Presentation on English "interrogative sentences"

Special questions always begin with question words. Remember these words! Who - Who? and also Who? To whom? and so on. (sometimes used Whom for questions to the addition) Whose - Whose? it is always followed by a noun, for example Whose book? – Whose book?, Whose flowers? – Whose flowers? What - What? and also Which?, if it is followed by a noun (What month? - What month?) Which - Which? Which? Which one of..? used with a noun (Which magazine? – Which magazine?) How – How? How much / How many – How much? (How much?) How long - How long? How far - How far? How often - How often? Where - Where? Where? When - When? Why - Why? For what? exercise further

Choose the correct question word to translate these sentences into English. When was Billy in Paris? When How long did he spend there? How much Where did Billy go last summer? Where did he buy the flowers? Why Who helped Billy prepare dinner? Who Which of these paintings did he like? Which What animals does he like? What How often does Billy visit friends? How often What does he do in the evening? What Whose things did Billy find? Whose further back

Structure of a special question. Be careful! SPECIAL QUESTIONS IN ENGLISH HAVE THE FOLLOWING STRUCTURE: ? ………….. Question word Auxiliary verb subject predicate other members of the sentence How long will you study at school? Which books did Billy choose? Further

Questions in the present tense Present Simple. Remember the auxiliary verbs of the present tense! do for the 1st and 2nd person and for the 3rd person plural, i.e. with the pronouns I, we, you, they does for the 3rd person singular, i.e. with the pronouns he, she, it The structure of the question looks like this: In the present tense, such adverbs are often used - time indicators, such as: every day (year, week, month...) - every day (year, week, month...), always - always , often - often, usually - usually, sometimes/seldom - sometimes\rarely. Don’t forget - with these adverbs, when asking a question, you must use the auxiliary verb do or does. ? do or does……………. subject Auxiliary verb Question word predicate other parts of the sentence? next exercise next

Questions in the past tense Past Simple. Remember the past tense auxiliary verb did! The structure of the question looks like this: Don’t forget that in questions of the past tense you must use the first form of the verb, and in affirmative phrases - the second form. Also remember adverbs - indicators of the past simple tense: yesterday - yesterday, the day before yesterday - the day before yesterday, last (year, week...) - last (year, week...), some time ago - some time ago. ? Question word di d Auxiliary verb subject first form of the verb predicate ………….. other parts of the sentence? exercise further

Questions in the future tense Future simple. Auxiliary verbs of the future tense: shall for 1st person singular and plural, i.e. with pronouns I, We will for 2nd and 3rd person singular. and plural numbers, i.e. with the pronouns you, he, she, they The structure of the question looks like this: In the future tense, adverbs such as tomorrow are often used, the day after tomorrow - the day after tomorrow, in some time (in an hour) - after some time, next …(year, month) - next…(year, month..). ? will or shall Question word Auxiliary verb subject predicate ………… other parts of the sentence? exercise next exercise next

Questions with modal verbs. In questions, modal verbs act as auxiliary verbs, i.e. come after question words. Remember these modal verbs! Can – be able to, be able to Where can we find him? Could - could, could What could I do for you? Must – must Why must children study? May – can I take How many sweets may I take, Mum? Should – should How often should he go to the doctor? Would – would Which flowers would you like to take? The structure of a question with a modal verb is as follows: ? Question word Modal verb subject predicate ………… other parts of the sentence? exercise further

Special questions with the verb to be. Remember that the verb to be is both semantic and auxiliary, so it is placed after the question word, but in the future tense, the auxiliary verb will/shall is placed after the question word, and be is placed after the subject. Examples of Future Simple: Where will you be in a month? When shall we be there? Examples of Present Simple: Why are they at home now? How is Mr. Smith? Where am I? Don't forget the present tense forms of the verb to be: am, is, are. Examples of Past Simple: When were you in the country for the last time? Where was she yesterday? Forms of the verb to be in the past tense: was, were. C structure of a question with the verb to be Present Simple and Past Simple: ? Question word Form of the verb to be subject ………… other parts of the sentence? exercise further

Question to the subject Who..? What..? When we ask about a person or object that performs some action, that is, we ask a question to the subject, we do not need an auxiliary verb. And the question outline looks like this: Pay attention! The verb after the interrogative words What and Who, when asking a question to the subject, is in the required tense, i.e. in the past tense - in the second form, in the future tense - always with the auxiliary will, and in the present tense - always in the 3rd person singular. numbers ending in - s For example: Who took my pencils yesterday? Who played with Billy two weeks ago? - Past Simple What will be then? Who will come to us? - Future Simple Who knows this man? What upsets you? - Present Simple? Who or What predicate ………… other members of the sentence? exercise further

How to ask a special question for an offer? The following steps may help you. 1. Read the phrase carefully, understand its meaning, translate it into Russian for yourself. 2. Determine in what tense the phrase is written, and what the auxiliary verb should therefore be in the survey. 3. Determine exactly the subject and predicate in the phrase. 4. Exactly following the scheme for constructing a special survey, write it down, not forgetting to change the predicate in the past from the second form to the first (when using the auxiliary did) or take from the predicate the 3rd person number about the ending - s in the present tense (when using the auxiliary d oes) For example: Billy spent all day at home yesterday. 1. Billy spent the whole day at home in the evening. 2. Time – Past Simple, which means it is needed in the auxiliary did. 3. Subject – Billy; with the predicate - spent (this is the second form), in the survey you need to use the first form - spend. 4. Questions: Where did Billy spend all day yesterday? Where did Billy spend all day yesterday? When did Billy spend the whole day at home? When did Billy spend all day at home? Why did Billy spend the whole day at home yesterday? Why did Billy spend all day at home yesterday? How long did Billy spend at home last night? How long did Billy spend at home yesterday? Who spent the whole day at home in the evening? Who spent all day at home yesterday? What was Billy doing last night? What did Billy do yesterday? exercise further

Do or does? Put the words in order in the questions Where ___ you go for a walk? do When ___ he usually get up? does What ___ Billy always do in the evening? does Why ___ they often fight with each other? do How often ___ the children go to school? do do, every, long, how, homework, day, does, Billy ? How long does Billy do homework every day? colour, like, of, does, what, most, all, Billy ? What color does Billy like most of all? much, does, usually, bread, Billy, eat, how ? How much bread does Billy usually eat? you, bring, to, do, always, toys, school, why ? Why do you always bring toys to school? meet, when, day, friends, do, the, every ? When do the friends meet every day? further back

Where, Billy, year, live, did, last ? Where did Billy live last year? many, did, write, two, ago, how, years, books, author, the ? How many books did the author write two years ago? take, things, the, before, day, yesterday, you, why, my, did ? Why did you take my things the day before yesterday ? far, they, years, how, did, ago, ten, live? How far did they live ten years ago? Billy, yesterday, for, cook, dinner, did, what ? What did Billy cook for dinner yesterday? They studied the English language. What language did they study? Billy met Mary near the school. Where did Billy meet Mary? Billy ate sandwiches for breakfast. What did Billy eat for breakfast? We got three letters last week. How many letters did you get last week? She chose the black dress. What color of dress did she choose? Put the words in order in the questions. Ask in surveys to those selected with fishing. back next

Ask in polls. Convert to surveys. Billy will clean the flat tomorrow. What will Billy do tomorrow? Mary will visit us next Sunday. When will Mary visit us? We shall travel by car next summer. How shall we travel next summer? He will work on Sunday because he has much to do. Why will he work on Sunday? We shall watch a film on TV in an hour. What shall we watch on TV in an hour? Where will we go the day after tomorrow? Where shall we go the day after tomorrow? Why does Billy fly to Africa? Why will Billy fly to Africa? How much milk does he drink? How much milk will he drink? What books will students read? What books will students read? Whose quiet would I learn? Whose poems shall I learn? back next

Substitute the correct one Find the errors and the modal verb. fix them. How much money can Billy spend on sweets? may What should Billy do after dinner? must When could I speak to Mr. Black? Could What would you like for lunch? would Where I can see the director? Where can I see the director? How much water should he drinks? How much water should he drink? What would you like to buy? What would you like to buy? How far may he to go from his home? How far may he go from his home? back further back

Am, is or are? What _____ your name? is How old _____ you? are Where _______ I? Tell me, please! am Who _____ your friend? is Why _____ they unhappy? are How far _____ his things? are there or were? When ____ you in Moscow? were Who ____ with you there? was Why _____ Billy so sad yesterday? was Where _____ the friends last week? were How _____ you after the car accident? were back next

Translate into English. Who can play the guitar? Who can play the guitar? Who ate all the ice cream? Who ate all the ice-cream? Who will go to the park in the evening? Who will go to the park in the evening? Who studies well? Who studies well? Who sleeps after lunch every day? Who sleeps after dinner every day? What makes you happy? What makes you happy? What fell on your head yesterday? What fell on your head yesterday? What was in his bag? What was in his bag? back next

Ask questions to the phrases. Billy likes coffee most of all. He always drinks coffee in the morning. Yesterday Billy went to his grandparents. He helped his grandfather in the garden. He saw very beautiful flowers in the garden. In the evening Billy played with his friends in the yard. At 10 oclock the boy went to bed. Next year Billy will study at secondary school. back next

Interrogative sentence

General question

(Yes/No – question)

Alternative question

Special question

(Alternative question)

Auxiliary do (does) at the first place

(Wh – question)

Does not have a question word, has answer options

Do are you going to school?

Has a question word, asked to one member of the sentence

The form corresponds to the general question

It starts with a question. words, then help. verb

Does she play tennis?

Do you go to school or to the hospital?

Where do are you going to?

Does she play tennis or ping pong?

What does she play?

Separated question

(Tag – question)

Does not have a question word, is asked to the entire sentence The form corresponds to a narrative sentence, has a “tail”

You go to school, don't you ?

She plays tennis, doesn’t she?

The auxiliary verb do/does and its form did are used only in the tense forms Present Simple and Past Simple; in other forms, the auxiliary verb used in this form is used to form a question. For example :

Children play football. – Do children play football?

He reads a book. – Does he read a book?

You went to Moscow. – Did they go to Moscow?

I am eating a breakfast. – Are you eating a breakfast?

The boy is watching TV. – Is the boy watching TV?

They will buy a car. – Will they buy a car?

I have been in London. – Have you ever been in London?

The question word is asked to one of the members of the sentence. This part of the sentence is absent in the interrogative sentence. Next, the word order is the same as in the general question. For example:

Question words:

What? - What?

Children play football. – What do children play?

Who? - Who?

They will buy a car. – What will they buy?

Where? - Where?

He reads a book. – What does he read?

When? - When?

Question to the subject.

How? - How?

The subject is replaced by the question word Who? , and the verb is placed in the 3rd person singular. number.

Children play football. - Who plays football?

How much/many? - How many?

How long? - how long?

Whose? - whose?

Whom? - to whom?

The form of a dividing question is similar to a declarative sentence, it has the same word order, only at the end of the sentence there is a so-called “tail”. The "tail" consists of an auxiliary verb in the opposite form, replacing the predicate, and a pronoun, replacing the subject.

For example:

Children play football. - C hildren play football, don't they ?

He reads a book. - He reads a book, doesn’t he ?

The boy is watching TV. - The boy is watching TV, isn’t he ?

My friend will not buy a car. – My friend will not buy a car, will he ?

An alternative question does not have a question word, its form corresponds to the general question, and it has answer options. Answer options are given through the conjunction or (or). An alternative can be given to any member of the sentence.

For example:

Children play football. – Do children play football or volleyball?

He reads a book. – Does he or she read a book?

I am eating a breakfast. – Are you eating a breakfast or dinner?

They will buy a car. –Will they buy or sell a car?

I have been in London. – Have you ever been in London or in Paris?

The quiz lesson was developed for 3rd grade students studying M.Z. Biboletova, contains interesting material in a playful form.

Lesson: summarizing the material learned

Speech warm-up: correlating question words with their transcription, interesting poems about question words.

Tasks in teams: listening: match questions and answers, listen and check the correctness of the completed task.

Working with model-schemes of interrogative sentences: select a suitable sentence from three options for this scheme.

Then students are asked to draw a model for this interrogative sentence themselves.

Working with text: students read the letter; they need to name the author of the letter based on the pictures. Then students make up questions from the words and answer them using the characters shown in the pictures.

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Slide captions:

Our motto: A smart question is already a good half of knowledge. (Francis Bacon)

Questions write wish when we know how what winter why where with watch who S A L A d

Read the questions and match them with the answers in this exercise. 1). What do you like to do? 2). When do you watch TV? 3). Where do you walk? 4). Why do you like summer? 5). How many pets have you got? a). To write fairy tales. b). Because I can swim in the river. c). I have got one bird. d). In the park. e). On Sundays.

1). What do you like to do? 2). When do you watch TV? 3). Where do you walk? 4). Why do you like summer? 5). How many pets have you got? a). To write fairy tales. e). On Sundays. d). In the park. b). Because I can swim in the river. c). I have got one bird.

Let's sing! What is your name?

General question: Do you ski in the forest? Yes, I do. No, I don't.

General question: es Do es she sing well? Yes, she does. No, she doesn't.

Special question: ? ? Where do you live?

Special question: ? es? Where does he/she live?

Why do you like summer?

Let's sing! Clap your hands!

Would you like to read a new letter?

1st team: 1). 2). ? 2nd team: 1). 2). Create sentences from the words. Answer the questions! fairy tales Who writes? a pupil is Who of Green School write likes Who letters? to is from Who Great Britain?

Your hometask to choose from: 1) ex. 2 p.55 2) exercise 3 p.55

Interrogative sentences? ? ? ? ? ? ? I know that there are general and special questions. I know that in order to ask a general question you need to put the verb in 1st place. I know that m, is, are, have, has, can, must jump to 1st place in general questions. I know that in interrogative sentences with verbs denoting action, feeling, state, auxiliary verbs do / does are used. I know the question words: Who - who? What - what, which one? Where - where, where? Why - why? When - when? Which - which one? How - how? How many - how much? How much - how much? I can use general and specific questions in oral and written speech! Was today's lesson helpful to me? Reflection Did I like the Quiz Lesson?

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Open lesson-quiz in English in 3rd grade on the topic:

Question words and sentences.

Perkhurova Victoria Vladimirovna

English teachers

MBOU secondary school No. 3

2013-2014 academic year year

Goals:

1. Developmental component:

2. Educational component:organizing student activities to apply knowledge and skills in a variety of situations, intensifying the work of each student.

3 . Educational component:forming a respectful attitude towards each other, learning to work in a team (in a group).

1. Development of reading skills: learn to read silently and fully understand the content of a text based on familiar language material.
2. Training in the construction and use of general and special questions in speech (in the present simple tense).

Lesson type: application and consolidation of acquired knowledge and skills, generalization.

Lesson form: quiz lesson.

Equipment: computer, computer presentation, handouts (see appendix).

1. Organizational stage of the lesson (2 min).

Good afternoon! It's nice to see you! Sit down, please!

"Game premise." Today at the forest school there is a quiz prepared by a forest school student - Martin the Rabbit. And students from our class and forest school students will take part in the quiz. The winner will be the team that answers the most questions correctly. We work under the motto: “A smart question is already a good half of knowledge.” (Francis Bacon) (slide 2)

1. Updating knowledge about question words - warming up activity.

1) To warm up, I invite students to find question words among the many words and underline them (at the board) (slide 5) (2 min)

Salad of the words. Find the questions!

Write, wish, when, we, who, know, how, what, winter, why, where, with, watch

- What do you think we will talk about in class? Guys, have you guessed what the topic of our lesson is? (Question words).

3) Main part of the lesson: Team assignments.

3) Sound-letter matching task: Match the transcription with the desired question word. (6 words to each team, check at the board) (6 points) (3 min)Phonetic practice: reading words in chorus.

4) Activation of LE. Let's check how well you know question words (4 points) (5 min)

Students complete poems English question words.

You know English question words very well. Tell me, why do we need to know question words? (To ask questions)

5) Page 88 ex. 1

Guys, Martin the rabbit asked Tiny some questions. Let's help Tiny answer these quiz questions.(6 min)

a) Read the questions and match them with the answers. Write down the code! (slide 6)

b) Your time is up! (The teacher collects sheets of paper with answers.)

c) It"s time to check up your task! Listen and check! (Checking the task - listening. Slide 7) (5 points)

6) Musical break. (Listening) (5 min)

– We often listen to English poems and songs. Let's listen to a song called"What is your name?" . You need to name what questions are found in this song and answer them. Let's sing! (slide 8) (6 points max.)

Children: What is your name? What is your name?
Can you tell me what is your name?
Billy: My name is Billy. My name is Billy.
You won't forget it, my dear friends.
Children: How old are you? How old are you?
Can you tell me how old are you?
Billy: I am just seven, I am just seven.
I am just seven, my dear friends.
Children: Where do you live? Where do you live?
Can you tell me where do you live?
Billy: I live in London, sometimes in Oxford,
Sometimes in Cambridge, my dear friends.

What questions did you hear in the song? Answer these questions.

Tell me, what types of questions do you know? (general and special)(repetition: slides 9-12)(2 min)

What do you need to do to ask a general question? (Put the helping verb or linking verb in 1st place.)

What verbs jump to 1st place? (Am, is, are, have, has, can, must) and auxiliary verbs do/does.

7) Working with models. Which sentence matches the model? (3 min)

8) Drawing up a diagram-model of an interrogative sentence (2 min)

(Each team writes down the model on a landscape sheet with a marker; verification is carried out using a presentation slide (slide 17)(2 points)

Physical education minute: (1 min) song “Clap your hands”

9) We know interrogative sentence patterns well! Now try to make up questions for the quiz yourself.(exercise 3 p.88) (4 points)

(3 min)

10) Working with text (slide 18)

1) exercise 4 page 89 Reading to yourself. Question: "Who is this?" (3 min)

Would you like to read a new letter? It"s interesting to find out who writes it. Read the letter to yourself. It"s exercise 4, page 89 in your textbooks. (2 minutes)

Your time is up. Who is the author of this letter? How can you prove it? Share your ideas, please. (1 point)

2) Compiling questions (2 questions for each team). Answers to questions based on the drawing (3 min)

Create sentences from the words. Answer the questions. (4 points)

1st team:

1). fairy tales, Who, writes?

2). a pupil, is, Who, of, Green School?

2nd team:

1). write, likes, Who, to, letters?

2). is, from, Who, Great Britain?

Answers:

1). Who writes fairy tales? – Tiny writes fairy tales.

2).Who is a pupil of Green School? – Peter and Tiny are pupils of Green School.

1). Who likes to write letters? – Miss Chatter likes to write letters.

2). Who is from Great Britain? – Jill is from Great Britain.

5. Summing up the lesson (5 min).

Award for the winning team:

Let's count who won. The (1 st, 2nd ) team won! Congratulations!

Write down your hometask:

to choose from – 1) RT p. 55 ex. 2; 2) RT p. 55 ex. 3

On the self-assessment scale, mark your work in class. (Reflection.) Cards: green - I liked the lesson, everything was clear, yellow - I didn’t understand a little, but I liked the lesson, red - everything was difficult, I still need to learn.

Lesson grades. -Your marks are…

Thank you for your work. You worked well during the lesson.

We know everything we see around us thanks to the fact that we ask and answer questions. I wish you guys that the thirst for knowledge burns with a bright fire throughout your entire life.

The lesson is over. Goodbye!

Appendix No. 1

Appendix No. 2

Self-analysis of an English lesson in 3rd grade.

The topic of the lesson is “In the Forest School - a quiz. Question words".

The lesson was conducted in accordance with the implementation of the 3rd grade English language program based on the educational complex “Enjoy English”.

Lesson Type: Application and consolidation of acquired knowledge and skills.

The structure of the lesson corresponds to the declared type.

Form: Quiz lesson.

The following were setgoals and objectives of the lesson:

Goals:

1. Developmental component:development of intellectual, information, and communicative culture among students; development of attention, logical thinking, memory, intelligence, feelings, emotions.

2. Educational component:organizing student activities to apply and consolidate knowledge and skills in a variety of situations, intensifying the work of each student.

3 . Educational component:developing a respectful attitude towards each other.

4. Health-saving component:

1. Prevention of mental overstrain by changing types of activities.
2. Creating an atmosphere of psychological comfort for students in the classroom, preserving the health of children with different types of mental perception of information.

Main practical tasks:

1. Activation of lexical material.
2. Development of oral speech skills and abilities: learn to understand a complete short text by ear.
3. Development of skills in reading (learn to read silently and fully understand the content of a text based on familiar language material).
4. Training in the construction and use of general and special questions in speech.

Methods and techniques teaching were selected in accordance with the set objectives of the lesson, taking into account the age characteristics of primary school students and the educational capabilities of the class (this class has an average level of development).

Methods of organizing educational activities:conversation, games, communicative tasks, visual teaching methods.

For the effectiveness of training, the following were usedforms of work in the lesson:individual, frontal, group work. The following were also used technologies , as information and communication, gaming, health-saving, multisensory. Touching uponmultisensory learning, it is necessary to reveal such a concept asstudent-centered learning. One of its functions ishumanitarian function. Its essence is to preserve and restore the “ecology of man,” his spiritual and physical health, the meaning of life, and personal freedom. The most important thing is for a person to succeed, so it is necessary to create a situation of success. It is important that the child learns to work in a team, understand his peers, cooperate and communicate with them.

The purpose of student-centered learning– comprehensive harmonious development of the child. To create conditions for the development of a child in teaching a foreign language in the classroom, I use a “multisensory approach” when teaching various types of speech activities.

As is known, depending on the “leading” channel of perception,Children can be divided into auditory, visual and kinesthetic learners.. When selecting educational materials for a lesson, it is necessary to take into account the peculiarities of children’s perception based on auditory, visual and kinesthetic memorization.Regular change of tasks, focused on various channels of perception, helps to fix the attention of each child during the lesson on the taught material.Activating the child's sensory senses, multisensory learning develops in children the ability to concentrate and maintain attention, and store language material in long-term memory.

The lesson was aimed at developing cognitive interests, general educational skills.

Visual aids and technical training aids(computer presentation, handouts) were used in the lesson expediently and effectively.

In order to activate and motivate students, poems on the topic, entertaining tasks, grammar games, and encouragement in the form of prizes were selected. To create an emotional mood and protect the health of children, songs and outdoor games were used. The non-traditional form of the lesson also contributed to the creation of a favorable psychological climate.

In the main part of the lesson, students were offered various tasks aimed at consolidating the acquired knowledge and skills. Each stage of the lesson was logically connected with the previous one.

The updating of the acquired knowledge about question words took place in an entertaining way: they found question words in a word salad, independently named the topic of the lesson based on the teacher’s leading questions. Mastery of modeling during primary education is the main indicator of the development of sign-symbolic universal educational actions. Therefore, the consolidation of grammatical material took place in the lesson based ongrammatical modeling.Symbolic clarity helped children quickly remember the construction of interrogative sentences and contributed to the formation of grammatical skills in productive speech. Consolidation of knowledge and skills also occurred by solving communicative problems in various types of activities: during listening, students had to answer quiz questions by comparing the question and answer; Working with the reading text, it was necessary to guess who the text was talking about and make up questions.

Homework was offered as a choice. At the end of the lesson, to develop the value-orientation function, reflection was carried out (students expressed their opinions and assessed the work done). Based on the students’ active work and high-quality assignments, we can say that the lesson achieved its goals.