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The reader of books

It’s a funny thing about mothers and fathers. Even when their own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful.

Some parents go further. They become so blinded by adoration they manage to convince themselves their child has qualities of genius.

Well, there is nothing very wrong with all this. It’s the way of the world. It is only when the parents begin telling us about the brilliance of their own revolting offspring, that we start shouting, "Bring us a basin! We’re going to be sick!"

School teachers suffer a good deal from having to listen to this sort of twaddle from proud parents, but they usually get their own back when the time comes to write the end-of-term reports. If I were a teacher I would cook up some real scorchers for the children of doting parents. "Your son Maximilian", I would write, "is a total wash-out. I hope you have a family business you can push him into when he leaves school because he sure as heck won’t get a job anywhere else." Or if I were feeling lyrical that day, I might write, "It is a curious truth that grasshoppers have their hearing-organs in the sides of the abdomen. Your daughter Vanessa, judging by what she’s learnt this term, has no hearing-organs at all."

I might even delve deeper into natural history and say, "The periodical cicada spends six years as a grub underground, and no more than six days as a free creature of sunlight and air. Your son Wilfred has spent six years as a grub in this school and we are still waiting for him to emerge from the chrysalis."

The Reader of Books

I liked The Secret Garden best of all. It was full of mystery. The mystery of the room behind the closed door and the mystery of the garden behind the big wall."

Mrs. Phelps was stunned. "Exactly how old are you, Matilda? " she asked.

"Four years and three months," Matilda said.

Mrs. Phelps was more stunned than ever, but she had the sense not to show it. "What sort of a book would you like to read next? " she asked.

Matilda said, "I would like a really good one that grown-ups read. A famous one. I don’t know any names."

Mrs. Phelps looked along the shelves, taking her time. She didn’t quite know what to bring out. How, she asked herself, does one choose a famous grown-up book for a four-year-old girl? Her first thought was to pick a young teenager’s romance of the kind that is written for fifteen-year-old schoolgirls, but for some reason she found herself instinc-tively walking past that particular shelf.

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"Try this," she said at last. "It’s very famous and very good. If it’s too long for you, just let me know and I’ll find something shorter and a bit easier."

"Great Expectations," Matilda read, "by Charles Dickens.

I’d love to try it."

I must be mad, Mrs. Phelps told herself, but to Matilda she said, "Of course you may try it."

Over the next few afternoons Mrs. Phelps could hardly take her eyes from the small girl sitting for hour after hour in the big armchair at the far end of the room with the book on her lap. It was necessary to rest it on the lap because it was too heavy for her to hold up, which meant she had to sit leaning forward in order to read.

Підтема: Нome reading : “The reader of books” by Roald Dahl

-організація читання художнього твору;

— розвити монологічне та діалогічне мовлення;

-закріпити вивченний лексичний матеріал;

— залучити учнів до читання світової літератури;

— виховати любов до книги;

— розвити пізнавальні можливості учнів, мовну здогадку, вміння слухати

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«Урок английского языка Нome reading : “The reader of books” by Roald Dahl »

Підтема: Нome reading : “The reader of books” by Roald Dahl

-організація читання художнього твору;

— розвити монологічне та діалогічне мовлення;

-закріпити вивченний лексичний матеріал;

— залучити учнів до читання світової літератури;

— виховати любов до книги;

— розвити пізнавальні можливості учнів, мовну здогадку, вміння слухати

І Початок урока :

ІІ Основна частина урока:

1. Організація читання.

Створення в учнів установки на сприйняття і розуміння тексту

T: We are going to read an interesting story of the writer , whose books are very popular both in the United Kingdom of Great Britain and Northern Ireland and in our country. It is Roald Dahl. Look at his photo. Is his name familiar to you? What did you know about him? Did you read any of his stories in Russian and did you like them? The most peculiar thing about Dahl ‘s works is that the reader can never guess the end of them. That’s why they are always read with great interest. I think this story comes up to our expectations.

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And tell me children do you like reading books? Do you reading books to watching TV?

How often do you go to the library?

2. Підготовка до сприймання тексту . Передтекстові завдання / вправи для зняття деяких труднощів розуміння тексту

А) вимова власних імен;

Б) впізнавання інтернаціональних слів.

T:The story we’ll read contains a few proper names. They are on the blackboard.

Let’ s repeat the words in the chorus.

T: Besides while the reading the story you will come across a number of the international word Try to guess what Russian words they remind you.

T: Children pay attention to the translation of these sentences.

By the time of three, Matilda had taught herself to read by studying newspapers and magazines that lay around the house.

The girl asked if she could sit awhile and read a book.

Over the next six months, under Mrs. Phelps’s watchful eye….

d) Систематизація слів до теми “Books”

T: The story to be read is about the girl who likes reading most of all. Let’ s review a few words of this topic.

THE TYPES OF THE BOOKS

T: Fill the table and tell what is your favourite type of the book and give your reasons.

3) Читання тексту з метою розуміння загального змісту .Читання про себе.

T:After we are through with some difficulties in the story let’s begin to read. The story by Roald Dahl is called “The reader of books”. You are to read it to yourself for 10 minutes . I’m ready to help whenever you come across any real difficulties. Do your best to ignore those unfamiliar words which do not prevent you from comprehension of the gist of the story. Be ready to find answers to the following questions.

What kind of a child was Matilda?

At what age could she read?

Why did she ask her father to buy a book?

Where did she go to read books?

4.Перевірка розуміння прочитаного. Післятекстові завдання.

1) перевірка розуміння основної лексики

T: Explain the meaning of these words and phrases.

A chatterbox, a library, a librarian, to introduce , to borrow, to read from cover to cover, to learn by heart.

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T: Find the words in the story that have the meaning given below.

To tell smbd your name and give some general information about you.

To learn something ( a poem, a story) so that you can remember it very well.

To take something for a short time and then to give it back.

A place where there are a lot of books and you can borrow them without paying money.

A person who works in the library and helps you to choose books.

T: Choose the correct word to complete the sentences.

1.The parents called her a noisy……

2. By the time she was three, Matilda had ….. herself to read by studying newspapers and magazines.

3. Matilda went to the public ….. In the village.

4. She had read this books from ….. to…..

5. Matilda …. herself to the librarian .

6. Public libraries allow you to …. books.

2)перевірка розуміння основних фактів за допомогою тексту множиного вибору.

T: I hope these words help you to improve your vocabulary. I want to check the comprehension

of the text. Choose the correct item to complete the sentences.

T: Number the events in the order they happen in the story

4) Перевірка вмінь орієнтування в прочитаному тексті за допомогою завдань на пошук певної інформації .

T: Find the description of person’s speech, a library, reading books.

T : Say and tick the statements T (true) or F(false)

5)Підготовка до наступної передачі основного змісту оповідання

Т: Say what was interesting for you to learn about Matilda and her family. Matilda did not have any books at home. Prove that it was good for her to go to the library.

T: Before you try to tell the gist of the story let’s find and read out loud the words, words- combinations and phrases in the text which you can use in your speech

— читати від корки до корки;

-відмовитися купити книжки;

-вивчити напам ять;

-брати книжку в бібліотеці.

6.Короткий переказ основного змісту.

T: Now you’ll to tell the gist of the story in 7-10 sentences.

T: Now imagine that you are Matilda and you come to the library , you want to take the book, ask for advise and the terms of returning. Use the expressions:

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