to write these spelling words. Write down a dictation.

manager, provider, producer, speaker, rider, printer, renter, farmer, traveler

«Словосложение: существительное  + существительное».

1. Learn this rule.

Sometimes we can write two words together to make one word. birth  +  day  = birthday

Write the two words together to make one word.

foot  +  ball  =_______________________________________________________

wood  +  chuck  =____________________________________________________

rain  +  bow  =_______________________________________________________

wind  + mill  =______________________________________________________

pea  +  nut  =________________________________________________________

eye  +  lash  =_______________________________________________________

honey  +  bee = _____________________________________________________

fisher  +  man  =_____________________________________________________

wood  +  pecker =____________________________________________________

3. Draw a line between the spelling word and the picture.

woodpecker

fisherman

honeybee

football 

basketball

birthday 

4. Match the definitions with its meaning.

______ (1) peanut                         (a) means an insect that make honey

______ (2) honeybee                     (b) means a machine which uses wind power to

                                                            do work

______ (3) windmill                      (c) means the nut-like seed of a certain plant

______ (4) fisherman                     (d) means an insect with large broad wings

______ (5) butterfly                       (e) means one who catches fish

______ (6) supermarket                 (f) a large grocery store

5. Fill the blanks using these spelling words.

1. Did you get an ______________ in your eye?
2. That pecking _________________ is after the bug!
3. Sometimes a _________________ grinds grain.
4. Grandpa is a good ____________________.
5. A _________________ sleeps all winter.

«Правила образования множественного числа существительных»

Exercise 1. Маке these nouns plural by adding “s”. Translate the words.

For example: an animal-animals, животное-животные

a thing, a bag, a pencil, a picture, a carpet, a lamp, a museum

Exercise 2. Маке these nouns plural by adding “es”. Translate the words.

For example: a family-families, семья-семьи

a country, a copy, a factory, a colony, a fly, a baby, a story

Exercise 3. Маке these nouns plural by adding “es”. Translate the words.

For example: a box-boxes, коробка-коробки

 a tomato, a fox, a class, a church, a dish, a match, a potato

 

Exercise 4. Маке these nouns plural by adding “es”. Translate the words.

 a loaf, a wolf, a knife

 «Использование префиксов re, dis, un»

Learn this rule

Exercise 1.

Build new words by adding the prefix “re” to those words and translate them

2. ________________
3. ________________
4. ________________
5. ________________
6. ________________
7. ________________
8. ________________
9. ________________

Exercise 2.

Match the words and their definitions

_____ to wrap things again                  (1)  recount

_____ to name one by one again          (2)  reappear

_____ to come into sight again             (3) refresh

_____ to put down again                      (4) repack

_____ to make full of life again             (5) replace

 Exercise 3.

Make up sentences with these words: replace, recount, reread, recount, reuse

Exercise 4.

Build new words by adding the prefix “dis” to these words and translate these words

appear, cover, place, arm, believe, use, like, count

For example: appear-появляться, disappear-исчезать

1. ________________
2. ________________
3. ________________
4. ________________
5. ________________
6. ________________
7. ________________
8. ________________

Exercise 5.

Fill the blanks using these words

unlock, discover, reread, disappear, uncomfortable

1. It is helpful to … the rule before testing.
2. When did Columbus … America?
3. First, he … the door, then entered the house.
4. We saw the sun disappear before the storm.
5. The sofa in the room was …  .

Степени сравнения прилагательных

        

Exercise 1.

Add suffixes “er” and “est” to these words

1. bright   _____________                      _________________
2. clean    _____________                     __________________
3. few      _____________                      _________________
4. kind     _____________                     __________________
5. high     _____________                     __________________
6. narrow _____________                     __________________
7. light    ______________                    __________________

Exercise 2.

Double the last consonant and add “er” and “est”

big   ________   __________

hot  ________    __________

sad  ________    __________

fat   ________    __________

thin ________    __________

wet ________     __________

Exercise 3.

Answer the questions.

dear        dearer       dearest

1. Which word is the root word?
2. Which word is used to compare two persons or things?
3. Which word is used to compare three or more persons or things?

90000 Printable Fifth Grade (Grade 5) English Language Arts Tests, Worksheets, and Activities 90001 90002 Print our Fifth Grade (Grade 5) English Language Arts worksheets and activities, or administer them as online tests. Our worksheets use a variety of high-quality images and some are aligned to Common Core Standards. 90003 90002 Worksheets labeled with 90005 are accessible to Help Teaching Pro subscribers only.Become a Subscriber to access hundreds of standards aligned worksheets. 90003 90007 Compare and Contrast 90008 90007 Grammar 90008 90007 Informational Stories and Texts 90008 90007 Literature — Books, Stories 90008 90007 Main Idea 90008 90007 Making Inferences and Drawing Conclusions 90008 90007 Spelling 90008 90007 Text Analysis 90008 90007 Vocabulary 90008 90007 Writing 90008 90002 90028 © Copyright Notice: 90029 All worksheets contain copyrighted work and are designed for use by individual teachers, tutors, and parents.Worksheets and / or questions may not be replicated or redistributed in any way outside HelpTeaching.com, regardless of intended usage, without explicit permission. 90003 .90000 Teaching Literacy in English to K-5 English Learners 90001 90002 This visual diagram illustrates the «big picture» for the interrelated practices recommended for teaching K-5 English learners to read in English. 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Reading interventions that occur daily in a small group format and provide explicit, direct instruction in critical reading components in addition to the core reading program should be the primary means of instructional delivery. English learners and native speakers can be included in instructional groups as long as the groups share the same skill level. English learners at risk for reading problems benefit from the following additional instruction: 90003 90020 90021 Daily small group instruction of 30-50 minutes 90022 90021 Direct, explicit instruction that is fast-paced and engaging and offers frequent opportunities for students to respond and participate in short practice activities 90022 90021 Frequent review of skills 90022 90021 Clear, corrective feedback to student errors 90022 90021 Adequate wait time for student response 90022 90021 Attention to the five core reading elements (phonological awareness, decoding, vocabulary, comprehension, and fluency) 90022 90033 90002 In this multimedia overview, learn about the role of interventions with English learners, including the characteristics of effective instruction.90003 90004 Teach vocabulary 90005 90006 Provide extensive and varied vocabulary instruction throughout the day. 90007 90002 Students must be taught vocabulary through formal instruction and also provided opportunities to acquire vocabulary through use in language-rich settings in and out of the classroom. Teachers should go beyond the words in reading texts and address the meaning of common words, phrases, and expressions that English learners have not yet learned. 90003 90002 Core reading programs typically do not include adequate vocabulary instruction for English learners, so districts and schools need to develop a framework of essential words to be taught explicitly and in-depth.Vocabulary instruction should be emphasized in all parts of the curriculum and include common English words and phrases as well as content words. The panel recommends instruction that: 90003 90020 90021 focuses on a limited number (8-10) of target words each week; 90022 90021 provides multiple exposures of target words in varied contexts; 90022 90021 uses student-friendly definitions; 90022 90021 makes active use of words in meaningful contexts; and 90022 90021 includes regular review.90022 90033 90002 In this multimedia overview, learn about teaching strategies for developing vocabulary. 90003 90004 Develop academic English 90005 90006 Develop academic English competence beginning in the primary grades. 90007 90002 Academic English is the language of school-based learning and entails understanding the structure of language and the precise way that words and phrases are used, including content-specific vocabulary. More nuanced and de-contextualized than conversational English, it requires a high degree of precision in reading, writing, listening, and speaking.90003 90002 Starting in kindergarten, academic English should be taught explicitly in specific blocks of time throughout the day — during content area instruction, reading instruction, and English language development. Students should learn the structure of the language, grammar, how words and phrases are used. They need to learn the technical vocabulary in content areas (e.g., & quot; perimeter & quot; in math) as well as general academic words like & quot; compare and contrast. & Quot; Teaching strategies include daily instruction, supplemental curricula to accompany core reading and mathematics series, and professional development.90003 90002 This multimedia overview, explains the concept of academic English and why it is important. It emphasizes teaching academic language throughout the day, in content area classes, English language development classes, and reading classes. 90003 90004 Schedule peer learning 90005 90006 Schedule regular peer-assisted learning opportunities, including structured language practice. 90007 90002 At least 90 minutes a week should be spent on instructional activities where student pairs work together.Students at different ability levels and / or different English language proficiency levels should be assigned to work together on structured academic tasks. These activities should provide practice and extension to reading and language skills already taught. 90003 90002 Partner work provides opportunities for students to practice what the teacher has taught and can be used to strengthen a wide range of skills, including word and text reading, fluency, comprehension, vocabulary, spelling, and writing.Effective partner work includes: 90003 90020 90021 Clear instructional activities planned in advance and based on material that has been taught 90022 90021 Procedures and routines for working in pairs taught by the teacher in advance of peer work 90022 90021 Members of pairs who differ in reading ability or English proficiency 90022 90021 Peers working together approximately 90 minutes per week in reading and language practice 90022 90033 90002 In this multimedia overview, learn how to structure peer learning activities and incorporate peer-assisted instruction throughout the day.90003 .90000 Using authentic material from the real world to teach English 90001 90002 There are lots of resources available to English language teachers today: from textbooks to online teaching tools, they can all aid and enrich English lessons. Many teachers also introduce authentic English material into their lessons to expose learners to the language as it is spoken in the real world. 90003 90002 Authentic material is any material written in English that was not created for intentional use in the English language classroom.Using this content to teach the English language can make the learning process even more engaging, imaginative and motivating for students. It can also be useful to elicit genuine responses from learners. 90003 90002 The great thing about using authentic material is that it is everywhere, which makes it easy to find, and simple for learners to practise English in their own time. Remember that it is not limited to articles from newspapers and magazines. Songs, TV programmes and films, radio and podcasts, leaflets, menus — anything written in English constitutes authentic material.90003 90008 Selecting authentic material 90009 90002 The best content to select depends on the learners, their level of English and the course content the teacher wishes to focus on. It’s also a good idea to find out the learners ‘interests — after all, there’s no point trying to get students fascinated by a text on the latest sci-fi movie if they’re all fans of action films. 90003 90002 The materials should reflect a situation that learners may face in an English-speaking environment — this will help them transition into a world where English is the norm.In this world, people use abbreviations, body language is important and they’ll use «filler» sounds — such as «ummm» — when they are speaking English — and learners will encounter these in authentic material. 90003 90002 It’s important not to overwhelm learners with the first piece of authentic material. So to begin with, choose articles, songs or sections of TV programmes or movies which are not too difficult to understand or take too long to get through. 90003 90008 Some ways to use authentic material 90009 90002 Here are two ideas for using authentic material in class: do remember to develop the ideas into proper lesson plans and explain the aims thoroughly to your learners … 90003 90002 90021 1.Restaurant menus: order your favourite dish 90022 90023 Food is important to everyone, so introduce language learners to some of the common dishes in English-speaking countries so that they will be able to order meals with confidence. 90021 90022 Many restaurants have their menus online, so you can easily download them (no need to walk or drive around the neighbourhood!). Try to use local restaurants, which will make it more meaningful for your students, and make sure you have plenty of copies of the menu.90003 90002 You can then either go through the menu and ask students to guess what the meals are, or they can write down what they would order. You could use different menus for each course, which would widen the types of dishes you can cover during the learning activity. You or another team member could pretend to be the waiter or waitress and your students can practise their spoken English by reading their order back to you. 90003 90002 At the end of the task, you could encourage learners to add up the cost of their courses to calculate their bill — and even ask them to add on a 10% tip to mirror the experience of being in a real restaurant.90003 90002 Remember, that these suggestions focus on different skills, so you could use them to form lesson plans for a «speaking» lesson, a «reading» lesson, etc. 90003 90002 90021 2. Songs: recognising English lyric 90022 90023 Listening to songs with English lyrics is a great way of boosting skills in listening and pronunciation, and confidence in using the language. And students will always respond positively to a lesson that involves their favourite singer or bands. 90003 90002 Ask your learners to write down their favourite artist and a song by them that they like and have listened to a few times.They can then try to remember the lyrics, or look at the video on YouTube — they only need to write down a few lines of the song. 90003 90002 Then ask them to really listen to the lyrics for useful vocabulary, phrases and expressions for everyday language that includes colloquial speech. The language used in lyrics can be casual, tell a simple story or convey strong emotions, which should help learners to establish a connection with the language because it will give them new ways to describe their feelings in different situations.You could even ask them to come up with alternative words, as a way of further increasing and using their vocabulary. 90003 90002 Some song lyrics are commonly misheard, so you could create a quiz in which learners have to choose the next words — words that grammatically fit into the lyrics. This can be a funny lesson — for you as well as your students! 90003 90002 90045 We’d love to hear from you if you have used authentic material in the classroom — or are using authentic material to learn English.Let us know in the comments section below … 90046 90003 .90000 ESL, English lessons for Primary school kids, 1st Grade 90001 90002 Level 1 Course Video Tutorials 90003 90004 Unit intro — Alphabet & Phonics Resources. 90005 90006 90007 Aim: 90008 Teach letters of the alphabet 90009 90004 Unit 1 — Greetings — Hello 90005 90006 90007 Aim: 90008 Teach basic greetings — Hello, Hi, Goodbye. 90009 90004 Unit 2 — What’s your name? 90005 90006 90007 Aim: 90008 To teach kids how to say their names.90009 90004 Unit 3 — How old are you? 90005 90006 90007 Aim: 90008 Teach kids how to say their age and learn numbers 1 to 5. 90009 90004 Unit 4 — Numbers — How many? 90005 90006 90007 Aim: 90008 Teach kids how to count from 1 to 10. 90009 90004 Unit 5 A — Colours — What colour is it? 90005 90006 90007 Aim: 90008 Teach kids how to describe things through colours. 90009 90004 Unit 5 B — Colours Vocabulary 90005 90006 90007 Aim: 90008 Teach colours vocabulary 90009 90004 Unit 5 C — Green Monster Colours Lesson 90005 90006 90007 Aim 90008: Teach colours through a colours songs 90009 90004 Unit 6 — Fruits — I like apples.90005 90006 90007 Aim: 90008 Teach kids names of fruits and how to express likes. 90009 90004 Unit 7 — Body — I have a head. 90005 90006 90007 Aim: 90008 Teach kids parts of the body. 90009 90004 Unit 8- Actions — I can, I can not. 90005 90006 90007 Aim: 90008 Teach kids how to express ability using simple action verbs. 90009 90002 Level 2 Course Video Tutorials 90003 90004 Unit 1 — Animals — Farms Animals.90005 90006 90007 Aim: 90008 Teach students how to express preference by using vocabulary related to farm animals. 90009 90004 Unit 2 — Family Members 90005 90006 90007 Aim: 90008 Teach words and expressions used when describing family. 90009 90004 Unit 3 — School bag 90005 90006 90007 Aim: 90008 To teach words and expressions related to classroom items. 90009 90004 Unit 4 — Actions — Can and Can not 90005 90006 90007 Aim: 90008 Teach action verbs 90009 90004 Unit 5 — Shapes & Sizes 90005 90006 90007 Aim: 90008 Teach various shapes and adjectives to describe size.90009 90004 Unit 6 — Demonstrative Pronouns — This / That / These / Those 90005 90006 90007 Aim: 90008 Teach singular and plurals of nouns and demonstrative pronouns. 90009 90004 Unit 7 — Numbers — 10 to 100 90005 90006 90007 Aim: 90008 Teach numbers 10 to 100 and pronunciation differences between long and short vowels. 90009 90004 Unit 8 — Toys — Where is it? 90005 90006 90007 Aim: 90008 Teach words and expressions related to toys and to ask where things are.90009 90004 Unit 9 — Days of the week and weekly activities 90005 90006 90007 Aim: 90008 Teach days of the week and some things we do weekly. 90009 90004 Unit 10 — Weather — What’s the weather like? 90005 90006 90007 Aim: 90008 Teach students how to ask about the weather and describe it. 90009 90004 Unit 11 — Food — What do you want to eat 90005 90006 90007 Aim: 90008 Teach students about the things we eat and express want 90009 90002 Level 3 Course Video Tutorials 90003 90004 Unit 1 — Pets: Why do you like dogs? 90005 90006 90007 Aim: 90008 Teach names of pets and give a brief description of pets using personality adjectives.90009 90004 Unit 2a — Time — What time is it? 90005 90006 90007 Aim: 90008 Teach students how to tell the time and also how to talk about daily routines. 90009 90004 Unit 2b — Time — What time is it? 90005 90006 90007 Aim: 90008 Teach students how to tell the time using quarter to / past / Half past etc. 90009 90004 Unit 3 — Months & birthdays — When is your birthday? 90005 90006 90007 Aim: 90008 Teach students months of the year and how to tell dates using months and ordinal numbers.90009 90004 Unit 4 — Jobs — What people do. 90005 90006 90007 Aim: 90008 To teach kids how to describe jobs using action verbs. 90009 90004 Unit 5 — Actions — What are you doing? 90005 90006 90007 Aim: 90008 Students will learn how to describe actions in progress using the present progressive. 90009 90004 Unit 6 — Transport — How do you come to school? 90005 90006 90007 Aim: 90008 Teach students different means of transport and talk about going around.90009 90004 Unit 7 — Clothes — What are you wearing today? 90005 90006 90007 Aim: 90008 To learn to describe what someone is wearing. 90009 90004 Unit 8 — Where is it? — At home 90005 90006 90007 Aim: 90008 Teach kids prepositions of place, alongside rooms and things at home. 90009 90004 Unit 9a — Vegetables — How much are the carrots? 90005 90006 90007 Aim: 90008 Teach kids vegetable vocabulary and how to go shopping for veggies.90009 90004 Unit 9b — Vegetables — Extra Vegetable Vocabulary lesson — Cauliflower, broccoli etc. 90005 90006 90007 Aim: 90008 Teach students extra vegetable vocabulary. 90009 90004 Unit 10 — Weather and clothes — Put on your sunglasses. 90005 90006 90007 Aim: 90008 Teach kids how to talk about clothes relative to the weather. 90009 90004 Unit 11 — Zoo — What does a panda look like? 90005 90006 90007 Aim: 90008 To teach students how to describe zoo animals by what they eat and look like.90009 .