Методическая разработка по чтению (4 класс) на тему: Тексты для проверки техники чтения 4класс за первое полугодие

ТЕКСТЫ ДЛЯ ПРОВЕРКИ ТЕХНИКИ ЧТЕНИЯ В 4 КЛАССЕ

I четверть

Аист и соловей

Было время, когда птицы не умели петь. И вдруг они узнали, что в одной далёкой стране живёт старый мудрый человек, который учит музыке. Тогда птицы послали к нему аиста и соловья.

Аист очень торопился. Ему не терпелось стать первой в мире птицей- музыкантом.

Он так спешил, что вбежал к мудрецу в дом и даже в дверь не постучался, не поздоровался со стариком, а изо всех сил крикнул ему прямо в ухо:

– Эй, старикан! Ну-ка научи меня музыке!

Но мудрец решил сначала поучить его вежливости. Он вывел аиста на порог, постучал в дверь и сказал:

– Нужно делать вот так!

– Всё ясно! – обрадовался аист. – Это и есть музыка? – И улетел, чтобы поскорее удивить мир своим искусством.

Соловей на маленьких крыльях прилетел позже. Мудрецу понравилась приветливая птица. И он обучил соловья всему, что знал сам.

С тех пор скромный соловей стал лучшим в мире певцом.

А чудак аист умеет только стучать клювом. (151 слово)

В.Д. Берестов

Вопросы

1. Зачем птицы послали к мудрецу аиста и соловья?

2. О чём мечтал аист?

3. Почему мудрецу понравился соловей?2

IIчетверть

Песенка подо льдом

У меня запели лыжи! Я бежал по замёрзшему озеру, а лыжи пели. Хорошо пели, как птицы. Всё притихло вдруг. Озеро молчит, лес молчит. Даже петухи в деревне молчат. А лыжи поют. И хорошо так поют – песню за песней. И песни, как ручейки, переливаются и звенят.

Но ведь не лыжи, в самом деле, распелись, куда уж им, деревянным! Подо льдом кто-то поёт, прямо у меня под ногами.

Уйди я – и подлёдная песенка так бы и осталась загадкой. Но я не ушёл.

Я лёг на лёд и свесил голову в чёрный провал у берега. Вода в озере села, и лёд навис, как лазоревый потолок. Где навис, а где обрушился, и из тёмных провалов курчавился пар. Но ведь не рыбы же пели там птичьими голосами.

Я стукнул лыжей по льду – песня смолкла. Я постоял тихо – песня зазвенела опять. Тогда я подпрыгнул и закричал. И тотчас из провала выпорхнула тёмная птичка! (148 слов)

Н.И. Сладков

Вопросы

1. Почему автор-рассказчик решил, что у него запели лыжи?

2. Куда пытался заглянуть Н.И. Сладков?

3. Как автор-рассказчик разгадал тайну?

III четверть2

Лиса и козёл

Бежала лиса, на ворон зазевалась – и попала в колодец. Воды в колодце было немного: утонуть нельзя, да и выскочить тоже. Сидит лиса, горюет.

Идёт козёл – умная голова; идёт, бородищей трясёт, рожищами мотает; заглянул от нечего делать в колодец, увидел там лису и спрашивает:

– Что ты там, лисонька, поделываешь?

– Отдыхаю, голубчик, – отвечает лиса. – Там наверху жарко, так я сюда забралась. Уж как здесь прохладно да хорошо! Водицы холодненькой – сколько хочешь.

А козлу давно пить хочется.

– Хороша ли вода-то? – спрашивает козёл.

– Отличная! – отвечает лиса. – Чистая, холодная! Прыгай сюда, коли хочешь; здесь обоим нам место будет.

Прыгнул сдуру козёл, чуть лисы не задавил, а она ему:

– Эх, бородатый дурень! И прыгнуть-то не умел – всю обрызгал.

Вскочила лиса козлу на спину, со спины на рога, да и вон из колодца.

Чуть было не пропал козёл с голоду в колодце; насилу-то его отыскали и за рога вытащили. (144 слова)

К.Д. Ушинский

Вопросы

1. С какой целью козёл – умная голова заглянул в колодец?

2. Чем соблазнился козёл, прыгая в колодец?

3. Почему лиса назвала козла бородатым дурнем?

IV четверть

Волк и собака

Худой волк ходил подле деревни и встретил жирную собаку. Волк спросил у собаки: «Скажи, собака, откуда вы корм берёте?» Собака сказала: «Люди нам дают». – «Верно, вы трудную людям службу служите». Собака сказала: «Нет, наша служба не трудная. Дело наше – по ночам двор стеречь». – «Так

только за это вас так кормят? – спросил волк. – Это я бы сейчас в вашу службу пошёл, а то нам, волкам, трудно корма достать». – «Что ж, иди, – сказала собака. – Хозяин и тебя так же кормить станет». Волк был рад и пошёл с собакой к людям служить. Стал уже волк в ворота входить, видит он, что у собаки на шее шерсть стёрта. Он сказал: «А это у тебя, собака, от чего?» – «Да так», – сказала собака. «Да что так?» – «Да так, от цепи. Днём ведь я на цепи сижу, так вот цепью и стёрло немного шерсть на шее». – «Ну, прощай, собака, – сказал волк. – Не пойду к людям жить. Пускай не так жирен буду, да на воле». (156 слов)

Л.Н. Толстой

Вопросы

1. Назовите персонажей произведения.

2. За какую службу люди собакам корм дают?

3. Почему волк передумал идти к людям жить?

Проверка уровня начитанности

4-й класс

1. Вспомни загадки о временах года (о месяцах года). Запиши 1–2.

2. Определи жанр произведения:

Карл у Клары украл кораллы,

Клара у Карла украла кларнет.

3. Запиши пословицы (1–2) о Родине (о родной земле).

4. Какие произведения можно закончить поговоркой: Друзья познаются в беде? Запиши

названия (автор, заглавие) 1–2 произведений.

5. Определи жанр по отрывку из произведения:

Из того ли города из Мурома,

Из того ли села да Карачарова…

6. Запиши 1–2 названия сказок о дружбе человека с медведем.

7. Вспомни названия волшебных сказок с участием волшебных предметов. Запиши 1–2.

8. Запиши 1–2 названия волшебных сказок, герой которых совершает путешествие в подводный мир.

9. Какие сказки русских писателей ты знаешь? Запиши 1–2 названия.

10. Вспомни произведения зарубежных писателей-сказочников.Запиши 1–2 названия.

11. Запиши мораль из 1–2 басен И.А. Крылова, которая стала крылатым выражением

(пословицей).

12. В каких стихотворных произведениях природа выступает как живое существо? Запиши

1–2 названия.

13. Запиши 2–3 названия  прозаических произведений, авторы которых раскрывают тайны родной природы.

14. Какие истории о прошлом Родины ты знаешь? Кто их написал? Запиши 1–2 названия.

15. Запиши 1–2 названия произведений о Великой  Отечественной войне, в которых

говорится о детях.

16. Тебе подарили канарейку.В какой литературе могут содержаться сведения по уходу заптичкой? Нужные варианты ответов

90000 Seven Strategies to Teach Students Text Comprehension 90001 90002 1. Monitoring comprehension 90003 90004 Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to «fix» problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension. 90005 90004 Comprehension monitoring instruction teaches students to: 90005 90008 90009 Be aware of what they do understand 90010 90009 Identify what they do not understand 90010 90009 Use appropriate strategies to resolve problems in comprehension 90010 90015 90002 2.Metacognition 90003 90004 Metacognition can be defined as «thinking about thinking.» Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and «fixing» any comprehension problems they have. After reading, they check their understanding of what they read.90005 90004 Students may use several comprehension monitoring strategies: 90005 90008 90009 Identify where the difficulty occurs 90004 «I do not understand the second paragraph on page 76.» 90005 90010 90009 Identify what the difficulty is 90004 «I do not get what the author means when she says, ‘Arriving in America was a milestone in my grandmother’s life.'» 90005 90010 90009 Restate the difficult sentence or passage in their own words 90004 «Oh, so the author means that coming to America was a very important event in her grandmother’s life.»90005 90010 90009 Look back through the text 90004 «The author talked about Mr. McBride in Chapter 2, but I do not remember much about him. Maybe if I reread that chapter, I can figure out why he’s acting this way now.» 90005 90010 90009 Look forward in the text for information that might help them to resolve the difficulty 90004 «The text says, ‘The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.’ Hmm, I do not understand how people can do that … Oh, the next section is called ‘Wells.’I’ll read this section to see if it tells how they do it. «90005 90010 90015 90002 3. Graphic and semantic organizers 90003 90004 Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters. 90005 90004 Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.90005 90004 Graphic organizers can: 90005 90008 90009 Help students focus on text structure differences between fiction and nonfiction as they read 90010 90009 Provide students with tools they can use to examine and show relationships in a text 90010 90009 Help students write well-organized summaries of a text 90010 90015 90004 Here are some examples of graphic organizers: 90005 90008 90009 Venn-Diagrams (29K PDF) * 90004 Used to compare or contrast information from two sources.For example, comparing two Dr. Seuss books. 90005 90010 90009 Storyboard / Chain of Events (29K PDF) * 90004 Used to order or sequence events within a text. For example, listing the steps for brushing your teeth. 90005 90010 90009 Story Map (19K PDF) * 90004 Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.90005 90010 90009 Cause / Effect (13K PDF) * 90004 Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn. 90005 90010 90009 Find more free graphic organizers> 90010 90015 90002 4. Answering questions 90003 90004 Questions can be effective because they: 90005 90008 90009 Give students a purpose for reading 90010 90009 Focus students ‘attention on what they are to learn 90010 90009 Help students to think actively as they read 90010 90009 Encourage students to monitor their comprehension 90010 90009 Help students to review content and relate what they have learned to what they already know 90010 90015 90004 The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better.Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student’s own background knowledge. 90005 90004 There are four different types of questions: 90005 90008 90009 «Right There» 90004 Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.90005 90004 Example: Who is Frog’s friend? Answer: Toad 90005 90010 90009 «Think and Search» 90004 Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to «think» and «search» through the passage to find the answer. 90005 90004 Example: Why was Frog sad? Answer: His friend was leaving. 90005 90010 90009 «Author and You» 90004 Questions require students to use what they already know, with what they have learned from reading the text.Students must understand the text and relate it to their prior knowledge before answering the question. 90005 90004 Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away. 90005 90010 90009 «On Your Own» 90004 Questions are answered based on a student’s prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.90005 90004 Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her. 90005 90010 90015 90002 5. Generating questions 90003 90004 By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.90005 90002 6. Recognizing story structure 90003 90004 In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students ‘comprehension. 90005 90002 7. Summarizing 90003 90004 Summarizing requires students to determine what is important in what they are reading and to put it into their own words.Instruction in summarizing helps students: 90005 90008 90009 Identify or generate main ideas 90010 90009 Connect the main or central ideas 90010 90009 Eliminate unnecessary information 90010 90009 Remember what they read 90010 90015 90002 Effective comprehension strategy instruction is explicit 90003 90004 Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them.The steps of explicit instruction typically include direct explanation, teacher modeling ( «thinking aloud»), guided practice, and application. 90005 90008 90009 Direct explanation 90004 The teacher explains to students why the strategy helps comprehension and when to apply the strategy. 90005 90010 90009 Modeling 90004 The teacher models, or demonstrates, how to apply the strategy, usually by «thinking aloud» while reading the text that the students are using. 90005 90010 90009 Guided practice 90004 The teacher guides and assists students as they learn how and when to apply the strategy.90005 90010 90009 Application 90004 The teacher helps students practice the strategy until they can apply it independently. 90005 90010 90015 90004 Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies.Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies. 90005 .90000 Writing Workshop Mentor Texts for 1st and 2nd Grade 90001 90002 Do you use mentor texts to teach writing? 90003 90002 Reading and examining mentor texts with students is a powerful strategy. Just about any book can serve as a mentor text, depending upon what your students ‘skills are and what you want them to learn about writing! 90003 90002 In this post, I’ll share some 90007 strategies for working with mentor texts 90008. Then, I’ll share a BIG 90007 list of mentor texts 90008 for 1st and 2nd grade! (Note: for a list that also includes Kindergarten mentor texts, click HERE! 90003 90012 90002 90007 1.90008 90016 Before you bring a book into your writing workshop to use as a mentor text, read it for enjoyment and comprehension during a different part of the day. 90017 Students need to have an opportunity to enjoy and talk about the content of a text before they are asked to examine it closely and use it to learn about writing. 90018 90018 90007 2. Explicitly teach students how to read a book as writers. 90008 Explain to students that people use books for many purposes — for enjoyment, to learn about a topic, and also to learn how to write.Model how to read a familiar book and examine the writing. Comment on how you notice things like characters, when the author introduces a problem, the types of words that an author uses, punctuation marks, and so on. Students need to hear how you read as a writer before they are able to do it themselves. 90018 90018 90007 3. Use the same book for multiple lessons. 90008 While it’s great to expose students to a variety of mentor texts, you can also use a single text for multiple minilessons.For example, in my second grade writing workshop curriculum, I use the book 90026 Amazing Grace 90027 (Mary Hoffman) to teach students how to include a problem in a narrative, write an ending, and write dialogue. This helps save time, because students are already familiar with the text and can dive right into the focus of the minilesson. 90018 90018 90007 4. 90008 90016 Use mentor texts to guide your own planning. 90017 Sometimes when I start planning a unit, I struggle to try and determine what, exactly, I want my students to be able to do as writers of a certain genre.When this happens, I turn to mentor texts. For example, if I am planning a nonfiction unit, I might take out a children’s nonfiction text and try to notice what the author is doing. Is the author giving examples? Providing definitions of important words? Organizing the information into categories? These are all things that I can teach students to do in their own writing. 90018 90018 90007 5. Teach students to find their own mentor texts. 90008 Show students that they can use their own independent reading to grow as writers.You might have students keep a list of interesting words they find in the books they read, so that they can later use the words in their own writing. Encourage students to share their findings with the entire class. 90018 90018 And now … for some wonderful mentor texts for 1st and 2nd! I’ve organized these books by genre and grade level. ** I divided them up by grade level for the convenience of teachers who are using either my 1st grade or 2nd grade writing curriculum and want to see all of the mentor texts in one place.However, 90016 most of these books will work for either grade level. 90017 ** You can click on each book’s title to read more about it or purchase it from Amazon. 90018 90018 90003 90045 90002 90018 90016 90026 Narrative: 90027 90017 90018 1st Grade: 90018 90026 Fireflies 90027 (Julie Brinckloe) — personal narrative 90018 90026 Kitchen Dance 90027 (Maurie J. Manning) — personal narrative 90018 Salt Hands (Picture Puffins) 90026 90027 (Jane Chelsea Aragon ) — personal narrative 90018 Peter’s Chair (Picture Puffins) 90026 90027 (Ezra Jack Keats) — can be used to teach personal narratives, but not told from 1st person perspective 90018 Roller Coaster 90026 90027 (Maria Frazee) — can be used to teach personal narratives, but not told from 1st person perspective 90018 90026 Knuffle Bunny: A Cautionary Tale 90027 (Mo Willems) — realistic fiction 90018 Kitten’s First Full Moon 90026 90027 (Kevin Henkes) — fiction 90018 Can I Play Too? (An Elephant and Piggie Book) 90026 90027 (Mo Willems) — fiction 90018 90026 Oliver Button Is a Sissy 90027 (Tomie dePaola) 90018 90018 2nd Grade: 90018 90026 The Leaving Morning 90027 (Angela Johnson) — personal narrative 90018 90026 My Rotten Redheaded Older Brother 90027 (Patricia Polacco) — personal narrative 90018 90026 Bigmama’s 90027 (Donald Crews) — personal narrative 90018 90026 Owl Moon 90027 (Jane Yolen) — personal narrative; great for teaching descriptive details 90018 90026 A Chair for My Mother 90027 (Vera Williams) — personal narrative 90018 90026 The Relatives Came 90027 (Cynthia Rylant) — personal narrative 90018 90026 Shortcut 90027 (Donald Crews) — personal narrative 90018 90026 Thunder Cake 90027 ( Patricia Polacco) — personal narrative 90018 One Morning in Maine (Picture Puffins) 90026 90027 (Robert McCloskey) — narrative 90018 90026 Too Many Tamales 90027 (Gary Soto) — narrative 90018 90026 Thank You, Mr.Falker 90027 (Patricia Polacco) — narrative / personal narrative 90018 90026 Amazing Grace 90027 (Mary Hoffman) — narrative 90018 90026 Mirette on the High Wire 90027 (Emily Arnold McCully) — narrative 90018 90026 Whistle for Willie 90027 (Ezra Jack Keats) — narrative 90018 90018 90016 90026 Informational / Nonfiction / Expository: 90027 90017 90018 1st Grade: 90018 90026 How a House Is Built 90027 (Gail Gibbons) — how-to book 90018 90026 How to Make Salsa 90027 (Jamie Lucero) — how-to book 90018 90026 Make a Valentine (Book shop) 90027 (Dale Gordon) — how-to book 90018 90026 The Pumpkin Book 90027 (Gail Gibbons) — one page has a how-to 90018 90026 All About Sharks 90027 (Jim Arnosky) 90018 90026 What Is Weather? 90027 (Ellen Lawrence) 90018 90018 2nd Grade: 90018 The Bicycle Book (Gail Gibbons) 90018 All Kinds of Habitats (It’s Science!) 90026 90027 (Sally Hewitt) 90018 90026 The Abcs of Habitats (Abcs of the Natural World) 90027 (Bobbie Kalman) 90018 90026 Nature’s Patchwork Quilt: Understanding Habitats 90027 (Mary Miche) 90018 90026 What Is the World Made Of? All About Solids, Liquids, and Gases 90027 (Kathleen Weidner Zoehfeld) 90018 90026 Solids, Liquids, And Gases (Rookie Read-About Science) 90027 (Ginger Garrett) 90018 90018 90016 90026 Opinion / Persuasive: 90027 90017 90018 1st Grade: 90018 90026 The Best Part of Me: Children Talk About their Bodies in Pictures and Words 90027 (Wendy Ewald) 90018 90026 I Wanna Iguana 90027 (Karen Kaufman Orloff) — can also be used to teach letter writing 90018 90026 Do not Let the Pigeon Drive the Bus! 90027 (Mo Willems) 90018 Do not Let the Pigeon Stay Up Late! 90026 90027 (Mo Willems) 90018 90026 Hey, Little Ant 90027 (Phillip Hoose) 90018 Click, Clack, Moo: Cows That Type 90026 90027 (Doreen Cronin) — can also be used to teach letter writing 90018 90026 I Wanna New Room 90027 ( Karen Kaufman Orloff) — can also be used to teach letter writing 90018 90018 2nd Grade: 90018 90026 Dear Mrs.LaRue: Letters from Obedience School 90027 (Mark Teague) — can also be used to teach letter writing 90018 90026 Should We Have Pets ?: A Persuasive Text 90027 (Sylvia Lollis) 90018 (and see above 1st grade mentor texts) 90018 90018 What mentor texts would you add to this list? 90018 90018 If you are interested in ready-to-go lesson plans and materials to teach writing to first or second graders, click on one of the pictures below. 90018 90018 90003 90211 90212 90002 To read more about implementing writing workshop in your classroom, check out this post! 90003 90002 Happy teaching! 90003 90002 90218 90003 .90000 English ESL reading comprehension worksheets 90001 90002 Grammar Adjectives Adjectives to describe feelings / mood / tone Adjectives to describe personality and character Adjectives with -ed or -ing Adjectives: Gradable / Non-gradable adjectives Adjectives: Incomparable adjectives Adjectives: Opposites Adjectives: Order of adjectives Adverbs Adverbs of degree Adverbs of frequency Adverbs of manner Adverbs of place Adverbs of time Adverbs: Intensifiers Adverbs: Order of adverbs Apostrophe S Articles Articles: definite articles (the) Articles: indefinite articles (a / an) Articles: zero article Auxiliary verbs Backshift in time (e.g. WILL / WOULD) BE (auxiliary verb) BE + infinitive structures (eg he was to become famous) BE ABLE TO BE: WAS or WERE CAN CAN or BE ABLE TO CAN or COULD Causative Clauses of contrast (eg although, while) Clauses of purpose (eg in order to, so that, so as to) Clauses of reason (eg because, because of, due to, as, since) Clauses of result (eg so) Cleft sentences (eg It’s Joey we’re looking for) Commands (imperatives) Comparison (comparative and superlative) Comparison: Comparative adjectives and structures Comparison: Superlative adjectives and structures Comparisons: AS or THAN Conditional 0 (zero) Conditional 1 (first conditional) Conditional 2 (second conditional) — would Conditional 3 (third conditional) Conditionals Conditionals — I wish / If only Conditionals — Mixed conditionals Conditionals: Conditional phrases (e.g. unless, provided that, as long as) Conjunctions (aka connectives, eg and, but, or, so, then) Consonants and vowels Contractions (shortened forms, eg do not, are not, etc.) Coordination Countable and uncountable nouns Determiners (words that can come before nouns) Discourse markers DO or DOES Ellipsis (omission of words) Exclamations FEW or A FEW, LITTLE or A LITTLE Figures of speech, metaphors, metonyms Formal and informal English (politeness or colloquial language) Future continuous tense : (will be V + ing) Future perfect continuous (progressive) tense Future perfect simple and continuous (progressive) tense Future perfect simple tense Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF) 90003.90000 Intermediate English reading resources — B1 and B2 levels 90001 90002 90003 Intermediate English resources 90004 90003 Free Intermediate level English reading resources 90004 90002 90002 All Linguapress.com online resources are completely free to use at home or in class. There is nothing to pay, and no need to register or sign up before you use them. 90003 Printing : Linguapress reading resources are printer-ready. No need for PDF. Click the print button to print just the article and word guide.Exercises and teacher notes print on a separate page. 90002 Teachers : For more ideas for using reading resources in the classroom see Reading comprehension 90002 90002 90004 90014 Reading texts for intermediate English — CEF levels B1 and B2 90015 90003 A collection of articles about life and issues in Britain and the United States in intermediate level English — with word guides, exercises and classroom activities 90004 90002 90014 Seasonal texts 90015 90002 90014 1.Articles with a North-American theme 90015 90024 90025 NEW Alcohol, Prohibition and Al Capone B1 level, a simple but interesting text with interactive worksheet. 90026 90025 NEW Profession: Cowboy There are still cowboys working today in the American west 90026 90025 George Washington — the story of America’s first president 90026 90025 Hollywood & Superheroes 90026 90025 Focus on Canada An introduction to Canada in intermediate-level English 90026 90025 USA: Still looking for Gold Out west, the gold rush is not yet over… 90026 90025 USA: who was Buffalo Bill? remembering one of America’s great folk heroes 90026 90025 USA: Team sports, American style Why do the USA and Europe have different sports? 90026 90025 Elvis — he’s still the «King» and his home Graceland, in Memphis, is a major tourist attraction. 90026 90025 The story of Silicon Valley What is Silicon valley, where is it, and why? 90026 90025 The story of Coca-Cola.The name «Coca-Cola» is the best-known name in the whole world. 90026 90025 The story of Blue Jeans. The world’s most popular garment was first created in 1873 90026 90025 Hollywood — its life and times A short story of Hollywood, in easy English. 90026 90025 America’s oil — a love affair Americans use a lot of energy; but the cost of oil is going up. 90026 90025 USA: Winter sports USA Americans love winter sports, because their winters are so cold 90026 90025 USA: Close encounters with a Twister — A tornado strikes…. 90026 90025 More resources coming ….. 90026 90059 90002 90014 2. Articles about life in Britain 90015 90002 90002 90065 Britain in general 90066 90065 Society 90066 90065 Dialogues 90066 90065 Icons 90066 90065 London 90066 90065 Sport 90066 90002 90014 3. Other resources — hort stories, technical English, songs, cartoons 90015 90080 Short stories — teenage fiction 90081 (► see also short stories) 90082 90083 90080 Songs 90083 90086 90080 Technical subjects 90083 Cartoons 90002 90080 4.Go to> Intermediate Puzzles and word games 90083 90002 90002 90080 English for A2 B1 and B2 levels. Intermediate English reading resources 90083 90003 CEFR / TELC levels A2 B1 or B2 (Threshold — intermediate) 90004 90003 IELTS levels 4 — 6 90004 ACTFL levels Advanced-low — Advanced-mid.Readability 90003 Most Linguapress Intermediate texts score as follows on the Flesch-Kincaid scales: 90002 Grade : Between 6 and 8, 90002 Readability level: either 90002 90004 90105 60 — 70 Plain English 90002 or 90002 90108 70 — 80 Fairly easy 90002 To Understand Flesch Kincaid scales, see the Linguapress Readability guide 90002 90002 90080 Simplified English? 90083 The «simplified English» in these items is not simplistic English, nor is it artificial English.It is real English, with the difficulties ironed out. Resources in this section vary in difficulty from low intermediate English to advanced intermediate (Equivalent of up to Cambridge First certificate of English level, or CEFR * levels A2 to B2), and are designed for students with (the equivalent of) at least two to four years of high-school English behind them — not for beginners. 90003 90115 Copyright information. 90004 90003 Free to view, free to use, free to print, but 90118 not free to copy 90119.except by teachers for their own classes. 90002 All pages published on Linguapress.com are © copyright Linguapress unless otherwise indicated. 90002 Teachers are free to reproduce these resources on paper for use with specific classes, and students are free to print out personal copies of materials from Linguapress.com. 90004 90003 Want to share? 90002 Do not copy materials from Linguapress.com on any other publicly accessible website. This is an 90118 infringement of copyright, 90119 and it is pointless.All pages on Linguapress.com can be freely accessed by anyone; no registration, no passwords! So to 90118 share 90119 Linguapress, just link directly from your blog or website to linguapress.com 90004 90003 Click for full copyright information 90004 90003 Most items in the Linguapress intermediate English archive can be easily printed for classroom use. See Printing Linguapress English resources 90004 90003 * CEFR — The Council of Europe’s Common European Framework of Reference for languages.90002 90004 90118 Teachers: do you and your students enjoy working with Linguapress? Let us know what you like best, what you would like to see more of, or any questions you may have. To send us your views or questions, please use our get-in-touch form. 90119 90003 90118 Linguapress.com 90002 90119 90004 90003 Copyright : Website and texts © Linguapress.com 1980-2020 90002 Many of the intermediate English resources published on Linguapress.com are updated from articles originally published in print form in Linguapress English learners ‘newsmagazines, between 1980 and 2001. 90002 Photo top by 1899441 90118 90119 90002 90002 90004.