Study Guide: Learning to read English lessons in elementary school

MINISTRY OF EDUCATION AND SCIENCE

ASIRAHAN REGION

OGOU SPO ASTRAKHAN SOCIO-PEDAGOGICAL

Specialty 0312 "Teaching in primary school"

CCC of the general humanitarian and socio-economic disciplines

Approved for protection

"___" _________ 2006

_________________

deputy Director for NMR

Borisova E.V.

Graduation work

English reading instruction in elementary school

Performed

student of group 4 "B"

Durnova M.A.

(signature)

scientific adviser

teacher

of English language

Kotova I.N.

(signature)

Astrakhan, 2006

Introduction

The relevance of research: four-year primary education is seen as the first stage of a new twelve-year school, which is set tasks that meet global trends in the development of education. At the initial stage of education, the personality of the younger student is identified, his abilities are revealed and developed, his ability and desire to learn are formed, and elements of the culture of speech and behavior are mastered.

Throughout the entire period of training, the principle of continuous language school education in the field of studying foreign languages \u200b\u200bis implemented, which corresponds to the modern needs of the individual and society.

The fact that a twelve-year school is invited to study a foreign language from the second grade is a recognition of the objectively existing social interest in learning foreign languages \u200b\u200band a confirmation of the importance of this subject for the implementation of promising tasks of personality development. This is an increase in the average level of education, and an increase in the requirements for a common culture, and the formation of readiness for interethnic and intercultural cooperation.

Starting from the second grade, it is very important that the processes of education and development of students go in line with modern techniques. At the same time, the ability to competently teach communication on foreign language primary schoolchildren who still do not quite have communication skills in native language, - the task is very difficult and responsible.

It is necessary to pay special attention to the education of primary school students in such types of speech activity as reading, listening, speaking.

The reading process and its result - the extraction of information - are of great importance in the communicative and public activities of people. This form of written communication ensures the transfer of experience accumulated by mankind in various areas of life, develops intelligence, aggravates feelings, that is, educates, develops, educates. In a word, reading forms the qualities of the most developed and socially valuable person.

When learning to read at the initial stage, it is important to teach the student to read correctly, that is, to teach him to voice graphemes, to extract thoughts, that is, to understand, evaluate, use the information in the text. These skills depend on how fast the child reads. By reading technique, we understand not only the quick and accurate correlation of sound and letters, but also the correlation of the letter-letter bundle with the semantic meaning of what the child is reading. It is a high level of mastery of the reading technique that allows to achieve the result of the reading process itself - quick and high-quality information extraction. However, this is not possible if the student does not know enough linguistic means, is not able or incorrectly reproduces sounds.

So, learning to read aloud is at the initial stage both the goal and means of teaching reading, as it allows you to control the formation of reading mechanisms through an external form, and makes it possible to strengthen the pronunciation base that underlies all types of speech activity.

An attempt to consider this problem in a more constructive way and the need for a quick and effective mastery of reading in a foreign language at the initial stage led us to choose the research topic: "Learning to read in a foreign language at the initial stage."

Purpose of the study: to determine the effectiveness of using the technique of personifying letters and the technique of "penetrating" into a foreign language text.

Object of study: English lesson in elementary school.

Subject of study: methods of teaching reading in a foreign language at the initial stage.

Research hypothesis: if you practice the practice of personifying letters and combinations of letters in English lessons at the initial stage, then the level of formation of reading skills will increase.

Research Objectives:

1. give a psychological and pedagogical substantiation of the problem;

2. to conduct a meaningful analysis of the program material in a foreign language (Grade 2);

3. substantiate the intent and describe the procedure for the experimental study of the method of personification of letters and letter combinations when learning the technique of reading in English lessons in elementary school;

4. substantiate the intent and describe the procedure for the experimental study of the method of "penetration" into a foreign language text while teaching to understand the English taught in elementary schools;

5. to conduct a quantitative and qualitative analysis of empirical data obtained on a group of subjects — primary school students — regarding the effectiveness of using the technique of personifying letters and combinations of letters in teaching reading in a foreign language;

To achieve the objectives were used the following research methods:

1. theoretical analysis and synthesis of literature data;

2. pedagogical observation;

3. experiment.

Work structure: the work consists of an introduction, theoretical justification of the hypothesis this study - chapter I, chapter II, practical evidence of the findings of the study - chapter III, as well as the conclusion, list of used literature and applications.

Chapter I. Psychological, linguistic and communicative characteristics of reading

1.1 Reading as a type of speech activity

Reading in a foreign language as a form of speech activity and as an indirect form of communication is, according to many researchers, the most necessary for most people. As a rule, relatively few have the ability to communicate directly with native speakers; almost all are able to read in a foreign language. This is why reading instruction acts as the target dominant.

The reading process, which involves complex mental operations (analysis, synthesis, inference, etc.), and its result - the extraction of information - are of great importance in the communicative and social activities of people. This form of written communication ensures the transfer of experience accumulated by mankind in various areas of life, develops intelligence, aggravates feelings, that is, educates, develops, educates.

Studies conducted in the last decade in a number of countries have shown: readers are able to think problematically, grasp the whole and identify contradictory relationships between phenomena; to assess the situation most adequately and find new correct solutions faster. In a word, reading forms the qualities of the most developed and socially valuable person. How does this happen? The peculiarity of reading, in contrast to the perception of such types of culture as television, video, is that it is always work - interesting, pleasing, joyful, but labor. You have to work hard to learn to read, and you have to work hard to become a person. It is labor, invested by man in himself, that forms these qualities in him.

So what is reading? What is the essence of this process, what lies at its core?

Reading, like listening, is receptive, reactive and in the form of a non-expressed internal type of speech activity. Reading can also be partially external, expressed form of speech activity, for example, reading aloud. But even the same mechanisms (perception, internal pronunciation, mechanisms of short-term and long-term memory, forecasting, comprehension) work in reading specifically, as they rely on visual and not on auditory perception of speech.

Compare the process of speech perception when reading and listening to table 1.

Table 1

Reading and listening

As you can see, the visual perception of information and the process of its flow are able to provide more reliable preservation of images than auditory, since the reader has the ability to regulate and control this process, which leads to a slightly different work of reading mechanisms.

The reading process is based on the technical side, that is, on the skills that are automated visual-speech-motor-auditory connections of language phenomena with their meaning, on the basis of which recognition and understanding of written characters and written text as a whole and, therefore, the implementation of communicative reading skills .

When reading, a person not only sees the text, but also speaks it to himself and at the same time he hears himself from aside. It is thanks to the internal pronunciation mechanism that the graphic and auditory-motor images are compared. The most vivid effect of this mechanism is observed among novice readers (whispering reading). Gradually, with the accumulation of experience, internal speaking becomes more convoluted and, finally, completely disappears.

An important psychological component of the reading process is the mechanism of probabilistic forecasting, which is manifested at the semantic and verbal levels. Semantic forecasting is the ability to predict the content of the text and make the correct assumption about the further development of events according to the heading, the first sentence and other signals of the text. Verbal forecasting is the ability to guess the word by the initial letters, guess the syntactic construction of the sentence by the first words, and further construction of the paragraph by the first sentence.

The development of prognostic skills is facilitated by hypotheses and the reader’s expectation system, which activates the continuous construction of the structure of knowledge in the reader’s head, activates his background knowledge, language experience. The process of preparing consciousness for the perception of information encourages the reader to recall, guess, suppose, that is, to include the abilities of his long-term memory and his personal and social experience.

According to F. Smith, two types of information are necessary for reading: visual (from a printed text) and non-visual (understanding of a language, knowledge of a given subject, phenomenon, general ability to read, and knowledge about the world). The more non-visual information the reader has, the less visual information he needs and vice versa. When we start reading fluently, we begin to rely more on what we already know and less on printed text.

Reading is an active constructive process. The construction of meaning proceeds as an interactive activity in the process of which two sources of information interact - the information from the source is available to the reader of knowledge, which is presented in the diagram (Fig. 1).

Fig. 1 Constructing meaning in the reading process

As you can see, reading is an active, constructive and interactive mental activity.

1.2 types of reading

By the degree of penetration into the content of the text and depending on communicative needs, reading, search, familiarization, and learning are distinguished. Since viewing and search in many characteristics coincide, in the practice of training they are usually taken as one form, calling search and viewing.

Search-viewing is reading in order to get the most general idea about the content of the text, about its topic. Using the techniques of search and viewing reading (reading “diagonally”, “slalom”, “two verticals”, “ping-pong”, “islands”), the reader searches for only information that interests him in the text, deciding whether he needs it or not this text for a longer study.

Search-and-read reading - fast, fluent, selective reading. They resort to it in the professional and everyday spheres of life, for example, when reading books (reading the table of contents, introduction, introduction, conclusion), newspapers (viewing headings and subheadings), etc. This type of reading involves a rather high level of formation of reading skills, a developed ability to anticipate, a high reading speed, and the ability to circumvent difficulties. Learning the techniques of search and viewing reading allows you to increase the information culture, as well as reduce the time spent on enriching information through other types of reading. In school conditions, this type of reading is used as a preliminary stage of familiarization and studying reading, as well as in order to extract the necessary information from short pragmatic texts.

In an introductory reading, the goal is to extract basic information from the text, get a general idea of \u200b\u200bthe range of issues raised, understand the main idea, some basic facts. Setting the perception of only basic information allows you to read quickly, not paying attention to the details of the message, and not to "go in cycles" in unfamiliar words. The text for an introductory reading should not be difficult for students in language terms - it may contain a small number of new lexical units, previously not encountered syntactic constructions, but they should not impede the perception of the basic information of the text. It is not intended to use a dictionary. Attention should be concentrated only on familiar words, this type of reading proceeds at a fast pace.

1.3 Objectives and content of reading instruction

The practical component of the goal of teaching reading as an indirect form of communication in a foreign language involves the development of students' ability to read texts with different levels of understanding of the information contained in them:

With an understanding of the main content (introductory reading);

With a complete understanding of the content (learning reading);

With the extraction of the necessary, relevant information (search-and-read reading).

Attestation requirements provide for the achievement of a sub-threshold level in teaching this type of speech activity, that is, advanced communicative competence. Reading instruction content includes:

Linguistic component (linguistic and speech material: a system of graphic characters, words, phrases, texts of different genres);

Psychological component (formed reading skills based on mastery of reading actions and operations);

Methodological component (reading strategies).

The main basic skills that underlie reading are:

Predict the content of information by structure and meaning;

Define the topic, the main idea;

Divide the text into semantic pieces;

Separate the main from the secondary;

Interpret the text.

The concretization of these basic skills depends on the purpose of the reading. N.D. Galskova identifies the following groups of skills:

1. understanding of the main content: determine and highlight the basic information of the text, establish a connection between events, draw conclusions on what has been read;

2.extraction full information from the text: fully and accurately understand the facts, highlight information confirming something, compare information;

3.understanding the necessary information: determine the general theme of the text, determine the genre of the text, determine the importance of information.

As noted by I.L. Bim, reading, like any activity, is structured from separate actions that have their intermediate goal, which make up the ability to carry out this complex type of speech activity as a whole. Referring to the study of A.N. Evsikova, Bim I.L. gives three groups of actions and operations aimed at mastering reading.

A. Learning the technique of reading aloud words (phrases of sentences).

Firstly, these are actions to recognize and correctly pronounce words.

Purpose: correlation of the sound image of words with a graphic one for their identification and recognition of meaning.

Condition: carried out on familiar language material.

Operations: sound and letter analysis, identification of the sound image and its meaning, correct scoring, awareness of word relationships, correct pause, correct intonation.

Secondly, these are actions to expand the reading field.

Purpose: to recognize and retain in memory segments of speech.

Condition: increase the length of speech segments.

Operations: their reproduction.

Thirdly, these are actions to develop the pace of reading.

Purpose: to bring the pace of reading in a foreign language closer to the pace of reading in a native language.

Condition: time limited reading.

Operations: repetition, multiple reading with an increase in its pace.

B. Actions and operations that provide mastery of reading technology based on connected text.

IN. Actions and operations aimed at recognizing text, extracting informative information, regardless of the form of reading.

The main operations are anticipation of the contents of the text by heading, a hunch about the meaning of unfamiliar words by similarity with their native language, etc.

Of great importance in teaching reading are the general educational skills and reading strategies that are relevant to the specific type of reading:

Dog Strategy (for fact-finding reading);

Detective strategy (for learning reading).

The choice of reading strategy orientates the reader to the use of appropriate actions with the text.

When teaching reading, it is important not only to develop the necessary skills and abilities in students that provide the opportunity to read as an indirect means of communication, but also to instill an interest in reading. As rightly notes A.A. Leont'ev, reading skills, not supported by more or less constant training, break up very quickly, and all efforts to teach reading are in vain.

The need for reading in a foreign language will be provided when the content of the texts offered to students matches their cognitive and emotional needs, and the level of their intellectual development.

The selection and organization of texts for reading can be attributed basically to the same requirements as for texts for listening. They should be informative, diverse in genre and theme, as authentic as possible.

A significant problem is the methodological selection of texts for the initial stage of training. Due to the limited language capabilities of students at this level, reading texts have to be processed and adapted. The methods of processing and adaptation include reduction, replacement of complex grammatical constructions with lighter ones. In this case, complex words that were previously unfamiliar to students, but accessible to understanding, can be saved. An important role is also played by the ghost of the text in accordance with the conditions of perception with the help of footnotes, side vocabulary, and illustrations. It is the use of supports, considers L.A. Chernyavskaya is the most productive way of methodical word processing and bringing the process of foreign reading closer to the natural. At the same time, the vocabulary of students is being expanded, their linguistic experience is being enriched, which makes it possible to gradually complicate the semantic content of texts, to develop the reading skills of students.

Conclusion: reading in a foreign language as a form of speech activity and as an indirect form of communication is, according to many researchers, the most necessary for most people. The reading process is based on the technical side, that is, on the skills that are automated visual-speech-motor-auditory connections of language phenomena with their meaning, on the basis of which recognition and understanding of written characters and written text as a whole and, therefore, the implementation of communicative reading skills .

However, when teaching reading, it is important not only to develop the necessary skills and abilities for students to provide reading as an indirect means of communication, but also to instill interest in this process.

Chapter II Features of learning to read at the initial stage

2.1 Teaching foreign language reading in primary school

Given the results of more than forty years of research in the field of early learning of a foreign language, which were conducted in our country, it can be argued that its benefits have been repeatedly proven.

Teaching children directly to the process of reading in a foreign language also has a positive assessment. Summarizing its advantages, it can be noted that teaching children to read in a foreign language, as a form of indirect communication, at primary school age is useful to all children, regardless of their starting abilities. It has an undeniable positive impact on the development of the child’s mental functions: his memory, attention, thinking, perception, imagination, etc. Learning to read affects the child’s general speech abilities. Early learning to read in a foreign language gives a great practical effect in terms of improving the quality of knowledge of the first foreign language, creates the basis for continuing its study in a primary school, and also opens up opportunities for teaching a second / third / foreign language, the need for which is becoming increasingly obvious. The educational and informative value of early learning to read in a foreign language is indisputable, which is manifested in the child’s earlier entry into universal culture through communication in a new language for him.

At the initial stage, teaching to read in a foreign language promotes an earlier familiarization of younger students with a new language world, forms in children a willingness to communicate in a foreign language and a positive attitude towards its further study. It allows you to familiarize younger students with the world of foreign peers, with foreign song, poetry and fairy tale folklore and with children’s samples of children's fiction in the studied foreign language. The process of teaching reading allows you to create some universal linguistic concepts that are observed in the native and foreign languages, thereby developing the intellectual, speech and cognitive abilities of students.

At primary school age, students do not yet have a psychological barrier in learning a foreign language. And students master the necessary skills much faster.

They learn to pronounce and distinguish by ear sounds, words, phrases and sentences of a foreign language, to observe the intonation of the main types of sentences. Children get an idea of \u200b\u200bthe main grammatical categories of the language being studied, recognize the studied vocabulary and grammar when reading and listening, and use them in oral communication, master the technique of reading aloud, read to themselves educational and lightweight authentic texts, using introductory and learning reading techniques.

The success of training and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. Of course, in the process of teaching reading in a foreign language to students of primary school age, the game plays an important role. The more playing techniques, visibility the teacher uses, the more interesting the lessons are, the more firmly the material is learned.

Ideally, reading in a foreign language should be independent in nature, not carried out under duress, but be accompanied by interest from the children. However, practice shows that the interest in this type of speech activity among students is very low. This type of speech activity is not for schoolchildren a means of obtaining information, raising a cultural level or simply a source of pleasure, but is considered by them as a purely educational task.

In order for reading in a foreign language to contribute to the development of cognitive interest of students, it is necessary to take into account the cognitive needs, age and individual psychological characteristics of children (and for this, educational materials should be diversified: texts and assignments to them); include schoolchildren in active creative activity by applying active teaching methods; give them the opportunity to show independence and initiative; learn to overcome difficulties in educational activities.

Appropriately selected texts and assignments to them contribute to the development of students' interest in reading in a foreign language, which in turn is an important factor in the successful mastery of this type of speech activity. The purposeful use of texts selected in accordance with the cognitive interests of children in a foreign language lesson and in extracurricular work on the subject allows us to judge the increased interest of students in the subject, improving the reading technique and a deeper understanding of foreign language texts.

2.2 Problems of mastering the reading technique in English in primary school

In the process of forming reading skills, it is necessary to overcome a lot of difficulties.

First of all, these are the difficulties associated with mastering the reading technique, which involves the assimilation of a system of graphic characters that are different from the native language, the formation of the skill of sound-letter and letter-sound correlations, syntagmatic reading. The formation of the receptive skill is more successful if it is supported by productive activities, therefore it is recommended to teach children two versions of the code: written and printed. It is necessary to carefully work on the technique of reading aloud, since learning activities are formed first in the external speech, and then translated into the internal plane. It is important to bring rather to the stage of holistic perception of blocks of words, otherwise a word-of-mouth reading will inhibit understanding of the content. This is facilitated by syntagma reading, expanding the "reading field", i.e. unit of perception. Mastering the reading technique is accompanied by mental work on the semantic recognition of visual forms, which means it is necessary to teach the reading technique on familiar material with elements of novelty.

By the beginning of the process of teaching a foreign language in an elementary or primary school in the speech memory in the speech memory of students, of course, there are no auditory-speech images of foreign language material.

If learning the technique of reading begins from the very beginning of learning a foreign language, then students have to correlate not only sounds and letters, but also sound and letter combinations with the semantic meaning of what they read. And this causes them additional difficulties. That is why in order to overcome them, an oral induction course is often carried out, oral advancing in order to accumulate the necessary and sufficient foreign language speech material, to form auditory-speech images of foreign language spoken and thereby remove some of the difficulties in the process of correlating letters and sounds of a foreign language.

It is noteworthy that with the accumulation of a variety of foreign language material as a basis for learning the technique of reading, the source language unit is the word.

Learning the technique of reading in a foreign language should be carried out on well-known lexical material, already learned in oral speech. And this is achieved as a result of an oral introductory course, an oral lead. According to Z.I. Klychnikova, the essence of oral advancing boils down to the fact that students start reading when they have worked out the articulation of sounds, syllables, words and even small phrases. However, G.V. Rogova and I.N. Vereshchagin about the oral introductory course note that the preliminary oral training of educational material helps to remove some of the difficulties that impede understanding of the content. Oral advancing helps in a meaningful way, that is, students should understand what they are reading, but practically does not help in the procedural plan. A similar phenomenon is characteristic for the mastery of reading and in the native language; a child who has good command of oral speech encounters great difficulties in the procedural plan (how to read). Thus, conducting an oral introduction course, oral advancing does not guarantee a successful mastery of the technique of reading in a foreign language.

Numerous facts of the discrepancy between the grapheme-phonemic systems of the native and foreign languages, discrepancies in pronouncing the same letter in different letter combinations, as well as cases of different graphic images of the same sound occur in German, French and especially English.

The authors of the methodology of teaching English at the initial stage in high school, as well as in grades 2-3 of schools with in-depth study of the English language, it is believed that learning to read English is very difficult for students due to the graphic and spelling features of the language, as the spelling system uses 26 letters, 146 graphemes (letter combinations), which transmit 46 phonemes. Of the 26 pairs of English letters (uppercase and lowercase), only four can be considered similar to the corresponding letters of the Russian alphabet in meaning and form. This is K, k, M, T. The letters A, a, B, b, C, c, E, e, H, O, o, P, p, Y, y, X, x occur in both another language, but are read in different ways, therefore, are the most difficult. The rest of the letters are brand new.

G.V. Rogova and I.N. Vereshchagin also point out the great difficulty in reading vowels, combinations of vowels and some consonants, read differently depending on the position in the words. For example, man-name, day-rain, this-think, pencil-cat, Geography-garden, window-down. When teaching reading to students, the basic rules of reading should be learned, which should include: reading vowels under stress in open and closed syllables and before "g"; reading vowel combinations ee, ea, ay, ai, oy, oo, ou, ow; consonants c, s, k, g, ch, sh, th, ng, ck and combinations such as -tion, -sion, -ous, -igh.

At the same time, many words in the English language are not read according to the rules, which generally condemns students to memorize an excessively large number of reading rules and exceptions to them, as well as to repeated repetition of educational material. In addition, the very perception and scoring of graphic signs is the result of choosing and comparing them with those standards that are already in the student’s long-term memory. The very fact of the choice, which involves recalling the necessary rule and (or) sound-letter correspondence, requires a certain, sometimes significant time, which ultimately slows down the pace of reading, or rather does not allow the student to quickly and accurately establish sound-letter correspondences and thereby master the reading technique at a fairly high pace.

2.3 the experience of learning to read English in elementary school

Any kind of changes to the process of early learning to read in English is carried out taking into account the experience gained over the past 10-15 years in the process of early learning a foreign language in grades 1-3 of educational institutions, as well as in grades 2-3 of schools with in-depth study of English language. So, G.V. Rogova and I.N. Vereshchagin offers a whole system of teaching reading in English (based on the principle of consciousness) for a keyword that contains both a graphic image and a picture. In order to develop the speed of reading, the speed of reaction of students to a printed word, one should use cards with the words written on them, conduct competitions on the speed and correct reading of words from the exercises presented in the textbook, and use a split alphabet.

Learning to read words can be carried out:

Based on words with the same sound, read by the rules. Words that do not lend themselves to this rule, but with the same sound, are included in a number of these words, for example duck, run, jump, son, mother;

Using partial transcription with highlighting the corresponding letters that transmit the given sound, for example: too, school, fruit, ruler, blue, two, do;

Using complete transcription, for example, autumn ["o: tm], daughter [" dota];

- similarlyfor example, children can read the words right, night, they need to read the new word light. (There are few words for the rule, but you need to establish an association). Or brought-thought, ring-bring, drink-think. In this case, you can use the board and replace the letter that changes the meaning of the word: sing, the first letter changes to r - ring, the letter b - bring is assigned. In all cases, it is desirable that children read first, that students read consciously; based reading by teacher or announcer of words. In this case, the mastery of reading such words is based on imitation.

Teaching English in the 1st grade of educational institutions in the recent past, as a rule, was postponed to later dates (in the second half of the first grade and even in the second grade) due to the fact that in the first grade, students are taught the native alphabet and reading in mother tongue, all work in a foreign language lesson is built on an oral basis with an emphasis on game motivation of students. And even in the integrative course “Early learning of English with the means of art (music and theater)”, designed for children of seven years (the first year of schooling), an introductory-phonetic, unconsciously-imitative course with elements of speech therapy correction and prevention is carried out in the first half of the year , and games in the "letter-word" mode are introduced only from the second half of the year. In the book for the teacher to the textbook in English for the first class of educational institutions, it is noted that in the first year of study provides for the mastery of the articulation base and intonational design of speech. Work on the sound image of a word prepares children for reading in English, starting from the second grade.

Since the academic year 2002/2003, in an experiment to update the structure and content of general education, a foreign language is introduced from the second grade, and the new basic curriculum of a four-year primary school (as the first step of a new 11-year school) provides for compulsory learning of a foreign language from the 2nd 4th grade (two hours a week). It is noteworthy that in the teaching materials for English language, which are offered for the organization of teaching English, which are offered for the organization of teaching English in the second grade, the period of learning the reading technique begins at different times. So, in the teaching materials for students of the 2nd grade “Enjoy English - 1” (author M.Z. Biboletova, N.V. Dobrynina, E.A. Lenskaya) equal attention is paid to the teaching of oral and written speech from the very first lessons; in the CMC of authors Z.N. Nikitenko, E.I. Negnevitskaya provides an oral induction course, designed to be studied during the first quarter. Learning reading techniques begins in the second quarter. Children master transcription as a visual support for learning the alphabet and reading rules, which, according to the authors, makes it much easier to master the ability to read in English.

For the full implementation of the developmental and practical goals of teaching a foreign language in primary school, as evidenced by the results of large-scale experiments on early learning a foreign language, conducted in the late 80s and early 90s, at least 3 hours a week (or 2 if the teaching of Russian and foreign languages, as well as subjects of the humanitarian cycle is carried out on an integrative basis). Since integrative courses in Russian and foreign languages \u200b\u200bfor grades 1-4 are still not developed, and the new basic curriculum provides for the study of a foreign language from 2nd to 4th grade at two hours a week, one can hardly expect a complete mastery of a foreign language language and mastery of reading technique.

In this situation, specially created teaching materials in the English language acquire particular relevance, which provide instruction in those phenomena of a foreign language that usually cause the greatest difficulties for elementary school students, and on the other hand, are addressed not only to students and a teacher of a foreign language, but also to parents who wish to help their child learn a foreign language. In addition, such teaching materials should be easily combined with the existing teaching materials in a foreign language for elementary school and be perceived by a foreign language teacher as additional and ready-to-use materials, and at the same time be self-sufficient for organizing qualified assistance to a junior high school student by their parents, tutors and other interested parties persons.

Conclusion: briefly summarizing the advantages of early reading instruction, it can be noted that reading in a foreign language, as a form of indirect communication, at primary school age is useful to all children, regardless of their starting abilities.

However, in the process of forming reading skills, it is necessary to overcome a lot of difficulties, the main of which is learning to read technique. By reading technique we understand not only the ability to quickly and correctly read, but also the ability to extract information from text. Learning the technique of reading in a foreign language should be carried out on well-known lexical material, already learned in oral speech.

Any kind of changes to the process of early learning to read in English is carried out taking into account the experience gained as a result of numerous studies in this direction.

Methodists highlight a number of difficulties that accompany learning to read, and appropriate approaches to solving them.

Learning to read at the initial stage should become the basis for further study of the subject and support in learning to read at subsequent stages.

Chapter III: Experimental studies on teaching reading to primary school children

The practical part of the study was carried out at the municipal comprehensive school No. 1 of the Privolny settlement of the Repairnensky district of the Rostov Region. The experiment was organized and conducted within the framework of undergraduate practice under the guidance of a foreign language teacher of the highest category Glushnenko O.V. The purpose of the experimental work was to test methods of working with foreign language texts in the process of teaching younger students to read in English.

The study consisted of three stages:

First stage - ascertaining. During the experiment, control and experimental groups were formed on the basis of students of grade 2 “B”. A total of 24 students in the class, respectively, in the experimental and control groups, there were 12 students.

By the time experimental work began, students had already begun to study letters english alphabet (consonants were studied), however, they did not proceed directly to the reading process. Thus, the initial level of mastery of reading skills - the ability to quickly reproduce sounds and understand the content of what was read - was zero.

Second phase - formative. His goal was an experimental way to test the possibility of using various methods of working with foreign texts in teaching reading. The practical work consisted of a series of lessons (lasting 40 minutes) using the personification of letters and letter combinations of the English alphabet in the experimental subgroup and the method of "penetration" into a foreign language text.

The success of mastering reading skills in English was provided not only by these techniques, but also by a holistic approach to the student as an individual, a subject of cognitive, communicative, game activity, personality, individuality, which is currently interpreted as an anthropological approach to the organization of teaching a foreign language in the initial main school.

The method of personification of letters was practiced when meeting with vowels of the alphabet. Its use is based on what students already have, i.e. on clearly expressed visual-effective and visual-figurative thinking, representations, imagination, with the help of which the child operates with integral images.

Instead of moving from sound to letter or, conversely, from letter to sound, the method of personification allows each sound-letter correspondence to be presented in indissoluble unity, as integral parts of a single whole - a clear, emotionally rich image, attractive and understandable to a 7-8 year old child. For example, the letter Aa appears as a heron Aa (hey) in whose honor the following quatrain is written:

Meet heron A (Hey)!

It appears: "My name ..."

She has a friend Cat

They have been friends for many years.

As a support for the formation in children of a holistic idea of \u200b\u200ba new letter, not only a verbal description of the personified image of the letter is used, but also a character’s drawing, a graphic image of the letter and its voice - transcription mark.

In order to study the effect of this technique on the ability to correctly pronounce graphemes, students of both subgroups were asked to read a poem, the lexical volume of which was 44 letters with a designated time interval of 2 minutes.

An apple. It is very red and sweet,

And it is so good to eat.

An analysis of the results showed that 39% of children (5 children) completed the task (for comparison, in the control group - 30%, i.e. 3 students); other children either did not complete the task or did not complete it completely. As a result of the study, it became obvious that the level of mastery of reading technique - the ability to sound graphemes - is quite low in both subgroups, but in the experimental group the indicators are slightly higher. The results of the study are presented in table 2.

table 2

The results of the study of the formation of the ability to voice graphemes at the formative stage

	Experiment. column		Control gr
	Anischenko		Mitrofanova
	Anufrienko
	Squirted		Underwater
	Vermilenko		Nemyshkalova

	Drobyazko
	Yevtushenko		Rastyagaev
	Efremenko		Savchenko
			Stepanenko
	Kravchenko		Tkachenko

The study of vowels in the experimental group continued with the involvement of the personification of letters. This is how the letters Ii and Oo appear:

Ii oo

This is a carnation, carnation II (ay) This is a cop Oo (oh)

We say hello: “Hi!” He says to everyone: “Hello!”

Our carnation doesn’t say, It will say: “Go!” - drive through,

And about him we will say it. “No!” - wait and wait.

Such presentation of sound-letter correspondences sharply reduces the need for using reading rules at the stage of learning the reading technique. Reading a letter, or rather, perceiving, comprehending the "letter in the image", letter combinations or words is carried out without hindrance, quickly enough, dynamically.

However, learning to read is not only a quick reproduction of sounds, but also an understanding of what you read.

So, in the experimental group, when working with text, the technique of "penetration" into a foreign language text was used. At the same time, students paid attention to two important rules:

2. To understand the text, it is not necessary to know every word!

This technique involves working with text, aimed at teaching children how to find supports in their experience and in the text. The purpose of this technique is to create a reading motive and develop such an important reading skill as forecasting, i.e. the ability to anticipate the content of the text using the heading, subtitles, illustrations for the text, etc. “Penetration” into a foreign language text is focused on the identification and activation of students' personal experience, their knowledge and skills.

So, when working on the text before the students read the experimental subgroup, the following tasks were offered:

Students read the title of the text, consider illustrations for it and express their assumptions about the topic of the content of the text;

students are encouraged to take advantage of their knowledge of the subject the text is about and ask themselves: “What do I know about this topic?”

Students write a heading keyword and draw up a diagram, filling it with associations that arise before they even read. (fig. 2)

Students are encouraged to pair up, discuss the patterns drawn up and clarify their assumptions about the topic and content of the text.

Fig. 2

Charting by Header Keyword

After the pretext stage, students are given the task of reading the text, checking their initial assumptions and conducting a dialogue with the author.

The personal perception of the text is carried out by students individually, without the help of a teacher and other students, independently.

1. Students independently read the text for the first time with the installation to check their assumptions made before reading the text.

2. When re-reading the text, students solve various communicative tasks:

Highlight informative information (who, what, where, when, how, why did something);

Divide the text into semantic pieces;

Define the main idea of \u200b\u200beach part of the text;

Highlight keywords in each part of the text;

They note information unfamiliar to themselves and clarify the meaning of individual words;

Establish links between parts of the text.

3. Conversation on the content of the text as a whole, selective reading aloud.

As tasks to control the understanding of what students read, students were offered tasks involving them in active creative activity, and not only speech, but also non-speech:

Draw, draw ...

Retell, tell, write off, prove ...

Write, continue, finish, complete ...

Find equivalents, translate ...

Using the technique of personifying letters and the technique of "penetrating" foreign language text allowed me not only to teach children to read in English, but also to influence their emotional sphere based on imagination and visual-figurative thinking. Thus, I tried to develop students' interest in the subject, which is an important factor in teaching children English at the initial stage.

The third stage is test. At this stage, the diagnostics of the study of the influence of receiving personification of letters on the ability to correctly pronounce graphemes was again carried out. Students of both subgroups were again asked to read the poem. However, its lexical volume increased from 44 letters to 66. The time interval remained the same (2 minutes).

This is the season I come to the garden

When vegetables grow, And make water flow.

An analysis of the results revealed a positive trend in both subgroups. Comparative results of the formation of the ability to sound graphemes are presented in Fig. 3.

Fig. 3 Comparative results of the formation of the ability to voice graphemes

In order to control the understanding of what was read, students were asked to read an unwritten text and perform the following tasks:

Title the text;

Highlight semantic parts in the text;

To depict what is said in each part.

Vegetables are plants that we can eat. Many vegetable that we eat grown in the field and the garden. Most fruits are sweet, and good to eat.

In the experimental group, 60% completed the task completely; in the control group, only 40% completed the task correctly, as shown in Fig. 4.

Fig. 4. Comparative results of the formation of the ability to understand what is read

Conclusion: therefore, we can speak of a tendency toward an increase in the level of formation of reading skills - the ability to sound graphemes and understand what is read - in the studied subgroup 2 “B” class (with a slight increase in the performance of the control subgroup).

According to the program on foreign languages \u200b\u200bin the field of teaching reading, the teacher is given the task of teaching students to read texts, understand and comprehend their contents with different levels of penetration into the information contained in them.

The study once again revealed problems that a teacher may encounter in primary school in the process of teaching them how to read. We took the liberty and developed a number of recommendations on the topic of how to teach a younger student reading in a foreign language.

Teaching reading techniques should take place on well-learned students lexical material;

Texts for primary schoolchildren must meet their age and emotional characteristics;

When working with foreign language texts, students should be involved in active creative activity, not necessarily speech;

When selecting texts for reading, it is necessary to take into account their methodological and educational value, the availability of content and form;

Use a variety of techniques for working with foreign texts in the process of mastering reading, taking into account the individual and psychological characteristics of students.

To develop students' cognitive interest in the subject, involving them in various game situations.

Contribute to the development of the situation of communication in a foreign language in the lesson.

Conclusion

As you know, the need to master the English language is becoming increasingly urgent in the modern world, where every fourth resident uses it to communicate at one or another level.

The study of this subject from the second grade is a recognition of the objectively existing social interest in the study of foreign languages \u200b\u200band confirms the importance of this subject for the implementation of promising tasks of personality development.

In order for a graduate of an elementary school to possess a set of knowledge, skills necessary for further successful mastery of the language, the teacher should know how and what to teach the child at the very first stage of education.

Learning to read acts as the target dominant.

The work on the formation and development of reading and reading skills goes through several stages, each of which is aimed at solving a specific problem. Learning to read consists of two main components: teaching the technique of dynamic reading and learning to understand what is read.

Mastering the reading technique in English at the initial stage is an independent problem. That is why we pay special attention to the formation of this skill in the process of learning to read.

At the initial stage of training, it is important that all the processes of education and development of students go in line with modern methods.

In the process of mastering reading, it is necessary to overcome a lot of difficulties. To do this, the teacher should engage students in creative activity, creating various situations of verbal communication, where students accumulate and expand the vocabulary, as a basis for successful mastery of reading.

The bottom type of speech activity is not for schoolchildren a means of obtaining information, raising a cultural level, or simply a source of pleasure, but they consider it as a purely educational task.

In order for reading in a foreign language to contribute to the development of cognitive interest of students, it is necessary to take into account the cognitive needs, age and individual psychological characteristics of children (and for this, educational materials should be diversified: texts and assignments to them); to include schoolchildren in active creative activity by applying active teaching methods; give them the opportunity to show independence and initiative in educational activities.

One of the problems of teaching reading in a foreign language is the content of the texts at the initial stage. At the initial stage of teaching a foreign language, when it is important for the teacher to teach schoolchildren to read texts and extract the necessary information from them, proper organization of work with texts in the lesson is necessary.

Work to develop interest in reading in a foreign language should be focused and carried out both in the classroom and outside it. One form of such work is extra-curricular personal reading.

In conclusion, we emphasize that appropriately selected texts and assignments to them contribute to the development of students' interest in reading in a foreign language, which in turn is an important factor in the successful mastery of this type of speech activity. Our deliberate use of texts selected in accordance with the cognitive interests of children in the English lesson and in extracurricular work on the subject allows us to judge the increased interest of students in the subject, improving the reading technique and a deeper understanding of foreign language texts.

The study once again proved that the problem of reading instruction is really relevant and requires special attention.

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Annex 1

Topic: Acquaintance

Lesson Objectives: development of dialogical speech skills, introduction and primary consolidation in speech of speech patterns “Who are you? I am Nick ", introduction new vocabulary on the topic "Animals", the development of phonetic skills, the introduction of a new letter of the English alphabet Aa.

Equipment:

Transcription icons; animal toys; split alphabet.

During the classes:

I. Organizing time

Hello, children! I am glad to see you! Sit down, please.

Today in the lesson we continue to learn to get acquainted in English, we will learn what some animals are called in English, and we will prepare for a circus performance.

II. Phonetic Charging

Let's close our lips together and say [m] ([t], [m], [t].)

The doctor asks the monkey to show the neck.

But the monkey hurts to open his mouth wide and she says. (,, .) We got an English sound, it is a bit like Russian, but its first part is a long and deep sound. ( .)

Then the monkey began to tease and indulge: she pulled her lips with a tube and smiled broadly: [w], [w], [w].

The doctor taught the monkey to perform a special exercise for the tongue: to do this, put the tongue on the tubercles above the upper teeth (alveoli) and knock on them: [t], [t], [t].

Well done!

III. Speech Workout

(My name is Nick).

IV. Introducing students to the English letter Aa.

Guys, look, an unusual heroine came to visit us. ( On the board is a poster depicting the planned character of the letter Aa).

Meet Heron Aa (hey)!

It appears: "My name ...".

She has a girlfriend Cat

They have been friends for many years.

You notice that the same letter is read in different ways. The type of reading depends on the spelling of the word. In the first case, we have open syllable (the dumb vowel e follows the consonant), while the second is closed. Therefore, in the first case we read hey, and in the second e. Pay attention to this when reading.

Students repeat the name of the letter after the teacher and perform exercise. 3, p. 7.

Appendix 2

Fragment of an abstract of an English lesson

Topic: Acquaintance

Objectives: development of monologic speech skills; introduction of the words children, they; vocabulary training (plural nouns); familiarization with the letter Ii.

Equipment: cards with transcription of sounds; Dunno doll, split alphabet, pictures of animals.

During the classes:

I. Organizational moment

Good morning, girls! Good morning, boys!

I am glad to see you. (We are glad to see you too.)

Good morning! Good morning!

Good morning to you!

Good morning! Good morning!

I am glad to see you!

II. Phonetic Charging

Open your textbooks on page 18. Listen and repeat after me.

tack sat cat let met net

fat plan hat vent ten tent

sad dad lamp dell den pen

III. Checking homework

Let "s check up your homework. Let's check your homework. What is your homework for today? What was your assignment for today? (No. 3 p. 10) (check)

IV. Introduction of a new english letters Ii

Guys, today an unusual character again visited our lesson. Look and listen to his voice. And here is how he appears before us.

This is a carnation, carnation II (ay)

He says hello: “Hi!”

Our carnation doesn’t say

And about him we will say it.

And who will tell me why the same letter sounds differently?

When have we already encountered this?

Students repeat the name of the letter and complete exercise 4 on page 21.

Appendix 3

Topic: Acquaintance

Lesson Objectives: The development of monologic speech skills (description of an object or animal); introduction of the interrogative structure “Can you ...?” and the short answer “Yes, I can. No, I can "t"; train in the use of learned sounds; familiarization with the letter Oo.

Equipment: daisy flowers with tasks; cards with transcription of sounds; geometric figures.

During the classes:

I. Organizing time

Good morning, good morning!

Good morning to you!

Good morning, dear children

I am glad to see you!

II. Phonetic Charging

Let's remember the story of the monkey. Our monkey loves to walk. When her paws freeze, she breathes on them [h], [h], [h].

The monkey ran through the puddles, and her neck fell ill. She came to the doctor's office. She tries to pronounce her name and makes a sound [m].

Let's close our lips together and say [m] ([t], [m], [t].)

The doctor asks the monkey to show the neck. But the monkey hurts to open his mouth wide and she says. (,, .)

Well done!

III. Speech Workout

Let's remember how to greet and get acquainted in English.

Hi! What is your name? (My name is Nick).

IV. Introduction of the new letter Oo.

Guys tell me do you all know the rules traffic? And how is traffic regulated on the road? And today, the guest of our lesson will help us with traffic on the road.

This is cop Oo (oh)

He says to everyone: “Hello!”

Says: “Go!” - drive through,

“No!” - wait and wait.

So, what English word allows you to move on the road? And which prohibits?

What new greeting word did Police Officer Oo tell us? Match the colors of the traffic light to the words said by the policeman.

What is the color of the word Go? And the word No?

Well done. Now, execute # 5 on page 35.

Appendix 4

Fragment of an abstract of an English lesson

Topic: First Person Story

Lesson Objectives: develop the skills of monologue and spoken language: talk about yourself using new words in various standard phrases, learn to understand short messages from 1 person by ear and depict them schematically

Equipment: pictures of musical instruments

During the classes:

I. Organizing time

Hello, children! I am glad to see you! Sit down, please. I’ll be your teacher for today.

II. Phonetic Charging

And now we will repeat the action verbs that you studied in past classes. I call the verb in English, and you repeat it after me and perform the action that it means:

Swim, run, play with a ball, skip, dance

Well done!

III. Speech Workout

I still haven’t remembered your names very well. Let's repeat them one more time. What is your name? (My name is Nick).

The teacher asks the student a question, and he answers him. The student who answers the question asks the next student.

Well done! I liked it and I tell you “very good” - it means very good.

IV. Updating students' knowledge. Verbs of motion

Good. Now say hello to Nancy.

Good afternoon.

Listen to the dialogue:

Nancy, do you want to skip?

Nancy, do you want to play with a ball?

Nancy, do you want to dance?

Let’s dance together.

Try to play such a dialogue now. But do not immediately give an affirmative answer to the question.

Look at No. 3 p. 42. What is depicted there?

What are the musical instruments that animals play.

Let's say the elephant can play the piano. Other.

An elephant, a camel.

V. Working with text

My name is Alice. I am 8. I am not 6. I live in a small lighthouse in the forest. I don’t live in the zoo.

And now, answer the questions to the text.

Who is Alice? How old is she? Where she lives?

And now I’ll check how you understood the content of the text. The first option draws a place where Alice lives, and the second where she does not live.

Now try to make such a story to yourself.

Appendix 5 Fragment of an abstract of the lesson in English

Topic: Self story

Lesson Objectives: develop the skills of monologue and spoken language: talk about yourself using new words in various typical phrases, introduce new words: play the piano, play the violin, play the drum, play the guitar, recite poems, sing songs.

Equipment: alphabet with “holes”, pictures depicting musical instruments, monkeys, with models of sentences different kinds

During the classes:

I. Organizing time

Good morning, good morning!

Good morning to you!

Good morning, dear children

I am glad to see you!

II. Phonetic Charging

Do you want to listen to a new story about Miss Chatter? It’s about Miss Chatter and a little monkey. Miss Chatter can play the piano. And the little monkey can’t play the piano, but it says. Miss Chatter can play the violin. And the little monkey says. Miss Chatter can play the guitar. And the little monkey says. Let us sing a song about the little monkey.

Little monkey in the tree.

This is what he says to me.

They, they, they.

Thee, thee, thee!

Now all together!

Well done!

III. Knowledge Update

Now we will verify this. You see a series of letters in alphabetical order, but some of them are missing. These gaps we must fill. (several rows of letters)

IV. Work with text before reading

Guys, look at page 52.

The text is printed here. Look at the picture in front of the text that is depicted on it.

What do you think this text will be about, what will it be about?

Ok, read the heading to the text. Can he tell us what will be discussed in the text?

Before you begin a direct reading, you need to pay attention to the information that we can get from the heading, illustration. This will help us better understand the meaning of the text.

Now, let's check if our assumptions are true. ( students reading text)

Appendix 5 Fragment of an abstract of the lesson in English

Topic: Self story

Lesson Objectives: develop the skills of monologue and spoken language: tell about yourself using new words in various standard phrases, consolidate the learned words: play the violin, play the drum, play the guitar, recite poems, sing songs.

Equipment: pictures with the image of musical instruments, with models of offers of various kinds

During the classes:

I. Organizing time

Stand up. Good morning, children. Sit down. My name is Maria Alexandrovna. I’ll be your teacher for today.

II. Phonetic Charging

Now listen and repeat after me.

They, they, they.

Thee, thee, thee!

Now all together!

Well done!

III. Knowledge Update

Well done! What was asked of you?

Now we will verify this.

IV. New material explanation

Do you like music

And with what help is it created?

Right. Many of us know how to play musical instruments.

Look at the monkey. What does she say?

- “I can play the piano.”

Good. Look at the picture carefully. Now close the book and remember who plays which instrument (in OW)

Now tell us about it in AJ.

V. Reading text

The donkey plays the guitar. The dog plays the piano. The cock plays the violin. And the cat play the drum.

Read the text. What animals is it talking about? What musical instruments?

VI. Work with text after reading.

What titles would you choose for this text?

I also read this text and drew a picture for it. My donkey is playing the piano. Did I draw correctly?

Well done, found and corrected my mistake. I will now learn from you. Let's correlate animal pictures with musical instruments.

You very well understood the meaning of this text and arranged everything correctly.

Let us once again name the animals and the instruments on which they played, in English.

VI. Pin New Material

Now let's think about what instruments we would like to play. I want to play the guitar, and you?

Look at the board, what proposal is this model suitable for?

Now, relying on the scheme, we will ask each other. For example: Can you play the dump?

Dear teachers and parents!

This manual is intended to teach children to read in English. To use the manual, it must be printed and distributed to each student. At home, the child draws up his book with his parents. To do this, cut all the pages in half, stitch them in the form of a book on the left edge, make a cover of thick paper and make it to your liking. Of course, every teacher will not forget to thank the child and his parents for their work.

In each lesson, several letters, transcription characters, new words, simple sentences for reading are given. Next to each new word in the book is a place where the child draws a picture on his own, as he likes. Parents, feeling their involvement in the process of creating a book, help the child at home. Thus, the process of learning English is fun and interesting.

Download:

Preview:

E N G L I S H

TEACHING READING GUIDE FOR CHILDREN

Dear teachers and parents!

This manual is intended to teach children to read in English. To use the manual, it must be printed and distributed to each student. At home, the child draws up his book with his parents. To do this, cut all the pages in half, stitch them in the form of a book on the left edge, make a cover of thick paper and arrange it to your liking. Of course, every teacher will not forget to thank the child and his parents for their work.

An example page from a student’s book.

Petrova Julia Alexandrovna, teacher of the highest category, school 534

St. Petersburg

2014

Lesson one. Lesson 1.

1. Learn the letters.

Aa Bb Cc Rr Tt

2. Draw.

a cat a rat a bat

3. Letters and sounds.

a [ə] c [k] t [t] b [b] r [r]

4 . Read it.

at at at cat cat rat rat bat bat
a cat, a rat, a bat, a rat, a bat

a rat, a cat, a bat.

5. Read and translate.

A rat, a bat, a cat.

A bat, a cat, a rat.

Lesson two. Lesson 2.

1. Learn the letters.

Dd Ee Hh Nn Pp

2. Draw.

a cap a hat a pen a hen

3. Letters and sounds.

h [h] e [e] n [n] d [d] p [p]

4. Read it.

A pen and a hen. A cat and a rat.

A hat and a cap. A rat and a bat.

5. Read and translate.

1. A hen, a hat, a pen. 5. A hen, a bat, a cat and a rat.

2. A bat, a cap, a cat. 6. A cap, a pen.

3. A rat and a cat. 7. A bat and a cat.

4. A bat and a hat.

Lesson three. Lesson 3.

1. Learn the letters.

Gg Ii Uu Oo

2. Draw.

a dog a pig a gun a cup

________________________________________________________

3. Letters and sounds.

o [ɔ] i [i] g [g] u [ʌ] th [θ]

4.Read it.

A dog and a pig. A cup and a cap. A bat, a dog and a pig.

A gun and a cup. A hat and a hen. A gun, a cup and a hat.

One gun, one dog and one rat.

5. Read and translate.

A pig, a dog, a cup, a gun

A dog and a pig.

A cat and a rat.

Lesson four. Lesson 4.

1. Learn the letters.

Ff Jj Mm Xx

2. Draw.

a box jam a bed a fox

3 letters and sounds

x f [f] j m [m]

4.Read it.

A fox, a pig, a box, a hen, a pen, a cup, a gun,

A cap, a bat, a rat, a bed, a hat, a dog, a rat.

One box, one fox, one hen, one pen, one hat, one bat, jam

Two, three, four.

A hat, a cap and a box. A bat, a hen and a fox.

One cat and one rat. One box and one bed.

5.Read and translate.

1. Jam and a box. 5. A cup and a cap.

2. A cat and a fox. 6. One fox and one bat.

3. A bed and a hat. 7. One hat and one box.

4. A gun and a dog. 8. One, two, three, four.

__________________________________________________________________

Lesson five. Lesson 5.

1. Learn the letters.

Kk Ll Ss Vv

2. Draw.

a kitten a vase a lamp a star

3. Letters and sounds.

K [k] l [l] s [s] v [v]

4.Read it.

A cat and a kitten. A vase and a lamp. A dog and a fox.

A box and a bed. A star and a gun. A vase and a box.

A hen and a fox. A hat and a cap. A dog and a pig.

5.Read and translate.

1. A vase and a cup. 6. One cat and two rats.

2. A kitten and a rat. 7. One box and three lamps.

3. A gun and a star 8. One vase and five cups.

4. A lamp and a box. 9. One box and four hats

5. One, two, three, four, five.

________________________________________________________

Lesson six. Lesson 6.

Learn the letters.

Qq Ww Yy Zz

Draw.

a squirrel a wolf a zebra a boy

3. Letters and sounds.

qu z [z]

4. Read it.

A wolf and a squirrel.

A zebra and a boy.

One squirrel and two zebras.

One wolf and three boys.

One, two, three, four, five, six.

_________________________________________________________________

Lesson 7

Read

I i [i]

In, it, its, is, his, pig, pink, big, six, little, kitten

His pig a pig six pigs

His kitten a kitten six kittens

His pink pig a pink pig

His big pig a big pig

His little kitten a little kitten

Lesson 8

Read

A a [æ]

at, cat, bag, has, and, hand, man, flag, rabbit

is, man, has, his, it, cat, pig, black, pink, flag, little, rabbit, its, bag, hand, big, in, kitten, six

his bag a rabbit

his flag a big rabbit

his hand a little rabbit

his cat his big rabbit

his rabbit his little rabbit

a cat and a kitten six pink pigs

a pig and a rabbit six little kittens

a big cat and a little kitten six big rabbits

_______________________________________________________

Lesson 9

Read

th [ð] the, this, that

a man - the man this man - that man

a kitten - the kitten this little kitten - that little kitten

a pink pig - the pink pig

a big cat - the big cat

Read and translate

This is a bag. That is a bag.

This is a little rabbit and that is a big rabbit.

This is a big pig and that is a big cat.

This is a man. The man has got a cat. The cat is in his bag.

Lesson 10

Read it.

Ee [e] pen, pet, red, ten, hen, leg, yes, desk, pencil, lesson

ck [k] neck, black

red, pink, black, this, left, that, hen, little, yes, pencil, flag, neck, ten, is, it’s, six, lesson, leg, hand, desk, pen, big, pet

a hen a pencil

this hen his pencil

this black hen his red pencil

this little black hen his little red pencil

six lessons, six little rabbits, ten black cats

Read and translate

Is this a pencil? Yes, it is.

Is this a pen? Yes, it is.

Is this a hen? Yes, it is.

5.This is a man. The man has got a pet. It’s a little black kitten. The kitten is in his hands.

________________________________________________________

Lesson 11

Oo [ɔ] dog, on, not, doll, fox, box, cock

Uu [ʌ] duck, puppy, funny

a duck - ducks a doll - dolls

a cock - cocks a dog - dogs

a fox - foxes a box - boxes

a doll his puppy

a big pink doll his little puppy

a big funny doll his little black puppy

this big funny doll his funny little black puppy

one rabbit six rabbits many rabbits

one fox six foxes many foxes

one puppy six puppies many puppies

Lesson 12

Read and memorize.

This is Jack,

And that is Jill.

This is Ann,

And that is Bill.

This is Ted,

And that is Dot.

This is Rex.

And that is Spot.

Read and translate

Jack has got a little dog. It’s black. It’s in the box. The dog has got many funny puppies.

_____________________________________________________________

Lesson 13

Ee [i:] he, we, she

O o [əu] nose, no, at home

1. Read

he - hen no - not

we - pet nose - fox

she - desk home - doll

2.Read and translate

He has got a rabbit. She has got a doll.

He has got a little rabbit. She has got a big doll.

He has got a funny little rabbit. She has got a big pink doll.

He has got a funny little rabbit at home. She has got a big pink doll at home.

Lesson 14

A a [æ] man, bag, has, have

Read it.

We have got six cats. He has got one cat.

We have got ten hens. She has got one hen.

We have got many ducks. She has got one duck.

Read it.

It is \u003d it’s It is not \u003d it isn’t

Is this a duck? Yes, it is.

Is this a hen? No, it isn’t. It’s a clock.

Is that a little puppy? No, it isn’t. It’s a little kitten.

3. Read and translate.

We have got many pets at home. We have got a rabbit. It’s little. We have got a puppy. It’s funny. Its nose is black. We have got a big cat. The cat has got many kittens.

______________________________________________________________

Lesson 15

I i [ɑi] nice, five, nine, tiger, driver, my, kind, white, Friday

A a [ei] name, face, they, gray, tail

Read and write a story about your toy.

My name is Kate. I have got a tiger. It’s red and white. Its tail is gray. It has got a funny face. It has got a black nose. My tiger is nice.

Uu [ju:] a pupil, music, Tuesday

music - funny

Tuesday - puppy

pupil - rubber

This is Ann. Ann has got eight dolls and twelve little flags.

This is Bob. Bob has got eleven cars and seven flags.

This is Pete. He is a pupil. On Tuesday he has got four lessons. On Friday he has got five lessons. He has got Music on Friday.

Lesson 16

pupil, Music, new, you, usually

[e] pen, leg, head, breakfast

[ɔ] dog, fox, o’clock, coffee

Read

I have got a dog and you have got a cat.

I have got a cat and you have got a dog.

She has got a cat and he has got a dog.

The dog has got a tail and the cat has got a tail.

We have got a dog and a cat.

You have got a cat and a dog.

They have got a cat and a dog.

Petrova Julia Alexandrovna, teacher of the highest category

school No. 544 of the Vyborg District of St. Petersburg

______________________________________________________________

For notes

Article

The role of home reading in English lessons

In this work, we classify and summarize the available information on this issue in different sources.

Modern information technologies in the study of a foreign language play a very large role at the present stage.

Reading the original fiction in the language being studied contributes to the development of oral speech, enriches the vocabulary, introduces the culture and literature of the country of the language being studied, and develops analytical thinking. Therefore, home reading lessons are necessary in the educational process. These lessons are undeniably valuable: firstly, because the student is in contact with modern living language, and not with conditional learning; secondly, it is possible to express your opinion and evaluate the work, characters and situations. But in order for the reading to be fascinating and at the same time developing speech skills, it is necessary to work on the text, both before reading the passage and after, to help students understand the text and activate new language phenomena. Therefore, the teacher needs to know the various exercises for working with texts.

There are many different classifications of types of reading. Each of them is based on different principles. So, some authors divide reading into types according to the psychological characteristics of their perception: translated - non-translational, analytical - synthetic; other authors - according to the conditions of their implementation: independent or non-independent, prepared - unprepared; according to the abundance of reading: extensive - intensive, etc. At present, the classification of reading proposed by S.K. Folomkina, for studying, fact-finding, viewing and search.

The peculiarity of home reading as a type of speech activity is that students carry out most of the work outside the classroom, so receiving and comprehending new information remains for homework. Reading in this case according to the target setting is studying, according to the place of reading - home, by the nature of the work - intensive. I take several classes to work with each work, the number of which depends on the size of the work being read. In the first lesson, students get acquainted with the author’s biography, 1-2 students prepare in advance messages about the writer and talk about him in the lesson, the rest make additions to the story. At the end of the lesson, students read chapter I of a work intended for home reading. Particular attention must be paid to the readiness of students to read specific material, which is achieved by the pretext work. At the pretext stage, preparations are made for reading, i.e. removal of language difficulties (explanation of difficult words and complex structures), familiarization with the topic, at the same stage, students can use their already accumulated knowledge and personal experience (correlation of a work of art with the Russian version). An important condition for successful work with the text is the creation of a friendly atmosphere in the classroom and positive motivation. At this stage, you can use the following working methods: prediction / prediction, associations with illustrations or headings, answers to questions, filling in gaps, motivational questions. The text phase includes assignments that students perform directly while reading at home. At this stage, communicative reading skills develop, and it includes the following tasks: drawing up a plan, filling in gaps, correct / incorrect statements, logical rearrangement of sentences, answers to questions, drawing up verbal portraits of characters, lexical and grammar exercises. The goal of the post-text phase is the integration of reading with productive communicative skills: speaking and writing, i.e. students apply the knowledge gained during reading in different speech situations. As tasks, you can organize a discussion, role play, presentation, opinion poll, write an essay, and an essay.

Home reading can provide a more solid formation of all types of communicative competence. At the same time, the cultural-creating function that ensures the development of the personality of a teenager should become the leading educational function of home reading. When reading fiction in English, schoolchildren not only form readership needs, i.e. the needs of reading literature in a foreign language after school hours, but also, getting acquainted with the classics of British and American literature (works by Wilde, Dickens, Conan Doyle, Twain, Stevenson, London, etc.), they join the world culture, which contributes to their humanitarian education. The result of work on a particular work of art is the students' presentations with messages and essays at school scientific and practical conferences. The leading developing function of the “home reading” aspect is the formation of an independent aesthetic attitude to the world, critical, creative thinking, and humanistic value orientations in the process of dating with the best works of foreign literature. The main educational function of home reading is the development of communicative reading skills as one of the types of speech activity, as a special type of human activity (in the context of the activity theory of AN Leontiev), the formation of the so-called “intellectual and communicative reading” skills, which, affecting the personality adolescent, his intellectual, emotional and motivational sphere, involves the interpretation of what he read, understanding of the information embedded, the ability to reasonably express his understanding problems of the work. An important task of home reading is to improve the ability to speak foreign languages. So that communication in the lesson does not turn into artificial, it must be present interpretation of information. In real life situations, the narrative is interspersed with description and reasoning. Therefore, in the lessons I try to encourage students to express their critical attitude, argue it, compare and evaluate facts, teach students to discuss what they read. Discussion of read literary works in English is an important communicative skill. In order for the students to master it fully, I offer a series of exercises: "Tell me why ..."; "Prove that ..."; “Make a story according to plan”; "Express your opinion about ..."; "Tell about…".

At the final stage of work on the work, all micro-discussions are summarized and are a good basis for analyzing the entire work. ("Summarizing"). It can be a lesson-discussion, lesson-conference. By implementing a communicative-cognitive approach to teaching reading in English, I was able to achieve certain results in the formation of communicative competence in students, in the development of cognitive interest, creative, mental activity. It can be concluded that the use of additional literature in teaching reading in English allows you to: - overcome a serious psychological barrier for the student - fear of large texts, - develop different types readings in a complex, - to teach schoolchildren to extract the necessary information from the text and process it so that it is adequately understood, firmly assimilated and convenient for updating, - to formulate basic basic technologies for working with texts, - to develop the logical thinking of students, - to teach schoolchildren independently improve your knowledge of the English language, develop your ability to self-esteem.

Annotation to the book - study guide:

It is best to develop reading skills on accessible and interesting material. Entertaining stories, tales, poems and fables collected in this book will captivate the younger student. And numerous repetitions and similar structures in the texts will help to remember new words. Exercises for each of the texts will overcome language difficulties.

The book can be used for reading both in the classroom and at home.

Download a free book - study guide “English. Interesting reading with exercises for elementary school students ”in PDF format:

You can find others in the eponymous section of our club of parents.

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A.A. Raspberry “English. Interesting reading with exercises for primary school students "(PDF) was last modified: March 18th, 2016 by Koskin

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