База исследования
Школа № 2 п. Борисоглебский
Учащиеся 2 класса
ПРИЛОЖЕНИЕ 2
Анкета для детей
Анкета
1) Ты читаешь дома вслух по-английски?
а) да всегда
б) часто
в) редко
г) нет, никогда
2) Тебе дома помогает кто-нибудь читать?
а) родители
б) мой старший брат/сестра
в) сам/сама, помню с урока
г) нет
3) Тебе легко или трудно выполнять задания по чтению?
а) легко
б) иногда легко, иногда трудно
в) трудно
г) очень трудно
4) Можешь ты читать слова на карточках, которые показывает учитель?
а) легко
б) иногда легко, иногда трудно
в) трудно
г) очень трудно
5) Что вызывает трудность в чтении предложений?
а) у меня нет трудностей
б) я не знаю английского алфавита
в) я не знаю слова на карточках
г) я запомнил только слова с карточек
ПРИЛОЖЕНИЕ 3
Читательский уголок
по теме «My lunchbox»
ПРИЛОЖЕНИЕ 4
Рекомендации по использованию
книги «Menu» читательского уголка
(творческие работы детей)
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 1
Developing skill: Reading for specific information
New language: Food, a jacket potato, a pizza, an orange juice, an ice cream,
coffee, Would you like fish and chips?
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to match PCs (picture cards) of food items
with WCs (word cards).
While-reading stage
Ask the children to read the questions, then look at the
menus and find the answers:
1) Which menu has ice cream?
2) Which menu has coffee?
3) Which menu has orange juice?
4) Which menu has a pizza?
5) Which menu has a jacket potato?
Post-reading stage
1) Play “Chain game”: Would you like…? (Children ask and answer the question in turn).
2) Ask the children to create their own menus.
ПРИЛОЖЕНИЕ 5
Рекомендации по использованию
книг «I like. I don’t like» читательского уголка
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 2
Developing skill: Reading for detail
New language: Jam, a cake, a banana, I don’t like soup
Recommendation for organizing of activities:
Pre-reading stage
Play “Memory game” (Turn the WCs face down, point to one
of the cards, ask pupils to guess the word. Turn the card face
up. If they guess correctly leave it face up, if not, put it face
down again).
While-reading stage
Ask the children to read and match the sentences with the
pictures.
Post-reading stage
Ask the children to tell about their likes and dislikes
ПРИЛОЖЕНИЕ 6
Рекомендации по использованию
книги «It’s time to have breakfast» читательского уголка
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 3
Developing skill: Reading for specific information
New language: Buy, wash, peel, eat, an apple, half
Recommendation for organizing of activities:
Pre-reading stage
Play “Unfinished drawings”. (Think of an object, start drawing
it, encourage Pp to guess the object).
While-reading stage
Ask the children to read and continue the sentences.
Post-reading stage
Ask the children to answer the question “What would you like
for breakfast?”, using the phrase: “Please give me…”
The material is taken from and [6].
ПРИЛОЖЕНИЕ 7
Рекомендации по использованию
книги «At a cafe» читательского уголка
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 4
Developing skill: Reading for specific information
New language: A sandwich, cheese, meat, a lunchbox
Recommendation for organizing of activities:
Pre-reading stage
Play “Shark game” (Ask the children to guess the words,
naming letters).
While-reading stage
Ask the children to read the dialogue and work out the
customer’s bill.
Post-reading stage
Ask the children to make and act their own dialogues.
ПРИЛОЖЕНИЕ 8
Рекомендации по использованию
книги «Breakfast at home» читательского уголка
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 5
Developing skill: Reading for detail
New language: Names of favourite food
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to name their favourite food.
While-reading stage
Ask the children to read the dialogue and act it out in
Russian.
Post-reading stage
Ask the children to open their own café and make up new
dialogues.
The material is taken from T. Klementyeva [9].
ПРИЛОЖЕНИЕ 9
Рекомендации по использованию
книги «Packed lunches» читательского уголка
Recommended course book: “Millie 2”,
Unit 9 “My lunchbox”
Lesson 6
Developing skill: Reading for detail
New language: Food items in a lunchbox
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to name the food they see in the picture.
While-reading stage
Ask the children to read and remember the contents of the
lunchboxes.
Post-reading stage
Ask the children to say what packed lunch they would like to
have. “I’d like…”
The material is taken from T. Klementyeva [9].
ПРИЛОЖЕНИЕ 10
Рекомендации по использованию
книги «Animal riddles» читательского уголка
Recommended course book: “Millie 2”,
Unit 10 “Granny’s farm”
Lesson 2
Developing skill: Reading for gist
New language: Grass, hay, drinks water, runs away, does nothing, dreams of.
What does this little cow do? This little cow eats hay.
Recommendation for organizing of activities:
Pre-reading stage
1) Ask the children to mime the actions: run, jump, swim, eat,
sing, fly, drink.
2) Ask the Pp to take PCs and name the animals.
While-reading stage
Ask the children to read and guess the riddles.
Post-reading stage
Ask the children to write their own riddles.
The material is taken from M. Z. Biboletova [4] and S. I. Azarova [2].
ПРИЛОЖЕНИЕ 11
Рекомендации по использованию
книги «My pet» читательского уголка
Recommended course book: “Millie 2”,
Unit 10 “Granny’s farm”
Lesson 3
Developing skill: Reading for detail
New language: A river, a warm, a hook. I take my fishing rod, go, put, run.
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to make words from the given letters and read them aloud (ex: e, t, g – get).
While-reading stage
Ask the children to read and tick the true sentences.
Post-reading stage
1) Ask the children to answer the question: “What do you do
with your pet?”
2) Ask the Pp to write a letter to their friends and tell how they
take care of their pets, using the words from the box.
The material is taken from B. Gillham [23].
ПРИЛОЖЕНИЕ 12
Рекомендации по использованию
книг «Farm animals» читательского уголка
(творческие работы детей)
Recommended course book: “Millie 2”,
Unit 10 “Granny’s farm”
Lesson 4
Developing skill: Reading for detail
New language: The names of farm animals, where they live, what they like
and can do..
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to brainstorm information about farm animals
(names, their likes/dislikes, abilities).
While-reading stage
Ask the children to read, find information and fill in the table:
animal | |
name | |
colour | |
friends | |
likes |
Post-reading stage
Ask the children to draw and describe their favourite animals,
using the model.
ПРИЛОЖЕНИЕ 13
Рекомендации по использованию
книги «Why is Nick sad» читательского уголка
Recommended course book: “Millie 2”,
Unit 10 “Granny’s farm”
Lesson 5
Developing skill: Reading for specific information
New language: Questions about farm animals
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to mime and guess the animals.
While-reading stage
1) Ask the children to answer the question: “Why is Nick sad?”
2) Ask the children to read and fill in the missing information.
Post-reading stage
Ask the children to tell about Nick’s animals.
The material is taken from M. Biboletova [4].
ПРИЛОЖЕНИЕ 14
Интервью для детей
Вопросы интервью
1) Тебе нравится читательский уголок?
2) Он помогает тебе лучше запомнить фразы и предложения?
3) Ты хочешь, чтобы читательский уголок работал в этом году?
ПРИЛОЖЕНИЕ 15
Рекомендации по использованию
книг «Timetable» читательского уголка
(творческие работы детей)
Recommended course book: “Millie 3”,
Unit 1 “Cool school”
Lesson 3
Developing skill: Reading for detail
New language: School subjects, days of the week
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to correct the spelling and copy the days in
correct order:
admnoy – Monday, unsyad, ywsneedda, urdaysat, yadirf,
yutsrhda, adestuy
While-reading stage
1) Ask the children to study the pare with their
own timetables. Find differences.
2) Ask Pp to read the instructions and colour the days.
A) Which days do you have English? Make the days blue.
B) Which days do you have Music? Make the days green.
C) Which days do you have Maths? Make the days green.
D) Which days do you have Crafts? Make the days red.
E) Which days do you have PE? Make the days yellow.
A | B | C | D | E |
Monday | Monday | Monday | Monday | Monday |
Tuesday | Tuesday | Tuesday | Tuesday | Tuesday |
Wednesday | Wednesday | Wednesday | Wednesday | Wednesday |
Thursday | Thursday | Thursday | Thursday | Thursday |
Friday | Friday | Friday | Friday | Friday |
. Post-reading stage
Ask the pupils to compare the results with their partner.
ПРИЛОЖЕНИЕ 16
Рекомендации по использованию
книги «Cool school» читательского уголка
Recommended course book: “Millie 3”,
Unit 1 “Cool school”
Lesson 4
Developing skill: Reading for detail
New language: Talk to, jump, read, do sums, listen to, watch, make
Recommendation for organizing of activities:
Pre-reading stage
Write the word “subjects” on the board and ask the children to stick the WCs with the names of the subjects around it.
While-reading stage
Ask the children to read and complete the sentences.
Post-reading stage
Ask the children to tell about the activities they do in English.
.
The material is taken from S. I. Azarova [3].
ПРИЛОЖЕНИЕ 17
Рекомендации по использованию
книги «Your favourite day» читательского уголка
Recommended course book: “Millie 3”,
Unit 1 “Cool school”
Lesson 5
Developing skill: Reading for specific information
New language: Daily and weekly routines, school and after school activities
Recommendation for organizing of activities:
Pre-reading stage
Play “Ball game”: name days of the week, throw the ball and
ask the Pp to name the activities they do on these days.
While-reading stage
Ask the children to read and put true or false.
Post-reading stage
Ask the children to answer the questions about their best and
worst days.
.
The material is taken from T. Klementyeva [9].
ПРИЛОЖЕНИЕ 18
Рекомендации по использованию
книги «Carnival of numbers» читательского уголка
Recommended course book: “Millie 3”,
Unit 2 “Let’s have fun”
Lesson 4
Developing skill: Reading for detail
New language: Cardinal numbers 11-20
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to count any objects in the classroom.
While-reading stage
Ask the children to read and answer the questions.
Post-reading stage
Ask the children to count and join the pare the
pictures.
.
The material is taken from D. Strange [32] and T. Klementyeva [9].
ПРИЛОЖЕНИЕ 19
Рекомендации по использованию
книги «A postcard» читательского уголка
Recommended course book: “Millie 3”,
Unit 2 “Let’s have fun”
Lesson 5
Developing skill: Reading for specific information
New language: Present Continuous
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to mime and guess the actions, using
Present Continuous (ex. What is he doing?).
While-reading stage
Ask the children to read and answer the questions.
Post-reading stage
Ask the children to describe pictures, using Present
Continuous
The material is taken from D. Strange [32].
ПРИЛОЖЕНИЕ 20
Рекомендации по использованию
книги «Letters from home» читательского уголка
Recommended course book: “Millie 3”,
Unit 3 “Happy birthday”
Lesson 1
Developing skill: Reading for specific information
New language: Months of the year
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to write the numbers 1-12 in their exercise
books, then sequence the months.
While-reading stage
Ask the children to read and put the pages of the book in
order.
Post-reading stage
Ask the children to label the pictures of the calendar.
The material is taken from K. Gaines [22].
ПРИЛОЖЕНИЕ 21
Рекомендации по использованию
книги «Happy Birthday» читательского уголка
Recommended course book: “Millie 3”,
Unit 3 “Happy birthday”
Lesson 2
Developing skill: Reading for detail
New language: Months of the year. When’s Wendy’s Birthday? It’s in
November
Recommendation for organizing of activities:
Pre-reading stage
1) Ask the children to match PCs of the months with the WCs.
2) Revise the commands: “Stand up/sit down”.
While-reading stage
Ask the children to read and do the birthday chant.
Post-reading stage
Ask the children to make a class calendar (When is your
birthday? - In July).
The material is taken from J. Revell [31].
ПРИЛОЖЕНИЕ 22
Рекомендации по использованию
книги «A present for Ann» читательского уголка
Recommended course book: “Millie 3”,
Unit 3 “Happy birthday”
Lesson 3
Developing skill: Reading for specific information
New language: Presents: video cassette, CD, CD player, flower. What would
you like for your birthday?
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to guess what present is inside the parcel.
While-reading stage
Ask the children to read and find the answer to the question.
Post-reading stage
Ask the children about the presents they would like to get for
their birthday.
The material is taken from C. J. Moore [25].
ПРИЛОЖЕНИЕ 23
Рекомендации по использованию
книги «What can we make?» читательского уголка
Recommended course book: “Millie 3”,
Unit 4 “My handy robot”
Lesson 1
Developing skill: Reading for specific information
New language: Robot, head, arm, hand, leg, feet. She/he/it‘s got (no) legs.
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to find the odd word (ex. Arm, head, box, hand; hedgehog, fish, cat, robot, dog).
While-reading stage
Ask the children to read and say whose characteristic it is: He
is funny and clever. He has got a friend. He can make a
robot. He can make the robot’s head and arms.
Post-reading stage
Ask the children to draw what they can make with boxes and
paint.
The material is taken from J. Prater [30].
ПРИЛОЖЕНИЕ 24
Рекомендации по использованию
книги «Make the animal» читательского уголка
Recommended course book: “Millie 3”,
Unit 4 “My handy robot”
Lesson 3
Developing skill: Reading for detail
New language: Ears, hair, mouth, nose, eyes, tail. Has it got long hair?
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to listen and point to the parts of the body.
While-reading stage
Ask the children to read and make the animal
Post-reading stage
Ask the children to play the game with friends.
The material is taken from the course book “Zabadoo”
ПРИЛОЖЕНИЕ 25
Рекомендации по использованию
книги «Lost robot» читательского уголка
(творческие работы детей)
This is my robot.
It’s got a big head and a small body.
It’s got three long arms and three hands.
It’s got two long legs and two big feet.
It can clean the room and cook.
It likes music.
This is my robot.
It’s got a big pink body and a small head.
It’s got two short arms and two hands.
It’s got two short legs and two green feet.
It can clean the room.
It likes music.
This is my robot.
It’s got a big body and a big head.
It’s got two short arms and two hands.
It’s got two legs and two big feet.
It likes sport.
This is my robot.
It’s got a big head, a small body.
Recommended course book: “Millie 3”,
Unit 4 “My handy robot”
Lesson 4
Developing skill: Reading for specific information
New language: Help, find, lost, describe, ask, know. Yes, he has. No he
hasn’t.
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to play “Touch game” (Pp touch the parts of the body the teacher names.
While-reading stage
Ask the children to read the descriptions and find the robots.
Post-reading stage
Ask the children to play the game “Guess the person” (One of
the children describes the person in the classroom, all the
other guess).
ПРИЛОЖЕНИЕ 26
Рекомендации по использованию
книги «All about me» читательского уголка
Recommended course book: “Millie 3”,
Unit 4 “My handy robot”
Lesson 5
Developing skill: Reading for detail
New language: Appearance, abilities, likes.
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to describe the pictures of different people.
While-reading stage
1) Ask the children to read and compare with the picture.
2) Read and complete the sentences about themselves.
Post-reading stage
Ask the children to introduce themselves.
The material is taken from T. Klementyeva [9].
ПРИЛОЖЕНИЕ 27
Рекомендации по использованию
книги «Faces» читательского уголка
Recommended course book: “Millie 3”,
Unit 4 “My handy robot”
Lesson 6
Developing skill: Reading for detail
New language: Identification of a character, description of appearance.
Recommendation for organizing of activities:
Pre-reading stage
Ask the children to look at the pictures and find differences/similarities.
While-reading stage
Ask the children to read and draw the face.
.Post-reading stage
Ask the children to find a pair and compare their drawings.
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