Учебно-методический материал по английскому языку (5, 6 класс) на тему: Задания для чтения в формате ЕГЭ для 5-6 классов
Reading Test
№1
Установите соответствия между заголовками A-G и текстами 1-6. Используйте букву только один раз. В задании один заголовок лишний.
- My pet.
- British traditions.
- Place, where I live.
- British sports.
- My free time.
- My summer holiday.
G. Shopping
1.
Skiing is not very popular in Britain, as there is not much snow there. Basketball and volleyball are not very popular in Britain, but many people play rugby.
The British play cricket and netball. Cricket is a typically British sport. There are two teams of eleven players. Matches last from one to five days.
Netball is similar to basketball. They are seven players (usually girls) in each team. They throw the ball through the net at the top of three-meter post.
In winter boys play football or rugby, while girls play netball or hockey. In some schools boys and girls play tennis.
2.
I’d like to tell you about my home town. I’m from Yaroslavl. It is an old Russian town not far from Moscow. It lies on the Volga. Price Yaroslavl the Wise founded it. Yaroslavl is famous for the first theatre in Russia. Volkov, Nekrasov, Sobinov lived here. Its population is over 600 thousand people. There are many old beautiful churches, many museums, theatres and an art gallery in our town.
My parents have got a flat. It is on the fourth floor. We live at 57 Park Street. There is a study, a living room, a bedroom, a kitchen and a bathroom in our flat.
3.
If I have free time, I usually walk, read or watch TV.I like to read books on history, detective stories, fairy tales. I watch TV three or four times a week. I like adventure films. I don’t like to go to the cinema. Sometimes I go to the theatre. I don’t often go to see my friends. I meet them twice a week. I go in for sports with my friends. We like to play football, tennis in summer or hockey in winter. Sometimes I spend my weekend in the country.
When I stay in the country, I work in the garden, swim in the river, and pick up berries and mushrooms in the forest.
4.
I had my summer vacation in July and August. It lasted two months. I usually travel by car with my parents or go to the seaside for my vacation. I was to the Crimea several times. I visited Simferopol, Sevastopol, Feodosiya, and Alupka. I went in for sports during my holidays. I swam, played tennis, rode my bike, and went for walks. I didn’t like to go to the cinema during my vacation. Sometimes I went to the theatre. I read a lot during my vacation and watched TV. Sometimes I went on excursions during my vacation.
5.
Mark and Spencer is a large clothes and food supermarket. Boots is another large shop that sells records, radio and hi-fi (video TV sets) and is also a chemist.
Harrods is a department store.
It is a tourist attraction in London, like Buckingham Palace or the Tower of London. There can be about 50,000 customers a day. It opened in 1849. Harrods serves rich people. It has 230 departments, among them 16 food halls and 34 for fashion, a library, a bank, a kennel for customers’ dogs.
6.
My dog is called Duke and he is a long- haired German shepherd. He is the biggest dog in my street and every time the postman or someone passes by he barks his head off and nearly gives them a heart attack. Lots of people are afraid to go into my house because he’s aggressive. But he is lovely dog when you get to know him. He loves playing with balls and with my pet duck George.
№ 2
Прочитайте текст и выберите правильный ответ
My free time
My name is Helen Anderson. I am 13. There are 5 people in our family. Our mum is a teacher, our dad works for a big airplane company, my older brother, Bob, is at college in California, our granny is 65. We live in Big Harbor, a small town by the sea.
Every day I go to school. I get up early, do homework, have piano lessons twice a week. I like to do something different on weekends. I like to relax. I watch TV or videos. If it rains, I prefer indoor activities: to read books or newspapers, to play chess or table tennis, to draw, to write some letters, to clean the house, to listen to music.
In winter I like to watch Winter Olympics on TV. I like to watch ski jumping, hockey and figure skating. I ski and skate. My brother plays ice hockey.
As for my mother, she likes knitting and sewing. She takes aerobics class on Sundays. In spring and in summer we prefer outdoor activities. My mother likes gardening. I ride a bike, play volleyball and badminton. My father goes swimming and fishing. My brother travels a lot. His hobby is photography. Of all sports games I like tennis. But I am not a good tennis player. In autumn I like to go to the cinema, to the theatre, to the library.
1. The girl’s name is a) Helen b) Mary c) Kate.
2. They live in a) a village b) a big city c) a small town.
3. Her brother is at a) school b) collage c) university.
4. If it rains, Helen a) sleeps b) read books c) ride a bike.
5. She watches on TV in winter a) Olympic Games b) films c) cartoons.
6. In spring her mother likes a) sleeping b) gardening c) cooking.
7. Her father likes a) fishing and swimming b) playing football c) hunting.
8. Her brother’s hobby is a) hiking b) going out c) photography.
9. Helen is a) a good tennis player b) not a good tennis player.
10. Helen’s brother plays a) basketball b) hockey c) football
Тест по английскому языку (5 класс) на тему: тесты по чтению
Save the chimps!
Chimpanzee babies are very attached to their mums – but many of them lose their parents when they are very young. In West and Central Africa, mothers of young chimps are killed by poachers for meat. The poachers then sell the poor orphan babies for experiments or to circuses, or as exotic pets.
But many of these young chimps have now got a loving home at the new Chimpanzee Sanctuary in Kenya.
At the Sanctuary the young chimpanzees can have a normal life, looking for food, making friends and learning how to explore and climb. Most are doing well. There is an organization “Care for the Wild “ that helps pay for the chimps to stay at the Sanctuary and they find and save injured chimps. We really need an intensive care unit. Then we can help more animals.
Poachers — браконьеры, orphan — сирота, Sanctuary – питомник, attach — привязан
1. Прочитайте текст и установите соответствие высказываний содержанию текста. Т — если соответствует, F – если не соответствует.
1. Chimpanzees are killed because people eat their meat.
2. The Chimpanzees Sanctuary is the home for young chimps.
3. Many of them don’t need medicine when they get to the Sanctuary.
4. «Care for the Wild» helps the Sanctuary.
5. The poachers save the young chimps.
2. Соотнесите 2 части предложения.
1. Mothers of young chimps are killed a. to circuses or as exotic pets.
2. Chimpanzee babies can b. find and save the young chimps.
3. “Care for the Wild” c. when they are very young.
4. The poachers sell babies d. by poachers for meat.
5. Many chimpanzee babies lose their parents e. have a normal life at the Sanctuary
3. Выберите правильный вариант ответа на вопрос.
1. Why do the poachers sell the orphan babies?
A. for meat B. for experiment C. to pet shop
2. Where can young chimps have a normal life?
A. at the “ Care for the Wild” B. at the Sanctuary C. at circuses
3. Why are chimpanzee killed?
a) for circuses b) for meat c) for Sanctuary
4. Do we really need an intensive care unit?
a) Yes b) No
5. What do the organization «Care for the Wild» do?»
a) find and save the chimps b ) kill the chimps c) sell the chimps for meat
4. Ответьте на вопросы
1. Do you like animals?
2. What pets have you got? 17-15-5 14-11- 4 10-9-3 8-3
Контроль навыков чтения (тексты с заданиями)
In a Small Town
Text 1
Toscanini was a great musician. He lived in America. One day he came to a very little town. He was walking along the street when he saw a piece of paper in one of the windows. He read:
MRS.SMITH.MUSIC LESSONS.
TWO DOLLARS A LESSON.
Then Toscanini heard the music. Somebody was playing Tchaikovsky.
“Mrs. Smith is playing,” he thought, “she isn’t a very good musician. She doesn’t play Tchaikovsky well. I must show her how to play it.”
He went up to the door of the house and rang. The music stopped and soon a woman opened the door.
“Are you Mrs. Smith?” asked Toscanini. “My name is Toscanini and I want to show you how to play Tchaikovsky.”
Mrs. Smith was very glad to meet the great musician. She asked him to come in. Toscanini played Tchaikovsky for her and went away.
A year later Toscanini visited the same town again. When he went up to the house where he had played Tchaikovsky the year before he again saw a piece of paper. Now it read.
MRS.SMITH. (TOSCANINI’S PUPIL)
MUSIC LESSONS.
FOUR DOLLARS A LESSON.
1. Put “+” if the sentence is right and “-“if it is wrong.
- Toscanini came to a very little town.
- He liked how Mrs. Smith was playing.
- He wanted to play the piano for her.
- Tchaikovsky visited Mrs. Smith one day.
- Mrs. Smith was a teacher of music.
2. Write the sentences in the right order.
- Mrs. Smith was very glad to meet the great musician.
- He lived in America.
- The music stopped and soon a woman opened the door.
- The music stopped and soon a woman opened the door.
- “Mrs. Smith is playing,” he thought, “she isn’t a very good musician.
3. Answer the questions.
- Where did Toscanini live?
- Toscanini was a great musician, wasn’t he?
- Did he want to show Mrs. Smith how to play?
- What did he see in one of the window?
- Did he think that Mrs. Smith was playing well?
4. Write down the ending of the sentence.
- One day he came…
- I must show her…
- The music stopped and soon…
- Toscanini played Tchaikovsky for …
- Four dollars…
5. Make up 5 questions to the text.
Shmily Text 2
My grandparents were married for over half a century, and played their own special game from the time they had met each other. The goal of their game was to write the word “Shmily” in a surprise place for the other to find. They took turns leaving “Smily” around the house, and as soon as one of them discovered it, it was their turn to hide it once more.
They dragged “Smily” with their fingers through the sugar and flour containers to wait whoever was preparing the next meal. They smeared it in the dew on the windows overlooking the patio where my grandma always fed us warm, homemade pudding with blue food coloring. “Shmily” was written in the steam left on the mirror after a hot shower, where it would reappear bath after bath. At one point, my grandmother even unrolled an entire roll of toilet paper to leave Shmily on the very last sheet.
There was no end to the places “Shmily” would pop up. Little notes with “Shmily” scribbled hurriedly were found on dashboards and car seats, or taped to steering wheels. The notes were stuffed inside shoes and left under pillows. “Shmily” was written in the dust upon the mantel and traced in the ashes of the fireplace. This mysterious word was as much a part of my grandparents’ house as the furniture.
It took me a long time before I was able to fully appreciate my grandparents’ game. Skepticism has kept me from believing in true love- one that is pure and enduring. However, I never doubted my grandparents’ relationship. They had love down pat. It was more than their flirtatious little games; it was way of life. Their relationship was based on a devotion and passionate affection which not everyone is lucky enough to experience.
Grandma and grandpa held hands ever chance they could. They stole kisses as they bumped into each other in their tiny kitchen. They finished each other’s sentences and shared the daily crossword puzzle and word jumble. My grandma whispered to me about how cute my grandpa was, how handsome an old man he had grown to be. She claimed that she really knew “how to pick ‘em”. Before every meal they bowed heads and gave thanks, marveling at their blessing: a wonderful family, good fortune, and each other.
But there was a dark cloud in my grandparents’ life: my grandmother had breast cancer. The disease had first appeared ten years earlier. As always, Grandpa was with her every step of the way. He comforted her in their yellow room, painted that color so she could always be surrounded by sunshine, even when she was too sick to go outside.
Now the cancer was once again attacking her body. With the help of a cane and my grandfather’s steady hand, they still went to church every morning. But my grandmother grew steadily weaker until, finally, she could not leave the house anymore. For a while, Grandpa would go to church alone, praying to God to watch over his wife. Then one day, what we all dreaded finally happened. Grandma was gone. “Shmily. It was scrawled in yellow on the pink ribbons of my grandmother’s funeral bouquet. As the crowd thinned and the last mourners turned to leave, my aunts, uncles, cousins, and other family members came forward and gathered around Grandma one last time. Grandpa stepped up to my grandmother’s casket and, taking a shaky breath, he began to sing to her. Though his tears and grief, the song came, a deep and throaty lullaby.
Shaking with my own sorrow, I will never forget that moment. For I knew then that, although I couldn’t begin to fathom the depth of their love, I had been privileged to witness its unmatched beauty. S-H-M-I-L-Y: See How Much I Love You
Thank you , Grandpa and Grandma, for letting me see.
Laura Jeanne Alien
1. Answer the questions.
- What was the goal of the game have been played by the grandparents?
- Where could this mysterious word be found?
- What disease had grandmother?
- What song did grandfather sing to grandma when she had died?
- What color did grandpa paint their room when grandma was sick and why?
2 . Find sentences which prove that grandparents had true love.
3. Write the sentences in the right order.
- The grandpa sang a lullaby to grandma on her grave when she died.
- The author of this story was proud to witness the beauty of true love.
- The grandparents were married about fifty years.
- As usually grandpa helped her every step of the way.
- I never doubted my grandparents relations.
4. Find in the text:
- С помощью трости и твердой руки моего дедушки, они все еще каждое утро ходили в церковь.
- Это мистическое слово являлось такой же частью дома бабушки и дедушки, экак и мебель.
- они любили друг друга до гробовой доски.
- Затем день, которого мы все страшились, наступил.
- Они обменивались поцелуями, если сталкивались друг с другом на своей крошечной кухне.
5. Make up 5 questions to the text.
Text 3
In 1608 an Englishman whose name was Thomas Coryate visited Italy. He liked the country and noted down every interesting thing he found. But there was one thing which he found more interesting than the others. In his diary Thomas wrote, “When the Italians eat meat, they use small forks. They don’t eat with hands because, as they say , do not always have clean hands”.
Before leaving for England, Thomas Coryate bought a few forks.
At home Thomas gave a dinner party to show the invention to his friends. When the servant brought the steak, he took out a fork and began to eat like they did in Italy.
Everybody looked at him in surprise. When he told his friends what it was, they all wanted to take a good look at the strange thing. All his friends said that the Italians were very strange people because the fork was very inconvenient.
Thomas Coryate tried to prove the opposite. He said it was not nice to eat with one’s fingers because they were not always clean.
Everybody got angry at that . Did Mr. Coryate think that people inEngland always had dirty hands? And weren’t the ten fingers they had enough for them?
Thomas Coryate wanted to show that it was very easy to use the fork. But the first piece of meat he took with the fork fell to the floor. His friends began to laugh and he had to take the fork away.
Only fifty years later people in England began to use forks.
1. Translate the following sentences into Russian:
- In 1608 an Englishman whose name was Thomas Coryate visited Italy.
- But there was one thing which he found more interesting than the others.
- He said it was not nice to eat with one’s fingers because they were not always clean.
- But the first piece of meat he took with the fork fell to the floor.
2. Answer the questions:
- Why did the Italians eat with the forks?
- What did he give at home to show the invention of the Italians?
- Why did his friends begin to laugh?
- When did people in England begin to use forks?
3. Correct according to the contents of the text :
- They eat with the hands because, as they say, do not always have clean hands.
- Everybody got happy at that.
- Only seventy years later people in England began to use forks.
- When the servant brought the steak, he took out a knife and began to eat like they did in Italy.
4. Put 5 questions to the text.
London Text 4
London is the capital of Great Britain. London is a very old town. London is two thousand years old. Many years ago London was a small town on the Thames. There were a lot of villages round it. After many years London and three hundred villages grew into a very large city. Some of the names of those villages are the names of the streets in modern London-Kensington, Westminster.
Now London is a beautiful city with large squares and parks. The city of London is the business centre. East End includes the poor districts. West of London is the West End where rich people live.
Trafalgar Square is in the centre of the West End of London. In the centre of Trafalgar Square there is the column made of granite. On the top of the column there is a 17-feet-tall statue of Admiral Nelson who defeated the French at the Battle of Trafalgar in 1809. The total high of the monument is 184 feet (44 meters).On the pedestal is a bronze relief cast from a captured French cannon, representing Nelson’s victory.
On the North side of Trafalgar Square is the National Gallery.
The National Gallery has one of the finest collections of pictures in the world.
Trafalgar Square is one of the busiest place in London, where people go to and from the work, it is hard to cross the street.
1. Ответьте на вопросы по тексту.
- What is the capital of Great Britain ?
- How many years is London?
- What includes the poor districts?
- Where do rich people live?
- Where is the Admiral Nelson column?
2. Продолжите предложение.
- On the top of the column …
- London is two…
- On the north side…
- The total high…
- There were…
3. Какие предложения соответствуют содержанию текста “+”, а какие не соответствуют “-”
- London is a new town.
- London is on the Thames.
- The West End of London is a place where rich people live.
- In London there aren’t a lot of squares and parks.
4. Найдите в тексте
- Национальная галерея имеет одну из прекраснейших коллекций в мире.
- Трефальгарская площадь находится в центре Вест Енда в Лондоне.
- Сейчас Лондон –один из красивейших городов с большими площадями и парками .
- Спустя много лет Лондон и три сотни деревень превратились в один большой город.
- Некоторые из этих деревень стали названиями в современном Лондоне.
The Christmas Tree Text 5
No one _1_ for sure who decorated the first Christmas tree . The_2_ of bringing an evergreen tree indoors and _3_ it at Christmas started in Germany. One _4_ says that Martin Luther started the practice. Luther was an important Christian_5_ . According to the story, he noticed the starlit sky as he walked home one Christmas Eve about the year 1513.He thought the stars looked as if they were shining on the branches. When he arrived home, Martin Luther placed a small fir tree _6_ his house. He decorated it with lighted candles.
Decorating Christmas trees became _7_ in Germany. Prince Albert of Sachsen-Coburg-Gotha, the German husband of Queen Victoria, took the tradition to England. Both German and English people brought it to America. And now nearly every family in Great Britain and the USA has a _8_ tree.
The biggest Christmas tree in Britain is put up in Trafalgar Square in _9_ .
The people of Norway still give this tree every year to the _10_ to thank them for helping Norway against Hitler in the second World War.
1. Chose the right answer:
| a) knows | b) begins | c) decides | d) is |
| a) tree | b) legend | c) story | d) custom |
| a) showing | b) giving | c) putting | d) decorating |
| a) story | b) legend | c)fairy | d) novel |
| a) man | b) saint | c) leader | d) woman |
| a) inside | b) outside | c) upside | d) offside |
| a) comfortable | b) beautiful | c) public | d) popular |
| a) Christmas | b) fir | c) pine | d) birch |
| a) London | b) Paris | c) Moscow | d) Madrid |
| a) French people | b) British people | c) Irish people | d) Russian people |
2. Answer the questions:
3. Ask 5 questions .
Text 6
THE STORY OF MY TROUBLES
From my childhood I was an easily taught and obedient boy. My kindness was so noticeable that my friends made fun of me. I was especially fond of animals and had a great number of pets. With these I spent most of my time, and never was so happy as when feeding and playing with them. My character did not change much when I grew up.
I married early, and was happy to find in my wife a character very much like my own. Seeing my love for pets she never lost a chance of getting the most pleasant animals. We had birds, gold-fish, a fine dog, rabbits, a small monkey, and a cat.
This cat was a remarkably large and beautiful animal, quite black and surprisingly clever. In speaking of his cleverness, my wife, who was a superstitious woman, often mentioned the old popular belief, which considered all black cats to be in disguise.
Pluto- this was the cat’s name-was my favourite pet and playmate. I alone fed him, and he followed me everywhere about the house. It was even with difficulty that I could prevent him following me through the streets.
Our friendship lasted for several years, during which my character (I blush to confess it) had changed for the worse. I became day by day more moody and irritable. It often happened that I hurt the feelings of others; I suffered myself as I was rude to my wife. At last I even hit her.
My pets, of course, could feel the change in my character. In fact, I began to treat them cruelly. As for Pluto, I held back from cruelty as I did treat cruelly the rabbits, the monkey, or even the dog when they came in my way. But my illness took hold of me- for what other illness is like alcohol!- and at last even Pluto ,who was now becoming old, even Pluto began to feel the effects of my temper.
1. Answer the questions:
- What kind of pets do they have?
- What was the cat’s name?
- What illness had the author?
- Was he a kind man?
- How long did their friendship last?
2. Ask questions.
- Yes/No
- Who
- Where
- or
- “tag” question
3. Translate:
- I married early, and was happy to find in my wife a character very much like my own.
- Our friendship lasted for several years, during which my character (I blush to confess it) had changed for the worse.
- In speaking of his cleverness, my wife, who was a superstitious woman, often mentioned the old popular belief, which considered all black cats to be in disguise.
4. Name antonyms:
Happy, beautiful, kind, black, begin.
5. Find in the text:
I got day by day more changeable.
Контроль чтения по английскому языку в 5 классе
Reading skills (5 form)
THE CAT AND THE BELL
There are many mice in the house and they are not happy. There is a cat in the house too. Every day the cat kills many mice.
One day the oldest mouse says, “Come to my hole, mice. Let us think what we can do about the cat.”
All the mice come to the hole of the oldest mouse. They begin to speak. They say that the cat is very bad. Many mice speak but nobody knows what to do about the cat.
Then the youngest mouse says, “We do not hear when the cat comes to us. Let us
put a bell on the cat’s neck. The bell will ring. We shall run away.”
All the mice are very glad.
“Our young friend has a good plan,” they say. “Let us run and get a bell.”
But the oldest mouse says, “We can get a bell. Let us think who can put it on the cat’s neck.”
“I can’t do that,” says the youngest mouse.
“We can’t do that,” say all the mice.
“Well,” says the oldest mouse, “I think the plan is not good if we can’t fulfil it. I have another plan. Let us give the cat a nice bell as a birthday present.”
The cat’s birthday is some days later. On this day the cat finds a beautiful box in the corner of the kitchen. There is a nice bell and a red ribbon in it. There is a note in the box too: “Happy Birthday to you, dear Cat!”
The cat is glad, he puts the bell on his neck. And the mice are glad too. The bell rings and the mice always know when the cat is near.
Read the text and put “T” to the true sentences and “F” to the false ones.
The mice are happy.
Every day the cat kills only some mice.
The cat is very good for mice.
The cat does not know what to do about the mice.
The mice do not hear when the cat comes to them.
The plan of the youngest mouse is not good.
The cat finds a beautiful box on the table of the kitchen.
There is a little bell and a pink ribbon in the bell.
The mice put the bell on the cat’s neck.
The bell rings and the mice do not know when the cat is near.
Read the text and choose the best alternative in each case
The cat kills … .
one mouse a day
many mice
no mice
The oldest mouse says to the mice
come to the house
come to the cat
come to my hole
… says to put a bell on the cat’s neck.
The youngest mouse
The oldest mouse
Many mice
All the mice are … .
sad
glad
surprised
… can put a bell on the cat’s neck.
a) The youngest mouse
The oldest mouse
Nobody
The mice give the cat … as a birthday present.
a ribbon
a box
a bell with the
There is a nice bell …
In the box
Under the table
In the hole
8.What colour is the ribbon?
a) blue
b) pink
c) red
Тест по английскому языку по чтению (5 класс)
Чтение.
Прочитайте текст. В заданиях 1 – 8 обведите номер (1, 2 или 3), соответствующий верному варианту ответа.
THANKSGIVING
Thanksgiving is an American holiday. It has a long history. It is always on the fourth Thursday of November. People have a lot to do before the holiday.
Paul and his family like this holiday very much. Paul`s father always buy a big fat turkey on this day. Mother roasts the turkey and cooks a lot of other tasty things. She is a very good cook.
Americans celebrate Thanksgiving with their families because it is a family holiday. Paul`s grandparents come to see them on this day. First they go to church and thank God. Then they have traditional Thanksgiving dinner. They eat roast turkey with potatoes, pumpkin pie and ice-cream. Paul doesn`t like pumpkin pie but he likes chocolate ice-cream.
1.People celebrate Thanksgiving in _____________________ .
1)summer 2) spring 3) autumn
2.Paul`s family usually has __________________ for festive dinner.
1) roast chicken 2) roast turkey and pumpkin pie 3) roast turkey
3. Paul`s family usually ______________ food for Thanksgiving dinner.
1) cooks 2) buys ready 3) orders in the café
4. Paul _________________ Thanksgiving.
1) hates 2) enjoys 3) doesn`t like
5. People celebrate Thanksgiving with ____________________.
1) their friends 2) their family 3) their neighbours
6. Paul`s ______________ come to their house on Thanksgiving day.
1) cousins 2) friends 3) grandma and grandpa
7. Thanksgiving day is on _____________________.
1) fourth Thursday of November 2) November 14th 3) November 4th
8. Thanksgiving day is a national holiday of _____________________.
1) the USA 2) the UK 3) Russia
Тест по английскому языку (5 класс) на тему: контроль навыков чтения 5 класс
I variant
A Day in the Life of Simon Carrot
Task I: read & comprehend the following story.
First of all, I must tell you about myself. I am thirteen and I am in the third class at a Grammar school in Manchester
What a terrible day! I woke up late and didn’t have time to eat my breakfast. I couldn’t find my books or my school cap. At last I found my books in the bathroom; and at last, I found my cap — my dog was playing with it! I was nearly late for school.
The first lesson on Monday morning is Maths. What a terrible way to start the week! Mr Green, the Maths teacher, took our homework. He saw that my exercise — book was dirty. He was very angry and gave me a bad mark for it.
Then he gave us some tasks to do. I sat next to Jane, who was fat and not very pleasant — but very good at Maths. I asked her to tell me the answers, but she didn`t want.
The next lesson was French. I like French. It’s nice to be able to talk to somebody in another language.
At last, it was eleven o’clock: time for break. Nell gave me a piece of cake to eat with my milk. She also gave me her Latin homework to copy. I think she likes me and she’s a nice girl.
After break, we had two lessons of Latin! They are bad: I hate Latin!
Mr Williams punished me for talking to Nell.
Task II: decide whether the following sentences are true or false
1. Simon is fourteen.
2. He goes to a Grammar school in London.
3. He woke up late and didn’t eat his breakfast.
4. The first lesson on Monday morning is maths.
5. Jane is very good at French.
6. Simon ate a piece of cake with milk.
7. Nell gave him her English homework to copy.
8. Simon hates Latin.
Task III: answer the following questions.
- What class is Simon in?
- Why was Mr Green angry?
- Why does Simon like French?
II variant
A Day in the Life of Simon Carrot
Task I: read & comprehend the following story.
At 12: 30 pm was time for lunch. I was very hungry! I sat down at the table feeling very happy because the Latin lessons were over. And then I saw what was for lunch: meat pie, boiled potatoes and cabbage. I hate vegetables! But I ate a little, because I was so hungry.
Then I went into the playground with my friends Pete Sharp and John Ford and we played football.
After lunch we had a history lesson. I don’t usually like history, but I liked this lesson very much. We learned about the Battle of Hastings in 1066. We were on holiday in Hastings last summer. I said I would bring some photographs of our holiday to school the next week.
At three o’clock it was time for my favourite lesson of the week: games. We played a very exciting game of football but it ended in a draw.
After school at four o’clock, Pete and I bought some sweets and I went to his house to listen to music.
Mum was angry because I didn’t arrive home till half past seven. She doesn`t like when I come home late. My supper was cold.
I did my French homework but I didn’t do my history homework. There was an interesting program on television.
Task II: decide whether the following sentences are true or false
- He had pancakes with caviar and cream for lunch.
- He hates vegetables.
- Simon liked a history lesson very much.
- He played football with Pete Sharp and John Ford.
5. At two o’clock was his favourite lesson.
6. They played a very exciting game of cricket.
7. Simon went to Pete`s house to play computer games.
8. He did his math homework.
Task III: answer the following questions.
- What is Simon`s favourite lesson?
- Why was Simon`s mum angry?
- Did he do his history homework?
План-конспект урока по английскому языку (5 класс) по теме: Урок обучения чтению в 5 классе
Технологическая карта урока
ФИО педагога: Еранская Светлана Ивановна
Предмет, класс: Английский язык, 5а
Тема урока: Урок обучения чтению (сказка про кролика).
Технология: личностно-деятельностно-коммуникативная, ИКТ, критического мышления.
Тип урока: комбинированный
Формы работы: фронтальная, индивидуальная, групповая.
Материально-техническое оснащение урока: Reader 5-6класс, карточки с заданиями для групп, мультимедиа, интерактивная зарядка.
Средства ИКТ: ПК учителя, проектор;
Цель урока: формирование навыков смыслового чтения
Задачи урока:
Образовательные:
— познакомить со сказкой “The Tale of Peter Rabbit” и ее автором;
-овладеть новой лексикой;
— овладеть навыками смыслового чтения незнакомого текста;
— закрепить простое прошедшее время
— формировать умение работать с подтекстовой информацией;
— высказывать и аргументировать свое отношение к прочитанному;
Развивающие:
— развитие способности к решению речемыслительных задач: антиципация, соотнесение, объяснение, самооценка;
— развитие приемов умственной деятельности, памяти, внимания, логического мышления, воображения, умения сопоставлять, анализировать, делать выводы;
воспитательные:
— развивать познавательный интерес учащихся, ответственность, самостоятельность, самооценку, умение работать в коллективе;
— воспитывать интерес и положительное отношение к изучению культуры англоязычных стран через знакомство с отрывком из книги Б. Поттер «Сказка о кролике Питере» (“The Tale of Peter Rabbit”).
План урока:
1. Организационный этап (2 мин)
2. Целеполагание (5 мин)
3. Актуализация знаний (5 мин)
4. Первичное усвоение новых знаний и проверка понимания (8 мин)
5. Фонетическая зарядка (2 мин)
6. Первичное закрепление, контроль усвоения, обсуждение допущенных ошибок и их коррекция.(10мин)
7. Информация о домашнем задании (3 мин)
8. Рефлексия (5мин
Планируемые результаты обучения:
Предметные УУД:
-читать несложные аутентичные и адаптированные тексты разных типов;
— формирование умений:
— полно и точно понимать содержание текста на основе его информационной переработки;
— устанавливать причинно-следственную взаимосвязь фактов и событий текста;
— оценивать полученную из текста информацию, выражать свое мнение;
— совершенствование навыка говорения через практику выражения главной идеи рассказа, ответов на вопросы;
— развитие навыков аудирования (восприятие и понимание речи учителя).
Метапредметные:
Личностные УУД:
— соотносить поступки героев с нравственными нормами; осознавать сущность поведения героев; самостоятельно делать выводы;
Познавательные УУД:
— овладение навыками смыслового чтения текстов в соответствии с целями и задачами, осознанно строить речевое высказывание в соответствии с задачами коммуникации.
— формировать умение находить ответы на вопросы; выражать свои мысли;
Коммуникативные УУД:
— формировать умение работать в группе и находить общее решение; осуществлять взаимный контроль в совместной деятельности, адекватно оценивать собственное поведение и активность, а так же активность членов группы.
Регулятивные УУД:
— определять и формулировать цель деятельности на уроке с помощью учителя;
— учиться высказывать своё предположение на основе работы с иллюстрациями книги;
— -освоение начальных форм познавательной и личностной рефлексии.
Ход урока
Формирование УУД | Этапы урока | Деятельность учителя | Деятельность обучающихся | Используемые ЭОР |
Личностные: -психологический настрой обучающихся к уроку. Регулятивные: — навыки самоорганизации. Коммуникативные: — умение слушать учителя, вступать в контакт. | I.Организационный этап. | Учитель настраивает детей на работу, вводит в атмосферу иноязычной речи Good morning, dear friends! How are you? Are you fine? | Дети приветствуют учителя. Good morning, teacher! I am OK/ I am fine | |
Познавательные: — умение структурировать знания; -постановка и формулирование проблемы; -умение осознано и произвольно строить речевое высказывание. Коммуникативная — формулирование собственного мнения и позиции. Регулятивные: — развитие умения прогнозировать содержание текста. — уметь планировать свою деятельность в соответствии с целевой установкой, высказывать мнения. | II.Целеполагание. | Учитель привлекает внимание детей к информации на слайде, просит прочитать, ответить на вопрос и сказать, что они будут делать на уроке. 1.Look at the screen. You can see some information about the writer. Read and say what she liked to write. 2.How do you think what are we going to do at our lesson? | Читают информацию, отвечают на вопросы и с помощью учителя стараются сформулировать тему урока. | презентация |
Учитель привлекает внимание детей к иллюстрациям на слайде и задает вопросы на прогнозирование информации, которая встретится в тексте, выявляет причины затруднения и составляют план работы. 1. Look at the pictures and say what the text is about? 2. Let’s make up the plan of our lesson. — to revise the 2nd form of the verbs; – to learn new words; – to read the tale; — to find out some information; – to present some information. | Взаимодействуют с учителем во время беседы, стараются описать действия на картинках, проговаривают с учителем действия работы на уроке: повторить глаголы прошедшего времени, узнать новые слова, прочитать текст, найти информацию и представить её. | презентация | ||
Познавательные: — осуществлять актуализацию полученных ранее знаний по теме; — уметь структурировать знания. Регулятивные: -дополнять, уточнять высказанные мнения по существу полученного задания. | III.Актуализация знаний. | Учитель привлекает внимание детей к упражнению на повторение и закрепление Past Simple. 1. Look at the board, write down the Past Simple of these verbs and read. | Вспоминают формы прошедшего времени, записывают и читают слова. | |
Познавательные: — воспринимают новую информацию и семантизируют слова по картинкам. -формировать умение находить ответы на вопросы; выражать свои мысли; Коммуникативные: — использование адекватных языковых средств для отображения своих чувств, мыслей, мотивов и потребностей. Регулятивные: — осуществление регулятивных действий самонаблюдения, самоконтроля, самооценки; | IV.Первичное усвоение новых знаний и проверка понимания. | Учитель знакомит учащихся с новыми словами, используя слайд. 1. In the text there are some new words. Read and remember. Учитель просит учащихся прочитать быстро текст с целью подтверждения или опровержения своего предположения.
| Читают слова, используя транскрипцию и догадываются о значении по картинкам. Учащиеся быстро читают текст, находят информацию и отвечают на вопрос, используя новую лексику. | презентация |
Личностные: — осознание себя частью коллектива; Регулятивные: — развитие внимания и сообразительности. | V.Физкультминутка | Учитель организует обучающихся на выполнение физкультминутки Are you tired? Let’s do some physical exercises! | Дети выполняют разминку под музыку. | https://www.youtube.com/watch?v=-ym88MnQ0sQ&list=PLRc4hYnVxTo-NMXKeGPFiPKHF146rkRBY&index=6 |
Познавательные: — владеть умениями смыслового чтения с выборочным и полным пониманием информации в тексте; -построение логических рассуждений, включающих установление причинно -следственных связей. Регулятивные: — выделение и осознание того, что уже усвоено и что еще нужно усвоить; — сравнение результата работы с эталоном, коррекция. Коммуникативные: использование адекватных языковых средств для отображения своих мыслей. | VI.Закрепление новых знаний, контроль усвоения, обсуждение допущенных ошибок и их коррекция. | Учитель формирует три группы и раздает карточки с заданиями. 1.Work in groups, please. Учитель организует обсуждение допущенных ошибок, и совместно корректируют их. 1. Are there any mistakes? Find out the information in the text and read. | Выполняют задания в группах и проводят самоконтроль по эталону. Проводят работу над ошибками: находят правильную информацию в тексте и зачитывают её. | Презентация |
VII.Информация о домашнем задания и инструктаж по его выполнению. | Учитель предлагает два варианта задания на выбор 1. Think about the end of the tale and tell it. 2. You are Flopsy, Mopsy or Cotton-tail. Tell the tale of your naughty brother Peter. | Записывают домашнее задание в тетради. | презентация | |
Познавательные: — уметь анализировать степень усвоения нового материала. Коммуникативные: использование адекватных языковых средств для отображения своих чувств, мыслей, мотивов и потребностей; — формулировать собственное мнение. Регулятивные: -адекватно оценивать свои возможности достижения поставленной цели. | VIII.Рефлексия | Учитель предлагает ответить на вопросы и выразить свое мнение о содержании сказки. 1. What tale have you read? Do you like the end of the tale? 2. What was difficult? 3. What marks would you put to your classmates? Учитель предлагает учащимся выбрать и продолжить любое предложение На уроке я узнал….. На этом уроке я похвалил бы себя за… Сегодня я сумел…. Goodbye and thank you for your work. | Отвечают на вопросы и выражают свое мнение о поступке кролика. Называют свои трудности, ошибки, новые слова и знания, полученные на уроке, оценивают работу в группе. Выбирают и заканчивают предложение. Прощаются с учителем. Goodbye, teacher! | презентация |
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