Уроки чтения в 7 классе
методическая разработка по английскому языку (7 класс) по теме

Разработка уроков развития навыков чтения в 7 классе

Пояснительная записка

Чтение является одним из важнейших средств языкового общения. Оно представляет собой процесс извлечения информации из письменного текста. Среди других вербальных средств общения чтение занимает первое место по распространенности, важности и доступности.

Данный вид речевой деятельности является основой для совершенствования других видов речевой деятельности, в том числе и говорения.

На среднем этапе помимо работы над языковыми средствами, большое внимание уделяется беседе на уровне значения, то есть умения выделять в тексте основную мысль, деталь, факты, относящиеся к определенной теме, обобщать изложенные факты, устанавливать связи между событиями и уровне смысла (умения вывести суждение на основе фактов, сделать вывод, оценить изложенные факты, понять подтекст, идею).

Взаимосвязанное обучение чтению и говорению является особенно важным потому, что усложняется проблематика речи и текст может служить стимулом для обсуждения самых разнообразных проблем. Ведь часто ученик “осуществляет только отдельные речевые действия, но не речевую деятельность, так как не имеет перед собой настоящего предмета деятельности - мысль”. (Зимняя И.А.)

Под взаимосвязанным обучением чтению и говорению понимается обучение, направленное на одновременное формирование умений чтения и говорения, что подразумевает использование каждого из них и как цели, и как средства обучения, что обеспечивает положительное взаимное влияние этих двух видов речевой деятельности на развитие каждого из них.

Исходя из этого, возникает необходимость использования дополнительных источников текстовой информации.

Данная серия уроков разработана в дополнение к учебнику 7 класса УМК “Enjoy English” Биболетовой М. З.

READING

“AMY JOHNSON”

LESSON PLAN

TOPIC: “Speaking about famous people”

AIM: Ss will be able to extract specific information from the text and transform the  

         information according to the given aim (into dialogues, monologues or

         compositions)

READING

“AMY JOHNSON”

a) Learn how to pronounce the words. What do they mean?

 b) Use the words in sentences of your own.

 journey

 airfield

 to fly alone

 across

 accident

1. Read the text and choose the most appropriate variant of the sentence that corresponds to the main idea of the text.

The text is about

1. Amy's journey to Australia.
2. Amy's flight to Japan and Siberia.
3. the life of the Britain's most famous female pilot Amy Johnson.

Amy Johnson

Amy Johnson was a very famous pilot. She was born on 1st July 1903. In 1930 Amy flew from London to Australia. She went there alone.

She flew in a small aeroplane called Jason. The journey took 19 days. She started her journey to Australia on Monday 5th May and finished on Saturday 24th May. She stopped many times at small airfields in Europe and Asia and on islands in the Pacific Ocean.

She was a national hero when she came back to Britain and a newspaper gave her ten thousand pounds as a prize.

Amy made many other flights. In 1931 she flew to Japan and Siberia and in 1936 she broke the record for a flight from London to Cape Town in South Africa.

She made some of the flights alone and some with another famous pilot called Jim Mollison. In August 1932 Amy married Jim and in 1933 they flew from Britain to the

United States of America. She was the first woman to fly across the Atlantic Ocean from east to west. Amy died in a plane accident in January 1941.

        3.  Choose the right answers.

1)        Who did Amy Johnson fly from London to Australia with?

1. with another pilot
2. with two pilots
3. alone

2)        How many days did the journey to Australia take?

1. a week
2. 19 days
3. 20 days

3)        Where did she stop during the journey to Australia?

1. nowhere
2. on islands in the Pacific Ocean
3. at small airfields in Europe and Asia and on islands in the Pacific Ocean

4)        Who gave Amy 10 thousand pounds after she came back to Britain?

1. the Queen
2. the King
3. a newspaper

5)        What ocean did Amy cross from east to west?

1. the Atlantic Ocean
2. the Pacific Ocean
3. the Arctic Ocean

         6) Why did Amy die?

1. Amy was seriously ill.
2. Amy died in a car accident.
3. Amy died in a plane accident.

4. Complete the sentences.

1. She flew in a small        called Jason.
2. She stopped many times at small        in Europe and Asia.

c)        She was a        hero when she came back to Britain.

4. Amy made many        flights.
5. In 1936 Amy        a record for a flight from London to Cape Town in South Africa.

f)        In 1932 Amy        Jim and in 1933 they         from Britain to the USA.

g)        She was the first woman to fly        the Atlantic Ocean.

5. Speak about the most important facts of Amy Johnson’s biography. Use the dates as a plan:

1903   1930   1931   1933   1936   1941

6. Act out a meeting of Amy, her friend and Jim Mollison with a correspondent of a youth TV programme. Discuss the sources of her success.

7. Retell  Amy Johnson’s life story choosing one of the roles:

   a) Amy Johnson;

   b) Amy’s friend;

   c) Jim Mollison.

8. Write down a composition “Fortune favours the brave”

READING

“THE ROAD TO DESTRUCTION”

LESSON PLAN

TOPIC: “Round the world”

AIM: Ss will be able to speak on the problem according to the plan:

0. name some crucial problems;
1. say why they are vital;
2. offer some solutions.

READING

“THE ROAD TO DESTRUCTION”

1. Listen to the song “Don’t kill the world!”

Don’t kill the world!

Don’t let the Earth down!

Do not destroy the ground!

Don’t kill the world!

Don’t kill the world!

Don’t let the Earth die!

Help get to survive!

Don’t kill the world!

2. Learn the words:

     to increase

    destruction

     to cycle

    town council

    to improve environment

    global  pollution

3. Look through the text and read out the sentences containing information on the given points:

    - name a crucial problem;

    - say why it is vital;

    - offer some solutions.

The Road to Destruction

In the last ten years, the number of cars on the roads in Britain has increased by 30%. There are now 25 million cars in this country. Over three thousand people die every year in road accidents in Britain. Twenty-five thousand deaths per year are caused by air pollution. Traffic is one of the causes of global warming and climate change.

We know that cars are bad for us. So why do we carry on using our cars so much? We all make excuses: 'The buses are terrible.' 'The trains are always late!' and so on.

Over 25% of car journeys are under two miles — short journeys we could easily walk or cycle. Leg power can save you money, keep you fit and help you live longer. You can use public transport. Sometimes it can take a little bit longer, but so what? You can relax on the bus or train, read a book, talk to someone, meet the love of your life — who knows?

We often think there is nothing we can do about the noise, pollution and danger of traffic. There is. If your street is full of heavy traffic, talk to your neighbours about it. Write to papers. Go to the town council. Ask for a speed limit. Ask for a zebra crossing for pedestrians. All quite simple, isn't it? These easy ways help to improve our environment.

Don't just sit around and complain!

4. Choose the most appropriate variant of the sentence that corresponds to the main idea of the text:

The text is about

1. the cars in Britain.
2. leg power that can save our money.
3. how to improve our environment.

5. Choose the right answers.

1)        How many cars are there in Britain now?

1. 25 million
2. 25 thousand
3. 20 million

2)        What can save your money?

1. car power
2. leg power
3. arm power

3)        Where can you relax?

1. on the bus or train
2. in a car
3. walking or cycling

4)        What should you do if your street is full of heavy traffic?

1. go to the police
2. go to school
3. go to the town council

6. Agree   or disagree with the following statements.

1. There are now 25 million trains in Britain.
2. Over three thousand people die every year in road accidents in Britain.
3. Twenty-five thousand deaths per year are caused by air pollution.
4. Over 50% of car journeys are under two miles.
5. Car power can keep you fit and help you live longer.
6. Travelling in a bus takes a lot of time.
7. You can relax on the bus or train.

h)  There is nothing we can do about the noise, pollution and danger of traffic.

7. Fill in the table:

8. 1) Answer the question: Do you prefer traveling by car or by bike? Why?

     2) Do ex 33 page 59

READING

“THE TERRIBLE MISS DOVE”

LESSON PLAN

TOPIC: “Look at Teenage Problems: School Education”

AIMS.

Ss should be able to: -     discuss a perfect student;

0. characterize a person;
1. understand the necessary details while listening to the text;
2. use the text proving some statements;
3. speak on the contest of the text according to the role task.

READING

“THE TERRIBLE MISS DOVE”

Exercise 1

Read the extracts from the story and complete the list of Miss Dove’s traits of character. Give arguments according to the text.

1. If a pupil put a pencil or a piece of paper in his mouth, Miss Dove told him to go out and wash his mouth with soap and water.
2. If a page in his exercise-book was not clean, he had to write it again.
3. If a pupil wanted to drink some water during the lesson, he had to ask Miss Dove to let him leave the classroom, but usually he was afraid to ask.
4. When a pupil asked her to let him go out, Miss Dove only looked at him. The class looked at him too. Then the pupil sat down again at his desk.
5. The pupils were afraid of her.

Exercise 2

Read the 1st part of the story and answer the questions.

1. What subject did Miss Dove teach?
2. Where did she live?
3. What kind of teacher was she?
4. What was her reaction if a pupil put a pencil in his mouth?
5. What did Miss Dove do if a pupil asked her to let him go out?
6. When did the school bell ring?
7. How many students were there in the class?
8. Prove that Miss Dove kept a strict discipline.
9. How did students of another class enter the classroom?

Exercise 3

Listen what happened in the story after that. Do multiple  choice.

1. Miss Dove looked at her pupils but she thought of …

1. her childhood;
2. the other children who learned geography in this room many years ago;
3. their duties at school;
4. her own children who were all at the war.

2. She remembered …

1. all the facts of Geography of America very well;
2. a funny episode in the classroom;
3. all her pupils;
4. two of those boys very well.

3. One of the boys, Tommy Baker, said: …

1. “I’m afraid of Miss Dove. I could beat her”
2. “I’m afraid of Miss Dove. I could thank her”
3. “I’m afraid of Miss Dove. I could give her sweets”
4. “I’m afraid of Miss Dove. I could kiss her”

4. When he looked up he saw …

1. the director near him;
2. Miss Dove near him;
3. His friend near him;
4. An unusual animal near him.

What was the teacher’s reaction? Did she punish the student? Was she really strict?

Exercise 4

Read the 3rd part of the text. Give extra details to the statements.

6. During the war Thomas Baker was a sailor on a ship.
7. Randolph Baker read the letter from his brother to the class.
8. Thomas Baker remembered his geography teacher when he was at the war.
9. Miss Dove got “a medal” from her pupil.

Exercise 5

Give your arguments to prove the following idea:

GROUP 1: Miss Dove is a good teacher and pupils love her.

GROUP 2: Miss Dove is a terrible teacher and pupils hate her.

THE TERRIBLE MISS DOVE

(After F. O. Patton)

I

Miss Dove was a teacher of geography at a school in a small town in America. She was very strict, and the pupils were afraid of her. If a pupil put a pencil or a piece of paper in his mouth, Miss Dove told him to go out and wash his mouth with soap and water. If a page in his exercise-book was not clean, he had to write it again. If a pupil wanted to drink some water during the lesson, he had to ask Miss Dove to let him leave the classroom, but usually he was afraid to ask. When a pupil asked her to let him go out, Miss Dove only looked at him. The class looked at him too. Then the pupil sat down again at his desk.

At 1 o'clock the school bell rang for the break, but in the geography-room forty-three children sat at their desks and did not look up.

"Attention, please," said Miss Dove and all the pupils looked at her. "Put your books in your desks." And the children quickly put their books in their desks. "Now you may leave the classroom." And the pupils walked out of the room one after the other without a word.

After the break another class came into the geography-room. Miss Dove stood at the door and watched. They came in quickly, said "Good afternoon" to her and went to their places.

THE TERRIBLE MISS DOVE

II

Miss Dove looked at her pupils, but she thought of the other children who learned geography in this room many years ago. The boys of that time were all at the war now. She remembered two of those boys very well. They went out of the classroom one day to drink some water. One of them, Tommy Baker, said, "I am not afraid of Miss Dove, I could beat her with my little finger." When he looked up, he saw Miss Dove near him. She looked at him a long time, then she said, "Thomas Baker, you talk too much, don't you?"

"Yes, Miss Dove," Thomas answered. He did not drink any water, but went back into the classroom.

THE TERRIBLE MISS DOVE

III

Miss Dove went into her geography-room and began her lesson. In this class she had a boy whose name was Randy Baker. He was the brother of that boy, Tommy Baker, whom she remembered so well. Thomas Baker was now a sailor on a ship. The enemy bombed the ship and many people died. For many days Thomas was on a raft with no food and very little water. At last another ship picked him up. The story was in the newspapers.

"Open your exercise-books, class," said Miss Dove. At that moment Randy Baker put up his hand. All the pupils looked at him.

"Yes, Randolph?" said Miss Dove.

Randolph Baker stood up. Miss Dove's pupils always stood up when they spoke to her.

"I got a letter from Tommy yesterday," he said.

"Yes, Randolph," said Miss Dove, "you got a letter from your brother yesterday, that was nice."

"Yes, Miss Dove," said Randy. He stopped, then began to speak again. "Tommy got a medal for bravery. And he writes about it in his letter."

"Have you brought the letter?" asked Miss Dove. "If so, you may read that part to the class."

«You want to know if I was afraid when the enemy bombed us. The answer is yes, I was. But I was more afraid that day in school when I said that I could beat Miss Dove with my little finger, and she heard me. 1 did not run that time, I told myself, and I shall not run now. And then, when 1 was on my raft like Robinson Crusoe, what do you think I thought about"? I thought about Miss Dove and our school, and I ask you, to give the terrible Miss Dove a kiss for me."

This was the end of Tommy Baker's letter. Miss Dove came up to Randy and stood near him.

"Well, Randolph," said Miss Dove, "I am ready." Randy stood with the letter in his hand, then he walked up to Miss Dove and gave her a kiss.

"Thank you, Randolph," said Miss Dove. "Tell your »• brother when you write to him that I remember him very well, too."

She looked at the class and the class looked at their teacher. Then one of the girls spoke. She said, "That is like a medal. Randy's brother has given Miss Dove a medal."

READING

“A CLOSE CALL: I FELL THROUGH THE ICE”

LESSON PLAN

TOPIC: “Sport is fun”

AIMS.

Ss should be able to: -     Discuss the ways of keeping fit;

0. Find the necessary information in the text;
1. Make predictions and prove their point of view using the information of the text and their own life experience;
2. Express their agreement or disagreement on the given statement according to the text;
3. Put the sentences in the correct order to make a brief summary of the story;
4. Transform the text and retell it on the part of different people.

READING

“A CLOSE CALL: I FELL THROUGH THE ICE”

Exercise 1

Look through the 1st paragraph of the boy’s story and answer the questions:

1. What was the boy’s name?
2. What was his nationality?
3. Where did he go one day?
4. Could he skate?
5. Why was he nervous?
6. Who came with Jang?
7. Did Jang try hard to learn how to skate?
8. Why was he bored?

Exercise 2

Read the 3rd part of the text. Agree or disagree with the statements.

1. The boy thought someone helped him immediately.
2. The boy said nothing to the person who saved him.
3. His friend never returned.
4. Jang’s friend was embarrassed.
5. They went home by bus.
6. Jang didn’t tell the driver about the accident because it was a secret and he promised to keep silence.
7. Jang likes to remind the story.
8. He is an excellent skater now.

Exercise 3

Put the sentences in the correct order to make a brief summary of the story.

1. Fortunately, someone grabbed Jang’s arms and pulled him up.
2. He doesn’t go skating again even now.
3. He sank under the ice.
4. He was nervous because he couldn’t skate.
5. Jang remembers the episode and feels uncomfortable thinking about it.
6. Jang’s friend spent some time teaching him to skate, but the boy didn’t learn much.
7. One day he went skating near his house.
8. Suddenly Jang stepped on something that was not hard.
9. The boy thanked him.
10. The story happened to an 11-years- old Korean boy Jang Gyu Cheol.

Exercise 4

Retell the whole story as if you are:

- Jang Gyu Cheol;

- his friend;

- Jang’s mother;

- a person who saw the accident;

- the person who helped the boy;

- the boy’s doctor.

A Close Call: I Fell Though the Ice

Jang Gyu Cheol from Korea 

When I was eleven years old, I had a big accident. I get scared even now when I think about that time. I went skating near my house. There were many people, and I saw some of them were falling on the ice.

It was my first time to go ice skating, so I was nervous. I was wondering how to skate.

I went with a friend who was very skillful. He spent some time teaching me how to skate, but I didn't learn much. He left me and skated all around. As soon as he left, I fell down. I envied the other people because they could skate very well.

I was bored because I kept falling so I took off my skates and just walked around on the ice in my shoes. It was cold and my hands were frozen.

Suddenly, I stepped on something that was not hard. What was it? It was a weak place in the ice. When I stepped there, I sank under the ice. I thought that I was going to die, but I did my best to grab something to get out from under the ice. I tried to grab the edge of the ice, but it was very difficult for an eleven-year old.

It seemed like a very long time, like a year. Then, fortunately, someone helped me. He grabbed my arms and pulled me up. So, I lived and I'm still alive today.

I thanked him. At that time, my friend came back. I was annoyed at him because he was supposed to take care of me, but he didn't. He was embarrassed. When took a taxi home, the taxi driver was surprised and asked what had happened. I didn't want to say anything because I was tired and scared. Even now, whenever I think about that time, I feel uncomfortable. I don't want to go skating again even now.