The exercises discussed in § 5 create the prerequisites for the functioning of reading as a speech activity. However, in order for students to perceive it as a specific activity that corresponds to the level of their intellectual development, a number of other conditions must be met. 1.
Texts should be selected whose factual material could be used in other types of educational activities of the student (in other lessons, in extracurricular activities, etc.). 2.
It is necessary to create situations as often as possible for students to choose texts for reading (for example, read one of the three specified newspaper articles at home, choose a book for independent reading from several suggested by the teacher, etc.). 3.
Students should be given tasks similar to those they face when reading in their native language - to obtain certain information, establish the idea of the text, evaluate its merits/individual facts, etc.
A number of organizational aspects are also of great importance: the text should always act as a semantic whole, therefore it is recommended to read it entirely and at one time; it is inappropriate to read the same text repeatedly without changing the assignment for the student; To prevent reading from being perceived as an exercise with language material, students should not be introduced to the content of the text in advance (after all, understanding the text is the goal of reading); For the same reason, students are always the first to read the text, not the teacher. Starting from the end of IV grade, the first reading should be quiet, silently, in this case, each student independently carries out all the mental work associated with understanding the content.
The work of reading the text should be carried out in line with one type or another.
The reading process is determined by the reader’s attitude, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment that the student receives. Therefore, the first requirement for carrying out reading work is the adequacy of the task to the type of reading. The creation of the necessary attitude is also facilitated by the assessment of the result of the activity, i.e. form and content of reading control. The second requirement, therefore, is the adequacy of the test forms for the type of reading being developed. The third requirement is that the text corresponds to the type of reading being worked on (see §3).
The requirements for understanding the text are different for introductory and study reading. However, there are components of the semantic content of the text that act as objects of control, regardless of the type of reading. This is the theme (idea) of the text and the nature of its disclosure. Checking these components (in the form of questions, talking points, etc.) necessarily includes an assessment of what the student has read.
The process of understanding can be simplistically represented as the reader dividing it into semantic pieces. This division takes place in both types of reading, but the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading their number is much greater. Determining the number of chunks into which students have broken the text is also part of the comprehension check in both cases.
Introductory reading. For practice in this type of reading, and thereby for its formation, relatively long texts are used (at least a page already in
V class), easy in terms of language.
~~ffa At first, text reading takes place in class,
in order to show students how to read. In the future, the reading of the text itself is transferred to home; in the lesson, its understanding is only checked. However, it should also be read in class at least once a month. This makes it possible, on the one hand, to control the reading methods used by students, and on the other, to develop fluency as a specific feature of introductory reading.
When preparing for introductory reading, the teacher first of all outlines the objects of control, i.e. highlights all the facts in the text, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading only basic understanding is tested; unimportant details, even if they are clear when reading, require additional effort to remember, so waiting to check the understanding of all the details will force the student to change the nature of reading, and it will no longer be introductory.
Examples of tasks and test forms for the development of introductory reading: 1.
" Read the text in order to then answer questions about the main content of the text.126 Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, students should be taught to integrate the meaning of several sentences. This method of verification can take various organizational forms.2.
Read the text. Tell which of the teacher's statements are correct and correct the incorrect ones. The exercise is performed orally. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time giving reasons for their answer. 3.
Find answers to pre-text questions (see §5). 4.
Provide their text with all the facts confirming the provisions said by the teacher (orally, in class).
Retelling as a form of checking understanding during introductory reading can be recommended only when the text is long enough (this will exclude the possibility of learning it by heart), and students should be required to present only the main facts.
Having finished checking the understanding of the basic facts of the content of the text, the teacher checks its understanding at the level of meaning: students establish the idea of the text (topic), how it is revealed and be sure to give their assessment of what they read.
During introductory reading, the text should, as a rule, be read once. In some cases, it is possible to read it again, but in this case, students must be given a different instruction.
There may be two educational objectives for repeated reading127: increasing speed and developing viewing techniques. This purpose is served by various tasks that require searching for various information in the text. This search, associated with rereading the text or its parts, contributes to both increased speed and better orientation in the text.
Study reading. Regular work on developing this type of reading begins in the 7th grade. It uses small texts, usually of a popular science nature. As in the previous case, the reading of the text is first carried out in class and then acts as homework.
The work begins with a quick scan of the entire text, reading the title, first and final sentences in order to determine the topic of the text128. This is followed by a repeated careful reading of the text. Translation into the native language is most often used as a way to monitor understanding. It is preferable to do it in written form, since in this case it is easier to judge the degree of its accuracy, and the teacher can determine what exactly causes difficulties for students. Parts of sentences that are conveyed inaccurately by students are subjected to lexical or grammatical analysis, depending on the nature of the difficulty.
Translation can be selective if the teacher is confident that the remaining parts of the text are understood correctly by the students.
Understanding during learning reading can also be checked with the help of questions, true/false statements of the teacher, etc., in this case there should be quite a lot of them, they should cover the details of the content, their wording should be different compared to the text. If the text is an instruction to do something, a logic problem, etc., then understanding is judged based on how students completed the task contained in the text.
Preview reading. Some tasks that develop skimming reading techniques have already been mentioned in connection with other types of reading. Let's name some other types of tasks that are given when you first access the text: determine what the text/article in a newspaper/book is about (3-4 minutes are given for viewing); find the place/section in the text where it talks about...; find an article in the newspaper about... etc. Completing the corresponding task is in this case a test of understanding.
Description of the presentation by individual slides:
1 slide
Slide description:
Types of reading Prepared by: teacher of Russian language and literature Fehmi K.M. Magnitogorsk, 2016
2 slide
Slide description:
Types of reading based on the participation of mental processes Rational reading (introductory, viewing, analytical) Emotional reading is the creative activity of the reader, in which the leading role is played by imagination and feelings. In emotional reading, the reader acts as a co-author of the writer, he speculates and enriches the text being read.
3 slide
Slide description:
Types of reading by purpose Functional reading is reading with the purpose of finding information to solve a specific problem or complete a specific task. It uses scanning and analytical reading techniques (in various combinations). Aesthetic reading presupposes a deep understanding and experience of a literary text. When reading this way, analytical reading techniques are used.
4 slide
Slide description:
Types of reading according to the degree of comprehension of information Reproductive reading is the first phase of reading, when they perceive its general meaning Creative reading is the second and third phase of reading, in which the main role is given to interpretation, evaluation and reflection
5 slide
Slide description:
Types of reading based on Leisure reading is associated with relaxation and entertainment; in such reading, the will and memory practically do not participate. Business reading is associated with the educational activities of the student
6 slide
Slide description:
Types of reading by speed Fast reading is browsing (search) reading Slow reading is analytical reading for the purpose of research and memorization
7 slide
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8 slide
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Slide 9
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Introductory reading Introductory and exploratory reading are types of quick reading. The difference between them lies in the degree of completeness and accuracy of understanding achieved. For introductory reading, rather long texts are recommended, language-friendly, with a small amount of redundant information.
10 slide
Slide description:
Search reading is associated with finding in the text specific information necessary for the reader: definitions, conclusions, factual data, regional information, etc.
11 slide
Slide description:
Exploratory reading involves achieving a detailed/complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the student, having an attitude towards long-term memorization, resorts to repeated reading, translation, and sometimes to written recording of the content, delving deeper into the essence of the communicative situation.
12 slide
Slide description:
Many animals and birds (perhaps to hide their movements from humans!) use sounds that we cannot hear. The example of bats with an ultrasonic locator is well known: by sending and catching ultrasonic waves reflected from walls and tree branches, bats easily go around the thinnest and smallest obstacles in pitch darkness. Nature often endows its creations with the most amazing devices. Many people have heard about four-eyed fish, but perhaps less known is that, for example, a grasshopper has ears located... on its widely spaced legs. This seems strange to us, but probably this technical solution is the most reasonable: if Nature placed the organs of perception of sound on the tiny head of a grasshopper, how much more difficult would it be for him to recognize from which direction danger is approaching! Engineers and inventors of our day have found a wide variety of applications for ultrasound and infrasound. Infrasound turned out to be very convenient for long-distance underwater communications and for quickly detecting obstacles under water. Ultrasound very well cleans the surface of any crystals from the smallest contaminants, crushes ore, sees hidden cavities and defects in metals and alloys, penetrates the tissues of the human body, and helps obtain a three-dimensional image of human internal organs. Ultrasound in this respect goes hand in hand with the very structure of the human body - the boundaries between vessels and blood, between a tumor and normal tissue reflect ultrasound in different ways, allowing one to notice subtle changes in the structure and location of internal organs. Moreover, ultrasound is completely harmless to the human body. The all-seeing X-ray radiation, which cannot be abused, has a friend-rival. The doctor can, if he finds it necessary, perform ultrasound tests several times a day without any consequences for the patient’s health.
Slide 13
Slide description:
Exercises for teaching introductory reading: 1. read the plan/statement, determine whether it corresponds to the sequence of facts presented in the text; 2. arrange the questions (headings) given in the key in a sequence corresponding to the content of the text; (group 1 - weak students) 3. choose the correct answer from 3 - 4 options; 4. find in the text the answer to the question posed in the title; 5. make a plan for the text; 6. find the main idea at the beginning, middle and end of the text; 7. Underline 1-2 sentences in each paragraph that could be omitted as unimportant; 8. review the text and title it; 9. list the facts that you would like to remember; 10. write an annotation/short summary of what you read; 11. convey the content of the text orally/in writing; 12. draw conclusions based on what you read; 13. name the most interesting questions/data contained in the text. Indicate where this information can be used; (group 2 - strong students) 14. indicate which of the two annotations conveys the content more accurately; 15. read the text and draw up a diagram (diagram, questionnaire, etc.) based on the content; 16. Based on the content of the text you read, complete the map/diagram;
Slide 14
Slide description:
Place in order the Devices created by nature. The use of inaudible sounds by animals and birds. Friend and rival of X-rays. The use of ultrasound and infrasound today.
15 slide
Slide description:
Naming plan 1. The use of inaudible sounds by animals and birds. 2. Devices created by nature. 3. The use of ultrasound and infrasound today. 4. Friend and rival of X-rays.
16 slide
Slide description:
Exercises for teaching student reading: 1. distribute the facts contained in the text by degree of importance; 2. name the data that you consider particularly important. Justify your decision; 3. add facts without changing the structure of the text; 4. find data in the text that can be used for conclusions/annotations; 5. write an annotation/abstract; 6. pose questions to the basic and detailed information of the text; 7. write abstracts based on the content of what you read; (group 2 - strong students) 8. make a written assessment (review); 9. read the shortened version of the text, fill in the gaps with the missing words; (Group 1 - weak students)
Slide 17
Slide description:
Many animals and birds use sounds that we cannot hear. For example, bats have an ultrasonic locator: by sending and catching ultrasonic waves, they easily navigate in pitch darkness. Nature often endows its creations with the most amazing devices. Engineers and inventors of our day have found a wide variety of applications for ultrasound and infrasound. Infrasound turned out to be very convenient for long-distance underwater communications and for quickly detecting obstacles under water. Ultrasound penetrates the tissues of the human body and helps obtain three-dimensional images of human internal organs. Moreover, ultrasound is completely harmless to the human body. The all-seeing X-ray radiation, which cannot be abused, has a friend-rival.
DEPARTMENT OF EDUCATION OF THE CITY OF TROITSKA, CHELYABINSK REGION MUNICIPAL EDUCATIONAL INSTITUTION “GYMNASIUM No. 23”
Techniques and methods for effective teaching
different types of reading
(From work experience)
Mikhaleva Nadezhda Gennadievna
English teacher, Municipal Educational Institution “Gymnasium No. 23”
Troitsk, Chelyabinsk region.
Troitsk, 2009
| Introduction |
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| Reading as an important part of speech activity |
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2.1.2. Introductory reading; 2.1.3. Exploratory reading; 2.1.4. Search reading. |
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| 2.2. Stages of working with text and developing skills in extracting information from text 2.2.1. Pre-text stage; 2.2.2. Text stage; 2.2.3. Post-text stage. |
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| 3.1. Taking a quiz; 3.2. Semantic map method; 3.3. Acceptance of restoring/filling in gaps; 3.4. Reception of division into categories; 3.5 “Mosaic” technique. |
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| Conclusion |
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| Bibliography |
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| Applications |
Introduction
The implementation of the state Concept for the development of modern Russian education is aimed at significantly updating the content of education.
Some of the main directions of modernization of general education are:
The activity-based nature of education, the focus of the content of education on the formation of general educational abilities and skills, generalized methods of educational, cognitive, communicative, practical, creative activities, and on students gaining experience in these activities;
Formation of key competencies - students’ readiness to use acquired knowledge, skills and methods of activity in real life to solve practical problems;
Through the organization of main types of activities (cognitive, information-communicative and reflective), key competencies of students should be formed that allow them to act effectively in non-standard situations, mobilize existing knowledge and experience, their mood and will to solve a problem in specific life circumstances.
In the conditions of a modern dynamic society, which sociologists and historians call information society, information and communication activities and the communicative competence formed on its basis acquire special importance.
Communicative competence presupposes mastery of all types of speech activity, the culture of oral and written speech; skills and abilities to use language in various areas and communication situations that correspond to the experience, interests, and psychological characteristics of students. Mastery of new technologies, understanding of their application, their strengths and weaknesses, the ability to critically approach information.
Reasons for choosing the topic: reading is one of the main types of speech activity. This type is included in the unified state exam in both the ninth and eleventh grades. Therefore, it is necessary to use not only new technologies, but also to develop time-tested ones.
Goal of the work: generalize the experience in selecting techniques and methods of working on different types of reading throughout the entire period of study.
Tasks:
Describe reading as an aspect of teaching a foreign language;
Describe different types of reading;
Describe the stages of working with text;
Systematize techniques for teaching reading;
Present possible options for using reading teaching techniques.
2. Reading as an important part of speech activity.
The founder of the Whole Language movement, Kenneth Goodman, defined reading as a psycholinguistic process in which the reader interacts with text. Reading can act as an independent type of speech activity and as a means of developing related language and speech skills and abilities. Reading acts as an independent type of speech activity when we read in order to obtain the necessary information from the text.
Objectives of teaching reading: teach students to extract information from the text to the extent necessary to solve a specific speech problem.
Reading can act as a means of developing and controlling related speech and language skills, since:
The use of reading allows students to optimize the process of mastering language and speech material;
Communicative-oriented tasks for control of vocabulary and grammar, listening, writing and speaking presuppose the ability to read and are based on written texts and instructions;
Exercises for the formation and development of all language and speech skills and abilities are also based on text and written instructions for exercises and assignments.
Depending on the target setting, the following types of reading are distinguished: browsing/searching ( scanning ), introductory ( skimming ), studying ( intensive ). Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.
This is a quick, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information of interest to the reader, and on this basis make a decision whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract.
When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.
The completeness of understanding during skimming is determined by the ability to answer the question of whether a given text is of interest to the reader, which parts of the text may turn out to be the most informative in this regard and should subsequently become the subject of processing and comprehension with the involvement of other types of reading.
To teach scanning reading, it is necessary to select a number of thematically related text materials and create viewing situations. The scanning reading speed should not be lower than 500 words per minute, and educational tasks should be aimed at developing the skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use source text material in accordance with a specific communicative task.
2.2. Introductory reading represents cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is reading “for oneself”, without any prior special intention for subsequent use or reproduction of the information received.
During introductory reading, the main communicative task that the reader faces is to, as a result of quickly reading the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text, what exactly it says according to the data questions, etc. It requires the ability to distinguish between main and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent a subject of special study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded.
The pace of introductory reading should not be lower than 180 for English.
For practice in this type of reading, relatively long texts are used, linguistically easy, containing at least 25-30% of redundant, secondary information.
2.3. Studying reading provides the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’s ability to independently overcome difficulties in understanding a foreign text. The object of “study” in this type of reading is the information contained in the text, but not the language material. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with a clear pronunciation of the text to oneself or out loud, establishing the meaning of the text by analyzing linguistic forms, deliberately highlighting the most important theses and repeatedly speaking them out loud for the purpose of better memorization content for subsequent retelling, discussion, and use in work. It is studying reading that teaches a careful attitude towards the text.
Although learning reading unfolds at a leisurely pace, its approximate lower limit should be indicated, which is 50-60 words per minute.
For this type of reading, texts are selected that have educational value, informational significance and that present the greatest difficulty for this stage of learning, both in content and in language terms.
2.4. Search reading focused on reading newspapers and literature in the specialty. Its goal is to quickly find well-defined data (facts, characteristics, digital indicators, instructions) in a text or in an array of texts. It is aimed at finding specific information in the text. The reader knows from other sources that such information is contained in this book or article. Therefore, based on the typical structure of these texts, he immediately turns to certain parts or sections, which he subjects to student reading without detailed analysis. During search reading, the extraction of semantic information does not require discursive processes and occurs automatically. Such reading, like skimming, presupposes the ability to navigate the logical and semantic structure of the text, select from it the necessary information on a specific issue, select and combine information from several texts on individual issues.
In educational settings, search reading acts more like an exercise, since the search for this or that information is usually carried out at the direction of the teacher. Therefore, it is usually a concomitant component in the development of other types of reading.
As for the sequence of types of reading, two options are used in teaching practice: a) introductory - studying - viewing - searching; b) studying - introductory - viewing - searching. The latter option seems to be more effective, since it prepares all other types of reading to a greater extent.
2.2. Stages of working with text. Formation of skills for extracting information from text.
Working with text consists of several stages that allow you to build an order for studying the text and processing information.
2.2.1.Pre-text tasks (anticipation stage) are aimed at modeling background knowledge necessary and sufficient for the reception of a specific text, at eliminating semantic and linguistic difficulties in its understanding and at the same time at developing reading skills and abilities, developing a “comprehension strategy”. They take into account the lexico-grammatical, structural-semantic, linguostylistic and linguistic-cultural features of the text to be read.
Goals: determine (formulate) a speech task for the first reading; create the necessary level of motivation among students; reduce the level of language and speech difficulties.
Exercises and tasks:
1. Working with the title : determine the topic of the text; a list of problems raised in it; keywords and expressions.
2. Use of associations associated with the author’s name:
- What genre can the text be classified into?
- Who will be the main character, his profession, nationality?
- Where and at what time can the action take place?
3. Formulation of assumptions about the topic of the text based on the available illustrations.
4. With new vocabulary and determining the topic/problematics of the text based on linguistic guesswork.
6. Answer the questions before reading the text.
2.2.2. IN text assignments Students are offered communicative guidelines that contain instructions on the type of reading (studying, introductory, viewing, searching), speed and the need to solve certain cognitive and communicative tasks in the reading process.
Goals: control the degree of development of various language skills and speech abilities; continue to develop relevant skills and abilities.
Preliminary questions must meet a number of requirements:
They are built on the basis of actively acquired vocabulary and grammatical structures that are not used in the text in this form;
The answer to the preliminary question should reflect the main content of the relevant part of the text and should not be reduced to any one sentence from the text;
Taken together, the questions should present an adapted interpretation of the text.
In addition, students perform a number of exercises with text, ensuring the development of skills and abilities appropriate to a specific type of reading.
Exercises and tasks:
1. Find / select / read / connect / paste:
Answers to the proposed questions;
Confirmation of the correctness/logicalness of statements;
A suitable heading for each paragraph;
Suitable sentences missing from the text;
Sentences with the following words/grammatical phenomena;
Description of appearance/place/event/attitude;
2. Guess:
About the meaning of a word in context;
Which definition/translation most accurately reflects the meaning of the word in this context;
How events will develop in chapter 2/part of the text;
2.2.3. Post-text assignments are intended to test reading comprehension, to monitor the degree of development of reading skills and the possible use of the information received in future professional activities.
Goals: use the situation of the text as a linguistic (speech), content support for the development of skills in oral and written speech.
Exercises and tasks:
1. Refute my statements or agree with them.
2.Prove that...
3. Describe…
4.Say which of the following statements most accurately conveys the main idea of the text. Justify your answer.
5.Which of these expressions would the author agree with?
6.Make an outline of the text, highlighting its main ideas.
7.Tell the text from the perspective of the main character/observer, etc.
8. Briefly outline the content of the text/make an annotation/give a review of the text.
9. Come up with a new ending to the text.
Reading instruction should be as close as possible to real-life conditions in which students may need these skills
Search reading skills ( scanning ) in real life, we use it when we are watching a television program or advertising brochure, getting acquainted with a menu, the table of contents of a book, looking for an unfamiliar word in a dictionary, a telephone number in a directory, a product in a catalogue, information about the arrival of a train on a railway station display, etc.
Reading informative texts of a popular scientific and socio-political nature, such as an Internet page, a newspaper article, a report at a scientific conference, as a rule, begins with familiarization with their general content. In order to determine the main idea of the text, the reader needs to apply the skill of introductory reading ( skimming ).
Often in everyday life it is important for us to obtain detailed information about a phenomenon or event that interests us, which requires the ability to read with a full understanding of the content ( intensive reading ). Usually, in this way we read fiction (stories, poems, fairy tales, etc.), popular science articles, instructions, recipes, letters, books on the specialty, etc. This type assumes that the reader can stop at passages that interest him, re-read and analyze them. draw conclusions.
Obviously, not every text can be used to develop specific reading skills. In a teaching situation, when choosing a text, one should proceed from the skills that the teacher and his students are working to develop within the framework of the topic being studied.
3. Techniques and methods for effectively teaching various types of reading .
Assignments to the text must be adequate to the skills being developed. Some of the existing techniques for effectively teaching different types of reading are given in the following table.
| Introductory reading |
Study reading |
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| question and answer exercises |
question and answer exercises |
question and answer exercises |
multiple choice |
| writing short notes |
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| correction |
correction |
filling in the blanks |
drawing addition |
| naming |
finding similarities and differences |
addition exercise |
forecasting |
| comparison |
filling in the blanks |
correction |
quiz |
| multiple choice |
comparison |
finding similarities and differences |
|
| planning |
multiple choice |
filling in the blanks |
true/false statements |
| dividing text into paragraphs |
writing short notes |
recoding of information |
filling out the table |
| sequence restoration |
drawing addition |
"mosaic" |
|
| generalization |
quiz (quiz) |
making a list |
|
| true/false statements |
true/false statements |
comparison |
|
| filling out the table |
drawing up a semantic map |
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3.1 . Taking a quiz/quiz ( quiz )
Regional studies texts today occupy an increasingly important place in the process of teaching foreign languages. Thanks to such texts, students get acquainted with the realities of the country of the language they are studying, gain additional knowledge in the field of geography, education, culture, etc. The content of regional studies texts should be significant for schoolchildren, have a certain novelty, be it general information about educational institutions, about the state structure , about children's and youth organizations in the country of the language being studied, or about the peculiarities of speech behavior and etiquette.
An important link in the learning process is monitoring reading comprehension. Forms of control can be both traditional (for example: answering questions about the content of the text, finding geographical names in the text on a geographical map, briefly retelling the text, etc.) and non-traditional (such forms of control include primarily a test). Completing the test takes little time and allows you to simultaneously test all students in the class who are placed in equal conditions, that is, they work at the same time with material of the same volume and complexity.
American scientists, being the founders in the field of foreign language testing, distinguish between objective and subjective tests. In objective tests, the correctness of the answer is determined mechanically, using a pre-prepared key. In subjective tests, it is based on the opinion of the examiners.
Objective tests are built on the principle of selecting an answer from a number of proposed ones (what is called multiple-choice technique). The test, according to V. A. Kokkota, has several names: “test”, “test test”, “quiz”.
The algorithm for working with the quiz is as follows:
Stage 1 - implementation of frontal control through written execution of quiz tasks with symbols (for example: 1a, 2b, 3c, etc.);
Stage 2 - presentation of the key and checking of the work by the students themselves, followed by grading (9 - 10 correct answers - grade "5", 7-8 correct answers - grade "4", 5 - 6 correct answers - grade "3") ;
Stage 3 - statements of 2 - 3 students in the form of a micromonologue using a quiz as a reference signal or without it.
Practice shows that the systematic use of quizzes when working with texts of a regional nature provides a fairly high level of assimilation of realities and nationally specific information. Being accessible to all levels of secondary school, the quiz is another effective exercise that stimulates independent work of students, developing the ability to concisely present the main linguistic and cultural information presented in the text.
3.2. Semantic map method ( Mind -m apping )
When looking for ideas, we don’t even think about the structure of the text, the structure of the story, style, or spelling. Associations flow freely, turn into keywords, and the first relationships are outlined. At this stage, based on the main word, the theme and story are revealed through associations. Only after this is a sentence formed and the text structured. The choice of the main word may be decisive. It should be figurative, correspond to the mood, state, interests and capabilities of the speaker or writer and serve as a stimulus for subsequent communicative activities. Only with this approach to solving the problem is it possible to fully demonstrate oneself, one’s abilities, one’s individuality.
The Mind-mapping method (“semantic map”), developed by T. Buzan, is a working, thinking, creative tool. It is suitable as a support for collecting and organizing thoughts, as well as for planning, developing associative thinking, solving problems, asking questions, etc. The Mind-mapping method is a simple technology for recording thoughts, ideas, and conversations. Recording occurs quickly, associatively, in the form of “chaos” on paper. The topic should be directly in the center of the sheet of paper and be in the center of vision at any time. Thus, we look at a picture or navigate an unfamiliar area starting from the center, looking around in all directions.
The essence, structure and traditional design of Mind-mapping can be presented as follows (Fig. 1).
Such structure has its advantages.
memorability order of thoughts main branch additional branches
advantages consistency
Design rules
Application technique
help with lesson preparation size font color
for exams
The advantages of using the thought visualization method are the following:
· the main idea is clearly stated;
· the interrelations of many concepts and elements are easily recognized and become obvious;
· associative thinking develops, repetition occurs faster and more effectively;
· the map can be supplemented or edited later;
· cards are easily restored when recalled.
Mind-Mapping is an individual product of one person or one group. If students learn to present a topic using MM, they will continue to be willing to use this technique in the future. Mind-Mapping expresses their individual capabilities and creates space for the manifestation of their creative abilities.
Compilation Mind - Map provides the following stages:
1. The topic is written in the center of the sheet or board.
2. Students can say whatever comes to their mind regarding this topic. The teacher writes down these concepts and associations on one side of the board. The independence of students here is obvious; there is no censorship or assessment of whose idea is better or worse.
3.After everyone has spoken on the topic, you can jointly identify keywords.
4. The main branches branch off from the central topic, onto which other keywords are written.
5. All other above-mentioned ideas are organized on branches from these keywords. It is possible that at the same time, students will come up with new ideas, which are also written down. If a number of ideas do not fit the designated keywords, you need to define separate keywords for them.
6. Main and side branches can be numbered, highlighted in color, some words by agreement, can be replaced with symbols, pictures, etc.
Possibility of use " Mind - Mapping » when working with text.
In classes and other academic subjects, you have to not only read the text, understand the content, highlight the main thing, but also retell it. In this case, the following method of working with Mind-Mapping is possible: :
1. Students look through the text;
2. The text is read a second time, paragraph by paragraph. Students underline the most important statements or key words.
3. Using the highlighted concepts, the first Mind-Map is compiled. The topic is in the center, with underlined words grouped around it.
4. The text is read one last time, and Mind-Mapping is supplemented with clarifications in the form of branches from keywords.
3.3. Method of restoring/filling in gaps ( close )
This is a technique for working with connected text in which every n word is deliberately omitted (n ranges from 5 to 10). The students’ task is to restore the deformed text, to select the missing ones according to their meaning, based on the context or the usual combination of words. The cloze technique can only be used to develop reading skills with a full understanding of information, since filling in the gaps is impossible without understanding all the details listed in the text. For example, students receive a text in which every ninth word is missing. The students' task is to fill in the gaps with words that make sense.
3.4. Reception of division into categories ( categorizing )
This technique involves grouping linguistic or semantic elements according to designated categories or defining these categories. Categorizing can be used to develop all types of reading.
3.5. Reception « mosaic » (Jig-saw reading)
This technique was developed by Professor Elliot Aronson in 1978. This method of work is based on dividing the “bank of information”, i.e. text to read. After familiarizing themselves with a certain piece of information, students exchange it and restore the general content of the text. Students form groups to work on the text. The whole team can work on the same material. But at the same time, each member of the group receives a topic that he develops especially carefully and becomes an expert in it. Meetings of experts from different groups are held. Then everyone reports to their group about the work done. Everyone needs to listen carefully to each other and take notes. At the final stage, the teacher can ask any student in the group a question about the text. Or students take an individual test, which is assessed. The results are summarized. The team with the most points is awarded.
Sample tasks for groups on cards:
True/false.
Find in the text.
Answer the questions.
Put the sentences in the correct order. Etc/
When teaching reading, it is not enough just to correctly select or develop tasks for the text. It is also very important to prepare students to read.
Working with text is usually carried out in three stages: pre-text, text and post-text.
At the pre-text stage, preparation for reading is carried out, i.e. relieving language difficulties, introducing the topic and socio-cultural concepts and realities mentioned in the text. An important condition for successful further work with the text is the creation of a friendly atmosphere in the classroom, therefore the teacher at the pre-text stage must interest students, involve them in the work, thereby creating positive motivation. At this stage, the teacher can use the following working techniques: brainstorming, prediction/anticipation, associations with an illustration or title of the text, identifying students’ existing knowledge on the issues raised in the text, answering questions, etc.
The text stage includes tasks that students complete directly while reading. It is at this stage that communicative reading skills develop, and therefore it is the longest in time and can include several tasks, for example: filling out a table, drawing up a text plan, choosing a title for the text, filling in the blanks, true/false statements, matching pictures with sentences from the text , logical rearrangement of sentences, division of text into paragraphs, etc. These tasks allow you to test your reading comprehension.
The goal of the post-text stage is the integration of reading with productive communication skills, namely speaking and writing, i.e. Students apply the knowledge gained from reading in various speech situations. Assignments can include a discussion, role-playing game, presentation, conducting an opinion poll, writing a letter, an essay, a resume, an essay, a poem.
Conclusion
From all of the above, we can conclude that reading is an integral part of communicative activity, therefore it is necessary to constantly increase students’ motivation for learning to read through the introduction of new technologies and the activation of already proven methods and techniques.
At all levels of education, their own goals and objectives are set for each type of speech activity, and, in particular, for reading.
Having analyzed the results of teaching reading over the past three years, we can conclude that thanks to the introduction of new technologies, the percentage of quality and absolute academic performance is growing.
Bibliography:
1. Weisburg M.L., Blokhina S.A. Teaching understanding of a foreign language text when reading as a search activity//Foreign languages at school. – 1997. - No. 2. – p.33
2. Kokkota V. A. Lingvodidactic testing. - M., 1989.
3. Milrud R.P., Goncharov A.A. Theoretical and practical problems of teaching understanding the communicative meaning of a foreign language text // Foreign languages at school. -2003. - No. 1. – p.12
4. New pedagogical and information technologies in the education system / ed. E.S. Polat. – M.; Publishing center "Academy", 2000.
5. Oshchepkova T.V., Prolygina M.M., Starkova D.A. Techniques for teaching various types of reading//Foreign languages at school. – 2005. - No. 3. – p.14.
6. Useinova N.V. Techniques for involving students in interactive activities in English lessons // Foreign languages at school. – 2005. - No. 6. – p.49
Annex 1
Reception quiz during training
exploratory reading
Text 1 Country and People
There are fifty states in the United States of America. Two of them, Alaska and Hawaii, are not connected to the other states. The US is washed by the Pacific Ocean in the west, by the Atlantic Ocean in the east, by the Caribbean
Sea and the Gulf of Mexico in the south. In the north are Great
Lakes. Its area is over 9 m sq km.
The United States is a large country with many different natural wonders. It “goes from the shores of the Atlantic Ocean to the islands of Hawaii in the Pacific, and from cold, snowy northern Alaska to sunny Florida in the southeast, (the US has almost every kind of weather. Also, it has many kinds of land - rocky coasts, dry empty deserts, powerful rivers, wide plains and grasslands, lakes of all sizes, high mountains, great forests, sunny beaches, and lands of endless winter.
More than 250 million people live in the US. But the country is very big, so there is still a lot of open space and natural scenery outside the cities. Americans have tried to save many of the most beautiful wild areas of the United States. There are a lot of parks, forests and wildlands where you can enjoy the beauty and power of wild America. The Grand Canyon, Yosemite Valley, and Yellowstone are among the most famous.
Many rivers cross the United States. But the greatest is the mighty Mississippi. Native Americans called it "the father of waters". It begins quietly in the north of the country and ends in the Gulf of Mexico, nearly four thousand miles 1 (6,400 km) away. On its journey to the sea, the Mississippi travels through several states, and becomes larger and more powerful, it brings water to farmlands. And the Mississippi has been an important waterway since early times, when native Americans traveled on the river in canoes. Among other big rivers are the Colorado and the Missouri. The Colorado River rises in the Rocky Mountains or the Rockies that stretch from Alaska down almost to the south of the country. Another big mountain chain is the Appalachians in the east also running from north to south.
The Grand Canyon is one of America's main tourist attractions. It is so big that you must go there yourself to feel its true size and beauty. The Colorado River formed the Grand Canyon over millions of years. Slowly the river cut down through hard rock. Today, the canyon is one mile deep and 277 miles (363 km) long. It "s interesting that there are different kinds of plants and animals on opposite sides of the canyon. The south side is dry and desert country. The north side has tall forests.
The United States is a young country. Its written history is only a few hundred years old. It is sometimes, in fact, called the "New World". Over the last four hundred years millions of people have come to start a new life in this “New World”.
Americans are not afraid of new ideas. They built the first skyscrapers and they put the first man on the Moon. They like to be modern. They like exciting, modern cities, new houses, and new cars.
At the same time, Americans love old things. They like to visit historic houses and museums. They build old pioneer houses and remember the days of the "Wild West" Americans are interested in old traditions, but they are good at making new traditions too.
The people of the United States are a mixture of many different nationalities. Every American schoolchild learns that the United States is the big "melting pot" of countries. In a melting pot, different metals are melted together to make a new metal. The United States is like a melting pot for people. In the past, people from many different European countries came to the US and made one country out of many. In one city you can find people whose parents, grandparents or great-grandparents came from China, Africa, South America, Southeast Asia, and every European country. These different people brought to their new land a wonderful mixture of customs and traditions. The Germans brought Christmas trees. The I rish brought St. Patrick's Day celebrations. The Scots brought Hallowe'en.
1. Which states are not connected to the other ones?
a) Florida and Hawaii; b) Alaska and Hawaii; c) Utah and Alaska.
2. How many square kilometers is the area of the USA?
a) about 8 m;" b) over 10 m; c) over 9 m.
3. Where are the Appalachian Mountains located?
a) in the east; b) in the west; c) in the north.
4. What river do native Americans call “the father of waters”?
a) the Mississippi; b)the Colorado ; c) the Missouri
5. Where are the Rocky Mountains located?
a) in the east; b) in the west; c) in the south.
6. What river formed the Grand Canyon?
a) the Mississippi; b)the Colorado ; c) the Missouri.
7. Where are the five Great Lakes located?
a) between the USA and Canada; b) between the USA and Mexico.
8.
What is the population of the USA?
a) about 206 m; b) more than 236 m; c) more than 256 m.
9. What is the nickname of the USA?
a) “hot dog”; b) “melting pot”; c) “the old world”.
Key: 1b, 2c, 3a, 4a, 5b, 6b, 7a, 8c, 9b.
Appendix 2
Reception close when learning to read
with full understanding
Text 1 The Cat
Our cats were first tamed in Egypt.
There ___ many kinds of cats: white cats, black cats, ___ cats, red cats$ cats with long tails, cats ___ bushy tails, cats with no tails at all. ___ are clean and pretty. They are very wise, ___ can find their way anywhere. You can make ___ friends with cats, but they are not so ___ as dogs. They are more shy and independent. ___ cat has a nice coat. It is made ___ fur, and the fur is very thick and ___. The cat's feet have sharp claws. It can ___ them in, then its paws are soft. The ___ eyes are green and yellow. It can see ___ the dark and in the light. The light ___ the day is too strong for its eyes, ___it often shuts them. But at night, when ___ is only a little light, it opens its ___ very wide. When the cat is happy, it ___. It says, “Purr, purr.”
1)Write the suitable word in each gap.
Key: are, gray, with, cats, and, great, loving, the, of, warm, pull, cat’s, in, of, and, there, eyes, sings.
(if students use a word different from what the key is giving, but suitable for the context, it shouldn’t be considered a mistake.)
Appendix 3
Reception categorizing during training
introductory reading
1. Ransom
Stars: Mel Gibson, Rene Russo, Gary Sinise, Lili Taylor
Director: Ron Howard
Gibson plays millionare airline whose perfect family life is hijacked when kidnappers snatch his son and demand $2 mln ransom. He agrees to pay, but when the drop goes wrong, Mullen appears on TV to offer the money as a bounty on their heads – dead or alive.
Despite the fact that his distraught wife (Russo), the FBI and the public moral majority improve him to reverse his decision, so Mullen stands firm, believing that it is the only way to save his son’s life. As the stakes rise, on the other side of the fence, Mullen’s powerful frustration is mirrored by cop-turned kidnapper Jimmy Shaker (Sinise), who can only watch hopelessly as his perfect crime crumbles before his eyes. (1997)***
2.Daylight
Stars: Sylvester Stallone, Amy Brenneman
Director: Rob Cohen
A gigantic explosion rips through the commuter tunnel that acts umbilical cord between New Jersey and Manhattan, sealing both ends. There seems little hope for the handful of survivors trapped under the Hudson River, especially when the water begins to gush in by the gallon. Only ex-Emergency Medical Chief Kit Latura (Stallone) can save the day, and perhaps even exorcise a few past ghosts in the process. (1998)***
3.Overboard
Stars: Goldie Hawn, Kurt Russel
Director: Harry Marshall
A spoil heiress (Goldie Hawn) loses her memory when she falls of her luxury yacht. When she wakes up in hospital, a carpenter (Kurt Russel) who she has cheated claims her as his wife and takes her home to look after his unruly brood of children. (1987)****
Movie Rating: ***** Brilliant, **** Very Good, *** Worth Watching,
1)Read the brief descriptions of the films which are above. Define to what genre each film belongs.
1)Read the extracts from very famous books which are below. Define to what book each extract belongs and what genre it is.
1."The prince began to take off his fine clothes, and Tom took off his old clothes and put on the clothes of the prince. Tom looked at the prince as he stood there dressed in Tom's clothes. He had seen someone very like him before. Where had he seen him? "Come and look at us in the glass!" cried the prince. They were just like each other."
2. "I had slept for many hours. When I awoke it was just daylight. I tried to get up from the ground, but I could not move! My arms and feet were held down to the ground with strings. 1 1 heard some noise around me, but I could see nothing. In a little time I felt something alive moving on my foot, then it came over my body and up to my face. Turning my eyes down as much as 1 could, I saw a man. "He was less than 15 centimeters high."
3.“Alice and her big sister were sitting on the grass. Her sister was reading a book, but Alice had nothing to read… She was too sleepy… Just then, a white rabbit ran by, very near to her. That does not happen every day, but Alice did not wonder about it. But she did wonder when the rabbit took a watch out of its pocket and looked at it."
4."At seven o"clock on a hot evening in the Seeonee hills, Father Wolf woke up. There was a little animal at the mouth of the cave." It was & Tabaqui, the jackal. The wolves of India don't like Tabaqui. He makes trouble, Father Wolf could see from Tabaqui's eyes that he wanted to make trouble now. "Shere Khan ["ka:n], the Big One, has changed his hunting grounds," Tabaqui said."
5."There were 150 places at the table. Each knight 2 had his name written in his place. There were one hundred and twenty-eight knights at the table. As time went on other brave and good knights came, and King Arthur gave them places. One place was not filled for a long time. That place was for a knight who had never done any bad thing to anyone. It was called the "Seat Perilous ["peretas] if a bad man sat in it, he would die. After many years Sir Galahad ["gaelahad] came and was given that place."
Key: 1) “The Prince and the Pauper”-an adventure novel; 2) “Gulliver’s Travels” – an adventure novel; 3) “Alice’s Adventures in Wonderland” - a fairy-tale; 4) “The Jungle Book” – a fairy-tale; 5) “King Arthur and the Knights of the Round Table” – a legend.
Task: Read the instructions and define what units they belong to.
1. Avoid touching the hot metal parts of the unit. Slices of bread in the unit may burn. For this reason, do not use the unit near flammable objects. Do not operate the unit lying in its side – this could cause a fire! Place the appliance in a clear space to allow the necessary air to circulate.
2. Unplug the unit before filling it with water. When you finish the work, unplug the unit and empty out any remaining water in tank. Avoid any contacts with the steam jet to prevent burns.
3. Do not use the unit if you have wet hands or bare feet. Never move the unit while it is in use. Unplug the unit or remove it from its base when filling it or cleaning after use. Fit the appropriate plug according to the instructions.
Key: 1. – a toaster; 2. – an iron; 3. – a kettle.
Appendix 4
Forecasting technique ( predicting )
when teaching exploratory reading
|
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Pre-text stage .
Task: Look at the titles of these leaflets and say what sort of advertisements we are going to read today.
Text stage .
Task: Look through the advertisements of different resorts and fill in the table if the information is provided.
| The name of the place |
Health club/centre, sporting activities (put “+” if any) |
Number of restaurants |
||||
Post-text stage .
Task: Role-play –act out a situation.
You are a travel agent. You have received a call from one of the clients. Give the info he/she asks for. Try your best to persuade the client to travel with your company.
You are a traveler. You have looked through the ads of different resorts and have chosen one of them, which you’d like to visit. You telephone the travel agent to confirm the information about the price, duration and recreation activities.
AMERICAN FOOD AND DRINK
(by Terry Tomsha)
What is "American" food? The answer is that it is part Italian, part British, part German, part Mexican, part Chinese... When people from other countries came to live in the US, they brought different cooking traditions. Some of them opened restaurants. Today Americans enjoy food from all over the world. Over the years some foreign dishes changed a little. Doughnuts were originally from Holland. In 1847 a young American boy told his mother that her donuts were never cooked in the middle. He cut out the centers and his mother cooked them - and they were very tasty!
Maybe the US is most famous for "fast foods". The first fast food restaurants served hamburgers, but now they serve other kinds of food too. Inside there is often a "salad bar", where you can help yourself to as much salad as you want.
Americans eat a lot, and when they go to a restaurant, they don"t expect to be hungry afterwards. Most restaurants will put a lot of food on your plate - sometimes it can be too much. But if you can"t finish it all, don"t worry: they will give you a "doggy bag" and you can take it home.
Most Americans now have a light breakfast instead of the traditional eggs, bacon, toast, orange juice and coffee. But on weekends there is more time, and a large late breakfast or early lunch (“brunch”) is often eaten with family or friends.
Pretextual stage .
Task: Look at the title and say what the text can be about.
Text stage
Task 1: look through the text one more time and fill in the table about food which is really American
| yes “+”, no “+” |
|||||||
Task 2: What does “doggy bag” mean?
Post-text stage :
Task: say why you think:
1) American food is part Italian, part British, part German, etc.;
2) much famous food in America is "fast food";
3) there are usually "salad bars" inside fast food restaurants;
4) restaurant people bring "doggy bags" to those who can"t finish all
the food on their plates;
5) Americans now have a light breakfast.
Appendix 5
Semantic map method
( Mind - mapping )
at training student reading
Task: Read the text twice very attentively. And write out all the words which are associated with it. Mind the building of the “Mind-Map”!
“English VI” Text “Who Rules the Country”
English VII” text “The Printed Word”
“English VII” text “Danny’s Story”
Appendix 6
"Mosaic" technique ( Jig - saw reading ) when teaching student reading
Text 1.
INTERNET AND MODERN LIFE
The Internet has already entered our ordinary life. Everybody knows that the Internet is a global computer network, which embraces hundreds of millions of users all over the world and helps us to communicate with each other.
Nobody knows exactly how many people use the Internet today, because there are hundreds of millions of users and their number is growing.
Nowadays the most popular Internet service is e-mail. Most of the people use the network only for sending and receiving e-mail messages. They can do it either they are at home or in the internet clubs or at work. Other popular services are reading news, telnet (telephony), working, gambling (gambling) and playing through the internet. etc. You can read the latest copy of your favorite newspaper while planning your night's TV viewing and ordering some cheap CDs from American discount disc store.
You can debate important problems on line, surf the net and get all sorts of information, enter the chat room with other Internet users, correspond with your friends, open your own web page (web site) and place there information about yourself.
You can send an e-mail to someone you"ve never met before... Some people have “met” over the Internet and got married.
However, there are some problems. The most important problem is security. When you send an e-mail, your message can travel through many different networks and computers. The information can be changed. There are many encoding programs available. These programs are not perfect and can easily be cracked.
Another big and serious problem of the net is control. There is no effective control in the Internet, because a huge amount of information circulating through the net.
Pretextual stage .
Task: What words can you associate with the word “Internet”.
Text stage.
Card 1. True or false
1)The Internet isn’t a global network. 2) The number of users is growing day by day. 3) There are not so many services in the Internet. 4) You can do shopping over the Internet. 5)Special encoding programs can help users to save their information.
Card 2. Put in the correct order.
1)There are some problems with the Internet. 2) Most people use the net for sending e-mail. 3)Some people “find” each other through the Internet. 4) The Internet helps people to socialize with each other. 5) One can open his web page in the net.
Card 3. Fill in the table
Card 4. Make up the Mind Map.
Card 5. Quiz
1)What is the Internet?
a)a global computer; b) a global network;
c) our life
2)What do people do with the Internet?
a)use ; b) pay; c)play
3) What can people read on the Internet?
a) only newspapers; b)only books; c)everything
4) Why is security the most important problem?
a) messages can be lost; b) messages can be improved;
c)messages can be changed.
5) Why are encoding programs not perfect?
a) they can be broken down; b)they can be locked;
c) they can be opened
6)Why is control another big problem?
a) because of lack of information; b) because of lots of information;
c) because of rude users
Post-text stage .
Task: discuss the following questions:
1) Have you got an Internet access?
2) Do you think it’s useful?
3) Can the Internet help you do your homework?
4) What services are of great importance for you?
5) What are the advantages of e-mail/on-line shopping?
6) Some people have made friends through the Internet.
7) Some people say that computers make us less sociable.
Text 2.
MORE ABOUT BRITISH AND RUSSIAN TRADITIONS
Every nation and every country has its own traditions and customs. In Britain traditions play a more important role in the life of people than in other countries. They say British people are very conservative. They are proud of their traditions and carefully keep them up. But when we speak about British traditions we always remember that there are four parts in Britain - England, Scotland, Wales and Northern Ireland. Traditions are different in these parts of the country.
You already know some of the English traditions and holidays. We hope you remember St. Valentine's Day, St. Patrick's Day, Hallowe'en which have also become traditional American holidays. Here are some more facts about old English traditions.
One of the old English legends says that London can be the capital of the country, rich and great until twelve black ravens live in the Tower of London. Each has got its name and the keepers carefully look after them. If one of the birds dies, another younger raven takes its place. Londoners believe this legend and always bring some food to give to the birds when they come to the Tower. The keepers cut the birds" wings a bit as they are afraid that they may fly away.
Another old English tradition is Guy Fawkes Day. Children go out into the streets on the 5th of November with figures like scarecrows. They stand in the streets and squares asking for the usual "Penny for the Guy". Then with the money they have collected they buy fireworks and burn the guy (the figure like a scarecrow) on their bonfire.
People watch fireworks and some people go to parties in the evening.
People in Russia have their own special traditions. One of them is Maslenitsa - the holiday, which lasts for a week, to say "goodbye" to winter. People celebrate it at the end, of February or at the beginning of March. During this holiday they celebrate the end of winter and the beginning of spring. In old times people usually cooked pancakes, had fires, burnt straw 1 scarecrows of winter, they sang songs and danced. Now during "Maslenitsa week" people always cook pancakes. They invite their friends, their nearest and dearest to see each other and eat pancakes with sour cream, fish, caviar or butter, sugar, honey.
Though different countries have different traditions and holidays people all over the world know some of them. They are - Easter, Christmas and New Year.
Card №1
Task. Put in the correct order:
1. The keepers cut the birds’ wings.
2. British people are conservative.
3. Children ask for the usual “Penny for the Guy.”
4. Other traditions are Easter, Christmas and New Year.
5. People celebrate the beginning of spring.
Card №2
Task. True", "False" or "Don't Know".
1.Every country has its own traditions and customs.
2.There are no common traditions all over the world.
3.English people celebrate Maslenitsa.
4.There are some common holidays in England, Scotland, Wales and Northern Ireland.
5.London can be great until 10 black ravens live in the Tower.
6.English people celebrate Guy Fawkes Day on the 5th of November.
7.Russian people rarely eat pancakes with caviar now.
Card №3
Task Divide the text into the logical parts and name them.
The Unknown Southern Land
Even in medieval times there were stories about a large continent in the Southern Hemisphere. But Europeans had never seen it. They wondered what it was like and whether it was inhabited. They called this land terra australis incognita, or "the unknown southern land" - Australia.
Nowadays when people speak of Australia they can mean three things: 1) Australia as a continent; 2) Australia as an island and 3) Australia as an independent country. Australia is the world's largest island and its smallest continent. Asia is the continent nearest to Australia in the north. The icy shores of Antarctica lie to the south. New Zealand is to the east. To the west of Australia stretches the vast Indian Ocean.In the east the continent is washed by the Pacific Ocean.
Australia is a land of striking differences. In the center of the continent and in the west more than 50% of the land is desert - dry and uninhabited. There are three deserts there - the Great Sandy Desert, the Great Victoria Desert and the Gibson Desert, located between them. Naturally very few people live there. Most of them live on narrow coasts of the east and south-east. Main cities, where people live among tall office buildings, automobile plants and busy factories, are also located there.
In the north-east tropical forests cover the coast. In the mountains of the south-east -the snow lies for seven months of the year.
Australia is divided into six states and two territories.
New South Wales is Australia's leading industrial state. Most people live along the east coast, and most of them are in Sydney. Sydney is also the largest city in Australia.
In Victoria most people live in the south. Melbourne is the capital of the state and the largest city. Sheep and wheat are the main products here. Citrous fruits, grapes, peaches and apricots are grown along the Murray River.
Queensland is Australia's second largest state. Brisbane, its capital, is located on the east coast: Queensland has long beautiful sandy beaches. Its coast is a popular place for holidaymakers. The climate along the east coast is hot and humid. It is the tropical corner of Australia. Bananas and other tropical fruits are grown here. Most of the land in the south is too dry for farming. Some of Australia's most unproductive desert lands occupy the bigger part of the state.
The state of Western Australia is dry and inhospitable except the south-western corner of the state. Nearly all of the state's farms, sheep stations and fruit gardens are located there. The rest of the state is dry desert land with very few towns or lonely cattle stations.
South Australia is the third largest state. Most of South Australia's people, farms and industry are in the south-eastern part of the state. Adelaide is the capital and the largest city. Most of South Australia is too dry for farming. Farming very much depends on irrigation or underground water Some of Australia's most unproductive desert lands occupy the greater part of the state. Wheat and fruit (apricots, pears, peaches, nectarines and grapes) are grown along the lower part of the Murray River.
Tasmania , the island state, is sometimes called the apple isle because it produces most of Australia's apples. Tasmania is one of the few places in Australia that have enough rain all year. Tasmania is Australia's leading producer of pears and berries of different kinds . Potatoes are also grown in some areas.
Northern Territory is the least populated and least developed part of Australia. Crocodiles still live in some of the swamps along the coast. Darwin is its capital and the only large settlement in the north. Alice Springs, generally called Alice or the Alice, is the only town in the south.
The capital of Australia is Canberra. The city doesn't belong to any state. It is located on the Australian Capital Territory(ACT), which occupies an area of 2,432 square kilometres.
Pretextual stage .
Task: What do you know about Australia?
Text stage.
The class is divided into 4 groups of 3-4 people. Each group works on cards. Then there is an exchange of information between groups. To test understanding of the text, I use the “quiz” technique (card 5)
Card 1. True, false or don't know.
1)Australia is the largest continent in the world. 2)Australia is located in the Southern Hemisphere. 3) Vast areas of desert cover most of Central and Western Australia. 4)Melbourne is the Capital of Victoria. 5)The official name of the country is the Commonwealth of Australia. 6)There are 6 states in Australia. 7)Tasmania’s an island state.
Card 2. Put in the correct order.
1)The capital of Australia is Canberra. 2)There are three deserts in Australia. 3)Queensland is popular with holidaymakers. 4)Tasmania is the apple island. 5)When we speak about Australia we mean three things. 6)Darwin is the only large settlement.
Card 3. Fill in the table: what are Australian states and territories famous for. Put “+” where necessary
| Too dry land for |
The capital of Australia |
as main products |
The largest size |
||||||
Card 4. Make up the Mind Map.
Card 5. Quiz
1)What is the meaning of “ “terra australis incognita”?
a)a famous land; b) an unknown land;
c) a desert
2)How many great deserts are there in Australia?
a) 3; b) 4; c) 2
3) How many territories and states are there in Australia?
a) 7 and 2; b)6 and 2; c)2 and 6
4)Which state is famous for its fruit harvest?
a) Queensland; b) Tasmania;
c)Northern Territory.
5) Which state is famous for its holiday places?
a)Queensland; b) Tasmania;
c)Northern Territory.
6) Which state is the largest and the driest one in Australia?
a) South Australia; b) ACT;
c) Western Australia
7) Which state is the industrial centre?
a) South Australia; b) ACT;
c) New South Wales
8) Where is the capital of Australia located?
a) South Australia; b) ACT;
c) Victoria
9) Where are sheep and wheat the main products?
a) Tasmania; b) ACT;
c) Western Australia
Post-text stage .
Task: Get ready to speak about Australia.
· The geographical position of the country;
· Its main states and territories;
· The main Australian cities;
· The most and least populated areas;
· Things the country produces.
Study reading provides a thoughtful, deep understanding of the content of the text and its full coverage. One of the main techniques to help achieve this goal is asking questions after students read the text, or before reading (preliminary questions). The most effective is asking preliminary questions, since with their help students can: 1) it is advisable to change the plan of the text when retelling it; 2) compare the content of the studied text with previously learned material; 3) establish causal connections between phenomena; 4) improve your reasoning skills and draw independent conclusions. A purposeful and correctly formulated preliminary question significantly influences the nature of reading.
A more effective means of deepening understanding of a text is to pose questions to it in the process of reading and comprehending the content of what is being read. This technique allows us to consider reading and understanding an educational text as a solution to a mental problem, the essence of which is the ability to detect and solve those problems that make up the content of the text. The teacher must teach schoolchildren to read the text in such a way that, as they read, they pose questions that reflect the cognitive essence of the text, and with their help, they become aware of its logical structure, highlighting the main, fundamental things in it. The goal of the work is to awaken in students the desire to better understand the text and understand the unclear.
The specific ways to implement the described technique are varied. The teacher, for example, reads the following text aloud: “At Artek it has become a tradition to go out to the open sea and send letters to unfamiliar friends. The boats approach the pier and the journey begins. The outlines of familiar mountains melt into the foggy haze. Far out in the open sea, the guys throw bottles. They are picked up and carried away by the waves... (stop)
One of the bottles was thrown onto the Bulgarian coast by a wave. She was sent to the editorial office of the newspaper “Narodna Mladezh”... (stop)
making stops during which he addresses the class with questions of this type:
What would you like to know now?
What questions arise here?
Subsequently, students are invited to pose questions independently after reading a certain part of the text indicated by the teacher, or after reading the text as a whole. Mastering the techniques of learning reading is also facilitated by drawing up a plan, asking questions about the text to friends or a teacher, and drawing up answers to the questions posed.
Techniques of learning reading are implemented by students in the process of working with various texts in Russian language textbooks. First of all, these are the texts of paragraphs in which theoretical material is presented, facts and phenomena of a linguistic nature are explained, definitions of concepts are given, their characteristic features are listed, and rules are set out. Reading them is associated with the study of new material, with the knowledge of new phenomena and facts.
Deep penetration into the content of the text, awareness of the interconnection and sequence of all its parts is required from schoolchildren when studying texts containing examples of reasoning, methods of applying rules, examples of performing various types of analysis. By reading such texts, they master the appropriate methods of activity, assimilate the sequence of actions that must be performed in the course of solving a learning task, and realize their interconnection and interdependence.
And finally, studying (deep) reading is necessary when working with source texts at the stage of preparation for writing expositions (such texts are also contained in Russian language textbooks). The nature of its reproduction by students depends on the depth of perception of the source text, on the degree of awareness of its structure and features of linguistic design.
Introductory reading is a quick type of reading, the task of which is to understand the main ideas of each paragraph (each part) and the text as a whole, assimilate its content without a special intention for subsequent reproduction. Introductory reading is based on techniques for general coverage of content, requiring the ability to determine the topic of a text by the title, by its title, by its beginning and ending, to predict the content of the text, to navigate its composition, to divide the text into semantic parts and to establish relationships between them, to highlight the main and specific, essential and non-essential information, to see the key words that carry the main load.
These skills are formed in the process of performing special exercises, which are based on the following tasks: summarize the content of a sentence, paragraph, text; read sentences in which detailing words are underlined, first in full, and then without them (compare the meaning); emphasize words that can be omitted without compromising the transmission of basic information; find keywords in the text that carry basic information; find the main ideas of the text (paragraph), focusing on its title (abstract, outline). The listed exercises contribute to the development of the ability to quickly extract the necessary information, omitting the secondary, unimportant.
Introductory reading techniques are implemented in working with exercise texts, the content of which is closely related to the theoretical part of the paragraph. As a rule, texts of this kind are small in volume, interesting in content, and easy to understand. They provide information about the origin and life of words, about the norms of their use, illustrate certain provisions of the theoretical part of the topic being studied, etc. Introductory reading techniques are necessary for students to work with the texts of notes to paragraphs that provide additional information about the study -my facts, the provisions disclosed in the main text are clarified.
Reading in this case is guided by special tasks that specify the students’ task: to find that part of the text that could complement the text of the paragraph studied; what new things have you learned in comparison with previously studied material; briefly formulate the main idea of the text (the specified paragraph); find the part of the text that answers the question...; read part of the text and answer the question what needs to be done to... .
A special type of text in Russian language textbooks is represented by tasks for exercises, the mastery of which requires schoolchildren to use various reading techniques: either studying (if you need to reproduce tasks after reading, determine the main purpose of the task, the sequence of its implementation), or educational (if there is no intention for subsequent reproduction, if the number of specific tasks is small, and their nature does not require deep understanding).
Depending on the purpose and special tasks of analyzing tasks for exercises, appropriate reading techniques are put into action. To achieve a deep understanding of the nature of the task, the teacher precedes reading the text with a series of questions: read the task for the exercise and answer the questions: which task should you start with and why? Which of these tasks is the most difficult and why? What conclusion follows from this? What material needs to be repeated (or recalled) to complete the task (or part of it)? Read the text of the task and make a plan for its implementation.
If it is necessary to draw students’ attention not to everything, but only to certain points of the task, to update those of them that are related to the topic being studied or the solution of any particular educational problem, then students should be directed to introductory reading, giving such, for example , tasks:
Scanning reading is based on the ability to identify semantic milestones by the initial phrases of a paragraph, by headings, divide the text into semantic parts, highlight and summarize facts in the reading process, and predict the further development of the text.
To develop these skills, it is necessary to teach schoolchildren to analyze the title (title) of the text in the process of reading texts; correlate text material with non-verbal information (drawings, illustrations, tables, diagrams, etc.); predict the content of a text (paragraph) based on its initial sentences; comprehend ways of summarizing what was said at the end of the text. The following types of tasks are used for this:
name the key sentences of the paragraph;
name sentences that open a new topic of the text;
how can you continue the text if it is called...;
what (how many) parts will the text “Who would you like to be and why?” consist of?
Which part of the text of the paragraph does the pictures (diagrams, tables), etc. correspond to?
Russian language textbooks present texts that will require students to use skimming skills. These are excerpts from fiction, popular science works, and newspaper publications, which form the basis of many exercises. Tasks for them, as a rule, involve naming texts, determining the main idea, theme and style of the statement, highlighting its parts, etc. Completing some of these tasks is based on skimming reading skills, when the student must get a general idea of the content of the material, find the answer to any one specific question contained in the task (determine the style of the statement; name the main questions that the author raises; determine the type of connection between sentences, etc.). Similar tasks are provided in almost every exercise if it is based on text.
If the exercise is based on a literary text, students should pay attention to its expressive qualities, to those means of language that give it a special sound. For this purpose, tasks of the following nature are used:
what role do adjectives (or other parts of speech) play in the description?
what verbs are used to describe actions. ..;
how and why the order of words in the first and second parts of the text changes;
what forms of the verb help to describe past events visibly, figuratively;
Tasks of this type are provided in Russian language textbooks. They require students to deeply penetrate the content of the text, fully comprehend it, and are aimed at developing in schoolchildren an emotional perception of what they read, a sense of language, and a sense of beauty. In this case, it will be necessary to update the techniques of the student reading, because the nature of the reading task has changed. It follows from this that when working with exercise texts, it is necessary to correctly organize the implementation of tasks aimed at understanding their content:
If the exercise is based on a text, first of all you should complete tasks aimed at comprehending it (reading).
Before starting work, you need to clearly formulate a question that orients students to a specific type of reading.
Summarizing the results of the exercise, you should evaluate the completion of tasks related to reading and analyzing the text.
Teaching reading, developing and improving techniques for thinking about what is read is the most important methodological task facing a teacher of the Russian language. The ability to read correctly ensures the formation of other speech skills and creates the necessary basis for teaching schoolchildren to write summaries and essays, abstracts, notes, and annotations.
Reading from the point of view of mental processes occurs at various levels: from the ability to understand the content approximately to creative reading, in which the reader not only recreates the author’s train of thought, but also compares, synthesizes what he read, accepts or rejects the main idea, reorganizes his thought or comes up with a new one point of view. In other words, the reader demonstrates the ability to “understand the meaning and intention of the text and express his own intentions in a linguistic form that has influencing power” (Piepho N. E., 1974, S. 164).
Between the first and second types of reading, there are a number of intermediate ones that have important practical significance. Previous classifications of types of reading were based on factors that did not take into account levels of understanding and the degree of completeness of information extraction. A different approach to classification, developed in the domestic methodology (S.K. Folomkina) and abroad (K. Weber, A.Oliver, R.H.Alan, H. Frankenpohl), contributes not only to better organization of the material, but also to more correct development of exercises, in the construction of which, on the one hand, it is necessary to take into account the mechanisms underlying reading (both in the field of technical skills and at the level of semantic perception), on the other hand, the operations that the reader performs in each type of reading."
The foreign methodology offers over 30 types of reading, but upon closer examination it turns out that types of reading are sometimes understood as different stages of the same type or different ways of recording what has been read. For example, skimming in one of the works is divided into such types as: general review (skimming), preliminary review (preview), repeated review (review), final review (overview), scanning (Taylor S., Berg P., Frankenpohl H., 1968) 3.
The main types of reading still found in domestic and foreign works can be summarized in Table 9.
The table does not include such names as: home/class reading, reading with/without a dictionary, prepared (with previously removed difficulties)/unprepared, etc. All these names do not mean a new type of reading, they only indicate the place and form of the reading work on reading.
|
Discrimination options |
Reading type |
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|
According to reading form |
Reading to yourself |
Reading aloud |
|||
|
By using logical operations |
Analytical reading |
Synthetic reading |
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|
According to the depth of penetration into the content of the text |
Intensive Reading |
Extensive reading |
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|
By target |
Study reading |
Introductory reading |
Scanning reading |
Search reading |
|
|
By level of understanding |
Full/detailed understanding |
General/global understanding |
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Despite the presence of common features, there are serious differences between them, which makes special training in the two ways of reading necessary. Although most often they read silently, reading aloud often acts as a phonetic exercise, as an indirect indicator of developed speaking. It is not for nothing that M. West called reading aloud “prompted oral speech” (see: West M.R., 1960).
The oppositions “analytical - synthetic” reading are to a certain extent conditional, since in semantic perception, analytical-synthetic in nature, it is not always possible to separate these operations. Their ratio can change within the reading of not only one text, but even a paragraph. The names “intensive - extensive” reading correlate with the oppositions discussed above. Some authors call the first type reading with deep penetration into the content, and the second - fluent, superficial reading (see: Hegboldt P., 1963).
G. Westhof connects the difference in these types of reading with the speed of reading, volume and importance of texts (“important texts are read intensively, unimportant texts are read extensively”). The best result is achieved, according to the author, when both types are used simultaneously, and “the text is read as extensively as possible, and no more intensively than necessary” (“... so extensiv wie moglich liest und nicht intensiver als notwendig”) (Westhoff G. L., 1987, S. 77).
Let us dwell on a more detailed analysis of the types of reading proposed and described in detail by S.K. Folomkina (see: Folom-kina S.K., 1987).
S.K. Folomkin’s classification was based on the practical needs of readers: viewing story, article or book, familiarization with content, activity search necessary information, detailed studying, if necessary, language and content. Each type of reading is therefore associated with the solution of certain communicative tasks.
The purpose of education in schools of different types is three types of reading: introductory, search and studying 4.
Introductory and exploratory reading are types of quick reading. The difference between them lies in the degree of completeness and accuracy of understanding achieved.
Introductory reading involves extracting basic information from the text with a degree of completeness of understanding within 70-75%. This indicator is accepted by psychologists as the norm. The program refers to this level of penetration into the content as general/global understanding (see: Foreign Language Teaching Program..., 2000).
Search reading is associated with finding in the text specific information necessary for the reader: definitions, conclusions, factual data, regional information, etc. The text can be read in whole or in part if the student knows where the information he is interested in is located.
Exploratory reading involves achieving a detailed/complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the student, having an attitude towards long-term memorization, resorts to repeated reading, translation, and sometimes to written recording of the content, delving deeper into the essence of the communicative situation.
It is advisable to conduct study reading on texts that have cognitive value and informative significance, and are quite difficult in terms of language. Analysis, as S.K. Folomkina rightly notes, plays a supporting role. The linguistic form of the text contains many guidelines and tips, using which the student can later independently overcome language difficulties (see: Folomkina S.K., 1987, p. 95).