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«МИР БЕЗ ГРАНИЦ» (ОРГАНИЗАЦИЯ ДОМАШНЕГО И

ВНЕКЛАССНОГО ЧТЕНИЯ)

Конференция издательства Macmillan

КАК ПРИУЧИТЬ К САМОСТОЯТЕЛЬНОМУ ЧТЕНИЮ НА ИНОСТРАННОМ ЯЗЫКЕ? формировать мотивацию данного

вида речевой деятельности, прививать интерес к чтению;

научить школьников преодолевать языковые трудности при чтении, извлекать информацию из текста.

КНИГИ ДЛЯ ДОМАШНЕГО ЧТЕНИЯ

6 классы – “The Prince and the

Pauper”, “The Black Cat”

7 классы – “The Secret Garden”,

“The Invisible Man” 8 классы – “The Mysterious

Island”, “The Sign of Four”

КАЛЕНДАРНО-ТЕМАТИЧЕСКОЕ ПЛАНИРОВАНИЕ

Дата№

урока

Тема/тема урока

Домашнее задание

06.09 1. The Prince and the Pauper. Введение. Марк Твен

Чтение гл.1

13.09 2. The Prince and the Pauper. Глава 1 Чтение гл.2




11.10 6. The Prince and the Pauper. Тест на повторение гл.1-4. Глава 5

Чтение гл.6



15.11 10. The Prince and the Pauper. Тест на повторение гл.5-8. Глава 9

Чтение гл.10

22.11 11. The Prince and the Pauper. Глава 10. Чтение гл.11


06.12 13. The Prince and the Pauper. Глава 12 Тест на повторение гл.9-12.

13.12 14. The Prince and the Pauper. Обобщение материала. Работа над проектами/творческими заданиями

Подготовка творческого проекта по прочитанному

20.12 15. The Prince and the Pauper. Защита проектов/творческие отчеты по прочитанному.

27.12 16. The Prince and the Pauper. Резервный урок

MACMILLAN READERS М.Б. Цыперсон. Программа курса

«Домашнее чтение на английском языке» (По материалам книг для чтения издательства “Macmillan”) 5-9 классы. Москва: «Макмиллан», 2012

Using Graded Readers in Classroom Все книги снабжены

аудиодисками. Книги четко маркированы по

уровню языка. Каждому уровню соответствует определенный набор грамматических структур, что позволяет учителю очень точно подобрать книгу для чтения в зависимости от уровня знаний и умений учащихся.

USING GRADED READERS IN THE CLASSROOM

1 What are Graded Readers?. . . . . . . . . . . . . . . . . . . . . . . .2 Vocabulary, grammar and context Content Organisation of the text Text type 2 Why are Macmillan Readers so popular? . . . . . . . . . . . . . . . .2 3 Reading and the Common European Framework of

Reference (CEFR) . . . . . . . .3 4 Why use Graded Readers? . . . . . . . . . . . . . . . . . . . . . . . .3 5 How can extensive reading improve my students’ language

level? . . . . . . . . . .. 3 Improving reading fluency Vocabulary acquisition Language construction Improving writing skills Building confidence and independent learning Creating a positive attitude

6 How to use Graded Readers in the classroom. . . . . . . . . . .5

Setting the scene Choosing Readers 7 The class library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Displaying Readers A library loan system Monitoring students’ reading Categorising Readers Suggested post-reading activity When should students read? 8 Motivating reading during the year. . . . . . . . . . . . . . . . . .7 9 Holiday reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 10 Reading journals and portfolios. . . . . . . . . . . . . . . . . . . .8 11 Worksheets, extra exercises and audio

recordings. . . . . . . .8

12 Using films with Graded Readers. . . . . . . . . . . . . . . . . . . .8 13 Online projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 14 Using non-fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 15 Using short stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 16 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Choosing the Graded Reader. . . . . . . . . . . . . . . . . . . . . . .11 Pre-reading activities . . . . . . . . . . . . . . . . . . . . . . . . .13 While-reading activities. . . . . . . . . . . . . . . . . . . . . . . .16 Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .18 Using the audio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .21 While-reading/listening activities. . . . . . . . . . . . . . . . .22 Post-reading/listening activities. . . . . . . . . . . . . . . . . .24 Using films with Graded Readers. . . . . . . . . . . . . . . . . . . .25 Online projects and activities. . . . . . . . . . . . . . . . . . . . . .26 Using non-fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .27 Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .28 Using short stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

17 Level-based activities. . . . . . . . . . . . . . . . . . . . . . . . . .30 Starter level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Beginner level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Elementary level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Pre-intermediate level. . . . . . . . . . . . . . . . . . . . . . . . . . .30 Intermediate level . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Upper Intermediate level. . . . . . . . . . . . . . . . . . . . . . . . .31 18 Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Quiz 1: Around the World in Eighty Days. . . . . . . . . . . . . . .33 Quiz 2: The Adventures of Tom Sawyer . . . . . . . . . . . . . . . .34 Quiz 3: Viking Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Quiz 4: The Invisible Man. . . . . . . . . . . . . . . . . . . . . . . . .35 Quiz 5: The Old Curiosity Shop. . . . . . . . . . . . . . . . . . . . . .36 Quiz 6: The Ghost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Quiz 7: China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 19 Quiz answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 20 A guide to Macmillan resources . . . . . . . . . . . . . . . . . . .41 21 A guide to the structural grading of Macmillan Readers. . .

42 22 Macmillan Readers ISBNs. . . . . . . . . . . . . . . . . . . . . . . .43

Все книги известных писателей содержат краткую информацию об авторе.

Исторические произведения снабжены вводной статьей об особенностях периода, когда происходит действие. Это помогает школьникам познакомиться с эпохой описываемых событий.

Для удобства работы с лексикой книги имеют глоссарий.

В конце книги обычно имеются вопросы для проверки понимания прочитанного

Упражнения на закрепление лексико-грамматического материала, использованного в книге. Типы заданий варьируются.

Интернет-ресурсы содержат дополнительные задания по аудированию, задания по работе с книгой, итоговый тест.

ИНТЕРНЕТ - РЕСУРСЫ

The Invisible Man H.G. Wells

A Before Reading 1 1 H.G. Wells wrote The Invisible Man at the end of

the nineteenth century, when lots of new scientific discoveries were being made. Can you write down a few?

2 The story is called The Invisible Man. What do you think the story is about? Give some reasons for your answer.

2. 1 Here are some pictures from the story. Match the following sentences to the correct pictures.

1 ‘And look, there!’ 2 ‘Let’s unlock the door.’

3 ‘A fire!’ he called, ‘And quickly, please. A room and a fire!’

4 ‘He’s hurt,’ said Dr Kemp. ‘Stand back!’

5 ‘There was nothing there.’

6 ‘Then I put it to sleep and did the experiment.’

2.2 Describe what is happening in each picture. Check your answers as you read.

B WHILE READING

During the story we meet a number of different people and learn things about each one. Match the people (1–8) to the facts abоut them (a–h). 1 Bobby Jaffers 2 Colonel Adye 3 Dr Kemp 4 Griffin 5 Mr Bunting 6 Mr Marvel 7 Mrs Hall 8 Teddy Henfrey Tom Canty

a Is the Invisible Man. b Is the landlady of the Coach

and Horses. c Is a customer at the Coach

and Horses. d Is the vicar in the village of

Iping. e Is a scientist who lives in a

big house above Port Burdock. f Promises to help the Invisible

Man. g Is the chief of police in Port

Burdock. h Is a policeman in the village

of Iping.

C AFTER READING

4. 1 How did the Invisible Man become invisible? 2 What are the advantages and disadvantages of being invisible? 3What happens to the Invisible Man in the end? 5. One of the messages in the story is that

people often do things that later they wish they hadn’t done. What evidence is there that Griffin is not happy being invisible?

LISTENING

1 Listen to Chapter 1 (from ‘The stranger arrived early in February ...’ to ‘... that was the most important thing.’). Which of these do you not hear? Circle the answer. Check your answers on pp.8–13 of the book or in the answer key. 1 Furniture Armchair chair curtains sofa table 2 Parts of the body Ears eyes face head leg 3 Weather cold snow rain wet wind 4 Clothes boots coat dress gloves jacket 5 Colours black blue brown pink red 6 Family members daughter husband son sister wife

2 Listen to Chapter 2 (from ‘As soon as the bottles were in the lounge ...’ to ‘… and started to work.’). List all the different types of bottles you hear. Check your answers on pp.14–15 of the book or in the answer key.

small, fat, red bottles; ______________________

Listen to Chapter 2 again (from ‘The stranger arrived in early February ...’ to ‘… to visit him.’). Complete the sentences with the people/groups of people that have these opinions about the Invisible Man. Check your answers on pp.15–16 of the book or in the answer key.

adults children Dr Cuss Mr Hall Mrs Hall others people x3

4 Listen to Chapter 3 (from ‘It was early one Monday morning ...’ to ‘… they were alone in the house.’). List the things that Mr and Mrs Bunting see and hear. Check your answers on pp.17–19 of the book or in the answer key.

- Things they hear: the bedroom door open and close,____________ ______

- Things they see: a lamp burning, ______________________________________________

5 Listen to Chapter 3 again (from ‘At about the same time on Monday morning …’ to ‘A few minutes later they heard the door open again.’). Complete the missing words you hear. Check your answers on pp.19–20 of the book or in the answer key.

6 Listen to Chapter 4 (from ‘Mr Thomas Marvel was not a man of fashion.’ to ‘After a very exciting morning ...’). Write the direct speech you hear under the reported speech below. Check your answers on pp.22–23 of the book or in the answer key.

01 A voice said that they weren’t very beautiful boots, were they. ‘They’re not very beautiful boots, are they?’ 7 Listen to Chapter 5 (from ‘Later that same evening ...’ to ‘The

two men walked on into the night.’). Put the dialogue in the order in which you hear it. Check your answers on p.25 of the book or in the answer key.

a You’ll have to help me. I’ve got no choice. You’ve got no choice. __ b If you try to run away again, I’ll kill you. 1 c I can’t help you anymore. I’m an old man. I’m ill. I can’t walk far. __ d I didn’t try to run away. I was lost. __ e And now. What am I to do now? They all know about me. It will be in the newspapers tomorrow. __

ЭТАПЫ РАБОТЫ НАД ТЕКСТОМ.

предречевые упражнения (Vocabulary work),

контроль понятия содержания (текстовый этап),

контроль понятия важных деталей текста (анализ и оценка, послетекстовый этап)

ВНЕКЛАССНОЕ ЧТЕНИЕ

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отношение к героям и событиям и мнение о книге в целом

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