V modern society the opinion was established that early learning of a foreign language contributes to an easier, free application of it in practice, and also carries an intellectual, cognitive potential.

Reading is a type of speech activity that occupies one of the main places in terms of importance, accessibility and use.
Every century has come up with its own methods of teaching children to read. Each has its own charm. However, let's understand at least a few.

Reading short picture books in a circle

It takes no more than 5 minutes and not every lesson, so that this technique does not get bored and the stock of aids does not exhaust itself.

We take real children's books (there are dozens of groups on the Internet now where you can buy new or used books at quite reasonable prices. One of the oldest is UkiBOOKi).

Phonics or Phonics

This is a method of teaching reading, based on phonemes - sounds and their blends - blends (fusion of several sounds). Why are they better than the alphabet and transcription?

Here's an example: you may know the history of chopsticks and their clear classification, or you may know how to eat with them. The second option is preferable.

For my 5-year-old readers, I settled on the series Jolly Phonics. Even not so much on the entire teaching material (there are so many components in it that I did not even dare to take anything besides the Workbook), but on the order of presentation of sounds - not the alphabet, but the frequency. That is, after a month my students could find and read familiar words of 2-4 letters themselves.

Free options also exist, the simplest is SuperSimple Phonics... All materials are provided on the site, video - on the official channel on youtube.com. There is also a delightful cartoon Alphablocks... As well Jolly phonics, it is made for little Englishmen. Unobtrusively and very clearly, the letters-cubes take hands, merge and even double to show how they sound.

Great, let's say the phonemes surrendered under our pressure. What's next?

You can start by saying that while the students are packing their bags, the teacher writes on the chalkboard. simple words... Everyone is surprised, but they read.

What for? Students now truly believe that reading is easy. Shoot in primary school fears are barriers - it's difficult, it's easier not to build them right away.

Methodical Council:

On sites like Teachers pay teachers, teachers post good designs, some for free.

From there, letters-pumpkins, pencils, snowmen and so on are taken in my collection. We work with them in a circle, at this stage I exclude the competitive moment between the students, sometimes I admit the option of a group against a teacher.

It's no secret that everyone learns at different speeds, and as a teacher, the high motivation of each child is important to me. We lay out by consonance, name or add words, listen to the words and indicate which of the several sounds is present in it (g / t / p - cat? T!), Board games-adventure games (hit the square - read the word), dominoes and Dobbly ... At this stage, it is important for us to form a clear connection between the audible and the graphic image of the sound.

Phonetic games

Game from the manual Petra Stepicheva "Phonetic battle", but, in principle, you yourself can print beautiful cards with the right words (the aesthetics of the manuals is important at any age, especially with preschoolers. The intonation of the teacher + beautiful readable letters+ tactile benefits = impact on all three channels of perception.)

The essence of the game:
I select in advance those cards that my guys will be able to read accurately and those that will not be given to everyone.

We put them on the floor and sit in a circle.

We turn the card over, try to read it. As long as the collective mind is at work, the goal is to flip and read all the words.

Gradually complicating the rules, now we read one at a time, failed - returned the card to the floor face down.

With "more advanced readers" a mistake - and in addition to the current word, the teacher turns over another one of his choice. With schoolchildren, you can go to an individual test - they keep the words they read for themselves and at the end of the game they consider who won.

This technique is suitable only for those words that are read "according to the rules." All the rest of the English themselves call sight words. And we read them as “hieroglyphs”.
In the textbook, the word mother appears before I enter the digraph th. So we just take this word for granted. And it is very easy to play with these complex phenomena.

Gallows

For those who already know the alphabet (introduced the next year after the phonics), the classic is the gallows, which we replace with a pig. The losing side must grunt as many times as there are letters in the word. The students are delighted and ask to make a guess long words... For them, this is a great motivation to repeat them properly before class, because a grunting teacher is fun.

Outdoor games for reading?

Of course there are!

• In our "Zoo" signs are constantly disappearing.
• The price tags are mixed up in the toy store.
• And someone has to sign family photo albums!

Methodology:

We hang pictures or cards in files in the office, and the students put words in the appropriate pockets for a certain time.

This is a competition with the teacher, because for every 5-10 words they get a point, for every mistake they go to the teacher.

The game is impersonal, no one knows who was wrong, so there is no one to blame.

Do we want individuality?

We print lists on colored paper.

More difficult?

We play spies. Pictures are hung with their front side to the wall, that is, to see the image, the file needs to be slightly raised, next to it is an opaque envelope for words.

Warm up
As a warm-up, make up capital letters from the students (T is legs together and arms to the sides, M, H, A - two people hold hands differently). With enough students, we can write whole words.

Games with cards in a circle.

For kids - put a toy or a picture on the right word (a bag comes to the rescue, from which it is much more interesting to remove objects). Or put 2-4 words on the floor, remember the order, mix, restore. You can hide one of the words or throw in a new one.

The teacher's passion and presentation: “But guess what? Is that so? And if you complicate it? " makes a familiar game interesting.

Another important factor is time. Once the students have grasped the essence, we set the timer. The game shouldn't get boring. All students should clearly know the phrase "One more time, please!" (Again please!)

Thus, in early learning to read, the following factors are most important:
1) Removing fears and barriers. Reading is easy.

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Part 6. A little more than the basics (1 page, 2 page)

Do children want to learn a foreign language?

Once upon a time
Crocodile.
He walked the streets
Smoked cigarettes,
He spoke Turkish, -
Crocodile, Crocodile Crocodilovich.
K.I. Chukovsky, "Crocodile"

It may be strange, but I still remember how and when I wrote the first English word. I remember where it was, in which room, what happened that day before that and what then, to whom I showed it, and what I was told in response. I was eight years old, it was the word "a ball", and although I copied it from the textbook, it was so obvious, it was so clear to me why it is spelled that way and what the word itself and each letter means, that it was a complete feeling what I myself write in English.

On this childish feeling of a miracle and something strange, which seemed unattainable, I build learning to read toddlers. Gifts are often literal squeals of delight. If classes are held at my home, where my little students are allowed to loudly express the feelings that have piled on them, they sometimes look into the office to find out if everything is in order and whether the child who has just screamed heart-rendingly is still alive. Honestly, it happens.

The ability to independently write a word in a foreign language in children invariably causes delight and surprise. I can compare it with the delight of being able to swim or just doing different things in the water, when a child every minute shouts to an adult: “Look!”. No less surprise, even some distrust, is the ability to read foreign words... Believe me, just for the sake of watching scenes like this it is worthwhile to be patient and teach the kid this science on your own.

Children of different ages are passionate about a foreign language. I think everyone is well aware of children's attempts to create "Encrypted", "mine" language. For example, in our city such a variant of it is popular: "Kuyakuhokudikulakukbakubukushke", or: "Yakuhokudikulakukbakubukushkushke". Many children are fluent in it, speak quickly and understand each other without interference. They sit in the minibus, chatting about their own in this language, and none of the adults can understand anything.

Attempts to create a hitherto non-existent language are no less well known. The authors of the cartoon "A Kitten named Woof" have created a whole series about how a kitten and a puppy come up with their own secret non-existent language, which, moreover, they themselves do not understand.

Many children just pretend to speak to each other in a foreign language, trying to imitate his phonetics and melody, and get great pleasure from it.

Almost all children are very happy when they start learning a foreign language. They feel in this unique magic and charm. The child, by his childish nature, is drawn to a foreign language, you can safely start classes.

Ideal plans and real plans

Quite often we hear parents of toddlers talk about how good it would be for their child to master a foreign language from early childhood, and better not even one. English is usually the first in the list of desired foreign languages. "You need to speak English with your child from childhood!" "We will find friends for him who speak English, he will play with them, and English will be like his own!" "We will hire a tutor, and the child will communicate with him in English from the age of two!" These are really brilliant solutions: the language environment or its imitation is the most reliable way to language, and those children are lucky, whose parents, in the midst of the daily bustle, were able to at least to some extent realize their plans for foreign language in life. It's not that these children necessarily grow up to be polyglots or bilinguals, it's just that for them proficiency in a foreign language at a certain level is as obvious as the ability to read and write. The lack of these plans about “ English language from the age of two ”only in the fact that, unfortunately, they very often remain unfulfilled or realized not quite the way the parents saw it.

At some point, many parents come to the idea that it would be nice to just do a little English with their child: to prepare him for a school where language requirements are high, or, conversely, to compensate for what the school lacks. Parents speak the language at some level and can give a lot to the child, but do not know how to approach these activities, where to start and where to go. It's no longer about fluency in the language, parents just want to introduce the child to the basics.

This series of articles is not about possible ideal ways of teaching children a foreign language. It is addressed to those parents who would like to study a foreign language with their child in order to teach him the basics, pursuing modest but real goals. Through the eyes of many parents, teaching a child the basics of a language means teaching him to read the language. In this series of articles, I will try to tell you what algorithm of actions I usually follow when teaching children six to nine years old to read in English, and, accordingly, what advice I usually give to parents who want to teach kids to read a little in English on their own.

It seems to me correct to first say that why is it better not start off and with what for some reason very often begin teaching reading, and even teaching a language in general.

In many “non-language” schools, where English is an elective or additional subject in primary school, children in the first year are taught primarily the English alphabet, and along the way, and a certain number of words and a few phrases. Children go through the entire alphabet letter by letter throughout the year, fill out the recipe, perform various exercises, without starting to read and write. Reading and writing is thought of as some kind of distant goal.

In my experience, very often this whole year seems to pass through our fingers: the letters get confused, children forget the name of the letter almost immediately after they have passed it, do not know how this letter is read, and cannot read familiar words. In other words, this year devoted to the study of the alphabet bears a minimum of real fruit, and children still cannot start reading and writing on their own. For children, English turns into best case, into abstraction.

Most of the children from those classes whose teacher follows this path grow cold towards the language. They firmly store several words in their memory and can say with confidence that this or that letter from the English alphabet can accurately write letters, but they cannot say exactly "which one is which".

Many parents follow the same path. Language classes with a child are often based on learning to calligraphically write letters of the English alphabet. This is a lot. But often after this stage, parents try to reap the benefits: point to the letter and ask what it is called, as well as start learning to read.

But here a snag awaits many... It often turns out that the child does not remember letter names, "Pairs" for "big" and "small" letters, and even more so, he has no idea how the letters are read. By this time, the child is already in order. exhausted by all these unclear why existing icons. Doesn't understand what all this is about if he cannot read English, and new stage learning to read is difficult to start precisely because your student is somehow skeptical about it. The magic of a foreign language has been destroyed. More often, however, parents stop in the middle of the alphabet. Somehow it turns out that either the classes stop, or the parents find another "move."

This way can be very effective if you know all the subtleties and obstacles, but I usually talk about him as a path that is just better not to start from - if only because he long and can tire the child with the expectation of obvious results.

A child's interest is a fragile and fickle thing., it seems to me, it is better for them not to risk it. It is much better when a child does not write letter by letter in a long wait for the moment when he will be able to read, and from time to time comes to the emotion of what he managed. It's so important for them to be able to do something.

We start learning any foreign language with the alphabet. First, we get acquainted with the letters and their sounds, then gradually we try to pronounce these letters in combination, smoothly moving on to the rules for reading these combinations. Complete reading is our goal. Writing words offers us visual support for the material being studied. And having conquered this type of activity, we understand that now all facets of the language are available to us, because with the help of reading we extract any necessary information from the text. And with this information, we can study whatever we want.

Reading in any language, not only foreign, but also native, develops our thinking, because on a subconscious level we remember how people communicate or behave in certain situations. The doors to all areas of knowledge are open for us. We are able to find out everything that interests us. And a fairly high level of literacy among reading people is for everyone known fact! Reading in English helps to practically master the language, contributes to the study of the culture of this language, helps our self-education. Just imagine! Works of foreign authors become available to you. You are aware of all the news in English that has not yet been translated. You get acquainted with any knowledge that would have remained unknown to you if it were not for the opportunity to read about it. An analysis of the educational activity of schoolchildren indicates that if students' reading skills are not well developed, they poorly apply the mastered language material in a communication situation.

How to start learning to read in English?

Basic reading rules for children

Teaching children to read in English should start in two stages.

First: teach english alphabet, and it is possible not in alphabetical order, and starting with the letters used in words that the child has already learned and learned to pronounce well. For example, the words:

table, dog, cat, apple, water, tiger, lion, car, house, etc.

It is very important to start learning with understandable and familiar words: knowing the pronunciation and seeing the word itself, the brain learns to draw analogies, and the child's brain works intuitively and twice as fast as an adult.

How to teach the English alphabet

It is easier to teach the alphabet using a card, which additionally contains a transcription of the sound of each letter.

How to memorize the alphabet:

1. We learn a few letters a day and use them in words.
2. Note that the phonetic sound of a letter in the alphabet and the word can be completely different.
3. We fix the learned letters with fun lessons.

Children learning the rules of English phonetics

The second stage begins at the very beginning of learning to read and goes all the way in parallel to it. Children will learn these rules:

• the same letters and letter combinations in words can be pronounced differently;
• some letters are written but not readable;
• one letter can be read with two sounds, as well as vice versa: in a letter combination there can be 2-3 letters read with one sound.

All this is called phonetics, and in order to master it, you need to own the rules of transcription and know:

• What's happened long vowels sounds:
  these are those that are pronounced lingeringly.

• What's happened short vowels sounds:
  pronounced short, sometimes their sound corresponds to the Russian sound, and sometimes to a special, so-called neutral, intermediate between two adjacent (-o and -a, -a and -e) sound.

• What's happened diphthongs and triphthongs:
  these are sounds made up of two or three elements.

• What's happened voiced and voiceless consonants:
  English voiced are pronounced more energetically than Russians and are not deafened at the end.

Reinforcement techniques for teaching reading

To explain the phonetic rules, it is advisable to have cards with the transcription of sounds for these categories.
Demonstrating the card, we memorize the pronunciation rules for each sound, in accordance with Russian sounds. If there is no Russian analogue, then the pronunciation of the sound is written in detail, indicating the location of the language or finding a similar sound.

For example, the following rule for pronouncing the sound [θ]:

When pronouncing the sound [θ], you need to position the tongue as if you are going to pronounce the sound “s”, only place the tip between the teeth.

Or the following rule for pronouncing the sound [ə]:

The sound [ə] is pronounced as the middle between -o and -a, or unstressed -o and -a in the words “water” and “room”.

In the process of teaching phonetics, we fix the reading rules using examples of words.

Learning to read in English means mastering this activity from the very beginning. A good basis for productive reading is an excellent knowledge of all letters with sounds, combinations of these sounds in various combinations. To master this material, it is necessary to carefully explain or understand the reading rules. It is very convenient when they are divided into categories and shown in the form of a table with the pronunciation of a particular sound and its variations. Learning to read actually begins with the second lesson, when children get to know four letters at once in block. I spend three lessons for mastering each block. In the first lesson of the block, using a presentation and colorful pictures, students get acquainted with the letters, recognize their sound counterpart, and memorize.

From the first lesson, a fabulous game situation is introduced: the magic city of letters “ Amagictownofletters ” ... On a sheet of Whatman paper, as you become familiar with the alphabet, letters are attached, populating their houses. Each letter has its own clothes - sound, and some have several clothes in their wardrobe. For better memorization, I have come up with small fairy stories that help children learn the sounds of such English letters as: C, G, Q, A, I, E, etc.

For example: The letter E is often offended, and when her friends put the letters in the last place in the word, she is offended and silent. Or this example: The letters C and G have two pairs of clothes in their wardrobe. They wear the most elegant clothes (sound analogs to the name of these letters in the alphabet) only when they meet the letters E, I, Y. When meeting with the rest of the letters, they wear dresses - the sounds [k] and. The children themselves gave them nicknames - “ liar letters " .

Learning to read in English is impossible without the accumulation of vocabulary in a passive vocabulary... Of course, the more words we know, the clearer we read and the more competent we pronounce the presented sentences. Of course, you should start reading immediately after mastering the alphabet, but you shouldn't forget about memorizing new words either. The use of game situations and ICT increases the motivation of students in learning a foreign language, attracts with its colorfulness and novelty and creates a comfortable learning environment. Computer training program “Professor Higgins. English without an accent ”in the absence of a language laboratory helps to practice pronunciation. Often, students themselves suggest fairy-tale situations for memorizing reading, for example, diphthongs. Two years ago, a student suggested such a fabulous situation for mastering the reading of the diphthong ou : O and U often go for walks in the woods and constantly lose their way home. They are calling for help, which corresponds to the Russian AU! When children come up with their own associations for memorization, it gives one hundred percent of the result of mastering reading skills.

At this stage, the following tasks using a computer also help to master the principles of reading: “Take the words home” (the student must rank words by the type of syllables), “Remove the extra word” (or “Find the saboteur” students find a word that does not correspond to this type of syllable), “ Collect the bricks ”(or“ Build a house ”, where students build a house from bricks - words that are the same in terms of reading), etc. Such a system of building lessons is one of the most effective means of teaching reading. The game has such a feature as versatility: the use of game techniques can be adapted to different goals and objectives. Play techniques perform many functions in the development of a child, facilitate studying proccess help to learn new material and subtly develop the required competencies. A active use in computer technology lessons, they help to increase the organizational and educational-methodical work of the teacher, intensify learning, actively teach - the student himself achieves new knowledge, increase the motivation of students, individualize and differentiate learning, create a comfortable learning environment. By the way, in the process will be very useful knowledge that relate to word formation in the English language and its methods. If you become familiar with suffixation and prefixation, conversion and word composition, it will be much easier for you to recognize unfamiliar words. Knowing the meaning of this word in any part of speech, you can easily understand the meaning of words derived from it. For example: polite - polite, impolite - impolite, politeness - politeness.

At first, teaching to read in English should only take place with a visual demonstration. correct option this process. In other words, it is necessary, if possible, to listen to an audio recording of the proposed text, created by a native speaker. It is necessary to pay attention to pronunciation, intonation, pauses, rhythm of speech. If you wish, you can listen to this passage several times. As an option, a competent reading of the text by a teacher as an example is suitable. If this is a lesson, you can listen to the whole class and determine who is best at the task at hand. And, of course, in the process of learning to read, it is necessary to listen to each student in order to monitor his ability for this type of activity.

Learning to read in English also involves understanding what the text is about. To broaden your horizons, it is recommended to read texts of different genres and trends. In this case, the lexical material will receive its worthy improvement. It depends on how deeply and in detail the material is understood whether the person who has read it will be able to use it in other areas of his life. To assess the degree of mastering of the read, you can try to choose a title for the text of several words, but well reflecting the meaning of the read.

Even if you learn English via skype or study with a tutor in person, learning to read in English is impossible without independent work. You need to read as often as possible, as time permits. You can take any literature, if only you like it. First you have to constantly rummage through the dictionary in search of an unfamiliar word. But, over time, you will learn to grasp the main meaning of the text without translating individual words. And sometimes it is not required. At any stage of learning, reading should be interesting and understandable for the child, as well as pursue a goal aimed at developing basic reading skills: decode the written language, highlight the general meaning of the text, find the requested information, draw conclusions about the hidden context of the text and understand the author's intentions.

The very process of teaching to read in English is quite complicated and requires not only knowledge, but desire and perseverance. It is not possible to achieve the desired result in one way, take another. Just don't quit doing it halfway.

Sources of

http://www.o-detstve.ru/forteachers/primaryschool/educprocess/2178.html

http://engblog.ru/teaching-reading

http://englishfull.ru/deti/chteniya.html

http://go.mail.ru/search?frc=purplecrow1&q=http%3Awww.bbc.co.uk%2Fchildren&gp=789701

E.I. Passov, N.E. Kuzovleva. Foreign language lesson. - M .: Glossa-Press, Rostov-on-Don: “Phoenix”; 2010 S. 640.

Cameron L. Teaching Languages ​​to Young Learners. -M .: Cambridge: Cambridge University Press; 2001.

ENGLISH READING TECHNIQUE

Reading is independent view speech activity associated with the perception and understanding of information encoded by graphic characters.

At the initial stage of training, students should master the letters of the alphabet of the English language, master the sound-letter correspondences, be able to read aloud and silently words, word combinations, individual phrases and short coherent texts.

Reading is based on certain skills that must be developed by the teacher in the classroom and at home. And the first of these skills is "correlating the visual image of a speech unit with its auditory-speech-motor image." The sum of these skills is the reading technique.

In order to competently plan lessons in teaching reading, you need to know two things: first, what it means to be able to read, and secondly, with what means can this ability be developed.

To be able to read is, first of all, to master the technique of reading, that is, to instantly recognize the visual images of speech units and to voice them in internal or external speech. Any speech unit is an operational unit of perception. Such a unit can be a word, or even a syllable (for bad technique reading), or a phrase of two or more words (syntagma) and even a whole complex phrase (and with speed reading - and a paragraph), the larger the operational unit of perception, the better technique reading, and the better the reading technique, the higher the level of comprehension of the text.

E.I. Passov highlights several methods of teaching reading techniques on the present stage development of methods of teaching foreign languages: alphabetical (memorizing the names of letters, and then their combinations of two or three letters), sound (learning sounds with their subsequent combination into words), syllabic (learning combinations of syllables), whole word method (memorizing whole words, sometimes phrases and even sentences is a direct method), sound analytical-synthetic method , phonemic-graphic method ... Let's consider the advantages and disadvantages of these methods.

Alphabetical method implies the study of reading individual letters and their combinations without taking into account the fact that words consist of syllables and the reading of letter combinations depends on which syllable it is in. In addition, it is very difficult for elementary school students to memorize huge number rules without their specific application when reading.

Teaching the sound method begin with the study of the sounds of a foreign language, followed by folding them into words. Unfortunately, this method is not applicable to the English language, where the same sound can be conveyed by different graphemes.

Methods for whole words, phrases, sentences- these are echoes of the direct method, students learn words without "boring spelling", they immediately understand the meaning of the word and have the opportunity to analyze various texts from the first lessons. True, reading aloud in this case turns into guessing the correct reading of the word. Students do not understand how words are formed, make a lot of reading mistakes, and can only read familiar words.

Sound analytical-synthetic method is the most attractive among all of the above. In this case, the teacher not only teaches children to pronounce sounds correctly, shows articulation, but also teaches them to analyze these words, reinforcing this process with the most common reading rules in such a way that the student, faced with an unfamiliar word, could guess on the basis of his knowledge how it is readable.

It is advisable to dwell on the most commonly used methods of teaching reading techniques.

V modern techniques in parallel also allocate oral lead method, when students first learn the basic colloquial phrases of a foreign language and only then move on to learning the rules for reading and writing letters and letter combinations. That does not interfere with the use of all of the above methods.

In accordance with the proposed methodology, teaching to read aloud is carried out on an oral basis and is carried out using the following exercises:

Acquaintance with the letters of the alphabet and their sounding;
- reading individual words by keywords;

Reading grammatical structures with different lexical design;
- reading various structures organized in a logical sequence, etc.

This technique provides for several more exercise items, but we are interested in the very first ones. During the first quarter, it is only envisaged to study the rules of pronunciation of sounds following the teacher, or the speaker. Students learn the correct articulation of a particular sound, perform gymnastics for the tongue and lips, which later helps them cope with the pronunciation of difficult sounds in the English language. The study takes place in several stages, first the students listen to the sounds, then they repeat them after the teacher, then they repeat after the teacher the words, the meanings of which are not translated by the teacher. Whenever possible, in the lessons, expressions are used that allow you to consolidate the passed sounds - these are commands, teacher requests, appropriate vocabulary and grammar. The study of the letters of the English alphabet and the rules for reading and writing them begins only at the end of the first quarter and continues during the second and third quarters. Pupils begin to get acquainted with vowels and the rules for reading them in open and closed syllables, learning is carried out using keywords... A card with a key word is placed on the board, where the letter that is being studied is highlighted in red, and the unpronounceable e, if any, in blue. The teacher explains the reading of this word, reads it, the students read after it, after which, by analogy, they read the words that are read in the same way (for example, plate, name, table, place, etc.). In this case, the words should be selected in such a way that they are already known to all students by this time. Next, students read special exercises based on the textbook. Learning to read vowels is based on four different types syllables.

Stages of work on the formation of reading technique

Stage one. Oral introductory phonetic course. Development and consolidation of auditory and speech motor skills when pronouncing individual phonemes in conjunction with transcription symbols. Speaking skills training.

Stage two. Names of letters and their graphic images. The first skills of writing in semi-printed type. English alphabet. The first experience with the textbook dictionary. Number of lessons 3-4.

Stage three. Acquaintance with the rules of reading in conjunction with the graphic image of the words learned in the oral introductory course. Development and consolidation of reading skills from a textbook of speech units (words and dialogues), the meaning and pronunciation of which are known to students.

Stage four. Consolidation of reading skills on speech units, dialogues and texts that were not included in the oral introductory course. Introduction of new, learning the well-known rules of reading.

The initial reading teaching methodology offers the following exercises:

Writing letters, letter combinations, words according to the pattern;
- finding pairs of letters (lowercase and uppercase);
- filling in the missing ones; missing letters;
- cheating - writing - reading words in accordance with a certain sign (in alphabetical order, in the original form of a word, filling in missing letters in a word, etc.);
- construction of words from scattered letters;
- search (reading, writing, underlining) in the text of familiar, unfamiliar, international and other words (in different speed modes);
- reading text with missing letters / signing words under pictures, correlating pictures and written words, team games to identify the best readers, etc.

Teaching to read English aloud

from the experience of an English teacher

CHOU SOSH No. 48 "JSC Russian Railways" Afonina Olga Viktorovna

Initially the main form of reading is reading aloud, as for reading to oneself, here only the foundations are laid. At the middle stage both forms are presented in the same volume, on senior The main form of reading is reading to oneself, but reading aloud also takes place, it should take a small amount compared to reading to oneself, but it is carried out in each lesson in one or two paragraphs of text.

When learning to read aloud at the initial stage, one can conditionally distinguish pretext and text periods. Teaching the reading technique in the pre-text period should be carried out on well-known lexical material, already mastered in oral speech. And this is achieved as a result of conducting an oral introductory course, oral lead. The essence of oral advance is that students start reading when they have worked out the articulation of sounds, syllables, words, and even small phrases.

• do not put stress on the service word;
• do not pause between the article and the next word, between the preposition and the word related to it.

“ Find my name "(letters and transcription signs are written on the board in advance, children must combine the letter with the transcription and read the transcription)

The game "Find a Pair": the student must find a pair of letters - capital and small.

"Neighbor letters"

Children take turns playing. I name any letter. The student names the letter in front of the named letter in the alphabet and the letter after the named one.

The person completing the task names a letter for his friend. The game continues in a chain.

"Short alphabet"

Any letter is called. The student speaks the alphabet starting with the named letter.

Consonant alphabet

Students in chorus or alternately pronounce the English alphabet without naming vowels, replacing them with claps.

Lesson - competition

“ The ABC party ”, where I offer tasks to test the knowledge of letters, sounds, alphabet. At the end of the competition, students receive certificates.

"Come up with a proposal"

Pupils receive cards with the words they master. Everyone should make sentences with "their" word.

"Who will continue?"

The cards that are distributed to the students contain unfinished sentences that the children must continue.

Reading words in a chain on cards (the teacher holds the cards. At the end of the chain, one of the students is asked to read 7-8 words in a row)

"Double card"- work with mutual verification on the card. The first student reads the words, and the second checks the transcription. The first trains the reading of words, and the second - reading the transcription.

Reading "Ladder" takes place in the form of a competition: who will read better and faster.

his big pink pig

His big pink pig sits still.

Alphabetcards.

The goal of this competitive game is to learn how to form words. It allows you to engage in an active learning activities the whole class.

1. Divide the class into pairs.

2. Distribute letter envelopes.

3. Ask the children to compose as many words as possible on a specific topic, for example, "Animals". Limit time (5 minutes).

4. Then ask each pair to spell the words in turn.

5. If other pairs have the same words, then they turn over the cards with letters in order not to read this word again.

You can offer the guys the following tasks:

Pupils from a number of words choose those that are not read according to the rule ( lake, plane, have, Mike, give, nine);

Pupils read words in pairs that they often confuse ( cold- could, form- from, come- some);

Students should name the letters that distinguish these words from each other ( though- thought, hear- near, since- science, country- county);

Students take turns reading words written in a column, where the first word is the key;

From a number of words, students choose those words that contain graphemes oo, ow, ea, th etc.

With the advent of simple but related texts, text period. The purpose of the text reading period is to lead students to perceive and understand the text at the same time. In its implementation, the following modes are used, together they constitute a subsystem for teaching reading aloud.

1 mode: Read aloud based on a reference.

2 mode: Reading aloud without reference, but with preparation in time.

3 mode: Reading without reference and preliminary preparation.

• The teacher should always monitor the pronunciation and work on how the sounds are pronounced.
• Parse the text in meaning. Ask the student about the heroes of the work. It is very important how the reader "presents" it. When reading aloud, we must convey the mood of the characters in the text. In subsequent lessons, expressive reading in elementary school can be made more interesting for children. For example, invite the children to read the text as their favorite cartoon character would. Remember to praise the student.

• Highlighting keywords in text that should be emphasized while reading can be difficult for junior schoolchildren... To help them in this, the text must be disassembled according to the sentence, highlighting the main words in terms of meaning in each phrase.
• The best test for expressive reading is a small theater performance in class. The teacher chooses an interesting piece or poem that the children can read in roles. Get all the students involved in this game, let them try different roles. The result of the performance will be reinforcement of reading skills and a lot of fun.

• As for me, I always read aloud with my students at all stages of learning. It's just that the tasks at different stages are different.
• I work with high school students in the following mode:
• 1) select text with voice acting on CD
• 2) I listened to the sentence-pause-read, imitating the pronunciation of the speaker.
• 3) I listened to the sentence-pause-repeated after the announcer without relying on the printed text.