Books in English for beginners or home reading in English. Home reading in English lessons

COLLECTION OF TEXTS FOR HOME READING Compiled by: SOLOVYEVA T.I. Students of TNF 222 groups: KSPU PETROZAVODSK 2002 The manual is intended for home reading for students of non-linguistic faculties. The manual includes stories by famous American and English writers. The purpose of this manual is to help students gain knowledge of the English language. In the most interesting and accessible form. After each story there is a post-text dictionary with translation of words, preparatory exercises are provided to activate vocabulary, speech conditions and speech exercises (question-and-answer discussions of stories, expressions of agreement or disagreement, retelling the content of stories on behalf of the characters), ensures the development of reading and speaking skills. The manual uses stories by famous American and English authors that are interesting in content and accessible in form. The exercises offered after the texts allow you to organize consistent work on vocabulary, ensure control of text understanding and further development of speaking skills based on texts. The manual can be used in 1-2 years of non-linguistic faculties. 2 dogs and three dollars (after Mark Twain). I have always believed that a man must be honest. “Never ask for money you haven’t earned”, I always said. Now I shall tell you a story which will show you how honest I have always been all my life. A few days ago at my friend’s I met General Miles. General Miles was a nice man and we became great friends very quickly. “Did you live in Washington in 1867?”, the General asked me. “Yes, I did”, I answered. “How could so happen that we didn’t meet then?” said General Miles. “General,” said I, “we could meet then, you forget that you were a great general then, and I was a poor young writer whom nobody knew and whose books nobody read.” “You do not remember me”, I thought, “but we met In Washington at that time. I remember it very well. I was poor then and very often I did not have money even for my bread. I had a friend. He was a poor writer too. We lived together. We did everything together: worked, read books, went for walks together. And then we were hungry, we were both hungry. Once we were in need of three dollars. I don’t remember why we needed these dollars so much, but I remember that we had to have three dollars by the evening. “We must get these three dollars,” said my friend, “I shall try to get the money, but you must also try.” I went out of the house, but I did not know where to go and how to get the three dollars. For one hour I was walking along the streets of Washington and was very tired. At last I came to a big hotel. “I shall go in and have a rest”, I thought. I went into the hall of the hotel and sat down on a sofa. I was sitting there when a beautiful small dog ran into the hall. It was looking for somebody. The dog was nice and I had nothing to do, so I called it and began to play with it. I was playing with the dog when a man came into the hall. He wore a beautiful uniform and I knew at once that he was General Miles. I knew him by the pictures in the newspapers. “What a beautiful dog,” he said. “Is it your dog?” I did not have time to answer him when he said: “Do you want to sell it?” When I heard these words I thought about my friend and the three dollars which I had to get. “Well, I... I think...” “Good,” said the General. “How much do you want for it?” “Three dollars” I answered at once. “Three dollars?” he asked. “But it is very little. I can give fifty dollars for it.” “No, no. I only want three dollars.” “Well, it's your dog. If you want three dollars for it, I shall be – glad to by your dog.” General Miles paid me three dollars, took the dog, and went up to his room. Ten minutes later an old man came into the hall. He looked round the hall. I could see that he was looking for something. “Are you looking for a dog, sir?” I asked. “Oh, yes. Have you seen it? Said the man. “Your dog was here a few minutes ago and I saw how it went away with a man,” I said. “If you want, I shall try to find it for you.” The man was very happy and asked me to help him. “I shall be glad to help you, but it will take some of my time and...” “I am ready to pay you for your time,” cried the man. “How much do you want for it?” “Three dollars.”, I answered. “Three dollars?”, said the man, “but it is very good dog.” I shall pay you ten dollars if you find it for me.” 3 “No, sir. I want three dollars and not a dollar more,” I said. Then I went to General Mile’s room. The General was playing with his new book. “I came here to take the dog back,” said I. “But it is not your dog now.” I have bought it. I have paid you three dollars for it,” said the General. “I shall give you back your three dollars, but I must take the dog.” “But you have sold it to me, it is my dog now.” “I could not sell it to you, sir, because it was not my dog.” “Do you want to tell me that you took three dollars for a dog that was not yours” cried the General. “I took the money, but I never said that it was my dog. You asked me how much I wanted for the dog, and I said that I wanted three dollars. But I never told you it was my dog.” General Miles was very angry now. “Give me back my three dollars and take the dog back,” he shouted. When I brought the dog back to its master, he was very happy and paid me three dollars with joy. I was happy too because I had the money, and I felt that I earned it. Now you can see why I say that honesty is the best policy and that a man must never take anything that a man must never take anything that he has not earned. Vocabulary honest honest poor enough together try, try along along be tired at last look round ready bring (brought, brought) feel (felt, felt) feel honestly honesty policy Exercises I.Find in text and write down the English equivalents of the following words and phrases: honest; ask; earn; all life; some days ago; make friends; happen; forget; meet once; have enough money; need; try to get (money); relax; sit on the sofa; understand immediately; By photo; sell; buy; (pay; old man; be ready; not a dollar more; take away (take back); get angry; with joy; best policy. II. Complete the following sentences from the text: 1. I have always believed that... 2. Never asked for money... 3. General Miles was a nice man and we... 4. How could it happen that... 5. I went out of the house … 4 6. I was sitting where when… 7. When we were hungry… 8. I knew at once that… 9. If you want three dollars for it… 10. I could not sell it to you, because… 11. When I brought the dog back to its master... 12. I was happy too because... III. Translate the following sentences into English. Check the translated sentences with the text: 1. A few days ago at my friend’s house I met General Miles. 2. General Miles was a pleasant man, and we soon became great friends. 3. How could it be that we didn’t meet then? 4. I was a poor young writer whom no one knew and whose books no one had read. 5. We did everything together: we worked, read books, walked together. 6. When we were starving, we were both starving. 7. I don’t remember why we needed these dollars, but I remember that we had to get them by evening. 8. I left the house, but I didn’t know where to go or how to get these three dollars. 9. I was playing with the dog when a man entered the hall. 10. “What a beautiful dog,” he said. 11. When I brought the dog to its owner, he was very happy and gladly paid me three dollars. IV.Reproduce parts of the text (situations) in which the following words and phrases are used as key ones. Don't limit yourself to just these words: 1. a few days ago, a nice man, became grate friends, how could it happen, you forget, a great general, a poor young writer, we met once in Washington. 2. poor, did not have enough money, a friend, lived together, we were both hungry, in need of three dollars, I don’t remember, by the evening, you must also try, I did not know where to go. 3. for an hour, I came to a big hotel, A sofa, a beautiful small dog, I had nothing to do, I was paying, wore a beautiful uniform, by the pictures, is it your dog, I did not have tome , I heard these words, how much do you want, very little, fifty dollars, I shall be glad. 4. an old man, he looked round the hall, are you looking for a dog, a few minutes ago, it went away, to find it, happy, I shall be glad, some of my time, to pay you for you time , ten dollars, not a dollar more. 5. the General was playing, to take the dog back, not your dog, I have paid, I shall give you back, not my dog, I never told you, very angry, give me back, happy, he paid me, I was happy too. V.Agree or disagree with the following statements. 1. General miles was a nice man. 5 2. General Miles and the author did not meet in Washington. 3. The author was a poor young writer whom nobody knew. 4. The author and his friends were in need of a large sum of money. 5. They knew there to get the money. 6. The dog was nice, and the author called it and began to play with it. 7. General Miles wore in beautiful uniform and the author knew him at once. 8. General Miles paid three dollars, took the dog and went, up to his room. 9. The author took the money, but he never told General Miles that it was his dog. 10. General Miles was not angry at all when the author came to take the dog back. 11. The author was happy because he had the money, and he felt that he had earned it. VI. Answer the questions. Try not to look at the text: 1. Did the author live in Washington in 1867? 2. Why did General Miles forget that they met in Washington? 3. Did the author meet General Miles in Washington/ 4. How did the author and his friend live in Washington? 5. How much money did they need? 6. Did the author know where and how to get the money? 7. Where did the author see the dog? 8. Why did the author know General Miles? 9. Why did General Miles want to buy the dog? 10. Did he pay fifty dollars for a dog? 11. Did he want to give the dog back? 12. Why was the author happy when he got the 3 dollars? VII. Retell the text: 1. on behalf of the author (using exercise III) 2. on behalf of General Miles; 3. on behalf of the dog owner. 6 Too well (after O’Henry) Miss Rouse Carrington was a famous actress. She began her life in a little village named Cranberry. But that was long ago. Now she was at the height of her fame, and in the coming season was to perform the leading part in a newly-written comedy. But was to perform the male character in the play? One day a capable young actor by the name of Highsmith called on Mr. Timothy Goldstein, the manager. Highsmith dreamed of being Miss Carrington’s partner in the new play. “My boy,” said the Goldstein, “take the part if you con get it.” Miss Carrington does not want to listen to any of my suggestions. She says that all our best actors won’t do. You know it is the part of a young farmer. She wants something genuine, a real imitation of county manners. If you want to play the part, you must convince Miss Carrington. I wish you luck, my boy.” Next day Highsmith took the train for Cranberry. He remained there for three days. He found Miss Carrington’s family and collected many facts concerning life and people at Cranberry. Then he returned to the city. That same night a small party was sitting at a table in one of the restaurants where actors used to gather when performance was over. The star of that small party was Miss Carrington – gay, happy, at the height of her fame. At half past twelve a plain-dressed flaxen-haired youth entered the restaurant. He seemed very shy and awkward. The moment he entered he upset a chair, and sat awkwardly in another one. He looked shyly around, and then suddenly saw Miss Carrington. He rose and went to her table with a shining smile on his face. “How are you, Miss Rose?”, he said. “Don’t you remember me-Bill Summers-the Summers that lived near the blacksmith’s shop? I think I have grown a little since you left Cranberry. Eliza Perry told me I might see you in the city while I was here,” he went on, “You know, Eliza married Benny, and she says…” “You don’t say so!” interrupted Miss Carrington. “Eliza Perry is married!” “She married in June,” Grinned the young man, “and the youngest of the Walton girls ran away with a music teacher last arch. Matilda Hawkins died from pricking her finger with a needle, and Tom is courting Sally.” “You don’t say so!”, exclaimed Miss Carrington. “Excuse me a while, gentlemen, this is an old friend of mine. Come here, Mr.… What is your name? Oh, yes, Mr. Summers-I shall call you Billy, may I? Come here Billy, and tell me some more.” She led him to an isolated table in a corner. She sat down in front of him and laid her chin upon her hands. “I don’t recollect any Bill Summers,” she said thoughtfully, gazing straight into the innocent blue eyes of the rustic young man. “Miss Rouse,” he said, “I called on your family just two or three days ago.” “How is it?” asked Miss Carrington. Highsmith understood that a bit of pathos was necessary. “She is older than she was, Miss Rouse. When I saw her last she was sitting at the door and looking at the road. “Billy,” she said, “I’m waiting for Rosie.” She went away down that road and something tells me that she will come back that way again.” When I was leaving,” the young man 7 went on, “I took this rose from a bush by the front door, I thought I might see you in the city and I knew that you would like to have something from Cranberry.” Miss Carrington took the rose with a smile, and got up. “Come to the hotel and see me before you leave the city,” she said. “I’m awfully glad to see you. Well, good night. I'm a little tired. It’s tuned to go to bed.” When she had left the restaurant, Highsmith approached Goldstein, the manager. “It was a brilliant idea,” said the smiling actor, “I’m sure I shall get the part in that play.” Miss Carrington will have to confess that my performance was, and that I was a genuine good actor.” “I didn’t hear your conversation,” said Goldstein, “but your make up and acting were O.K.” Here’s to your success! Call on Miss Carrington early tomorrow, tell her all, and I hope that she will agree to take you as her partner in the play.” Next morning Mr. Highsmith, handsome, dressed in the latest fashion, called on Miss Carrington at the hotel. “Is Miss Carrington at home?” he asked the maid. “Miss Carrington has left,” the maid answered, “and will not come back. She has canceled all her engagements on the stage, and has returned to live in that-what do you call that village? Oh, yes,-- Cranberry.” Highsmith understood that he had acted too well. Vocabulary Village village at the height at the top, at the zenith leading part main role male male character character, role capable capable suggestion proposal genuine, real real real imitation imitation country manners village manners black smith's shop blacksmith since since marry marry, get married grin grin needle needle court court isolated separate, isolated innocent innocent, naive brilliant brilliant maid maid cancel cancel engagement engagement stage scene 8 Exercises I. Find in the text and write down the English equivalents for these words and phrases: Famous actress; in the prime of glory; upcoming season; the main role; male character; by name; dreamed of becoming a partner; true imitation; country manners; usually gathered; simply dressed; he seemed shy and awkward; rustic; "can't be"; three days ago; leave the city. II.Check yourself to see if you remember the story correctly. Complete these sentences in accordance with the text (orally during group lessons): 1. She began her life... 2. One day a capable young actor... 3. She wants something... 4. Next day Highsmith... 5. The same night a small party… 6. The moment he entered… 7. Eliza Perry told me… 8. She led him to an isolated table… 9. When I saw her last she… 10. When I was leaving, I… 11. Come to the hotel and... 12. It was a brilliant idea... III. Retell parts of the text using these words and phrases as key ones: 1. a famous actress; to perform the leading part; dreamed of being Miss Carrington partner; must convince; collected many facts; returned to the city. 2. Used to gather; the star of that small party; a plain-dressed flaxen-hair youth; upset a chair; “how are you?”; I have grown a little; “you don’t say so”; an old friend of mine; an isolated table. 3. Recollect’ I called on your family; ma; was sitting at the door; I am waiting for; I took this rose from a bush; a little tired; a brilliant idea; she will have to confess; she didn't guess; he called on Miss Carrington; she will agree; handsome; canceled all her engagements; Highsmith understood. IV. Please agree or disagree with the following statements. Correct incorrect options if necessary. Use expressions: I’m afraid that’s wrong. I'm afraid this is not true. That’s not quite true to the fact. This is not entirely true. That's (quite) right. Absolutely right. According to the story... According to the story... 1. Miss Carrington lived in a small town named Cranberry. 2. She was a good actress, and she wanted to play a leading part in a newly written comedy. 9 3. Highsmith, the young actor, was to perform the male character in the play. 4. Highsmith collected many facts concerning life and the people at the village where he lived. 5. At half past twelve a young handsome man entered the restaurant. 6. “I'm Mr. Highsmith,” the plain-dressed youth said to Miss Rosie. 7. “When I was leaving “,- the young man went on,- “your mother took tills rose from a bush by the front door.” 8. Next morning Mr. Highsmith called on Miss Carrington at her hotel. V.Answer the questions. Try not to look at the text: 1. What was Miss Carrington by profession? 2. Where did she begin her life? 3. Was she a good or a bad actress? 4. What part did she perform in the coming season? 5. Who called on Mr. Goldstein one day? 6. What did Mr. Highsmith dream of? 7. To whose suggestions didn’t Miss Carrington want to listen? 8. What sort of part was it? 9. What did Miss Carrington want? 10. Where did Mr. Highsmith go next day? 11. How long did he remain at Cranberry? 12. What facts did he collect where? 13. Where was a small party of actors sitting when the performance was over? 14. Was Miss Carrington among them? 15. Who entered the restaurant at half past twelve? 16. What was the youth like? 17. What did he do as sat down in a chair? 18. Whom did he “suddenly” see? 19. By what name did he introduce himself? 20. Was Miss Carrington interested in the news from Cranberry? 21. Did she recollect Bill Summers? 22. Whom Miss Carrington asks about? 23. What did Mr. Highsmith understand at that moment? 24. What did he say about her mother? 25. Why did a young man take the rose? 26. Did Miss Carrington ask a young man to come and see her? 27. Whom did Highsmith approach when Miss Carrington had left the restaurant? 28. What did Mr. Goldstein say about his acting? 29. Was Miss Carrington at the hotel next morning? 30. Where had she gone? 31. What did Highsmith understand then? VI.Retell the text: 1. on behalf of the author; 2. on behalf of Highsmith; 3. on behalf of Rosie Carrington, actress. 10

As you know, in a regular school too few hours are allocated for foreign languages. Usually this is two, at best, three to four hours a week. But in order to effectively learn a foreign language, you need to study comprehensively every day. If you don’t have enough free time to devote one and a half to two hours to studying English every day, then the best language practice is home reading. How to effectively learn English by reading in English?

This method of learning English is excellent for beginners, middle and high school students, and for those who are fluent in the language but just want to keep themselves in shape. For teachers, this is an excellent opportunity to test their students on the material they have read and to reinforce new words. Besides, reading is always exciting and interesting!

In fact, the benefits of this way of learning English are really great. By reading one or two pages in English, you practice the language on your own. Reading aloud helps you remember the pronunciation of words, your visual memory stores their writing in your head.

Also, in parallel with reading, you work with new vocabulary, meet stable idioms and expressions, author's statements.

Spend at least 7-10 minutes a day reading at home, and you will see excellent results very soon!

Even if such a method is not in the education program, you can still use it. After all, a teacher always has the right to creative flight in his activities.

Choose a work in English, the level of difficulty of which will correspond to the age of your students. To begin with, let these be short stories or fairy tales (if these are junior grades) with simple vocabulary, you can gradually complicate the task.

Ask the children to read a certain number of pages (at your discretion) for the next lesson, work on unfamiliar words, and extract interesting quotes.

If you do not have the opportunity to devote a whole lesson to discussing what you read, then you can devote 5-7 minutes to this in each lesson. Let the guys retell in English what they read, express their opinions about the characters, make sentences with new words, read and discuss quotes.

This can be done faster by using the brainstorming method: the teacher asks questions about the chapter, the students give precise answers.
A way to learn English through home reading

How to read to students and beginners?

If you have recently started learning English or are a school student, then the home reading method will help you learn English faster and more efficiently.

If you are a student, then follow the recommendations and home reading assignments that your teacher has suggested to you. But if you are learning a language on your own, then let me offer you a few points on which you can engage in home reading.

As we have already said, to start, take short stories or novellas, short stories, even fairy tales. These could be stories by Agatha Christie or Arthur Conan Doyle. Do not set yourself a large volume in one session. Let it be one or two pages, but thoroughly comprehend what you read. Translate each unfamiliar word, see in what meaning it is used in the context of the sentence.

Yes, at first you will not move as fast as you would like. But after just a few lessons you will improve your results! Such reading will become a habit, and you will notice how you come across fewer and fewer unfamiliar words, understand the plot and development of events more and more, and read faster and faster.

Vocabulary work is very important! Don’t leave a single word you don’t know untranslated, otherwise these gaps in language learning will remain. Work with vocabulary, use it in dialogues and sentences.

Retell the pages you read, characterize the characters out loud, explain to yourself or a friend why you like/dislike this or that character.

Using this method in learning English, you will very soon see its effectiveness. The main thing is to do everything conscientiously and efficiently. We wish you success and enjoyable reading!

Home reading for English lessons.

Reading is one of the the most important species communicative-cognitive activity, which is aimed at extracting information from the text. Reading

fiction in the target language contributes to the development of oral speech, enriches vocabulary, introduces the culture and literature of the country of the target language, and develops thinking. Therefore, home reading lessons are necessary in educational process. These lessons are undoubtedly valuable: firstly, because the student comes into contact with a modern living language; secondly, there is an opportunity to express your opinion and evaluate the work, characters and situations. When teaching a foreign language, reading is considered as an independent type of speech activity. It performs various functions: instills skills independent work, broadens your horizons, serves as the basis for writing, speaking and listening. But to make reading fun and at the same time developing speech skills, it is necessary to work on the text, both before reading the passage and after, to help students understand the text and activate new language phenomena. Therefore, the teacher needs to know various exercises for working with texts. It is necessary to develop a set of tasks for texts for work in the classroom that will help make the process of learning to read interesting, varied and effective.

Naturally, the types of work depend on what goal we set for home reading. If this is reading for the sake of reading, then the tasks will be focused only on content control. If we want us to have a conversation about what we read, about the problem of the text, then, in addition to the tasks mentioned above, we add others so that students can express their opinion, gradually moving from prepared to unprepared speech. It is necessary to work with the lexical and grammatical structures used in the text. Such exercises are mandatory and they should precede the discussion of the text itself, since thereby students’ vocabulary is enriched and the basis is prepared for further speaking on the problem.

In addition, the type of exercise depends on the age of the students and their level of preparedness. So, in elementary school both the texts and the assignments are simpler. High school students are already ready to talk about the problem, not just read and translate passages. They can also be asked to complete some creative task or write an essay.

Pre-text exercises (work on words and grammar used in the text).

1. Find, write out and translate sentences with certain words.

2. Find pairs: a word and its definition. Students are given 2 columns, their task is to connect the pairs with arrows.

3. Working with prepositions . Pete sat up working ______ his lecture. There was only one hotel to stay ____ in Camford.

4. Write down and translate sentences with a certain grammatical structure: passive voice, infinitive, indirect speech, etc.

Monitoring understanding of general content.

This control system should be focused as much as possible on the self-control of the reader. In this case, control tasks can be communicated to the reader either before or after reading.

Control Feedback is carried out during the reading process and contributes to a more complete understanding of the information in the text.

1. ABOUTtitle the main semantic parts of the text;

2. Find (write out) sentences that express the main idea of individual parts of the text;

Find (write out) sentences that confirm or deny a certain opinion

List all the characters in sequence; Name in order all the places of action named in the text;6.

Continue (finish) the story with one or two phrases in a foreign language;

Answer questions to which students can find answers in the text;

8. Agree or disagree with statements in accordance with the content. For example, agree or disagree with the statements, using the expressions: certainly, of course, sure, you are right, quite correct; I’m afraid that’s wrong, on the contrary, surely not, you are mistaken etc.

Camford is a very small town. Pete and Adams were given the same object to speak on.

1 0. The teacher calls 2-3 sentences. You need to choose a statement that matches the content and repeat it. For example:

Ray had no relatives to correspond with. Ray had many relatives to correspond with.

1 1 . Retell the text, shortening it and choosing the main thing. It is possible to retell according to plan or keywords.

12. Write questions, the answers to which will serve as a retelling of the text.

Monitoring the understanding of important details of the text and its evaluation.

Understanding the text is only part of the task, preparation for the next stage - a conversation based on what you read. This second approach to reading control is more of a speaking exercise than a reading exercise. Discussion involves understanding the content of the text; the understood content serves as the basis for constructing conversations, messages, modeling situationally determined speech acts, expressing judgments, expressing attitudes, emotions, etc. Exercises for organizing a conversation based on what has been read should be a consistent series of tasks aimed at a gradual transition from prepared speech to unprepared speech. This system of exercises should be in every possible way aimed at clarifying the relationships between the characters, at revealing and assessing the motives of their actions. The following tasks are possible here:

1. Convey the content of individual episodes from the text. It is advisable to take passages without dialogues.

2. Tell how the hero of the story acted in the current situation.

3 . ABOUTcharacterize this or that hero of the story: appearance and character.For example , Gemma's Image.

a) Appearance, age: 30 years old; a well-dressed society woman; dressed smartly but not flashily; at the party she was dressed in white; pleasant to look A t and interesting to talk to.

b) Characteristic features: clever, reasonable, modest, well-mannered, not too talkative, very polite.

4 . Characterizetime, place and circumstances of the action;

5 . ABOUTexplain the author's intentions;

6 . Answer the questions with an explanation in the answerthoseown point of view on the issue raised. For example, What are the reasons for such changes in Rivarez? The answer to this question cannot be found in the text; here students need to express their opinion and understand the author’s intention.

7 . Comment on an event, episode or action contained in the text;

8 . Organize a conversation-discussion in connection with the assessment of events or actions of the characters in the text;

9 . Give a detailed assessment of the actions of the heroes set out in the text;

1 0 . Express the main idea of the text in one sentence;

1 1 . Tell about your impressions of the text and evaluate it. Say what you liked, what you didn’t and why.

Creative tasks.

1. Try to imagine the behavior of the heroes in changed circumstances, for example, several years later, or ask what would have happened to the heroes if something had not happened;

2. Retell the text from the perspective of various characters. Here students can even fantasize, because the text cannot contain all the information about the behavior and location of a particular character;

3. Offer a picture-illustration for the text, without drawing it, but simply describe what will be there;

4. Write your questions to the characters, if you had the opportunity to be there. For example, you work for the newspaper. You are going to interview one of these people: Mr. Harris, Miss Adams, Sergeant Parnell. Write 5 questions for the interview. Then interview your friend and write his/her answers. Or: What would you ask Ivanhoe on meeting him?

5. Having looked at the illustration for the text, write an essay on the topic “What does the hero (heroine) feel at the moment”

Thus, working on texts helps not only to master the program, but also to develop children. In addition to the comprehensive development of students, such lessons lead to a desire to discuss what they have read - a contact arises that contributes to the success of learning.

List of used literature.

1. E.N. Solovova “Methods of teaching foreign languages. Basic course of lectures"

2. O.D. Kuzmenko, G.V. Rogova “Educational reading, its content and forms”, “ General technique teaching foreign languages. Reader", page 241

3.Z.I. Klychnikov " Psychological characteristics teaching reading in a foreign language”, p. 46

4. N. A. Selivanov. “Literary and regional studies approach to the selection of texts for home reading”, ILS, No. 1,200 1, pp. 60-64

5 . M. Balakireva “Using books for reading in foreign language lessons”, supplement to the newspaper “First of September” “English Language”, No. 8, 2006 , page 15

Treasure Island is an adventure novel by Scottish writer Robert Stevenson about "pirates and buried gold." First published in book form on May 23, 1883, it was originally serialized in a young men's magazine between 1881 and 1882 under the title "Treasure Island" or "Mutiny on Hispaniola" under the pseudonym Captain George North.

Download the most famous book about treasures in English for the Elementary level.

Original description

Treasure Island is an adventure novel by Scottish author Robert Louis Stevenson, narrating a tale of “buccaneers and buried gold”. First published as a book on May 23, 1883, it was originally serialized in the children’s magazine Young Folks between 1881 and 1882 under the title Treasure Island or, the mutiny of the Hispaniola with Stevenson adopting the pseudonym Captain George North. Traditionally considered a coming-of-age story, Treasure Island is a tale noted for its atmosphere, characters and action, and also as a wry commentary on the ambiguity of morality – as seen in Long John Silver – unusual for children’s literature. It is one of the most frequently dramatized of all novels. The influence of Treasure Island on popular perceptions of pirates is enormous, including such elements as treasure maps marked with an “X”, schooners, the Black Spot, tropical islands, and one-legged seamen bearing parrots on their shoulders.

Anonymous

"King Arthur" is one of the greatest legends of all time. From the magical moment when Arthur frees the sword in the stone in search of the Holy Grail and the final tragedy of the final battle, the author brings the enchanting world of King Arthur and stunningly brings it to life.

Download a book about King Arthur in English for the Elementary level.

Original description

King Arthur is one of the greatest legends of all time. From the magical moment when Arthur releases the sword in the stone to the quest for the Holy Grail and the final tragedy of the Last Battle, Roger Lancelyn Green brings the enchanting world of King Arthur stunningly to life. One of the greatest legends of all time, with an inspiring introduction by David Almond, award-winning author of Clay, Skellig, Kit's Wilderness and The Fire-Eaters.

Neil Philip

Tells the story of the life and adventures of Robin Hood, who, along with his group of followers who lived as outlaws in Sherwood Forest, devote themselves to the fight against tyranny. Illustrated notes throughout the text add historical background to the story.

Download an interesting book about the legendary Robin Hood in English for the Elementary level.

Original description

Recounts the life and adventures of Robin Hood, who, with his band of followers, lived in Sherwood Forest as an outlaw dedicated to fighting tyranny. Illustrated notes throughout the text explain the historical background of the story.

Robert Louis Stevenson

Kidnapped is a novel by Robert Louis Stevenson that he wrote in early 1886. The work is narrated from the first person perspective of the protagonist, who recalls incidents during his adventures.

Original description

Kidnapped is a novel by Robert Louis Stevenson written in early 1886. The work is narrated in first person by the protagonist, who remembers the incidents of his adventure.

Edith Nesbit

When their father's business collapses, the six children decide to restore the family fortune. But although they cannot come up with many clever ways to do this, they decide on a method that will either bring more pleasure than benefit, or will lead to disaster...

Download an interesting book about little treasure hunters in English for the Elementary level.

Original description

When their father’s business fails, the six Bastable children decide to restore the family fortunes. But although they think of many ingenious ways to do so, their well meant efforts are either more fun than profitable, or lead to trouble…

Vicky Shipton

London is the largest city in the UK and in Europe. In 1900, it was the largest city in the world. In this book you will find a lot of interesting information about this city. You will read about his story. You'll learn about the famous people, palaces and museums of this exciting city.

Download an interesting book about London in English for the Elementary level.

Original description

London is the biggest city in Britain and in Europe. In 1900, it was the biggest city in the world. In this book you will find a lot of interesting information about London. You will read about its history. You will learn about its famous people, museums and palaces of this exciting city.

John Whitman

Damn bracelet. Angry Mummy. Buried Warrior. And a majestic civilization...

Complete with over 100 photos and interesting facts about ancient Egypt. The Mummy Returns is the ultimate guide to cinema. Read action-packed stories in English, watch your favorite scenes, and discover the wonders of Egypt - the pyramids with mummies.

Original description

A cursed bracelet. An Evil Mummy. A Buried Warrior. And a magnificent civilization…

Filled with more than 100 photos and fascinating facts about ancient Egypt, The Mummy Returns Scrapbook is the ultimate guide to the movie. Read the action-packed story, see your favorite scenes, and discover the wonders of Egypt - from pyramids to mummies. Here’s an exciting look at a thrilling film and an extraordinary place.

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How to read to students and beginners?

Monitoring understanding of general content.

Monitoring the understanding of important details of the text and its evaluation.

Creative tasks.

Anonymous

Neil Philip

Robert Louis Stevenson

Edith Nesbit

Vicky Shipton

John Whitman

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