Teaching reading techniques in English. Structure of the work: the work consists of an introduction, a theoretical justification of the hypothesis of this study - Chapter I, Chapter II, practical proof of the conclusions obtained during the study - Chapter III, and so on

In the process of developing reading skills, it is necessary to overcome a lot of difficulties.

First of all, these are difficulties associated with mastering the reading technique, which involves mastering a system of graphic signs different from the native language, developing the skill of sound-letter and letter-sound correlations, and syntagmatic reading. The development of a receptive skill is more successful if it is supported by productive activity, therefore it is recommended to teach children two types of code: written and printed. It is necessary to carefully work on the technique of reading aloud, since educational actions are formed first in external speech and then transferred to the internal plan. It is important to quickly lead to the stage of holistic perception of blocks of words, otherwise word-by-word reading will inhibit understanding of the content. This is facilitated by reading using syntagmas, which expands the “reading field”, i.e. unit of perception. Mastering the reading technique is accompanied by mental work on the semantic recognition of visual forms, which means it is necessary to teach the reading technique on familiar material with elements of novelty.

By the beginning of the process of teaching a foreign language in primary or secondary school, students naturally do not have auditory-speech-motor images of foreign language material in their speech memory.

If learning reading techniques begins from the very beginning of learning a foreign language, then students have to correlate not only sounds and letters, but also sound-letter connections with the semantic meaning of what they read. And this causes them additional difficulties. That is why, to overcome them, an oral introductory course, an oral advance, is often carried out in order to accumulate the necessary and sufficient foreign language speech material, to form auditory-speech-motor images of foreign language oral speech and thereby remove some of the difficulties in the process of correlating the letters and sounds of a foreign language.

It is noteworthy that when accumulating a variety of foreign language material as a basis for teaching reading techniques, the initial language unit is the word.

Teaching reading techniques in a foreign language should be carried out on well-known lexical material, already acquired in oral speech. And this is achieved as a result of an oral introductory course, oral advance. According to Z.I. Klychnikova, the essence of oral advance comes down to the fact that students begin reading when they have mastered the articulation of sounds, syllables, words and even small phrases. At the same time, G.V. Rogov and I.N. Vereshchagina, regarding the oral introductory course, notes that preliminary oral practice of educational material helps to remove some of the difficulties that impede understanding of the content. Oral advance helps in terms of content, that is, students must understand what they read, but practically does not help in terms of process. A similar phenomenon is typical for mastering reading in one’s native language; a child who has good command of oral speech encounters great procedural difficulties (how to read). Thus, conducting an oral introductory course and oral advance do not yet guarantee successful mastery of reading techniques in a foreign language.

Numerous facts of discrepancies between the grapheme-phoneme systems of native and foreign languages, discrepancies in the pronunciation of the same letter in different letter combinations, as well as cases of different graphic representations of the same sound occur in German, French and especially English.

The authors of the methodology for teaching English in initial stage V high school, as well as in grades 2-3 of schools with in-depth study of the English language, they believe that mastering reading in English presents great difficulties for students caused by the graphic and spelling features of the language, since the spelling system uses 26 letters, 146 graphemes (letter combinations), which convey 46 phonemes. Of the 26 pairs of English letters (uppercase and lowercase), only four can be considered similar to the corresponding letters of the Russian alphabet in meaning and shape. These are K, k, M, T. The letters A, a, B, b, C, c, E, e, H, O, o, P, p, Y, y, X, x occur in both in another language, but are read differently and therefore are the most difficult. The rest of the letters are completely new.

G.V. Rogov and I.N. Vereshchagin also point out the great difficulty of reading vowels, combinations of vowels and some consonants, read differently depending on their position in words. For example, man-name, day-rain, this-think, pencil-cat, Geography-garden, window-down. When learning to read, students must learn the basic rules of reading, which include: reading stressed vowels in open and closed syllables and before “g”; reading vowel combinations ee, ea, ay, ai, oy, oo, ou, ow; consonants c, s, k, g, ch, sh, th, ng, ck and combinations such as -tion, -sion, -ous, -igh.

At the same time, many words in the English language are not read according to the rules, which generally condemns students to memorizing an excessive number of reading rules and exceptions to them, as well as to repeating educational material many times. In addition, the very perception and voicing of graphic signs is the result of selecting and comparing them with those standards that are already in the student’s long-term memory. The very fact of choice, which involves remembering the desired rule and (or) sound-letter correspondence, requires a certain, sometimes significant time, which ultimately slows down the pace of reading, or rather does not allow the student to quickly and accurately establish sound-letter correspondences and thereby master reading techniques at a fairly high pace.

For good reading in English, two components are important:

• Knowledge.
• Periodic reading.

Frequency in training is very important, only practice will help you speed up reading, improve understanding, and also.

Phonetic method

This method of teaching reading in English is very suitable for both adults and children. The principle of this technique is step-by-step training. First, the correct pronunciation of letters is learned, then sounds. When this stage has passed and the child or adult can pronounce various sounds well, it is worth moving on to syllables, and then to words.

The phonetic method has two directions in teaching reading, namely systematic and internal. The essence of the first is learning to connect letters and sounds, after which there is a transition to words. The second method, internal, is to study various words using pictures and various illustrations. After that, you can parse these words into sounds and learn to pronounce them correctly.

Linguistic method

This method involves reading words that are both written and read the same. In this way, it is easier for a person to determine the correspondence between different sounds and letters. By learning to read linguistically, both a child and an adult, gradually learn to correctly pronounce various sounds, even in those words that have a difference in writing and reading.

Whole word technique

The “look-say” method of learning to read in English, or the whole word method, involves recognizing words as a whole, without first dividing them into sounds. This technique is best suited for children, as it is easier for them to remember and pronounce whole words correctly.

Once the child remembers his first 50 or more words, he moves on to simple texts where these words appear frequently. Thus, learning to read goes much faster and the child sees the result of his efforts much faster, and this is already a good motivating argument for further learning. It is worth noting that in the English language there are many lexical rules and some words can only be remembered in this way.

However, the whole word method has a serious drawback, which is that it is difficult for a child to understand words that he has not encountered before and everything depends directly on his vocabulary. It is quite difficult for a child who has been taught to read using this method to read new words without anyone’s help. Therefore, very often, to successfully learn English, knowledge of phonetics is simply necessary.

Whole text technique

This method is based on existing language experience, and therefore is very useful for people of different age categories. Its essence lies in reading texts accompanied by various pictures and illustrations. As one reads and recognizes unfamiliar words, one must guess their meaning based on the images attached to the text.

The main task of this technique is to achieve the main goal, which is to interest a child or adult in reading. When teaching based on the principle of the whole text, no rules are explained and lexical errors are not corrected. Since its essence lies in independent assimilation and comprehension of correct pronunciation.

As a rule, this method shows in practice that people with good initial knowledge of the English language are very successful in reading independently. As a result, learning new words occurs quickly, and their correct pronunciation is easily learned. However, the whole text method is useless for people with minimal knowledge, since when starting to read the text they become lost in meaning and encounter various difficulties.

Zaitsev method

This technique is similar to the phonetic method, but here there is an emphasis on mastering sounds and letters using the technique of visual and auditory perception.

Nikolai Zaitsev divided sounds into pairs that include vowels and consonants. He painted these pairs on various cubes, which are distinguishable by shape, color and sound. This way, children remember sounds more easily and find the difference between them quite easily. For example, for consonants, cubes with a muted sound and dark color were chosen, while for vowels, on the contrary, the sound is sonorous and the color is brighter. Thus, memorizing letters and sounds, the child puts words together from cubes. On some cubes, letters are written separately so that the child can understand not only sound pairs, but also combine them with individual letters, creating and assimilating letter-sound correspondences.

This method is very suitable for young children, since learning to read looks like a game, but there is a strong emphasis on learning phonetics and the ability to memorize and create various words, which is very useful and well learned at an early age.

How to improve your reading speed in English

The efficiency of reading texts in English is extremely low for most modern people. Here are a couple of basic tips and techniques that will help you significantly increase your speed when reading English texts. I would like to note that any of the methods will seem strange and inconvenient to you at first, but you should have patience, since constant practice is the key factor in increasing your reading speed.

Methods to improve reading speed in English:

Don't underestimate your peripheral vision. Many people read English texts, if not letter by letter, then at most one or more words. This occurs due to the fact that when reading, no attention is paid to peripheral vision, which means that the boundaries of our field of vision are enough for a maximum of 25-30 characters. And if you properly train the periphery, you will be able to see the whole line at the same time, which is about 90 characters. This will more than double your reading speed. For training you will need a Schulte table. This is a field divided into 25 identical squares, with a number from one to twenty-five entered in each of them. The essence of the exercise is that you need to find the direct or reverse sequence of all these numbers, looking exclusively at the central square. Such tables can be downloaded and printed, or download a program that generates Schulte numbers.

Forget about subvocalization. Ever wondered why the approximate number of words spoken per minute and those read are the same? The fact is that we are accustomed to repeating every word we read with our inner voice. It's terribly slow overall speed reading. To get rid of this bad habit you need to know a couple of tricks.

For example, while reading, press your tongue to the roof of your mouth, or hold a pencil in your mouth. You can also read to non-rhythmic music, which will throw your inner voice out of step and prevent it from “speaking.” Also, it is extremely important not to read one English word at a time, but to process entire clusters, thus, due to the large volume of text, you will not be able to pronounce it in your thoughts.

Introduction

Currently, much attention is paid to studying
English language, and since the Russian and Kazakh alphabet and
techniques for teaching reading in Russian (Kazakh) language are strongly
differ from the English language, then children experience
difficulties with reading English texts. This educational
The manual is intended for beginners and can
help both teachers and parents. It can
used as a supplement to an English textbook
for grade 2 (Rakhimzhanova S.D., Askarova L.D., Volkova A.S.),
or used independently.
The benefit is designed for 16 hours (1st half-year), has
additional material that can be used in
throughout the year. IN tutorial included exercises,
which will help you develop the correct pronunciation of sounds,
sound combinations, words, teach you to confidently read texts in
English language. Visual and accessible presentation of the material
contributes to its successful absorption.
English alphabet
No. LETTER TRANSCRIPTION
1. A
I
[ei]
No. LETTER TRANSCRIPTION
14
.
I
[en]
Nn

2. B b
[bi:]
3. C c
[si:]
4. D d
5. E e
[i:]
6.Ff
[ef]
7. G g
[d3i:]
8. H h
[eit∫]
J j
I i
9.
10
.
11
.
12
.
13
. M m
K k
L l
[ai]
[d3ei]
[kei]
[el]
[em]
Ss
T t
15
. O o
16
P p
.
17
. Q q
18
R r
.
19
.
20
.
21
.
22
.
23
. W w
24
X x
.
25
.
26
.
U u
Vv
Z z
Y y
[əu]
[pi:]
[kju:]
[a:(r)]
[es]
[ti:]
[ju:]
[vi:]
["dΛblju:]
[eks]
[wai]
[zed]

Lesson1.
Aa, Mm, Nn, Kk, Tt, Dd
M –mate, man, map, mat, n – name, d – date, t – take, k Kate
Aa
[æ]
Remember

!
All vowels in an open syllable are read as they are
named in alphabet
a = =[hey] Name, made, make, mate, date, take, name, take, date,
Kate, take, name, take, name, Kate, made, make, mate, name
syllable
Closed

A =[æ] =[е] an, am, at, and, Ann, Nan, dad, Nan, man, mat, map,
Ann, at, an, and, am, dad, mat, map, man, dad, Nan, dad, Nan, dad
Ann and Nan, Kate and Ann, man and dad, date and map,
Kate, take a map. Ann, take a mat. Dad, take Kate.
Lesson 2.

I(y), Bb, Pp, Ll, Ss, Hh
Bate, plate, pale, plane, lake, late, lane, snake, skate, sale,
[æ] and, band, pan, pat, had, hand, ham, hat,
I(y)
[i]
1. I(y) = = [ay] I, nine, hi, my, by, bite, like, lite, life, lie, line,
pine, pie, pile,
2. I = [i] = [and] is, it, ill, in, his, him, film, fifty, sit, lip, list, silk, silly
3. My dad, my name, my mate, my map
4. His dad, his name, his mate, his map
5. I and my dad, I and Ann, dad and Kate, Mike and Ann
6. Kate, take my map. Ann, take his map. Dad, take his plane.
7. Hi, I am Ann. I am nine.
Hi, my name is Kate. I am nine.
Hi, I am Mike. I am nine.
Hi, my name is Mike. I am nine.
Lesson 3.
Ee, Ff, Jj, Rr, Vv
Open syllable (1 syllable type) ee = [and]
Closed syllable (2nd type of syllable) – e [e] = [e]
ee see, sleep, seel, seek, seen, fee, feet, tree, teen, street, see

e [e] pen, pet, let, red, seven, ten, fell, fen,
1. Red, red pen, seven red pens, ten red pens, a hat, seven red hats,
ten red hats, present, seven red presents, ten red presents, his
present, his pen, his hat
2. I see Jill. Jill sees me. Jill is nine.
I see Jane. Jane sees me. Jane is ten.
I see Jane and Jill. Jane, take a pen. Jill, take a hat.
3. Let me take. Let me try. Let me see. Let me skate.
Lesson 4.
The Secrets of English Consonants C and G
Secrets of English consonants C and G
c+e
c+i [s] =[c]
c+y
In other cases c = [k]
1. center, city, nice, pencil, cycle
2. cake, can, cry, cat, Canada,
g+e

ʒ
g+i =[j]
g+y
In other cases g = [g] = [g]
1. page, cage, gentleman, giant, gills, gym, gymnastics
2. bag, go, big, green, grass,
Remember!
[g] Girl, get, give, geese
3. I can sing. He can sing. A girl can sing. My dad can sing. His dad
can sing. A man can sing. Ann can sing. Jane can sing.
4. I can dance. He can dance. A girl can dance. His dad can dance.
5. Let me go. Let me sing. Let me dance. I see a present. Let me
take a present. I see a hat. Let me take a hat. I see a cake. Let me
take a cake.
Lesson 5
Oo, Qq, Ww
1. We, wine, wife, weel, wind, winter
2.Queen
Oo
ə
ͻ
[u]
ə
1. o = [u] = [оу]
open, close,
ͻ
2. o = = [o]
not, got
No, note, nose, go, home, so, spoke, spoken,
Not, dog, stop, hot, plot, pot, frog, top, stop, dog,

3. A nice rose, a nice rope, I see a nice rose. I see a nice rope.
I can sing. We can sing. My dog ​​cannot sing.
I can dance. We can dance. My dog ​​cannot dance.
I can open my present. We can open my present. My dog ​​cannot
open my present.
4. I see a queen. He sees a queen. We see a queen.
Lesson 6
Uu, Xx, Zz
Remember!
Put, pull, push
Uu
[˄]
u = = [yu] music, pupil, tulip, duty, due
u = [˄] = Russian short sound, as in the word so or stick
us, up, umbrella, uncle, bus, but, butter, duck, hundred

Come to lunch, Bunny - Come to breakfast, Bunny.
1. zebra, zip
2. six, box, six boxes,
3. 100 hundred, 600 six hundred, 900 nine hundred, 700 – seven
hundred
4. Hi, I am Ben. I am a driver. I can drive. I have a bus.
He is Ted. He is a pilot. He can fly. He has a plane.
His name is Mike. He is a doctor. He can help me.
Hi, I am Willy. I am six. I have a plane. I will be a pilot.
Lesson 7
Consonant combinations
ʧ
ʃ
] sh =
Ck = [k] th = [ð] th = ch = [
θ
Ck [k] = [k] black, back, clock
[ð] this, that, father, mother, brother
th
thin, three, thank you, think
ch = =[h] teacher, lunch, chicken, chick
sh = =[ш] she, shake, shut
θ
ʧ
ʃ
1. The third, the fifth, the seventh, the ninth
2. This is my father. He is a pilot. He has a plane. He can fly.
This is my mother. She is a teacher. She can teach children.

This is my brother. He is a taxi – driver. He can drive a taxi.
Lesson 8
Reading vowels with the letter “r”
(3 syllable type)
car, park, are, dark, March, hard,
a+r = ar
o + r = or [ :]ͻ
form, horse, morning, or
ə
e+r = er [ :] i+r = ir [ :] u+r = ur [ :]
ə
ə
her,
girl, skirt, first, third
turn, turn on
1. a car, a dark car, a park, a dark park. This is a dark car.
2. form, the first form, the third form, horse, the first horse, the third
horse. Is it the first horse or the third?
3. her car, her horse, her skirt, her park

4. This is a girl. Her skirt is dark green, her T – shirt is dark blue.
She has a sheep and a horse.
5. This is my mother. She is a teacher. Her dress is dark green. She
can sing and dance. She has a dark blue car.
6. They are drivers. They work hard. They have dark cars.

Lesson 9
Vowel combinations
ea = ee = oo =
But: head [e] head
ea = eat, clean, speak, meat, teacher
ee = see, sleep, tree, meet
oo = cook, school
1. I see a tree. It is green. The tree is green in summer. It is not
green in winter. Is this tree green in spring? Yes, it is. It is green in
spring and in summer, But it is not green in winter.
2. I see a teacher. The teacher has a clean book. The teacher can
speak English.

3. my goose, his goose, her goose. I have a goose. He has a goose
too. She has a goose too.
Lesson 10
Vowel combinations
ay = ey = oy = [i]ͻ
But: eye - eye
ay = day, today, play, say
ey = grey, they
oy = [i] boy, toy
ͻ
1. This is a boy. He has a toy. These are boys. They have toys.
2. This is a girl. She has a gray toy. These are girls. They have gray
toys too.

Lesson 11
Wh – reading
Reading wh
Wh = [w] white, when, what, where, why
But: who
Remember!: Do does does not = doesn’t
1. What do you do? I do my homework.
What does he do? He does his homework.
What does she do? She does her homework.
Where do you go? I go home.
Where does he go? He goes home.
Where does she go? She goes home.
When do you go to school? I go to school at…
When does she go to school? She goes to school at…
Why do you cry, Willy?
2. “Hello, Alex.”
“Hello, Pete.”
“Is your sister at home?”
“No, she isn’t.”
“Where is she?
“She is at school”

“Good – bye.”
“Good – bye.”
Lesson 12
Who – reading
Reading WHO
1. Who, whom, whole, whose
2. Who is it?
Whom are you waiting for?
Whose book is this?
Who is absent?
On the whole I agree - Overall I agree
3. Who is it? It is my brother. He has short hair and blue eyes.
Who is it? It is my sister. She has long hair and green eyes.
4. Whose nose is it? It's my nose.
Whose leg is it? It's his leg.
Whose head is it? It's her head.
5. Whom are you waiting for? I am waiting for my sister. She has
blue eyes and long hair.
Whom are you waiting for? I'm waiting for my brother. He has
black short hair and green eyes.

Lesson 13
Ow – reading
Reading – ow
Ow = ow =[ u] (ə
at the end of a word)
Ow = town, brown, down
ow =[ u] (ə
at the end of a word) grow, low, slow, show, window
But: now, how
1. town, eleven towns, twelve towns, thirteen towns,
2. brown, my brown car, his brown book, her brown hair,
3. a window, 1 window, 11 windows, 12 windows, 13 windows
4. Whose girl is it? It's Ben's sister. She is ten.
Whose boy is it? It's Ben's brother. He is eleven.
Whose car is it? It is my uncle's car.

Lesson 14
Wr [r] kn[n] ph [f]
Wr [r] wrong, write, wry
kn[n] know, knife, knee
ph [f] phone, telephone, photo
1. write, write words, write books. I can write English words.
2. know, know words. I know English words.
3. phone, 11 phones, 12 phones, 13 phones, 14 phones, 1 phone
4. photo, 15 photos, 16 photos, 17 photos, 18 photos
5. Whose phone is it? It is my phone.
Whose photo is it? It is Ben's photo.
Whose sister is it? It is Ann's sister.
Whose book is it? It is my brother's book.
Whose car is it? It is my grandfather's car.
Whose telephone is it? It is my mother's telephone.
Lesson 15

ind=ild=ight=
ind = kind, find, mind
ild = child, mild
ight = right, bright, night, light
1. a kind mother, a kind father, a kind aunt
2. child, my child, her child, his child
3. bright toy, bright book, bright car
4. My aunt is very kind.
Sam likes to fight.
English winter is mild.
Switch off the light, please.
Lesson 16
Reading vowel + “r” + vowel
Reading vowel + “r” + vowel (4th type of syllable)

] care I don’t care for it.
are [
here - I am here. Here you are.
ore [:] more – I want some more, please.
ure pure – I like pure water.
ire fire – That’s a camp – fire.
ɛə
ə
ͻ
ə
ə
Review
1. Fill out the table.
Words for help (words to help)
Street, lift, fine, storm, nose, set, fir, more, here, like, pot, her, nut,
not, open, name, turn, pure, tube, care, form, car, cat, fire.
a
i
e
o
u
Open syllable
Closed syllable
Vowel + r
Vowel + r + e
Appendix.
Application
Reading vowels
Alphabetical
At the end of a word

Name
letters
A a [ei]
O o [u] ə
U u [ju:]
E e [i:]
I i / Y y [ ai /
wai]
vowel
consonant vowel + r
I
[ei] take
ə
[u] rose
[ju:] use
[i:] Pete
[ai] Mike
[ai] fly
II
[æ] cat
ɔ
] dog
[
Λ
[
] cup
[e] pet
[i] pig
[i] system
III
[a:] car
ɔ
[ : ] for
ə
:] fur
[
ə
[
:] her
A

[æ]
plane
bag

car
vowel +re
(+
consonant)
IV
εə
[
] care
ɔ
[ : ]more
ə
[u] sure
ə
] here
[ i
ə
] tire
[ai
[
]εə
care εə
O
[u]ə
[ɔ]
[ɔ:]
[ɔ:]

nose ə
box
sort
store
U
E
I
Y

tube
[ʌ]
bus
[ɜ:]
turn
ə
pure

[e]
Pete
pet
[ɜ:]
her
ə
here ə

[i]
pine
big
[ɜ:]
girl
ə
fire

[i]
bye
Syd
[ɜ:]
myrtle
ə
tire
Phrase

Haste makes waste. If you hurry, you will make people laugh.
It may rain today. It might rain today.
Make haste. Hurry up.
Save your pains. You're trying in vain.
[æ]
That’s flat. It’s decided and that’s it.
And that's that. That's it.
Sam's acting the ass
Fancy that! Just think about it!

He that hatches matches hatches catches. Don't dig a hole for someone else.
[e]
Press the bell. Press the call button. (Call).
Get better. Get well.
Very well, then. Very good, if so.
Nell's never felt better. Nell felt great.

Pleased to meet you. It's nice to meet you.
Please be seated! Sit down please.
A pea for a bean. Giving up little in hopes of more.

Time flies! How time flies!
I quite like Mike. I really like Mike.
Ike and Ivy sat side by side quite as mice. Ike and Ivy were sitting
side by side, quiet as mice.
Is Mickey in? Is Mickey at home?
In with him. Let him come in.
[i]

Go home! Go home!
Nobody’s at home. Nobody’s at home./A screw is missing (in
head).
No smoking! No smoking!
ᴐ
Jog on. Go your own way.
Possibly not. Probably no
John's dog got lost. John's dog is lost.
[ :]ᴐ
Forewarned is forearmed. He who is forewarned is forearmed.
Cora adores small talk. Cora loves small talk.

The Mortons called the new – born Nora. The Mortons named
newborn Nora.

Read the newspaper review. Read the review of events in the newspaper.
The new moon is due. The new moon appears on time.
Do you usually have two pupils on duty. Usually in your class
2 students are on duty.

Ruth can't say boo to a goose. Ruth wouldn't hurt a fly.
Don't you be too soon. Do not make fast conclusions.
Sue's true blue. Sue is a faithful person.
˄
Come to lunch Bunny. Come to breakfast, Bani.
Russ rang up hurriedly. Russ quickly put down the phone
handset.
Guss mustn’t trust to luck. Ghast shouldn't rely on
Lucky case.

Start the car. Start the car.
How smart you are, aren’t you, Mark? Well, you are cunning, Mark.
Art's rather marvelous. Art is an amazing person.
ə
Certainly, sir. Of course, sir.
Bertie's the observed of all observers. Bert is the center of attention.
What a hurly –burly girl Urse is! What kind of eccentric girl is this
Ursula!

Now, now! Oh well! Calm down!
Out of doubt! Without a doubt!
How about an outing? Maybe we can have a picnic?

Boys will be boys. Boys are always boys.
Joy is at boiling point. Joy is beside herself with anger.
Nick is tired. Nick is tired.
ə
ə
It’s a usual cure for a cold. This usual treatment for a cold.
Curiosity is incurable. Curiosity is incurable.
It's a nice flower. This is a beautiful flower.
This is the Kremlin tower. This is the Kremlin Tower.
ə
ə
Well, I declare. Well, you know!
I dare swear there"s Mary down there. I would swear that this
Mary is there.

Consonants Drills
Consonant training
[p] /[b]
Pea bea
pray – bray
cap – cab
par-bar
Tie-die
try-dry
but - bud
come - gum
crow – grow pick
– pig
Chin-gin
rich – ridge
chug – jug
Win-wing
Kin – king
cup–cube
pay-bay
mop-mob
prim brim
[t]/[d]
too – do
tray-dray
bit – bid
[k]/[g]
core-gore
dock-dog
kay-gay
late laid
Kate – gate
crew grew
ʧ
ʒ
etch–edge
char-jar
march margin
Pin-ping
Ran rank
]ɳ
[n]/ [
Stun-stung
Bun – bung
ɳ
[k]/[
ɳ
]

Think - thing
Sunk – sung
Bunk-bung
Runk – rung
Brink –bring
Sink sing
Fine – vine
Safe – save
define – devine
[f]/[v]
fear-veer
staff – starve
proof prove
The third
said – zed
hiss - his
We-vee
why-vie
We – fee
Wool - fool
[ð]/θ
the fourth
the fifth
[s]/[z]
sip-zip
sou zoo
[w]/[v]
wail-veil
wow vow
[w]/[f]
Wore – four
Worst - first
Wire-fire
Wheel feel

Riddle Time – WHO AM I?
 Find Me! I start with ‘P’ and end with ‘E’, but I have thousands of letters. Who am I?
Answer: Post Office
 What is a word comprise of 4 letters, stills is also made of 5. Occasionally written with 12
letters and later with 5. Never written with 5 but happily with 7.
Answer: What, Still, Occasionally, Later, Never, Happily
 I have all the knowledge you have. But I am small as your fist that your hands can hold
me. Who am I?
Answer: I’m your brain!
 I have 28 days in a month. What month am I?
Answer: All months in a year have 28 days and many have more than 28 days.
 Find me who am I. I am the building with number stories.
Answer: A Library
 Scientists are trying to find out what is between earth and heaven. Can you find me?
Answer: AND
 What is the word that is spelled incorrectly in all dictionaries?
Answer: Incorrectly
 Everyone in the world break me when they speak every time. Who am I?
Answer: Silence
 It’s fun time now to enjoy these good riddles and have a good laugh.
 A boy and an engineer were fishing. The boy is the son of the engineer but engineer isn’t
the father of the boy. Then who is the engineer?
Answer: Engineer is the boy’s mother.
 Everyone in the world needs it. They generously give it. But never take it. Then what is it?
Answer: Advice
 Four children and their pet dog were walking under a small umbrella. But none of them
became wet. How?
Answer: It was not raining!
 It is your possession and belongs to you. However, you use it very rarely. What is that?
Answer: Your name.
 I will come one time in a minute, two times in a moment, but will never come in a thousand
years. Tell who am I?
Answer: 'M'
 There is a kind of fish that can never swim. What is that?
Answer: DEAD FISH
 You always make a more of them, but leave more of them behind you. The more you do,
the more you leave behind. Tell what is it?
Answer: FOOT STEPS
Which moves faster? Heat or Cold?
Answer: HEAT. Because many catches cold but cannot catch heat.
 I will always come, never arrive today. What am I?
TOMORROW

 I go around all the places, cities, towns and villages, but never come inside. What am I?
A STREET
 I’m full of keys, but I can’t open any door. What am I?
A PIANO
 If you give me water, I will die. What am I?
FIRE
 I have rivers, but don’t have water. I have dense forests, but no trees and animals. I have
cities, but no people live in those cities. What am I?
A MAP
 I don’t speak, can’t hear or speak anything, but I will always tell the truth. What am I?
A MIRROR
 People buy me to eat, but never eat me. What am I?
A PLATE
 I don’t have wings, but I can fly. I don't have eyes, but I will cry! What am I?
A CLOUD
 I have no life, but I can die, what am I?
A BATTERY
 I have no legs. I will never walk, but always run. What am I?
A RIVER
 I’m the end of the colorful rainbow. What am I?
W
 I don’t have eyes, ears, nose and tongue, but I can see, smell, hear and taste everything.
What am I?
A BRAIN
Poems and songs
Rain, Rain, Go Away
Rain Rain go away
Come another day
Daddy wants to play
Rain Rain go away
Rain Rain go away
Come another day
Mommy wants to play,
Rain Rain go away

Rain Rain go away
Come another day
Brother wants to play
Rain Rain go away
Rain Rain go away
Come another day
Sister wants to play,
Rain Rain go away
Rain Rain go away
Come another day
Baby wants to play,
Rain Rain go away
Rain Rain go away
Come another day
All the family wants to play,
Rain Rain go away
.
Twinkle, Twinkle, Little Star

How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!

Old MacDonald Had A Farm

And on his farm he had a cow, E I E I O.
With a moo moo here and a moo moo there,
Here a moo, there a moo, everywhere a moo moo.

Old MacDonald had a farm, E I E I O,
And on his farm he had a pig, E I E I O.
With an oink oink here and an oink oink there,
Here an oink, there an oink, everywhere an oink oink.
Old MacDonald had a farm, E I E I O.
Old MacDonald had a farm, E I E I O,
And on his farm he had a duck, E I E I O.
With a quack quack here and a quack quack there,
Here a quack, there a quack, everywhere a quack quack.
Old MacDonald had a farm, E I E I O.
Baa Baa Black Sheep
Baa baa black sheep
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master
One for the lady
And one for the little boy
who lives down the lane.
Baa baa white sheep
Have you any wool?
Yes sir, yes sir

Three needles full.
One to mend a jumper
One to mend a frock
And one for the little girl
With holes in her socks.
Baa baa gray sheep
Have you any wool?
Yes sir, yes sir
Three bags full.
One for the kitten
One for the cats
And one for the guinea pigs
To knit some woolly hats.
The Alphabet Song
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z.
Now I know my ABCs;
Next time won't you sing with me.
Jack & Jill
Jack and Jill
Went up the hill

To fetch a pail of water
Jack fell down
And broke his crown
And Jill came tumbling after
Where there is a will
There is a way
You got to walk all the way
Try and try
With your head high
You will succeed faster
Jack and Jill
With a strong will
Went again up the hill
Both were firm
Not to fall
Brought dowHumpty Dumpty

Hey... Hey... Humpty
Hey... Hey... Dumpty
Humpty Dumpty
Sat on a wall
Humpty Dumpty
Had a great fall
All the king's horses
And all the King's men
Couldn't put Humpty
Together again
Humpty Dumpty... Humpty Dumpty
Humpty Dumpty...
Learned from the fall

Humpty Dumpty...
Hated the wall
All the King's men and
All the children
Were not allowed to climb the wall again
Humpty Dumpty
n the pail of water
Short Stories
Stories » The Fox and the Grapes
One afternoon a fox was walking through the forest and spotted a
bunch of grapes hanging from over a lofty branch. "Just the thing to
quench my thirst," quoted the
fox.

Taking a few steps back, the fox jumped and just missed the
hanging grapes Again the fox took a few paces back and tried to
failed.
reach them but still
Finally, giving up, the
turned up his nose and
"They"re probably sour
anyway," and
proceeded to walk
MORAL: IT'S EASY
DESPISE WHAT
CANNOT HAVE.
Short Stories » The Ant and the Grasshopper
fox
said,
away.
TO
YOU

In a field one summer"s day a Grasshopper was hopping about,
chirping and singing to its heart's content. An Ant passed by,
along with great effort an ear bearing of corn he was taking to the
nest.
"Why not come and chat with me," said the Grasshopper, "instead
of toiling and moiling away?" "I am helping to lay up food for the
winter," said the Ant, "and recommend you to do the same." "Why
bother about winter?" said the Grasshopper; "we have got plenty of
food at present."
But the Ant went on its way and continued its toil. When the winter
came the Grasshopper found itself dying of hunger, while it saw the
ants distributing, every day, corn and grain from the stores they had
collected in the summer.
Then the Grasshopper knew..
MORAL: WORK TODAY
AND YOU CAN REAP THE
BENEFITS TOMORROW!

The Lion and the Mouse
big
Once when a Lion was asleep, a little Mouse began running up and
down upon him. This soon wokened the Lion, who placed his huge
paw upon him and opened his
jaws to swallow him.
little
"Pardon, O King!" cried the
time. I
Mouse, "Forgive me this
shall
shall never repeat it and I
And
never forget your kindness.
to do
who knows, but I may be able
you a good turn one of these
days?"
The Lion was so tickled at the idea of ​​the Mouse being able to help
him, that he lifted up his paw and let him go.
Sometime later a few hunters captured the King and tied him to a
tree while they went in search of a wagon to carry him on.
Just then the little Mouse happened to pass by, and seeing the sad
plight in which the Lion was, ran up to him and soon gnawed away
the ropes that bound the King of the Beasts. "Was I not right?" said
the little Mouse, very happy to help the Lion.

Three Sons and a Bundle of Sticks
Once upon a time, an old man lived with his three sons in a village.
All his three sons were hard workers. Still, none of them agreed
with each other and quarrelled all the time. The old man tried a lot
to unite them but he failed. While the villagers were surprised at
their hard work and efforts, they also made fun of them on them
fights.
Months passed by and the old man fell sick. He talked to his sons to
stay united, but none of his sons heard his words. So, he decided to
teach them a practical lesson so that they would shed off them
differences and stay united.
The old man called as his sons. He told them, ‘I will give you a
bundle of sticks. Separate each
stick and you will have to break
each stick into pieces of two. The
one who breaks the sticks
quickly will be rewarded more.’
All sons agreed.
The old man gave a bundle of 10
sticks to everyone of them and
asked to break it into pieces. All
the sons broke the sticks into pieces in minutes.
And again they started to quarrel among themselves as who came
first.
The old man said, 'Dear sons, the game is not over. Now I will give
another bundle of sticks to all of you. You will have to break the

sticks as a bundle, not as separate sticks.’
The sons agreed and began to break the bundle of sticks.
Unfortunately, they could not break the bundle. They tried very
hard but failed to complete the task.
All sons said to the father about their failure.
The old man replied, ‘Dear sons, See! You could easily break the
single sticks into pieces, but you were not able to break the bundle!
The sticks were the same. So, if you stay united, nobody can make any
harm to you. If you quarrel every time with your brothers, anyone
can easily defeat you. I request you to stay united.’
The three sons
understood the
of unity and
promised them
that whatever be
problem, they
all stay together.
Moral: Unity is
Strength!
father
the
would
power

Short Stories » The Boy who cried "Wolf"
Once there was a shepherd boy who had to look after a flock of
sheep One day, he felt bored and decided to play a trick on the

villagers. He shouted, “Help! Wolf!
Wolf!”
The villagers heard his cries and rushed
of the village to help the shepherd boy.
When they reached him, they asked,
“Where is the wolf?” The shepherd boy
laughed loudly, “Ha, Ha, Ha!” I fooled everyone
you.
I was only playing a trick on you.”
out
of
A few days later, the shepherd boy played this trick again.
Again he cried, “Help! Help! Wolf! Wolf!” Again, the villagers
rushed up the hill to help him and again they found that boy had
tricked them. They were very angry with him for being so naughty.
Then, some time later, a wolf went into the field. The wolf
attacked one sheep, and then another and another. The shepherd boy
ran towards the village shouting, “Help! Help! Wolf! Help!
Somebody!”
The villagers heard his cries but they laughed because they
thought it was another trick. The boy ran to the nearest villager and
said, “A wolf is attacking the sheep.” I lied before, but this time it is
true!” Finally, the villagers went to look. It was true. They could see
the wolf running away and many dead sheep lying on the grass.
We may not believe someone who often tells lies, even when he
tells the truth.
A Merchant and his Donkey

One beautiful spring morning, a merchant loaded his donkey
with bags of salt to go to the market in order to sell them. The
merchant and his donkey were walking along
together. They didn't walk far when they
reached a river on the road.
Unfortunately, the donkey slipped and fell
into the river and noticed that the bags of salt
loaded on his back became lighter.
There was nothing the merchant could do,
except return home where he loaded his
donkey with more bags of salt. As they
reached the slippery riverbank, now deliberately, the donkey fell
into the river and wasted all the bags of salt on its back again.
The merchant quickly discovered the donkey's trick. He then
returned home again but reloaded his donkey with bags of sponges.
The foolish, tricky donkey again set on its way. On reaching the
river he again fell into the water. But instead of the load becoming
lighter, it became heavier.
The merchant laughed at him and said: “You foolish donkey,
your trick had been discovered, you should know that, those who
are too clever sometimes over reach themselves.
The Goose with the Golden Eggs

Once when a Lion was asleep, a
little
Once upon a time, a man and
wife had the good fortune to
have a goose which laid a
golden egg every day. Lucky
though they were, they soon
began to think they were not
getting rich fast enough.
his
They imagined that if the bird must be able to lay golden eggs, its
insides must be made of gold. And they thought that if they could
get all that precious metal at
they would get mighty rich
soon. So the man and his wife
decided to kill the bird.
However, upon cutting the
goose open, they were
shocked to find that it
innards were like that of any
goose!
once,
very
other
MORAL: THINK BEFORE YOU ACT
The Wooden Horse
“COME and have a ride," the big brother said. “I am afraid," the
little one answered; "The horse's mouth is wide open."
"But it"s only wooden. That is the best of a horse that isn't real. If
his mouth is ever so wide open, he cannot shut it. So come," and

the big brother lifted the little one up, and dragged him about.
"Oh, do stop!" the little one cried out in terror; "does the horse
make that noise along the floor?"
“Yes.”
"And is it a real noise?"
“Of course it is,” the big brother answered.
“But I thought only real things could make real things,” the little
one said;” where does the imitation horse end and the real sound
begin?
"At this the big brother stood still for a few minutes.
"I was thinking about real and imitation things," he said presently.
"It"s very difficult to tell which is which sometimes. You see them
get so close together that the one often grows into the other, and
some imitated things become real and some real ones become
imitation as they go on. But I should say that you are a real coward
for not having a ride."
"No, I am not," the little one laughed; and, getting astride the
wooden horse, he sat up bravely. "Oh, Jack, dear," he said to his
brother,” we will always be glad that we are real boys, or we too
might have been made with mouths we were never able to shut!"
Literature:
1. Lukonina I.M. “Teaching reading techniques in English
language"
2. Professor Higgins “English without an accent”
3. www. Study.English.info
4. www.kidsworldfun.com

If you are determined to master the English language well in any way: on your own, with a tutor, or through any courses, then get ready for the fact that you will have to learn a lot on your own. And we are not talking about cramming words and colloquial speech, but the question concerns grammar. You will have to master many rules following the teacher, especially if you attend language courses. No teacher can fully cover a grammar topic in an hour or two. And if you only have one textbook or some kind of aid for learning English, you will not succeed. Therefore, you should stock up on good textbooks. No textbook can be ideal, in which all sections of grammar are written in the same clear and accessible way. After all, the textbook was written by a man. Therefore, for some, some sections are written well, and some are not very well written, and some are completely boring and incomprehensible. And in other textbooks you can find answers to questions that are not in the first one.

Reading is one of the components of learning foreign languages. If you do not read books in English, then your attempt to master the English language is doomed to failure. Therefore, surround yourself with English books of all difficulty levels, but on your favorite topics. For example, some people like detective stories, some like science fiction, and some like adventures. The most important thing is that the book you read is interesting to you. If you are interested in periodicals, then read magazines and newspapers.

First method. READING OUT LOUD. TARGET: STUDYING READING TECHNIQUES AND PRACTICE CORRECT PRONUNCIATION. Phonetics.

Some English textbooks have exercises and lesson texts that are written to be read OUT LOUD. This is to practice correct pronunciation. Such texts are very simple, understandable even for beginners. We study reading techniques, and these are the rules for reading letters, letter combinations, words, phrases, sentences and texts. This reading method requires daily practice. But the most important thing is not to rush and not read at reading speed. We start with three to four minutes a day, but CORRECTLY, repeating the same words, phrases and sentences after the speaker many times. If your tongue and jaw begin to hurt, then you are on the right track.

RESULT: With proper reading, in addition to speaking English through text, you begin to understand English speech much better. This happens because when reading, you see a graphically written word and an audio picture that is superimposed on this word. That is, the graphics and sound are the same. In the opposite case, when you hear sounds, the graphics are restored, which helps you understand the speaker. Let me give you a simple example.

Some of my students try to watch films in English with subtitles and understand the text. However, it happens that the English speech itself is difficult to understand and the meaning often escapes. This indicates that the graphics do not match the sound image.

Moreover, lesson texts are often designed to practice grammatical rules and you can simply remember the rule by simple repetition and practice your speech until it becomes automatic.

This kind of reading can be called spoken language with text support. Somehow you open your mouth and say English words and sentences.

Second method. READING OUT LOUD. TARGET: RETELLING TEXTS AND DEVELOPING ORAL SPEECH SKILLS.

To retell a text, an anecdote, or a short story, you need to read it out loud several times. Let's simplify it and retell it. Any retelling is a bridge from reading to spoken language. Retelling is conveying the meaning of what the author wrote in his own words.

RESULT: With regular, correct (you cannot learn by heart) retelling of texts and using homemade preparations, you can achieve fluency in spoken language.

Third method. READING ABOUT YOURSELF. TARGET: UNDERSTAND THE MEANING OF WHAT IS WRITTEN.

We read the book as if it were written in our native language. The task is not to know every single word, but simply to try to grasp the meaning of what is written. It is clear that for this you need to choose an interesting book, but not very difficult to read. There is no need to focus on unfamiliar words; if the word does not affect the meaning, it can be skipped. You can stop at the words you need and look up the word in the dictionary. Let me give you a simple example.

Let’s say in the following sentence you don’t know the meaning of the word “oak” = “oak”, but you understand that “they were sitting under the tree.” Well, who cares what kind of tree it was? Don't look this word up in the dictionary, just read on.

The were sitting under the oak-tree. = They were sitting under (some) tree.

RESULT: This kind of reading helps a lot in mastering grammar and words from context. Even if you don’t know the meaning of a word, you can guess its meaning yourself. It helps a lot to remember the spelling of words, since many common words are often repeated, and visual memory always works well.

Fourth method. READING ABOUT YOURSELF. TARGET: LEXICON. (Morphology and vocabulary)

Now it’s the turn to read English books in the original. Any English book is a language medium, only printed. Use the book as an English language textbook to the maximum. This is the most effective textbook of all, which is difficult to overestimate. Use English text to expand your vocabulary and study the structure of words and their grammatical properties. This method requires bookmarks or cheat sheets. On one bookmark write suffixes and prefixes, on the other - the stems of words. When writing down words, determine which part of speech they belong to and do not forget about words with the same root.

RESULT: By reading this way, you will remember all the common suffixes and prefixes, as they are often repeated, and you will also learn to understand the grammatical properties of words. It goes without saying that you will expand your vocabulary.

Fifth method. READING ABOUT YOURSELF. TARGET: GRAMMARIC CONSTRUCTION OF SENTENCES. (Syntax)

For this method, we will look at sentences and identify tenses, which involves grammatical tenses. We draw a cheat sheet for verb forms and a cheat sheet for types of sentences.

RESULT: Let's learn to understand verb forms and types of sentences.

In all three of these cases, the letter “S” is simply appended to the word without changing it. Only after whistling and hissing sounds is an “intermediate” letter “E” needed, and if it is not in the word, then add “E” along with the letter “S”, and as a result we get the suffix “ES”. This is the third case, and I talked about it in a previous message.

What all these cases have in common is that the words ended with CONSONANT SOUNDS(voiceless, voiced, whistling and hissing), and now we need to figure out the words that end with VOWEL SOUNDS.

After vowel sounds, the ending “–S” is read [Z].

You can safely attach the grammatical suffix “S” to a noun or verb if these words end in vowels. Everything is as usual. But there are two cases that always cause confusion in the formation of the S-shape.

A) Only in words that end with one letter “-Y”, when forming the S-form, “Y” changes to “I”, and “E” is added to the grammatical suffix “S”, that is, the grammatical suffix will be “ES”. For example:

TRY – we change the letter “Y” to the letter “I” = TRI + ES = TRIES, and according to this rule, the word itself is changed first, and then the ending “ES” is added. Here are a few more words with this ending.

But there are also words that end with “Y”, but never change their spelling when adding “S”, but then at the end of such words the letter “Y” is not alone, but paired with another vowel. Such paired vowels are called DIGRAPHS. For example: T OY+ S = TOYS

As an example, I’ll write a few more words with a digraph at the end:

spray - sprays

Any words that end in a digraph are NEVER changed to form the S-shape, but are simply appended with an “S”. For example:

b) Reading words that end with the letter “O” does not cause difficulties, for example: TEMPO - TEMPOS, but the spelling will have to be checked in a dictionary, since such words are usually of foreign origin, and there are many exceptions. I will give some examples:

photo — photos fresco — frescoes

tango - tangos motto - mottoes

banjo - banjos echo - echoes

memo - memos cargo - cargoes

solo - solos veto - vetoes

2. After voiced sounds (and these are all the remaining sounds, except for whistling and hissing sounds), we read,

3. After hissing and whistling ones, we read like.

The first two points are clear, but the third point needs to be considered in more detail.

What kind of sounds are these - whistling and hissing? And how do they look graphically, that is, written in letters? Let's compare with the Russian language: the Russian language also has such sounds, and they have corresponding letters: they can be written in pairs “S” - “Z”; “F” - “W”; and “H”. The English language also has similar sounds, and they are written with one or more letters. For example:

GE / DGE = ;

CH/TCH = ;

If a word ends with such whistling and hissing sounds, then the grammatical ending “S” must be added so that it can be distinguished by ear. Then it is separated from the whistling or hissing consonant at the end of the word by an unstressed vowel sound [I], and the ending itself, since it comes after the vowel sound, is pronounced [Z]. Thus, when reading the S-form, an additional syllable appears from words ending in a whistling and hissing sound. Thus, a one-syllable word becomes two-syllable, and two-syllable words become three-syllable, etc. For example:

BOX - BOXES

RISE – RISES

Such words that change the number of syllables when the grammatical form changes are called non-equisyllabic.

When writing the S-form, the ending is written as “ES” if there is no was the final letter “E”.

- ZZ + ES = fuzz ES

- X + ES = fox ES

- SS + ES = hiss ES

- SH + ES = clash ES

- CH + ES = march ES

- TCH + ES = catch ES

When writing the S-form, the ending is written as “S” if in the original word there is already a silent “E”.

- GE + S = gorg ES

DGE + S = bridge ES

CE + S = dic ES

SE + S = ros ES

– ZE + S = prize ES

— THE + S = breath ES

So, after whistling and hissing sounds, the grammatical ending “-(E)S” is always read. Now we need to practice reading words with the S-form.

Exercise. Transcribe and read the words in the columns.

flash - flashes

brush - brushes

hinge - hinges

plunge - plunges

judge - judges

lodge - lodges

dress - dresses

match - matches

fetch - fetch

trench - trenches

sketch - sketches

horse - horses

pause - pauses

cause - causes

force - forces

breeze - breezes

breathe - breathes

Open syllables are words that end with a silent “E”. We add the letter “S” as usual, but never read the letter “E”. For example:

flake - flakes [flakes]

bite - bites

Exercise 2. Transcribe and read the words in the open syllable.

smoke - smokes

skate - skates

shape - shapes

grat - grates

white - whites

stripe - stripes

brute - brutes

flute - flutes

By the same principle, the S-form is formed in other types of reading and in polysyllabic words.

Introduction

Chapter 1. Theoretical foundations of teaching reading in English in primary school

1 general characteristics reading as a type of speech activity

2 The concept of “reading technique”

3 Approaches to teaching reading techniques taking into account the age characteristics of primary schoolchildren

4 Monitoring the development of reading technique

Conclusions on chapter 1

Chapter 2. Didactic aspects of developing reading techniques in English for primary schoolchildren

1 Analysis of domestic and foreign educational and methodological complexes (UMK) in English for teaching reading techniques

1.1 Analysis of the educational complex “English” (“English language”) Z.N. Nikitenko et al. from the point of view of teaching reading techniques

1.2 Analysis of the educational complex “Spotlight” (“English in Focus”) from the point of view of teaching reading techniques

1.3 Analysis of teaching materials “Family and Friends” by Naomi Simmons, Tamzin Thompson, Liz Driscoll and others from the point of view of teaching reading techniques

1.4 Conclusions based on the analysis

2 Methodological aspects of developing reading techniques in English in the second grade of primary school

Conclusions on Chapter 2

Conclusion

Bibliography

INTRODUCTION

The relevance of research.For a person to successfully exist in the modern world, to achieve professional heights and personal growth, knowledge of the English language is necessary. Currently, its study begins in the second grade of secondary school. One of the primary, but at the same time difficult tasks when teaching any foreign language at school is learning to read. As you know, reading is an important type of speech activity, as well as the most common way of communication. Without basic reading skills and abilities, learning any language seems very difficult. The first stage of learning to read is the formation of technical skills, which represent the basis for the formation and development of reading skills in the future. The future success of students in mastering a foreign language depends on how well basic reading skills are formed at the initial stage.

An analysis of literary sources indicates that the problem of developing reading techniques in a foreign language has been repeatedly touched upon by many scientists (Z.I. Klychnikova, A.P. Starkov, G.V. Rogova, I.N. Vereshchagina, N.D. Galskova, E.I. Negnevitskaya, Z.N. Nikitenko, etc.). However, there is still no consensus among scientists on determining the most rational method for developing reading techniques in a foreign language, as well as the sequence of developing the necessary reading skills.

The importance of solving the problem of developing reading techniques at the initial stage of teaching English at school, as well as the lack of consensus among scientists, served as the basis for choosing the topic and determined the relevance of this work.

Object of studyis the process of learning to read a foreign language at the initial stage.

The subject of the study ismethodology for developing reading techniques in English in primary school.

The purpose of this studyis the theoretical justification and practical implementation of the methodology for developing reading techniques in English in primary school.

To achieve this goal, it is necessary to solve the following tasks:

1.Give a general description of reading as a type of speech activity.

2.Reveal the essence of the concept of “reading technique”.

3.Select approaches to developing reading techniques.

4.Describe the features of monitoring the development of reading technique.

5.Develop criteria and conduct an analysis of domestic and foreign educational and methodological complexes for the formation of reading techniques in English.

6.To offer a set of methodological recommendations for teaching reading techniques in English in the second grade of primary school, taking into account the results of the analysis of domestic and foreign teaching materials.

7.To develop a system of techniques and exercises for developing reading techniques in the second grade of primary school, taking into account the results of the analysis of domestic and foreign teaching materials.

To accomplish the assigned tasks, the following were used research methods:study and analysis of pedagogical, psychological, linguistic and methodological literature on the research topic; analysis of regulatory documents; study and generalization of domestic and foreign experience on the research topic; comparative analysis.

Work structure.This work consists of an introduction, two chapters, conclusions for each chapter, a conclusion, and a list of references.

In the introductionthe choice of topic and relevance of the research is justified, the object, subject, purpose, objectives and methods of research are determined, the structure of the work is presented.

In the first chapter“Theoretical foundations of teaching reading in English in primary school” examines the general characteristics of reading as a type of speech activity, reveals the concept of the term “reading technique”, explores approaches to teaching reading technique, and studies the features of monitoring the development of reading technique in primary school.

In the second chapter“Didactic aspects of the formation of reading technique in English among junior schoolchildren” analyzes three educational and methodological complexes in the English language for the formation of reading technique, taking into account the developed criteria; recommendations are given for choosing teaching materials in English from the point of view of teaching reading in the second grade of primary school; Recommendations are offered, a system of techniques and exercises is created for teachers who will have to work with insufficiently structured teaching materials in the field of teaching reading at the initial stage.

In custodythe results are summarized and ways of applying the results of the research are proposed.

CHAPTER 1. THEORETICAL BASIS OF TEACHING READING IN ENGLISH IN PRIMARY SCHOOL

1.1 General characteristics of reading as a type of speech activity

Knowledge of the English language is a necessary condition for successful existence and personal development in the modern world. Fluency in any language as a foreign language requires perfect mastery of four types of speech activity: listening, speaking, reading, writing.

That is, a person studying a language understands other people’s thoughts, conveys his own, observing the norms of speech, reads fluently, writes competently, using the language in different spheres - communicative-social, social-production (educational, translation), cognitive activity, and, therefore, is fluent in both productive (speaking, writing) and receptive (listening, reading) types of speech activity.

Particular attention should be paid to the fact of the complexity and interconnectedness of teaching types of speech activity, which is characterized by the following points: simultaneity, sequential-temporal correlation, general language material, a special series of exercises (preparatory, training, speech), etc. Training occurs at all stages: initial , intermediate, senior, advanced.

It must be remembered that types of speech activity do not exist in their pure form. They are, one way or another, closely related to each other psychologically and physiologically. Many types of communication are interactive, that is, in this case, the participants in the speech are alternate speakers and listeners many times. There are also so-called receptive-productive types of speech activity, for example, various types of translation, taking notes by ear, etc., as well as reproductive ones - oral reproduction or recording from memory of a previously perceived text.

A special connection exists between writing and reading as they are related to the graphic system of language. Everyone who writes an exercise, a letter, or any work must read their text. Moreover, reading helps to increase the speaker’s vocabulary, enriches his knowledge of stylistics, and, therefore, whoever reads a lot writes better. In addition, we can only decode written text by reading.

It is well known that reading as a type of speech activity is aimed at searching for information contained in the text. Since reading involves receiving information, perceiving a ready-made speech message, and not composing the latter, it is classified as a receptive type of speech activity.

Reading is a communicative process based on visual-auditory decoding of information placed in a particular text. In other words, reading includes two interrelated aspects - the perception of the text and its understanding.

Thus, the reading process can be defined as “the process of perception and active processing of information graphically encoded according to the system of a particular language.” The final act of the information recoding process is reading comprehension.

According to a number of researchers, such as N.I. Gez, G.V. Rogova, S.K. Folomkin, mature reading has the same structure in any language. We decided to consider various sources of reference and methodological literature (some definitions are presented in Table 1):

Table 1 - Definition of the term “reading”

ResearchersDefinitionS.K. Folomkina N.I. Reading is a complex perceptual-mental mnemonic activity, the procedural side of which is analytical and synthetic in nature, varying depending on its purpose. G.V. RogovaReading is a receptive activity consisting in the perception and processing by the reader of an objectively existing text - a product of the reproductive activity of a certain author A.N. Shchukin1. One of the receptive types of speech activity, aimed at the perception and understanding of written text; enters the sphere of communicative activity of people and provides one of the forms (written) of communication in it. 2. The process consisting of reading technique and reading comprehension .SI. Ozhegov1. Perceive what is written, pronouncing or reproducing silently. 2. Perceive visually or intellectually any work. 3. Perceive, guess something by external manifestations. T.F. Efremova1. a) Perceive written speech by its signs and letters (pronounced out loud or silently) b) be able to do this. 2. a) Perceiving the signs of written speech, assimilate, become familiar with the content of something; b) Engage in such familiarization.

After studying literary sources, we came to the conclusion that reading can have different types. The first of them implies the following: the reader does not know what the object of reading sounds like and does not know how to pronounce it, but upon perception he clearly understands its meaning. Such graphic signs include, for example, punctuation marks, certain mathematical symbols, etc.

The second case assumes that the ability to perceive and correctly voice what is written is present, but the reader does not understand the meaning. This type of reading is found among younger schoolchildren at the initial stage, as well as among adults who are not familiar with certain professional terminology.

In the third case, there is a complete understanding of the sound image and voicing (aloud or silently) and it is this type of reading that is the goal of learning.

So, reading must be understood as “the process of perception and processing of a graphically recorded alphabetic speech message, and the result of this process is the understanding and comprehension of the content.” The process of thinking about what you read depends on the quality of perception and processing of the text. Therefore, obtaining information contained in a written text is possible only when the ability to read is developed, that is, the following are formed:

-skills of relating the visual image of a speech unit with its auditory-speech-motor image;

-skills of relating the auditory-speech-motor image of a speech unit with its meaning.

The sum of the skills of the first group is reading technique. Reading technique refers to the correct “pronunciation of what is written, the speed and accuracy of establishing letter-sound correspondences, the clarity of application of reading rules, the ability to predict the development of language material, mastery of the syntactic division of a sentence and its correct intonation.”

Mastering the reading technique ensures the perception and processing of graphic characters of printed text into audio coded images. Only after this does the correlation of images with their meanings take place.

As you know, reading is one of the goals of teaching a foreign language. However, it should be remembered that reading also acts as a means of learning. It promotes the acquisition, consolidation and accumulation of new language material.

For example, mnemonic activity, which accompanies the reading process, ensures the memorization of vocabulary, connections between lexical units, grammatical phenomena, word order in various structures, etc. In addition, reading improves oral communication skills. This is due to the fact that during the reading process (both aloud and silently), auditory and speech-motor analyzers, characteristic of speaking, work. In a similar way, reading is related to listening and writing, since these types of speech activities are characterized by the functioning of the speech-motor analyzer in internal speech.

In historical terms, reading “emerged later than oral speech and on its basis,” and became one of the important means of communication and cognition. Reading in a foreign language acts both as a means of communication and as a communicative skill, and is an important type of speech activity, as well as the most accessible and widespread way of foreign language communication. Reading gives access to any information and is a means of transmitting the experience accumulated by humanity in various areas of life. A person who can read a foreign language has the opportunity to use a larger volume of literature in study or work, in order to find the necessary information or simply for pleasure.

Reading foreign language texts contributes to the development of students' personality. Constant reading improves the psychophysiological mechanisms of the reader, such as recognition and anticipation, speech guessing, logical understanding, and also develops independence in overcoming linguistic and semantic difficulties, and interest in learning foreign languages. reading learning school language English

The information a student receives from foreign language texts takes him to another level, helps him understand the specifics of foreign language systems, shapes his worldview, and enriches him with knowledge about the history, culture and way of life of the country whose language he is studying.

So, we have determined that reading is a receptive type of speech activity, including reading technique, as well as understanding what is read in the text. In this regard, such aspects of the reading process are distinguished as content and procedural, which are interdependent on each other.

Typically, the following levels of understanding a text are distinguished: the level of meaning and the level of content, or meaning.

The level of meaning is associated with the process of establishing the meanings of linguistic units perceived during reading and their connections.

The level of meaning is associated with understanding the content of the text being read, which is an integral linguistic unit. Therefore, the skills and abilities that ensure understanding of the text are conditionally divided into groups:

2)The second group includes skills that provide the semantic aspect of reading, namely: the ability to establish semantic connections between linguistic units in the text, the ability to understand the content of the text, the author’s intention, in other words, the ability to understand the text as a completed speech work.

Technical reading skills should be automated as much as possible in order to achieve the highest level of understanding, as this contributes to the reader’s full focus on the semantic processing of the text being read.

The reader often tries to extract the information he needs in the most economical way, for this reason he reads at different paces, which is a characteristic of the reader’s maturity. The formation of reading skills at a communicatively sufficient level in the process of teaching a foreign language is necessary so that students can:

a) understand the main content of a simple authentic text;

b) achieve a complete understanding of complex texts of different genres: popular science, fiction (original or adapted), socio-political.

Students must be taught to use bilingual dictionaries and various reference materials.

1.2 The concept of “reading technique”

As noted by A.A. Leontiev, teaching reading is a kind of propaedeutics of all subjects in a general education institution. Being able to read in primary school is an urgent necessity, because the success of learning from other subjects depends on the level of reading proficiency in one’s native language.

In primary and high school, according to the requirements of the program, students must read in order to obtain new information, and it is also necessary to develop reading skills in foreign languages. After graduating from school and entering higher education institutions, professionally oriented reading in both native and foreign languages ​​becomes relevant.

As we established earlier, reading has a technical (or procedural) aspect and a content aspect.

The first provides direct perception of graphic symbols, and the second - the establishment of meaning. They are closely related, but the content aspect has certain levels of understanding.

To achieve the establishment of semantic connections at a high level, the technical aspect of reading should be as automated as possible, so learning to read begins with it.

In modern methodological literature, this aspect is called reading technique (T.G. Egorov, E.V. Tarasov, A.M. Shakhnarovich, N.I. Gez, E.I. Passov, A.N. Shchukin, etc.), however, the understanding of this term is not uniform (Table 2 shows definitions by different authors).

Table 2 - Definition of the term “reading technique”

ResearchersDefinitionA.N. Shchukin Reading technique - reading skills and abilities that provide perceptual processing of written text, recoding visual signals into semantic units - perception of graphic signs and correlating them with specific meanings. E.I. Passov Reading technique - skills of correlating the visual image of speech units with the auditory-speech-motor image. A.A. MirolyubovReading technique is considered as the actualization of the sum of techniques that ensure the perception and processing of formal linguistic information (letters, letter complexes, punctuation, grammatical features/morphology, syntax), which in mature reading are performed by the reader without the participation of voluntary attention, subconsciously.G.V. RogovaG.V. Rogova understands the technique of reading aloud as the reproduction in spoken speech of a text perceived visually, which requires knowledge of the methods of fixing the sound language accepted in the language being studied. G.V. Karlovsky Reading Technique involves operations of visual perception of text, recognition and identification of graphic signs with those patterns that are stored in memory, finding guidelines for understanding the text, adequate speed of perception and decoding of the perceived information.

Having analyzed the existing definitions of reading technique, we came to the conclusion that there are three aspects on which the opinions of scientists differ significantly:

1)Some authors believe that reading technique is a skill or a set of skills (E.I. Passov, etc.), others - a sum of techniques (A.A. Mirolyubov, etc.), others - that these are certain actions or operations (G. V. Karlovskaya and others). G.V. Rogova emphasizes the need to use knowledge about the methods of fixing sound language in reading techniques. A.N. Shchukin considers reading techniques not only skills, but also abilities.

Scientists agree that the reading technique is a correlation of a visual image with a sound one, but some also add a correlation with meaning (A.N. Shchukin, G.V. Karlovskaya, etc.), others do not provide for this (E.I. Passov and etc.).

2)The material for visual perception in the reading technique is considered to be speech units (E.I. Passov, etc.), text (A.N. Shchukin, G.V. Rogova, G.V. Karlovskaya, etc.), language material (A. A. Mirolyubov).

We will return to consideration of the first two aspects later, having previously noted that, following A.N. Shchukin, by skills we mean “a method of performing actions mastered by a subject, provided by the totality of acquired knowledge and skills,” by skills - “actions that have reached the level of automatism and characterized by integrity and the absence of element-by-element awareness”, by knowledge - the results of “the process of cognition of reality, adequate to it reflection in the human mind in the form of ideas, judgments, conclusions and theories."

Taking into account the principle of communicativeness, which involves constructing the learning process as a process of real communication, we believe that the ultimate goal of teaching reading techniques should be a certain automation of the technical aspect of reading at the mini-text level (even in the first year of training). However, the first object of reading should be letters, letter combinations, words, phrases and short sentences. Taking this into account, the material for visual perception cannot only be words, sentences or text. The use of the term “speech units”, which was used by E.I. Passov also does not reflect the essence, since both the word and the sentence are units of speech, the letter is a sign of writing and conveys the sound of the language, and the text consists of units such as sentences.

E.I. Passov believes that the ability to extract the necessary information from a text, like any other, is based on certain automated actions. However, it is only possible if this skill is mature. Thus, the process of learning to read is to form the initial ability to read, that is, to automate certain skills at such a level that the recoding of the graphic image of a word into meaning (with or without voice acting) is carried out as quickly and accurately as possible.

In the future, this skill is improved and developed. Therefore, during learning to read at the initial stage, the technical aspect of reading is automated, the ultimate goal of which is to develop the ability to read with initial comprehension skills, that is, to perceive the object of reading, understand and voice it. This is learning reading techniques.

At the next stage, further automation of the technical aspect and improvement of the semantic aspect occurs.

Analyzing the structure of the ability to read, we noticed that the reading technique includes transcoding operations (if these operations are brought to automaticity, they become skills, and the reading technique is, to a certain extent, established):

1.Graphic images of reading objects into semantic ones (for example, some cases of reading punctuation marks);

2.Graphic images of reading objects into sounds (for example, identification and distinction of graphemes and phonemes with simultaneous correlation of graphemes with phonemes, operations of analysis and synthesis, and the like);

3.Sound images of reading objects into semantic ones (for example, lexical and grammatical guesses, identification and differentiation of lexical and grammatical resources of the language, etc.);

4.Sound images of reading objects with voiceovers aloud or silently - depending on the requirements of the program (for example, skills to divide sentences or texts into syntagms, production of phonemes, intonation skills, etc.).

To summarize the above, let us define reading technique. This is a complex of certain knowledge and skills that make it possible to recode a graphic image of a reading object into an audio one, followed by recoding it into a semantic image silently or with simultaneous voicing out loud.

1.3 Approaches to teaching reading techniques taking into account the age characteristics of primary schoolchildren

Russian methodological literature is characterized by the identification of two main criteria that underlie different approaches to the formation of reading techniques:

1)the original linguistic unit that underlies learning (letter, sound, whole word, sentence, text). Here there are such methods as sound, letters, syllabics, and the method of whole words.

2)type of leading activity of students (analysis, synthesis). Accordingly, in Russian methodology there are such methods as analytical, synthetic, analytical-synthetic methods.

Well-known foreign methods for developing reading technique are the following (they are characterized only by the criterion of the unit of instruction):

1)the Alphabetic Method;

2)the Phonic method;

3)the Look & Say Method;

4)the Sentence Method;

5)a storytelling method created within the framework of The Whole Language Method.

T.G. Vasilyeva in her work partially changed this division of methods, highlighting three groups: acoustic, or sound (the unit of training is letters and sounds); global (the unit of learning is whole words, sentences, texts); mixed (learning units are combinations of sound and global methods).

The foreign methods listed above are used to teach reading to both native speakers and foreign students. Practice shows that this approach is not always effective due, for example, to the peculiarities of spelling of a foreign language and the students’ native language.

These facts can lead to an incorrect process of developing reading skills in a foreign language due to the influence on them of already existing reading skills in their native language. This problem is of particular importance in the process of teaching those children whose native language is not based on the Latin alphabet, but the phonetic and phonemic principles of spelling are leading.

G.V. Rogov in the mid-1960s. “identified three groups of methods of teaching reading in a foreign language, which were used in school teaching practice:

-method of whole words (textbook by A.P. Starkov, R.R. Dixon, M., 1969);

-sound method (textbook by Z.M. Tsvetkova, Ts.G. Shpigel, M., 1967);

-method of whole sentences (textbook by S.K. Folomkina, M., 1968).

The development of the method of whole words was carried out by such scientists as N.N. Shklyaeva, I.N. Vereshchagina, E.I. Onishchenko, M.Z. Biboletova, E.A. Lenskaya, etc. T.G. Vasilyeva believes that the formation of reading techniques through the use of this method has two ways of assimilation.

The first way involves, at the beginning of learning to read, presenting students with an image of a whole word with a letter or letter combination graphically highlighted in it, which are studied at this stage. Then comes the reading of the word, its analysis and determination of the reading rules or the presentation of a rule-instruction.

Then, by analogy, words of the same type are read, provided they are supported by a keyword. Approaches of A.P. Starkov and M.Z. Biboletova, in order to consolidate reading rules, involves the use of color signaling, suggesting that a specific color corresponds to a specific spelling. For example, red indicates a vowel in an open syllable, blue indicates a consonant, etc.

The second way involves teaching students to read individual words, matched to a specific reading rule, represented by a highlighted letter, sound or keyword. The key word is a graphic image of the word and a picture.

Key words are voiced by the child himself, followed by reading after the speaker and further independent reading by the student. “Teaching to read words that do not follow the rules is carried out on the basis of words that contain a similar sound that is read according to the rules.” It should be noted that students learn the alphabet during an oral introductory course, during the alphabetic stage of learning to read. Then students read phrases and sentences.

Figure 1 shows a diagram of teaching reading techniques using the whole word method.

Figure 1 - Scheme of the whole word method (two ways of assimilation according to T.G. Vasilyeva)

This method is presented in the works of Z.N. Nikitenko, E.I. Negnevitskaya, K.E. Bezukladnikova, L.I. Sholpo, M.D. Astafieva, M.N. Kravchenko, in the educational and methodological complex “FORWARD”, ed. M.V. Verbitskaya et al., and is also carried out in two ways.

According to the first path, at the initial stage of learning to read, children are expected to master both the sound form of words and the material form, that is, transcription.

At the same time, the material form represents a visual support for mastering the alphabet, as well as the rules of reading. First, students become familiar with transcription signs, words, and then short sentences written in transcription. Then the letters of the alphabet, rules for reading vowels and consonants, and various letter combinations are introduced. Children are gradually taught to read aloud, and then they are introduced to text markings.

The second way involves a method that M.N. Kravchenko called the phoneme-grapheme method of reading whole words. At the first stage, students are expected to master a number of English words orally in a certain speech structure, among which there is a key word.

After this word has been mastered, the teacher identifies the first sound, or phoneme, in it and introduces students to the corresponding letter, or grapheme. Students are asked to read a whole word only when they have mastered all the letters (graphemes) that make it up.

Figure 2 shows a diagram of the sound method for developing reading techniques.

Figure 2 - Scheme of the sound method (two ways of assimilation according to T.G. Vasilyeva)

The development of the method of teaching reading whole sentences was carried out by A.D. Klimentenko and G.M. Weiser. Individual words were isolated from short sentences, and the alphabet and reading rules were taught after students were already able to read short passages. “The performance of many actions was based on intuition and anticipation of some difficult-to-read words, which, according to the authors of the method, brought children’s reading skills closer to the skills of a mature reader.” The diagram of the method of teaching reading whole sentences is presented in Figure 3.

Figure 3 - Scheme of the method of teaching reading whole sentences

Subsequently, in the process of developing the methodology, various variations of the methods we considered for developing reading techniques were developed. It was assumed that such methods should remove as much as possible the difficulties that arise during learning and make it possible to activate the ways of activity that students have already developed in the process of learning to read in their native language. We will analyze some educational and methodological complexes for the formation of reading techniques in the second chapter.

We understand the importance of taking into account the native language when teaching reading to younger schoolchildren in English in elementary school, so we consider it appropriate to consider the stages of teaching reading techniques in their native language.

The works of the Soviet psychologist T.G. are widely known. Egorov, who studied the stages of reading in the native language and substantiated the psychological nature of reading errors.

)mastering sound-letter correspondences;

2)syllabic reading;

3)the formation of synthetic reading techniques;

)synthetic reading.

Since the last three stages are sufficiently researched and also known in modern teaching methods, we will consider only the first and find out what knowledge and skills it requires.

According to T.G. Egorov, the tasks of the first stage include acquiring knowledge about the phoneme, skills to divide words into syllables, isolate phonemes from words and syllables, forming phonemic analysis and synthesis, differentiating sounds, distinguishing and assimilating the image of a letter and correlating it with the sound of the language, reading words and words.

The material for learning at this stage is sound and letters, as well as the establishment first of sound-letter and then alphabetic-sound relationships.

The opinion that learning to read should begin with familiarization with the sounds of the language and the establishment of phone-grapheme (rather than grapho-phoneme) connections is also shared by R.I. Lalaeva. Investigating disorders in the process of mastering reading by primary schoolchildren, she draws attention to the fact that

“it is not the sound that is the name of the letter, but on the contrary, the letter is a sign, a symbol, a designation of a speech sound.” The author proves that taking this fact into account to a certain extent ensures correct and successful learning of the letter.

Having analyzed the research of T.G. Egorova, we came to the conclusion that at the initial stage of education, the ability to read is formed as follows:

)awareness that speech consists of sentences, words and sounds;

2)extracting speech sounds from speech;

)awareness that sounds have correspondences - letters;

)familiarization with letters;

)mastering phoneme-grapheme connections;

)recognition of letters as symbols of phonemes;

)mastering grapheme-phoneme connections.

In the methodology of teaching the native language, there are pre-primer (or oral introductory course), primer (familiarization with letters and reading words, sentences, etc.) and post-primer periods (improving the already formed ability to read at the level of specially created mini-texts).

Taking into account the stage-by-stage development of the ability to read, the following list of knowledge and skills was identified that students must master, presented in Table 3:

Table 3 - Knowledge and skills that children must master when learning to read in their native language

StagesKnowledgeSkillsBefore learning your native language1. Must master knowledge of basic vocabulary. 2. Must acquire knowledge about language and speech (what is a word, the meaning of a word; what is a sound and what is a letter and, possibly, knowledge about some of them; about oral and written speech; about text as a way of transmitting information). Must : 1. Understand the meaning of what they say. 2. Voice your thoughts. 3. Speak in sentences and groups of sentences. 4. Pronounce sounds and words correctly. 5. Pronounce sentences with correct intonation. 6. Distinguish the intonations of heard sentences. 7. Use some grammatical and lexical means of the language (at a subconscious level). Pre-letter period Must acquire knowledge: 1. About sounds and their classifications. 2. About the organs of articulation. 3. About syllables and stress. 4. About the sentence. Must learn: 1. Isolate sounds from words. 2. Identify and differentiate them. 3. Divide statements into sentences. Letter period: reading syllables and words Acquire knowledge: 1. About the graphic system of language. 2. About the letters of the alphabet. 3. About words (that words are made up of letters). 4. About writing (that letters are a graphic reflection of sounds in written speech). 5. About phoneme-grapheme and grapheme-phoneme correspondences. Must learn: 1. Correlate sounds with letters. 2. Convert graphic images of letters, syllables and words into sound images. 3. Voice letters. 4. Voice syllables and words. 5. Understand the words read. Alphabet period: reading sentences Acquire knowledge: 1. About punctuation marks, rules for formatting sentences. 2. About intonation. Must learn: 1. Voice sentences with correct intonation. 2. Understand the meaning of the sentence read. Letter period: reading texts Must acquire knowledge about the rules for formatting texts. Must learn: 1. Read texts with correct intonation and pausing. 2. Understand the meaning of the text.

In addition, to determine a rational sequence for teaching reading techniques, it is necessary to take into account the difficulties that arise when reading in a foreign language. They can be divided into three groups. The first group includes difficulties associated with disagreements between the sound and grapheme systems of the native and foreign languages. These difficulties arise when recognizing graphic signs and voicing them. The second group includes difficulties associated with stress in various types of words when reading aloud. The third includes difficulties that arise with intonation, division into syntagmas and logical stress when reading sentences. Defining three groups of problems helps build the educational process to develop students' reading skills in an appropriate logical sequence.

The main principle of organizing training is the gradual complication of the material (from a sound to a letter, from a letter to a word, from it to a sentence). To master sound-letter and letter-sound connections, children should be offered exercises such as: determining the number of sounds and letters in a word; find and show/write letters that correspond to the sound pronounced by the teacher; read a letter in various positions in a word and others.

You should also teach children the configuration of letters of the alphabet in the receptive ( visual perception, recognition and identification of letters) and reproductive (knowledge and reproduction of all functional variants of a letter - large, small, printed, handwritten) plans. For this purpose, exercises are used to recognize and read individual letters and letter combinations, covering educational operations in the alphabet: pronounce the letters indicated by the teacher, select the named letter from a number of those proposed; Match lowercase letters with uppercase letters (and vice versa), and pronounce them. We remember that children of primary school age primarily perceive what is bright and unusual. Therefore, the various illustrated supports should be used extensively at this stage.

After complete and strong assimilation of these connections, you can move on to the next stage of learning. N.K. Sklyarenko believes that it consists in the formation of automated skills to carry out the “test-synthesis” operation of isolated words. The development of these skills contributes to the quick and accurate perception of a word, its correct pronunciation and adequate correlation with the meaning.

1.4 Monitoring the development of reading technique

The results of teaching reading according to the approximate basic educational program of primary general education should be as follows:

1)students will learn to correlate the graphic image of English words with their sound images;

2)students will acquire the skills of reading aloud a short text based on the studied language material, observing the rules of pronunciation and intonation;

3)students will acquire the skills of reading silently and understanding the content of a small text, which is built mainly on already studied language material;

4)Students will acquire the skills of reading silently and finding the necessary information in the text.

As a result of learning to read, a secondary school graduate will have the opportunity to learn:

1)guess the meaning of unfamiliar words from the context;

2)do not pay attention to unfamiliar words that do not interfere with understanding the main content of the text [ibid].

In our opinion, control of the development of reading technique should occur at the technical and semantic levels.

According to E.N. Solovova and A.N. Shchukin, if we are talking about the first level, when assessing reading technique we should take into account:

1.Rate of speech, that is, the number of words per minute.

2.Compliance with stress norms (semantic, logical, no stress on function words).

3.Compliance with pausing standards.

4.Application of intonation patterns that correspond to the meaning of the statement.

5.General understanding of the text read.

According to K.V. Goryacheva and E.N. Grigorieva, in the first half of the year of language study, the following program requirements must be achieved:

-syllabic reading with clear pronunciation of syllables and words, which is characterized by correctness, awareness and smoothness;

-reading whole words, which is characterized by awareness and correctness. Words with a complex syllabic structure are read syllable by syllable.

II half of the year:

-The reading pace should be at least 35-40 words per minute.

-awareness, correct reading of whole words, observing logical stresses. Words with a complex syllabic structure are read syllable by syllable.

3rd grade, 1st half of the year:

-the reading pace should be at least 40-50 words per minute;

-awareness, correct reading of whole words, observing logical stress, pauses and intonation.

3rd grade, 2nd half of the year:

-The reading pace should be at least 55-60 words per minute.

When monitoring the level of development of reading skills, the following errors should be analyzed:

a) omissions of letters, syllables, words;

b) adding sounds;

c) rearrangement of words;

d) a mixture of letters that denote vowel sounds and have acoustic-articulatory similarities;

e) a mixture of letters that denote consonant sounds and have acoustic-articulatory similarities;

f) mixing visually similar letters; g) errors in the endings of words;

h) replacing words based on visual similarity; i) errors in placing emphasis;

j) errors in intonation designation of sentence boundaries;

k) unconscious transfer of the method of reading from the native language to a foreign one.

All errors are grouped according to the selected types. To determine the reading accuracy parameter, the number of errors of each type and the total number of errors made by children when reading texts are counted.

In order to test reading technique, according to the recommendations of methodologists, it is necessary to select special texts. According to these requirements, the text must be unfamiliar to the child, but understandable. Sentences in the text should be short and should not contain complicating structures or signs.

It is best if the text intended for reading testing does not contain illustrations and dialogues that distract students during the reading process.