This document provides information about organizing home and extracurricular reading in English for students from grades 6-8. It discusses motivating students to read independently in English by developing their interest and teaching strategies to overcome linguistic difficulties. It recommends books for each grade level from selected classics and mysteries. It also includes a sample calendar for a literature course on "The Prince and the Pauper" divided into classes that read one chapter per week and complete comprehension questions and projects. The document outlines the benefits of graded readers published by Macmillan, which provide audio recordings and are marked by language level. It also shares internet resources related to the book "The Invisible Man" that teachers can use, including pre-reading, while-reading and post-

1. «МИР БЕЗ ГРАНИЦ»
(ОРГАНИЗАЦИЯ ДОМАШНЕГО И
ВНЕКЛАССНОГО ЧТЕНИЯ)
Конференция издательства Macmillan

2. КАК ПРИУЧИТЬ К САМОСТОЯТЕЛЬНОМУ
ЧТЕНИЮ НА ИНОСТРАННОМ ЯЗЫКЕ?
 формировать мотивацию данного вида
речевой деятельности, прививать
интерес к чтению;
 научить школьников преодолевать
языковые трудности при чтении,
извлекать информацию из текста.

3. КНИГИ ДЛЯ ДОМАШНЕГО ЧТЕНИЯ
 6 классы –
“The Prince and the
Pauper”, “The Black
Cat”
 7 классы –
“The Secret Garden”,
“The Invisible Man”
 8 классы –
“The Mysterious
Island”, “The Sign of
Four”

4. КАЛЕНДАРНО-ТЕМАТИЧЕСКОЕ
ПЛАНИРОВАНИЕ
Дата
№
урок
а
Тема/
тема урока
Домашнее
задание
06.09 1. The Prince and the Pauper. Введение. Марк
Твен
Чтение гл.1
13.09 2. The Prince and the Pauper. Глава 1 Чтение гл.2
21.09 3. The Prince and the Pauper. Глава 2 Чтение гл.3
28.09 4. The Prince and the Pauper. Глава 3 Чтение гл.4
04.10 5. The Prince and the Pauper. Глава 4 Чтение гл.5
11.10 6. The Prince and the Pauper. Тест на
повторение гл.1-4. Глава 5
Чтение гл.6
18.10 7. The Prince and the Pauper. Глава 6 Чтение гл.7

5. 08.11 9. The Prince and the Pauper. Глава 8 Чтение гл.9
15.11 10. The Prince and the Pauper. Тест на
повторение гл.5-8. Глава 9
Чтение гл.10
22.11 11. The Prince and the Pauper. Глава 10. Чтение гл.11
29.11 12. The Prince and the Pauper. Глава 11 Чтение гл.12
06.12 13. The Prince and the Pauper. Глава 12
Тест на повторение гл.9-12.
13.12 14. The Prince and the Pauper. Обобщение
материала. Работа над
проектами/творческими заданиями
Подготовка
творческого
проекта по
прочитанному
20.12 15. The Prince and the Pauper. Защита
проектов/творческие отчеты по
прочитанному.
27.12 16. The Prince and the Pauper. Резервный
урок

6. MACMILLAN READERS
 М.Б. Цыперсон. Программа
курса «Домашнее чтение на
английском языке» (По
материалам книг для чтения
издательства “Macmillan”) 5-9
классы. Москва: «Макмиллан»,
2012
 Using Graded Readers in
Classroom
 Все книги снабжены
аудиодисками.
 Книги четко маркированы по
уровню языка. Каждому уровню
соответствует определенный
набор грамматических структур,
что позволяет учителю очень
точно подобрать книгу для
чтения в зависимости от уровня

7. USING GRADED READERS IN THE CLASSROOM
 1 What are Graded Readers?. . . . . . . . . . . . . . . . . . . . . . . .2
Vocabulary, grammar and context
Content
Organisation of the text
Text type
 2 Why are Macmillan Readers so popular? . . . . . . . . . . . . . . . .2
 3 Reading and the Common European Framework of Reference
(CEFR) . . . . . . . .3
 4 Why use Graded Readers? . . . . . . . . . . . . . . . . . . . . . . . .3
 5 How can extensive reading improve my students’ language level?
. . . . . . . . . .. 3
Improving reading fluency
Vocabulary acquisition
Language construction
Improving writing skills
Building confidence and independent learning
Creating a positive attitude

8.  6 How to use Graded Readers in the classroom. . . . . . . . . . .5
Setting the scene
Choosing Readers
 7 The class library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Displaying Readers
A library loan system
Monitoring students’ reading
Categorising Readers
Suggested post-reading activity
When should students read?
 8 Motivating reading during the year. . . . . . . . . . . . . . . . . .7
 9 Holiday reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
 10 Reading journals and portfolios. . . . . . . . . . . . . . . . . . . .8
 11 Worksheets, extra exercises and audio recordings. . . . . . .
.8

9.  12 Using films with Graded Readers. . . . . . . . . . . . . . . . . . . .8
 13 Online projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
 14 Using non-fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
 15 Using short stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
 16 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Choosing the Graded Reader. . . . . . . . . . . . . . . . . . . . . . .11
Pre-reading activities . . . . . . . . . . . . . . . . . . . . . . . . .13
While-reading activities. . . . . . . . . . . . . . . . . . . . . . . .16
Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .18
Using the audio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .21
While-reading/listening activities. . . . . . . . . . . . . . . . .22
Post-reading/listening activities. . . . . . . . . . . . . . . . . .24
Using films with Graded Readers. . . . . . . . . . . . . . . . . . . .25
Online projects and activities. . . . . . . . . . . . . . . . . . . . . .26
Using non-fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .27
Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .28
Using short stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

10.  17 Level-based activities. . . . . . . . . . . . . . . . . . . . . . . . . .30
Starter level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Beginner level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Elementary level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Pre-intermediate level. . . . . . . . . . . . . . . . . . . . . . . . . . .30
Intermediate level . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Upper Intermediate level. . . . . . . . . . . . . . . . . . . . . . . . .31
 18 Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Quiz 1: Around the World in Eighty Days. . . . . . . . . . . . . . .33
Quiz 2: The Adventures of Tom Sawyer . . . . . . . . . . . . . . .
.34
Quiz 3: Viking Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Quiz 4: The Invisible Man. . . . . . . . . . . . . . . . . . . . . . . . .35
Quiz 5: The Old Curiosity Shop. . . . . . . . . . . . . . . . . . . . . .36
Quiz 6: The Ghost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Quiz 7: China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
 19 Quiz answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
 20 A guide to Macmillan resources . . . . . . . . . . . . . . . . . . .41
 21 A guide to the structural grading of Macmillan Readers. . .
42

11.  Все книги известных писателей
содержат краткую информацию об
авторе.
 Исторические произведения
снабжены вводной статьей об
особенностях периода, когда
происходит действие. Это помогает
школьникам познакомиться с эпохой
описываемых событий.
 Для удобства работы с лексикой
книги имеют глоссарий.
 В конце книги обычно имеются
вопросы для проверки понимания
прочитанного
 Упражнения на закрепление лексико-
грамматического материала,
использованного в книге. Типы
заданий варьируются.
 Интернет-ресурсы содержат

12. ИНТЕРНЕТ - РЕСУРСЫ
 The Invisible Man
 H.G. Wells
A Before Reading
 1 1 H.G. Wells wrote The Invisible Man at the end of
the nineteenth century, when lots of new scientific
discoveries were being made. Can you write down a
few?
 2 The story is called The Invisible Man. What do you
think the story is about? Give some reasons for your
answer.

13.  2. 1 Here are some pictures
from the story. Match the
following sentences to the
correct pictures.
 1 ‘And look, there!’
 2 ‘Let’s unlock the door.’ 3 ‘A
fire!’ he called, ‘And quickly,
please. A room and a fire!’
 4 ‘He’s hurt,’ said Dr Kemp.
‘Stand back!’
 5 ‘There was nothing there.’
 6 ‘Then I put it to sleep and
did the experiment.’
 2.2 Describe what is
happening in each picture.
Check your answers as you
read.

14. B WHILE READING
During the story we meet a
number of different people and
learn things about each one.
Match the people (1–8) to the
facts abоut them (a–h).
 1 Bobby Jaffers
 2 Colonel Adye
 3 Dr Kemp
 4 Griffin
 5 Mr Bunting
 6 Mr Marvel
 7 Mrs Hall
 8 Teddy Henfrey
 Tom Canty
 a Is the Invisible Man.
 b Is the landlady of the Coach
and Horses.
 c Is a customer at the Coach
and Horses.
 d Is the vicar in the village of
Iping.
 e Is a scientist who lives in a
big house above Port
Burdock.
 f Promises to help the Invisible
Man.
 g Is the chief of police in Port
Burdock.
 h Is a policeman in the village
of Iping.

15. C AFTER READING
 4. 1 How did the Invisible Man become
invisible?
2 What are the advantages and
disadvantages
of being invisible?
3What happens to the Invisible Man in the
end?
 5. One of the messages in the story is that
people often do things that later they wish they
hadn’t done. What evidence is there that Griffin

16. LISTENING
1 Listen to Chapter 1 (from ‘The stranger arrived early in February ...’ to ‘... that was
the most important thing.’). Which of these do you not hear? Circle the answer.
Check your answers on pp.8–13 of the book or in the answer key.
 1 Furniture
Armchair chair curtains sofa table
 2 Parts of the body
Ears eyes face head leg
 3 Weather
cold snow rain wet
wind
 4 Clothes
boots coat dress gloves
jacket
 5 Colours
black blue brown pink red
 6 Family members
daughter husband son sister wife

17.  2 Listen to Chapter 2 (from ‘As soon as the bottles
were in the lounge ...’ to ‘… and started to work.’). List
all the different types of bottles you hear. Check your
answers on pp.14–15 of the book or in the answer
key.
small, fat, red bottles; ______________________
 Listen to Chapter 2 again (from ‘The stranger arrived
in early February ...’ to ‘… to visit him.’). Complete the
sentences with the people/groups of people that have
these opinions about the Invisible Man. Check your
answers on pp.15–16 of the book or in the answer
key.
adults children Dr Cuss Mr Hall Mrs Hall others people

18.  4 Listen to Chapter 3 (from ‘It was early one Monday
morning ...’ to ‘… they were alone in the house.’). List
the things that Mr and Mrs Bunting see and hear.
Check your answers on pp.17–19 of the book or in
the answer key.
- Things they hear: the bedroom door open and
close,____________ ______
- Things they see: a lamp burning,
__________________________________________
____
 5 Listen to Chapter 3 again (from ‘At about the same
time on Monday morning …’ to ‘A few minutes later
they heard the door open again.’). Complete the
missing words you hear. Check your answers on
pp.19–20 of the book or in the answer key.

19.  6 Listen to Chapter 4 (from ‘Mr Thomas Marvel was not a man of
fashion.’ to ‘After a very exciting morning ...’). Write the direct
speech you hear under the reported speech below. Check your
answers on pp.22–23 of the book or in the answer key.
01 A voice said that they weren’t very beautiful boots, were they.
‘They’re not very beautiful boots, are they?’
 7 Listen to Chapter 5 (from ‘Later that same evening ...’ to ‘The
two men walked on into the night.’). Put the dialogue in the order
in which you hear it. Check your answers on p.25 of the book or
in the answer key.
a You’ll have to help me. I’ve got no choice. You’ve got no choice. __
b If you try to run away again, I’ll kill you. 1
c I can’t help you anymore. I’m an old man. I’m ill. I can’t walk far. __
d I didn’t try to run away. I was lost. __
e And now. What am I to do now? They all know about me. It will be
in the newspapers tomorrow. __

20. ЭТАПЫ РАБОТЫ НАД ТЕКСТОМ.
 предречевые упражнения (Vocabulary
work),
 контроль понятия содержания
(текстовый этап),
 контроль понятия важных деталей
текста (анализ и оценка,
послетекстовый этап)

21. ВНЕКЛАССНОЕ ЧТЕНИЕ
 освоить новые
слова
 подготовить обзор
книги по плану
 высказать свое
отношение к героям
и событиям и
мнение о книге в
целом
 дать рекомендацию
другим учащимся