
- •Introduction
- •Thematic vocabulary focus
- •1.1. Study the thematic vocabulary, be ready to answer the questions about books and reading.
- •1.2. Study the idioms. Get ready to give their Ukrainian equivalents. Make up your own examples with the vocabulary.
- •1.3. Paraphrase the sentences using the idioms.
- •1.4. Fill in the gaps in the following sentences.
- •Reading and speaking section 1. Reading in your life
- •1.1. Read the poem “Unfolding Bud”. How does the author show that a poem “at a first glance” is like a tiny bud?
- •1.2. Express in your own words the idea of the poem.
- •1.3. Read the article below and be ready to give concise answers to the highlighted questions. EnJoying literature
- •2.2. Read the article quickly to find out what the following numbers refer to.
- •The Joy of Reading Leaves Men on the Shelf
- •2.3. Now read again more carefully and answer these questions.
- •2.4. Read the extract about oral reading and summarize each paragraph in one sentence.
- •2.5. Read the extract and answer the questions. How fast can you read?
- •3.2. The text on Literacy has six paragraphs, labelled a-f. Read the text and choose the correct heading for each paragraph from the list of headings below.
- •Literacy
- •Section 2. Books and children
- •1.1. You will read an article written by a mother whose child started reading later than others. Before you read, in groups discuss the following.
- •1.2. The following words and phrases appear in the passage. Look at the title, then in pairs discuss how they might be connected with the subject of children learning to read.
- •1.3. Read the first and the last sentence of each paragraph. Can you guess what each paragraph is about? Now, read quickly and check. You can make me do it, but you can’t make me like it
- •1.4. Read the article. Six paragraphs have been removed. Insert them from the paragraphs (a – g). There is one paragraph you don’t need to use.
- •1.5. Match the words from the article with the definitions below, then use them in your own sentences. You may change the form of the verbs if you wish.
- •1.6. Explain the meaning of the following phrases taken from the article.
- •2.2. In groups, discuss the following problems.
- •2.3. Read the following tips for parents. Tick those ones which you think are the most important / helpful. What tips for parents would you add to encourage a child to read? Reading Tips 4 Parents
- •Section 3. Literature
- •1.1. Read the article, learn the literary terms. Forms ot literature
- •1.2. Fill in the appropriate word in the passages below.
- •Types of Books
- •Literary Elements
- •2.1. Read the text. Then circle the best answer: a, b, or c.
- •2.2. What do the underlined words from the text refer to? Circle a or b.
- •Section 4. Great writers
- •If I Can Stop One Heart from Breaking
- •A love story
- •Sonnet 43
- •2.1. Read the article about the great English writer Charles Dickens and highlight the most important facts in his biography. Charles Dickens
- •2.2. Answer the questions based on the information from the article.
- •2.3. Recall one of Charles Dickens’ books that you have read and write a blurb for a publishing company (a short description by the publisher of the contents of the book).
- •3.1. Read the article about Washington Irving and highlight the most important facts in his biography. The first american classic
- •3.2. Look through the article about w. Irving again and find equivalents for the following.
- •3.3. Answer the questions about the first American classic.
- •Borrowing Books
- •1.2. Choose the right word or words.
- •1.3. Read the following library rules and give a foreign student some advice concerning borrowing books from a University library in Ukraine. How to borrow books
- •2.1. Look at this list of topics.
- •2.2. Answer the following questions.
- •Section 6. What makes a best-seller?
- •1.1. Read the article. Put the tips about writing a bestseller in the correct places 1-9 in the text.
- •So you want to write a best-seller?
- •1.2. Read the article again. Are these statements true (t) or false (f), according to the article?
- •1.3. The three boxes below contain useful vocabulary for writing about a book. Match each title to a box.
- •Harry Potter’s magician
- •2.2. Without looking back at the text, match the two halves of the phrases. Then read again and check.
- •3.1. Read the article. Which of these superheroes are being described?
- •Greatest superheroes of all time
- •3.2. Read the article again and answer the questions.
- •3.3. Read the text and the following statements on its content. Mark whether they are true (t) or false (f). My first book
- •Writing
- •Coherence and Cohesion
- •1.1. Which of these paragraphs has a problem with coherence? Which has a problem with cohesion?
- •1.2. Find three linking devices from the following list to match each of the headings below.
- •1.3. Rewrite Text a using reference words and linking devices to link the sentences more successfully and avoid unnecessary repetition.
- •Book reviews
- •2.1. You are going to read five reviews of popular science books. Answer the questions by choosing from the reviews (a-e). The reviews may be chosen more than once.
- •2.3. Which words and phrases in the reviews are used to describe plot, writing style and characters? Explain the following expressions in your own words:
- •2.5. Write a review (200-250 words) of your book. Before you start writing:
- •Supplementary materials
- •Pronounce the following words correctly.
- •Prove that:
- •3. Give your arguments for and against eBooks.
- •Charlotte Bronte
- •Oscar wilde
- •Oscar Wilde’s maxims
- •Library Collections
- •The British Library
- •1.1. Listen to three people talking about a book they have read recently. Take notes about it under the following headings.
- •2.1. Listen to Jerry talking about a book he enjoyed reading, the novel ‘How to be good’ by Nick Hornby. Which sentence best summarizes the story in the book?
- •2.3. Choose the correct answer. Fill in the blanks and write the exact words that Jerry uses.
- •Task 3. ‘After the lunch…’ (08 – 8.Mp3)
- •3.1. Four lines of the following poem are left out. Write the missing lines. After the lunch ...
- •4.4. Listen again to the excerpt from the radio play and write down the modern equivalents of the phrases and sentences in Task 3. Task 5. Smithereens (Recording 3.2.Mp3)
- •5.1. Read the poem “Smithereens” by Roger McGough, a popular modern poet.
- •Self – Study Assignment № 2 Suggested Topics for Project Work
- •Original passage from ‘Pride and Prejudice’
- •In a library
- •Bibliography
- •Contents
2.4. Read the extract about oral reading and summarize each paragraph in one sentence.
One of the most commonplace instructional strategies in elementary and middle schools is that of oral reading. Virtually all teachers, at some point in the school day, engage in this activity, whether by reading aloud to the class or by having the students read to one another. Although some recent education theorists have challenged the efficacy of oral reading, its popularity in schools and classrooms is unchallenged.
The history of oral reading in the classroom is inextricably linked with the history of the culture that engendered it. Prior to the development of computers, television, and radio, reading was the predominant form of family entertainment. However, printed books were often scarce, and literacy rates were often low. Thus, families would gather around and listen to a book being read to them. Early classrooms were modeled after this phenomenon, and oral reading was such a part of academic life that schools were sometimes called blabschools. In these schools, students often read their lessons aloud simultaneously, even when the students had different lessons. At other times, all students read the same text aloud.
With the increasing availability of books, schools began using textbooks to teach reading in the classroom. By the nineteenth century, the focus had moved to teaching students ‘eloquent reading.’ Students were expected to recite stories, poems, and prayers for the class, and the teacher graded them on their articulation and pronunciation, as well as their abilities to recall what they had just read. This method persisted into the twentieth century and became known as the story method of instruction. Oral reading was such a focal point of instruction that philosopher William James stated “...the teacher’s success or failure in teaching reading is based...upon the oral reading method.”
However, as the twentieth century progressed, the effectiveness of oral reading was called into question. Education scholars in both Europe and the United States wondered exactly what oral reading was teaching students. With oral reading focusing excessively on pronunciation and dynamics, educators doubted that students were even able to comprehend what they were saying. One scholar quoted a study that claimed that eleven-twelfths of students did not understand what they were reciting when they read orally. Friedrich Froebel, a German education specialist, argued that oral reading inappropriately placed emphasis on expression, when the emphasis should be placed on process.
Also at this time, science was gaining increasing prominence, and across all fields researchers were placing a premium on empirical studies. Many long-standing beliefs and views were challenged, and educational theories were no exception. Behavioral scientists studied reading practices and determined that oral reading was no longer in fashion. In fact, they concluded that the only time students read orally was in school. Most individuals read silently, and this finding led many schools to change their methods to reflect this change.
The new preponderance of written texts also played a role in the history of oral reading. With the amount of printed material rapidly expanding, silent reading, which was more efficient, became the reading model of choice. For a number of years, oral reading was absent from many a classroom. But in time, new research and studies brought oral reading back to the curriculum.
Pressley's influential book ‘Verbal Protocols of Reading’ emphasizes the importance of oral reading, tracing its history back to the methods of Aristotle and Plato. In many ways, however, the new research reiterates what most teachers already know. For them, the necessity and effectiveness of oral reading was never in doubt.
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