Reading- a motivated, receptive, mediated type of speech activity that occurs internally, aimed at extracting information from a fixed text in writing, proceeding on the basis of the processes of visual perception of arbitrary short-term memory and information recoding.

Learning to read in a foreign language. Types of reading.

When teaching a foreign language, reading is considered as an independent type of speech activity, which occupies a leading position in terms of its importance and accessibility.

It performs the following functions:

teaches independent work skills.
Text is often the basis for writing, speaking and listening.
Educational goals (morality, worldview, values).
Expanding horizons.
Instills a love for the book.

To achieve the goals set, it is necessary to attach to reading fiction, journalistic, scientific and special literature in a foreign language.

The subject of reading is someone else's thought, encoded in the text and subject to recognition in the visual perception of the text.

Product- inference, understanding of semantic content.

Result- impact on the reader and his own verbal or non-verbal behavior.

Unit this type of speech activity is a semantic decision made on the basis of processing the extracted information and its assignment.

Reading is based on the following principles selected by S.K. Folomkina:

learning to read is the learning of speech activity, i.e. communication, and not just a way of voicing the text;
learning to read should be built as a cognitive process;
teaching reading should include, along with receptive, and reproductive activities of students;
learning to read involves reliance on mastering the structure of the language.

Like any human activity, reading has a three-phase structure.
Namely:

1. The motivational-incentive phase of this activity, i.e. the emergence of a need, desire, interest in its implementation. It is set in motion by a special communicative task that creates an attitude to reading. Focuses on extracting all or basic, specific information. This determines the intent and strategy of reading.

2. The analytical-synthetic part of reading proceeds either only on the internal plane (understanding when reading to oneself), or on the internal and external plane (understanding when reading aloud) and includes mental processes: from visual perception of graphic signs, known and partially unknown language material and its recognition to its awareness and adoption of a semantic decision, i.e., to understanding the meaning.
Consequently, when reading, the analytic-synthetic part includes the executive part.

3. Control and self-control constitute the third phase of reading as a type of speech activity, which ensures the transfer of understanding to the external plane. This can be done with the help of other types of speech activity - speaking and writing. And also non-verbally, for example, with the help of signaling or behavioral reactions.

All of the above allows us to clarify the characteristics of reading as a complex type of speech activity. Having an internal and external plan, flowing in two forms (aloud and to oneself), carried out in close interaction with other types of speech activity.

The main educational and methodological unit of teaching reading is the text. Primarily, text - it is a communicative unit that reflects a certain pragmatic attitude of its creator.

As a unit, the text, in addition to reproducibility in different conditions, is characterized by integrity, social conditionality, semantic completeness, manifested in the structural and semantic organization of a speech work, the integration of parts of which is provided by semantic-thematic connections, as well as formal grammatical and lexical means.

In the methodology of teaching reading, there are various types of reading. At present, the most widely used classification of types of reading according to the degree of penetration into the text, proposed by S. Kh. Folomkina, which divides educational reading into studying, introductory, viewing and search.

studying Reading is carefully reading into the test to fully understand the content accurately and memorize the information contained for later use. When reading with full understanding, the content of an authentic text must be understood both main and secondary information, using all possible means of revealing the meaning of unfamiliar linguistic phenomena.

Introductory reading involves the extraction of basic information, while relying on the recreating imagination of the reader, thanks to which the meaning of the text is partially replenished. When reading with an understanding of the main content, the student should be able to determine the topic and highlight the main idea of the written message, separate the main facts from the secondary ones, omitting the details.

search engine reading involves mastering the ability to find in the text those elements of information that are significant for the performance of a particular educational task.

According to the function of reading, the following types are distinguished:
cognitive- reading only in order to extract information, comprehend and store it, briefly react to it, verbally or non-verbally.
value orientation- reading in order to then discuss, evaluate, retell the content of what was read, i.e. use the results of reading in other types of speech activity.
Regulatory- reading with subsequent substantive actions that correlate or do not correlate with those described in the text.

In the last two cases, reading acts simultaneously as a means of learning.

The purpose of teaching reading at school is the formation and development of reading skills as a type of speech activity, and not teaching the types of reading, which are only a means to achieve a common goal.

The sequence of highlighting the types of reading is essential to achieve the basic type of learning in foreign languages, which acts as a state standard, the achievement of which is mandatory for all students, regardless of the type of school and the specifics of the course of study, and the measurement of which should give an objective assessment of the minimum level of students' knowledge of a foreign language.

First stage secondary school education plays the role of a foundation in the formation of a communicative core and is at the same time a preparatory stage during which students acquire a set of fundamental reading skills and abilities. Starting from known sounds, students master the lettering, the technique of reading aloud and to themselves with a full understanding of the text containing 2-4% of unfamiliar words. By the end of this stage, reading acquires a relatively independent meaning as a way of foreign language communication.

For middle stage learning is characterized by reading with a complete understanding of the main content, which involves the use of all reading skills in a complex: the ability to achieve understanding, overcoming obstacles in all available ways, as well as the ability to ignore obstacles, extracting only essential information from the text, the ability to read texts presented for the first time to oneself in order to a complete understanding of the information, in order to extract the main information and partial information.

On the senior stage improving the skills, abilities,
previously purchased. Reading at this stage is aimed at learning to read with complete and accurate understanding. Teaching this reading skill is discussed by practical necessity: a high school graduate must understand original and slightly adapted texts from socio-political and popular science literature that he may encounter in his professional activities, in further language studies or for self-educational purposes.

Particularly significant at this stage of training is the development of the following skills:
- determine the nature of the text being read (popular science, socio-political, artistic);
- extract the necessary information from the text;
- compose and write down abstracts, annotations of the read text;

The school curriculum for the study of foreign languages specifies the requirements for practical knowledge of a foreign language in the field of reading. According to the program, students completion of senior stage should be able to:
a ) in order to extract complete information read uncomplicated original texts from socio-political and popular science literature, as well as adapted texts from fiction, containing up to 6-10% of unfamiliar vocabulary, silently presented for the first time;
in ) in order to extract basic information to read to oneself (without using a dictionary) for the first time presented texts from socio-political and popular science literature, containing up to 5-8% of unfamiliar words, the meaning of which can be guessed or ignorance of which does not affect the understanding of the main content of what is being read.
With) in order to extract partial information read silently in viewing mode (without using a dictionary) for the first time presented partially adapted or non-adapted texts from socio-political and popular science literature.

Principles of teaching reading:

teaching reading should be teaching speech reality. Compliance with this principle is important for the correct orientation of student motivation. Often texts are needed only for familiarization. Reading should also be the goal. This is achieved if the text is considered as material for practical activities. Reading a text always involves comprehension and verbal and non-verbal communication.
Reading should be built as a cognitive process. The content of the text is important. The content predetermines whether students will relate to reading in a foreign language as a way of obtaining information. All texts should be interesting and meaningful.
Principles of reliance on students' experience of reading in their native language.
When teaching text comprehension, one should rely on students' mastery of the structure of the language. Relationship of text with vocabulary and grammar.
The inclusion of not only receptive, but also reproductive activity.
The principle of automation of reading techniques. Reading skills need to be developed.

Today there are many methods for teaching reading.

Method I.L. Beam is based on the phased organization of teaching reading: from orientation in individual actions at different levels of material organization (word, phrase, separate sentence, related text) to the execution of these actions and the implementation of reading as a whole, and first in the form of loud reading and then through specially organized transition - learning to read silently and further formation of text recognition actions in its line.

I.L. Beam identifies four types of exercises:
1. orientation exercises
2. executive exercises of the first level
3. executive exercises of the second level
4. control exercises.

I type of exercises:
BUT - exercises orienting in the implementation of this activity, directing students' attention to certain aspects of the technique of reading aloud and to the development of individual reading mechanisms: at the word level, at the phrase level, at the sentence level, at the level of a related text.
B- exercises orienting in the technique of reading to oneself. They are usually carried out at the level of the sentence and the associated text.

II type of exercises– performing at the level of training in reading as mediated communication. They are carried out on a related text, involve repeated return to it and fix the attention of schoolchildren both on the content side of the texts and on the methods of removing interference, i.e. on how to read to gain understanding, whether by guessing or by using a dictionary. They can contain various supports: pictorial (drawings, font), verbal (footnotes with comments, translation, synonyms).

III type of exercise- controlling, specially used to determine the formation of the ability to read. These can practically be the same exercises, but aimed specifically at control, as well as special tests: for multiple choice, for recovering missing words, and others. Controlling exercises can, as it were, be included in the program of actions with the text, or they can also act as an end in itself, for example, during the final control of reading at the end of work on a paragraph.

Methodology E.A. Maslyko and P.K. Babinskaya is based on the phased work with the text. They distinguish three stages of work on the text:

Pre-text - awakening and stimulating motivation to work with the text; updating the personal experience of students by attracting knowledge from other educational areas of school subjects; predicting the content of the text based on the knowledge of students, their life experience, headings and pictures, etc. (formation of predictive skills). One important rule must be observed here: all preliminary work on the text should not concern its content, otherwise the students will not be interested in reading it, since they will not find anything new for themselves in this text.
Test - reading the text of its individual parts) in order to solve a specific communicative task formulated in the assignment to the text and set by the student before reading the text itself. The object of reading control should be its understanding (the result of the activity). At the same time, the control of understanding of the read text should be associated both with the communicative tasks that are set for students and with the type of reading.
Post-text - the use of the content of the text to develop the skills of schoolchildren to express their thoughts in oral and written speech. The exercises proposed at this stage are aimed at developing the skills of the reproductive plan, reproductive-productive and productive.

To form reading skills and organize work with texts at different stages, E.A. Maslyko and P.K. Babinskaya offer a developed system of exercises.

The first group of exercises is related to the reproduction of text material based on its keywords, supporting sentences, its abbreviated or simplified version. Students are offered tasks in creative text processing.

The second group of exercises is related to the development of skills of a reproductive-productive nature, that is, the ability to reproduce and interpret the content of the text in the context of the topics covered in it.

The purpose of the third group of exercises is to develop productive skills that allow students to use the information received in situations that simulate authentic communication, and in situations of natural communication, when the student acts “on his own behalf”.

To teach reading more complex texts with full understanding, carried out in high school, it is necessary to form students' ability to independently overcome difficulties in extracting information using analytical actions, which makes it necessary to analyze incomprehensible places.

Difficulties in understanding German texts are often associated with the inflectional-analytical feature of the German language. This is connected with the phenomenon of grammatical homonymy, which is especially dangerous in a purely formal approach to analysis.

S.F. Shatilov in his approach two types of analytical exercises for the recognition of similar elements:
- Partial semantic-formal analytical action, the purpose of which is to clarify inaccurately understood grammatical phenomena while understanding the context as a whole. The student goes from the meaning of the context to the analysis of the grammatical form.
- Formal-semantic analytical action - aims to find out the meaning of incomprehensible grammatical phenomena in case of misunderstanding of the microtext. In this case, the student is forced to proceed from the formal features of the grammatical phenomenon and identify its function (meaning) in this context.

When working on the lexical side of reading S.F. Shatilov pays special attention to exercises that develop students' contextual guess based on the structure of words.

Vocabulary exercises also deserve close attention:
- on the orientation of students in the alphabet based on knowledge of the sequence of letters of the alphabet;
- on the development of generally accepted symbols and their decoding;
- exercises for the formation of the ability to transform any grammatical form of the word found in the text;
- exercises in finding in the dictionary the meaning of a polysemantic word necessary for a given context, stable phraseological phrases;
- exercises to determine the meaning of a compound word by its elements.

G.V. Rogova believes that it is necessary to teach reading in two stages:
- Learning to read aloud
- Learn to read to yourself.

When learning to read aloud, the following modes are used:
I mode. Reading aloud based on the standard.
The standard can come from the teacher, it can be given in the record. In both cases, reading aloud is preceded by a certain analytical stage, which consists in the sound-letter analysis of difficult phenomena and in the markup of the text. The standard sounds twice: expressively, in a continuous text, then with pauses, during which students read, trying to imitate the standard (“paused reading”). In conclusion, students read the text continuously, first in a whisper, then aloud. The indicator of correctness is intonation and the solution of elementary semantic tasks.
However, one should not abuse reading aloud based on the standard, since a large proportion of imitation can lead to passive perception, which will slow down learning to read. Therefore, this mode must be combined with independent reading without a standard.

II mode. Reading aloud without a standard, but with preparation in time.
This mode maximizes the perception of graphic matter by students, increases their responsibility. The sequence of work is as follows:

"Reception" in the form of reading to oneself, followed by text markup. Here, reading acts as a means of finding intonation, that is, as a stage of reading aloud
Mutual Reading. In the course of pair work, students first check the markup of the text from each other, then take turns reading the text to each other. Mutual reading enhances the appeal and overall expressiveness of reading.

III mode. Reading without standard and preliminary preparation.
Two successive stages are distinguished here: reading without standards and preliminary preparation of previously worked out texts and new ones.

Reading aloud previously worked texts is primarily aimed at developing fluency and expressiveness of reading. It should be carried out periodically at the end of work on the topic, when 3-4 texts are accumulated. Such reading should be arranged as a kind of "review of forces", it can be organized in the form of a "competition for the best reader."

Reading new texts is also done without preparation in time. Such reading is as close as possible to the natural conditions of reading in a foreign language, in which students highlight unfamiliar language material, recognize a potential dictionary, and generally become attached to the perception and understanding of unfamiliar parts of the text. This mode of reading aloud involves the activation of thought processes.

All of the named modes of learning to read aloud should be used in combination.

Learning to read silently is also important. Introduction to reading to oneself begins already at the initial stage, being a subordinate form of reading aloud. Sometimes it is used as a certain stage of learning to read aloud, when the processes of perception and understanding have not yet become simultaneous; students skim through the text. Grasping its general content, looking for an adequate intonation. Then reading to oneself begins to “break through” as an independent activity, first in a small volume, and then expanding from class to class.

Study reading provides a thoughtful, deep understanding of the content of the text and its full coverage. One of the main techniques that contribute to the achievement of this goal is the posing of questions after reading the text by schoolchildren, or before reading (preliminary questions). The most effective is the formulation of 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 relationships between phenomena; 4) improve your ability to reason and draw independent conclusions. A purposeful and correctly formulated preliminary question significantly affects the nature of reading.

A more effective means of deepening the understanding of the text is the method of self-raising questions to it in the process of reading and understanding the content of what is being read. This technique allows us to consider reading and understanding the educational text as a solution to a mental problem, the essence of which is the ability to detect and solve the problems that make up the content of the text. The teacher should teach schoolchildren to read the text in such a way that in the course of reading they set themselves questions that reflect the cognitive essence of the text, and with their help they become aware of its logical structure, highlighting the main thing in it. The purpose of the work is to awaken in students the desire to better understand the text, to understand the unclear.

The specific ways of implementing the described technique are varied. The teacher, for example, reads the following text aloud: “It has become a tradition in Artek to go to the open sea and send letters to strangers. Boats approach the pier, and the journey begins. The outlines of familiar mountains are melting in a foggy haze. Far away in the open sea, the guys are throwing bottles. They are picked up and carried away by the waves ... (stop)

The wave threw one of the bottles onto the Bulgarian coast. She was sent to the editorial office of the newspaper "Narodna Mlodezh" ... (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 independently raise questions after reading a certain part of the text indicated by the teacher, or after reading the text as a whole. Mastering the techniques of studying reading is also facilitated by drawing up a plan, posing questions on the text to comrades or a teacher, and compiling answers to the questions posed.

Learning reading techniques are implemented by students in the process of working with various texts in Russian textbooks. First of all, these are the texts of paragraphs that present theoretical material, explain facts and phenomena of a linguistic nature, give definitions of concepts, list their characteristic features, and set out rules. Their reading is connected 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 relationship and sequence of all its parts is required from schoolchildren when studying texts containing reasoning patterns, methods of applying rules, and examples of performing various types of analysis. Reading such texts, they master the appropriate methods of activity, learn the sequence of actions that must be performed in the course of solving the educational 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 language 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, to assimilate its content without a special setting for subsequent reproduction. Introductory reading is based on methods of general content coverage, which require the ability to determine the topic of the text by the title, by title, by its beginning and ending, predict the content of the text, navigate its composition, divide the text into semantic parts and establish relationships between them, highlight the main and concretizing, essential and non-essential information, 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); underline words that can be omitted without prejudice to the transmission of basic information; find in the text keywords that carry basic information; find the main thoughts of the text (paragraph), focusing on its title (abstract, plan). The above exercises contribute to the development of the ability to quickly extract the necessary information, omitting the secondary, insignificant.

Introductory reading techniques are implemented in the work with the texts of exercises, the content of which is closely related to the theoretical part of the paragraph. As a rule, texts of this kind are small in size, interesting in content, 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 under study, etc. -my facts, the provisions disclosed in the main text are clarified.

Reading in this case is directed by special tasks that specify the task of students: to find that part of the text that could supplement the text of the studied paragraph; what new things did you learn in comparison with the previously studied material; briefly formulate the main idea of the text (indicated paragraph); find the part of the text that answers the question...; read a part of the text and answer the question what needs to be done to ... .

A special type of texts in Russian language textbooks are tasks for exercises, the development of which requires schoolchildren to use various reading techniques: either studying (if you want to reproduce tasks after reading, determine the main goal of the task, the sequence of its implementation), or instructive (if there is no setting for subsequent reproduction, if the number of specific tasks is small, and their nature does not require deep reflection).

Depending on the purpose and special tasks of the analysis of tasks for the exercises, the corresponding reading techniques are activated. In order to achieve a deep understanding of the nature of the task, the teacher precedes the reading of the text with a series of questions: read the task for the exercise and answer the questions: with which of the tasks should the exercise be started and why? Which of these tasks is the most difficult and why? What follows from this? What material needs to be repeated (or recalled) in order to complete the task (or part of it)? Read the text of the task and make a plan for its implementation.

If it is required to draw the attention of students not to everything, but only to certain points of the task, to update those that are related to the topic under study or the solution of any particular educational task, then schoolchildren should be aimed at introductory reading, giving such, for example , tasks:

View reading is based on the ability to highlight semantic milestones by the initial phrases of a paragraph, by headings, divide the text into semantic parts, highlight and summarize facts in the process of reading, and predict the further development of the text.

To form these skills, it is necessary in the process of reading texts to teach schoolchildren to analyze the heading (title) of the text; correlate textual material with non-verbal information (drawings, illustrations, tables, diagrams, etc.); predict the content of the text (paragraph) according to its initial sentences; think about ways to summarize what was said at the end of the text. For this, the following types of tasks are used:

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;

with which part of the text of the paragraph do the figures (diagrams, tables), etc. correspond?

Russian language textbooks contain texts that will require students to use skimming reading skills. These are excerpts from fiction, popular science works, newspaper publications, which form the basis of many exercises. Tasks for them, as a rule, provide for the title of texts, determining the main idea, topic and style of the statement, highlighting its parts, etc. The implementation of some of these tasks is based on viewing 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 issues raised by the author; determine the type of connection between sentences, etc.). Similar tasks are provided for in almost every exercise, if it is based on text.

If the exercise is based on a literary text, the attention of schoolchildren should be drawn to its expressive merits, to those means of language that give it a special sound. For this purpose, tasks of the following nature are used:

what role adjectives (or other parts of speech) play in the description;

What verbs are used to describe actions. ..;

how and why the word order changes in the first and second parts of the text;

what forms of the verb help to describe past events visually, figuratively;

Tasks of this type are provided in Russian language textbooks. They require students to deeply penetrate into the content of the text, to fully comprehend it, and are aimed at developing in schoolchildren an emotional perception of what they read, a linguistic instinct, and a sense of beauty. In this case, it will be necessary to update the methods of studying reading, because the nature of the reading task has changed. From this it follows that when working with the texts of exercises, it is necessary to properly organize the execution of tasks aimed at understanding their content:

If the exercise is based on a text, first of all, you should complete tasks aimed at its comprehension (reading).

Before starting work, you need to clearly formulate a question that orients students to a certain type of reading.

Summarizing the results of the work on the exercise, one should evaluate the performance of tasks related to reading and analyzing the text.

Teaching reading, developing and improving the methods of comprehension of what is read is the most important methodological task facing the teacher of the Russian language. The ability to read correctly provides the formation of other speech skills, creates the necessary basis for teaching schoolchildren to write summaries and essays, abstracts, abstracts, annotations.

DEPARTMENT OF EDUCATION OF THE CITY OF TROITSK, CHELYABINSK REGION MUNICIPAL GENERAL EDUCATIONAL INSTITUTION "GYMNASIUM No. 23"

Techniques and methods for effective learning

different types of reading

(From work experience)

Mikhaleva Nadezhda Gennadievna

English teacher, Gymnasium No. 23

Troitsk, Chelyabinsk region.

Troitsk, 2009

1.	Introduction	3
2.	Reading as an important link in speech activity	5
2.1. Types of reading 2.1.1. Review reading; 2.1.2. Introductory reading; 2.1.3. learning reading; 2.1.4. Exploratory reading.	5 5 6 7 8
2.2. Stages of working with text and the formation of skills for extracting information from text 2.2.1. Pre-text stage; 2.2.2. Text stage; 2.2.3. post-text stage.	9 9 10 11
3.	Techniques and methods for effectively teaching various types of reading	13
3.1. Taking a quiz; 3.2. Semantic map method; 3.3. Acceptance of restoration / filling in gaps; 3.4. Reception of division into categories; 3.5 Reception "mosaic".	14 15 18 18 19
4.	Conclusion	21
5.	Bibliographic list	21
6.	Applications	22 - 53

Introduction

The implementation of the State Concept for the Development of Modern Russian Education is aimed at significantly updating the content of education.

One of the main directions of modernization of general education are:

The activity nature of education, the focus of the content of education on the formation of general educational skills and abilities, generalized methods of educational, cognitive, communicative, practical, creative activity, for students to gain experience in this activity;

Formation of key competencies - the readiness of students to use the acquired knowledge, skills and methods of activity in real life to solve practical problems;

Through the organization of the 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 their knowledge and experience, their mood and will to solve problems in specific life circumstances.

In the conditions of a modern dynamic society, which sociologists and historians call informational, information and communication activities and the communicative competence formed on its basis are of particular importance.

Communicative competence involves the possession of all types of speech activity, the culture of oral and written speech; the skills and abilities of using the language in various areas and situations of communication, corresponding to the experience, interests, psychological characteristics of students. Possession of new technologies, understanding of their application, their strengths and weaknesses, the ability to critically relate to 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 both in the ninth grade and in the eleventh grade. Therefore, it is necessary to use not only new technologies, but also work out those that have already been tested by time.

Objective: to summarize the experience in selecting techniques and methods of working on different types of reading during the entire period of study.

Tasks:

To characterize reading as an aspect of teaching a foreign language;

Describe the different types of reading;

Describe the stages of working with text;

Systematize the methods of teaching reading;

Present possible options for using reading teaching techniques.

2. Reading as an important link in 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: to teach students to extract information from the text to the extent necessary to solve a specific speech task.

Reading can act as a means of formation and control of related speech skills and language skills, since:

The use of reading allows students to optimize the process of learning language and speech material;

Communicative-orienting tasks for the control of vocabulary and grammar, listening, writing and speaking require the ability to read and are built on the basis of written texts and instructions;

Exercises for the formation and development of all language and speech skills and abilities are also built based on the text and written instructions for exercises and tasks.

Depending on the target setting, the following types of reading are distinguished: viewing/search (scanning), introductory (skimming) studying (intensive). A mature ability to read implies both the possession of all types of reading, and the ease of transition from one of its types to another, depending on the change in the purpose of obtaining information from a given text.

This is a fluent, 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 to decide 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 viewing reading, it is sometimes enough to familiarize yourself with the content of the first paragraph and the key sentence and view 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, because the reader focuses on the main facts, operates in larger sections. This type of reading requires from the reader a fairly high qualification as a reader and possession of a significant amount of language material.

The completeness of understanding during viewing reading is determined by the ability to answer the question of whether this text is of interest to the reader, which parts of the text may be the most informative in this respect and should be further processed and comprehended with the involvement of other types of reading.

To teach viewing reading, it is necessary to select a number of thematically related text materials and create viewing situations. The speed of viewing reading should not be less than 500 words per minute, and learning tasks should be aimed at developing skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use the source text material in accordance with a specific communicative task.

2.2. Introductoryreading is a cognitive reading, in which the entire speech work (book, article, story) becomes the subject of the reader's attention without setting to receive specific information. This is reading “for oneself”, without prior special installation for the subsequent use or reproduction of the information received.

During introductory reading, the main communicative task that the reader faces is to extract the basic information contained in it as a result of a quick reading of the entire text, that is, to find out what issues and how are resolved in the text, what exactly is said in it according to the data. questions, etc. It requires the ability to distinguish between primary and secondary information. This is how we usually read works of art, newspaper articles, popular science literature, when they are not the subject of special study. The processing of text information is carried out sequentially and involuntarily, its result is the construction of complex images of what is read. At the same time, deliberate attention to the linguistic components of the text, elements of analysis are excluded.

The pace of introductory reading should not be below 180 for the English language.

For practice in this type of reading, relatively long texts are used, which are easy in terms of language, containing at least 25-30% of redundant, secondary information.

2.3. studyingreading provides for the most complete and accurate understanding of all the information contained in the text and its critical reflection. This is a thoughtful and unhurried reading, which involves a purposeful analysis of the content of the text 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. Learning reading is characterized by a greater number of regressions than other types of reading - re-reading parts of the text, sometimes with a clear pronunciation of the text to oneself or aloud, establishing the meaning of the text by analyzing language forms, deliberately highlighting the most important theses and repeatedly saying them aloud in order to better remember content for subsequent retelling, discussion, use in the work. It is studying reading that teaches a careful attitude to the text.

DEPARTMENT OF EDUCATION OF THE CITY OF TROITSK, CHELYABINSK REGION MUNICIPAL GENERAL EDUCATIONAL INSTITUTION "GYMNASIUM No. 23"

Techniques and methods for effective learning

different types of reading

(From work experience)

Mikhaleva Nadezhda Gennadievna

English teacher, Gymnasium No. 23

Troitsk, Chelyabinsk region.

Troitsk, 2009

	Introduction
	Reading as an important link in speech activity
2.1.2. Introductory reading; 2.1.3. learning reading; 2.1.4. Exploratory reading.
2.2. Stages of working with text and the formation of skills for extracting information from text 2.2.1. Pre-text stage; 2.2.2. Text stage; 2.2.3. post-text stage.

3.1. Taking a quiz; 3.2. Semantic map method; 3.3. Acceptance of restoration / filling in gaps; 3.4. Reception of division into categories; 3.5 Reception "mosaic".
	Conclusion
	Bibliographic list
	Applications

Introduction

The implementation of the State Concept for the Development of Modern Russian Education is aimed at significantly updating the content of education.

One of the main directions of modernization of general education are:

Formation of key competencies - the readiness of students to use the acquired knowledge, skills and methods of activity in real life to solve practical problems;

Objective: to summarize the experience in selecting techniques and methods of working on different types of reading during the entire period of study.

Tasks:

To characterize reading as an aspect of teaching a foreign language;

Describe the different types of reading;

Describe the stages of working with text;

Systematize the methods of teaching reading;

Present possible options for using reading teaching techniques.

2. Reading as an important link in speech activity.

Objectives of Teaching Reading: to teach students to extract information from the text to the extent necessary to solve a specific speech task.

Reading can act as a means of formation and control of related speech skills and language skills, since:

The use of reading allows students to optimize the process of learning language and speech material;

Communicative-orienting tasks for the control of vocabulary and grammar, listening, writing and speaking require the ability to read and are built on the basis of written texts and instructions;

Exercises for the formation and development of all language and speech skills and abilities are also built based on the text and written instructions for exercises and tasks.

Depending on the target setting, the following types of reading are distinguished: viewing/search ( scanning ), introductory ( skimming ) studying ( intensive ). A mature ability to read implies both the possession of all types of reading, and the ease of transition from one of its types to another, depending on the change in the purpose of obtaining information from a given text.

2.2. Introductory reading is a cognitive reading, in which the entire speech work (book, article, story) becomes the subject of the reader's attention without setting to receive specific information. This is reading “for oneself”, without prior special installation for the subsequent use or reproduction of the information received.

The pace of introductory reading should not be below 180 for the English language.

For practice in this type of reading, relatively long texts are used, which are easy in terms of language, containing at least 25-30% of redundant, secondary information.

2.3. studying reading provides for the most complete and accurate understanding of all the information contained in the text and its critical reflection. This is a thoughtful and unhurried reading, which involves a purposeful analysis of the content of the text 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. Learning reading is characterized by a greater number of regressions than other types of reading - re-reading parts of the text, sometimes with a clear pronunciation of the text to oneself or aloud, establishing the meaning of the text by analyzing language forms, deliberately highlighting the most important theses and repeatedly saying them aloud in order to better remember content for subsequent retelling, discussion, use in the work. It is studying reading that teaches a careful attitude to the text.

Although learning reading unfolds at a leisurely pace, its approximate lower limit should be pointed out, which is 50-60 words per minute.

For this type of reading, texts are selected that have cognitive value, informative significance and present the greatest difficulty for this stage of learning, both in terms of content and language.

2.4. search engine reading focused on reading newspapers and literature in the specialty. Its purpose is to quickly find quite definite data (facts, characteristics, numerical indicators, indications) 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, article. Therefore, based on the typical data structure of texts, he immediately turns to certain parts or sections, which he subjects to studying reading without detailed analysis. In exploratory reading, the extraction of semantic information does not require discursive processes and occurs automatically. Such reading, like viewing, presupposes the ability to navigate the logical and semantic structure of the text, select from it the necessary information on a specific problem, select and combine information from several texts on individual issues.

In educational conditions, search reading acts more like an exercise, since the search for this or that information, as a rule, is carried out at the direction of the teacher. Therefore, it is usually an accompanying component in the development of other types of reading.

As for the sequence of types of reading, two options are used in the practice of teaching: a) introductory - studying - viewing - searching; b) studying - introductory - viewing - search. The latter option seems to be more effective, as 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 the text.

Working with text consists of several stages that allow you to build the order of studying the text and processing information.

2.2.1 Pretext tasks (anticipation stage) are aimed at modeling the background knowledge necessary and sufficient for the reception of a particular text, at eliminating the semantic and linguistic difficulties of its understanding and at the same time at the formation of reading skills and abilities, the development of an “understanding strategy”. They take into account the lexico-grammatical, structural-semantic, linguo-stylistic and linguo-cultural features of the text to be read.

Goals: define (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 header : determine the subject of the text; a list of issues raised in it; keywords and expressions.

2. Use of associations associated with the author's name:

- What genre is the text?

- 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 subject of the text based on the available illustrations.

4. With new vocabulary and definition of the subject matter/problematics of the text based on a linguistic guess.

6. Answer questions before reading the text.

2.2.2. AT text assignments students are offered communicative settings, which contain instructions on the type of reading (studying, introductory, viewing, search), speed and the need to solve certain cognitive and communicative tasks in the process of reading.

Goals: control the degree of formation of various language skills and speech skills; continue the formation of relevant skills and abilities.

Preliminary questions must meet a number of requirements:

They are built on the basis of actively learned 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 limited to any one sentence from the text;

Taken together, the questions should represent an adapted interpretation of the text.

In addition, students perform a number of exercises with the text, which ensure the formation of skills and abilities corresponding to a particular type of reading.

Exercises and tasks:

1. Find / select / read / connect / paste:

Answers to the proposed questions;

Confirmation of the correctness / logic of statements;

A suitable heading for each of the paragraphs;

Suitable sentences missing in the text;

Sentences with the following words / grammatical phenomena;

Description of appearance / place / event / attitude;

2. Guess:

About the meaning of the word in context;

Which definition / translation most accurately reflects the meaning of the word in this context;

How events will develop in chapter 2 / parts of the text;

2.2.3. Post-text assignments designed to test reading comprehension, to control the degree of formation 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), meaningful 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. With which of these expressions would the author agree.

6. Make a plan for the text, highlighting its main thoughts.

7. Tell the text on behalf of the main character / observer, etc.

8. Briefly state the content of the text / make an annotation / give a review of the text.

9. Think of a new end to the text.

Teaching reading 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 watch a television program or an advertising brochure, get acquainted with the menu, the table of contents of a book, look up an unfamiliar word in a dictionary, a phone number in a directory, an item in a catalog, information about the arrival of a train on a railway station display, etc.

Reading informative texts of a popular science and socio-political nature, such as: a page on the Internet, an article in a newspaper, a report at a scientific conference, as a rule, begins with an acquaintance 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, specialty books, etc. This type suggests that the reader can stop at the passages that interest him, re-read and analyze them. draw conclusions.

Obviously, not every text can be used to develop certain reading skills. In a learning situation, when choosing a text, one should proceed from the skills that the teacher and his students are developing within the framework of the topic being studied.

3. Techniques and methods for effectively teaching various types of reading .

Tasks for the text should be adequate to the developed skills. Some of the existing methods of working with effective teaching of various types of reading are shown in the following table.

Introductory reading		Learning Reading
question-answer exercises	question-answer exercises	question-answer exercises	multiple choice
			short notes
correction	correction	filling in gaps	drawing addition
naming	finding similarities and differences	addition exercise	forecasting
comparison	filling in the gaps	correction	quiz
multiple choice	comparison	finding similarities and differences
planning	multiple choice	filling in the gaps	true/false statements
division of text into paragraphs	short notes	information recoding	filling in the table
resequencing	drawing addition	"mosaic"
generalization	quiz (quiz)	listing
true/false statements	true/false statements	comparison
true/false statements	filling in the table	semantic mapping

3.1 . Quiz/Quiz Reception ( quiz )

Texts of a country-specific nature are now taking an increasing place in the process of teaching foreign languages. Thanks to such texts, students get acquainted with the realities of the country of the language being studied, receive 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, whether it is general information about educational institutions, about the state system , about children's and youth organizations of the country of the language being studied or about the peculiarities of speech behavior and etiquette.

An important link in the learning process is the control of 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, a brief retelling of the text, etc.), and non-traditional (such forms of control include, first of all, a test). The test takes a little time and allows you to simultaneously check all the students in the class who are placed in equal conditions, i.e. they work at the same time with the same volume and complexity of material.

American scientists, being the pioneers in the field of foreign language testing, distinguish between objective and subjective tests. In objective tests, the determination of the correctness of the answer is carried out mechanically, according to a pre-prepared key. In subjective tests, it is based on the opinion of the testers.

Objective tests are built on the principle of choosing an answer from a number of proposed ones (what is called the multiple-choice technique). The test, according to V. A. Kokkota, has several names: “test”, “test control work”, “quiz”.

The quiz algorithm is as follows:

1st stage - implementation of frontal control through the written execution of quiz tasks with symbols (for example: 1a, 2b, 3c, etc.);

Stage 2 - presenting the key and checking 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 country-specific texts provides a fairly high level of assimilation of realities, national-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 succinctly present the main linguistic and cultural information presented in the text.

3.2. Semantic map method ( Mind -m apping )

When looking for ideas, we do not think about the construction of the text, the structure of the story, style, spelling. Associations flow freely, turn into keywords, the first relationships are outlined. At this stage, based on the main word, the theme, history is revealed in associations. Only after that a sentence is formed, the text is structured. The choice of the main word can be decisive. It should be figurative, correspond to the mood, state, interests and capabilities of the speaker or writer, and serve as an incentive for subsequent communicative activity. Only with such an approach to solving the problem is it possible to fully manifest oneself, one's abilities, one's individuality.

The Mind-mapping method (“semantic map”), developed by T. Buzan, is a working, mental, creative tool. It is suitable as a support both for collecting and organizing thoughts, and for planning, developing associative thinking, solving problems, asking questions, etc. The Mind-mapping method is a simple technology for recording thoughts, ideas, 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 in an unfamiliar area, starting from the center, looking around in all directions.

The essence, structure and traditional design of Mind-mapping can be represented as follows (Fig. 1).

This structure has its advantages.

memorability order of thought main branch additional branches

benefits sequence

Design rules

Application technique

help with lesson preparation size font color

for exams

The advantages of using the thought visualization method are as follows:

· the main idea is clearly defined;

· the interconnections of many concepts and elements are easily recognized and become obvious;

· associative thinking develops, repetition is faster and more efficient;

· the map can be supplemented, edited later;

· cards are easily restored when remembered.

Mind-Mapping is an individual product of one person or one group. If students learn to represent a topic using MM, they will continue to willingly use this technique in the future. Mind-Mapping expresses their individual abilities, creates space for their creative abilities to manifest.

Drafting Mind - Map provides for the following steps:

1. In the center of the sheet, the board is written theme.

2. Students can say whatever they can think of about the topic. The teacher writes these concepts, associations on one side of the board. The independence of students is obvious here, there is no censorship, no evaluation, whose idea is better or worse.

3. After everyone has spoken on the topic, you can jointly determine the keywords.

4. The main branches depart from the central theme, on which other keywords are recorded.

5. On branches from these keywords, all the other ideas mentioned above are ordered. It is possible that in this case, students will have more new ideas, which are also recorded. If a number of ideas do not fit the designated keywords, separate keywords should be defined for them.

6. The main and side branches can be numbered, highlighted in color, some words can be replaced by symbols, pictures, etc. by agreement.

Possibilities of using " Mind - Mapping » when working with text.

In the classroom and in other academic subjects, one has 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 at the text;

2. The text is read a second time in paragraphs. Students underline the most important statements or key words.

3. With the help of the selected concepts, the first Mind-Map is compiled. The topic is in the center, the underlined words are grouped around.

4. The text is read for the last time, and Mind-Mapping is supplemented with clarifications in the form of branches from keywords.

3.3. Reception of restoration / filling in gaps ( close )

This is a technique for working with connected text, in which every nth word is deliberately omitted (n ranges from 5 to 10). The task of students is to restore the deformed text, to pick up the missing ones in meaning, based on the context or the usual combination of words. The cloze technique can only be used to develop the ability to read with a complete understanding of the 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 task of the students is to fill in the gaps with suitable words.

3.4. Reception of division into categories ( categorizing )

This technique involves the grouping of linguistic or semantic elements according to designated categories or the definition of these categories. Categorizing can be used to develop all kinds 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 the division of the "information bank", i.e. text to read. After getting acquainted with a certain part of the information, students exchange it and restore the general content of the text. Students work in 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 with particular care and becomes an expert in it. Meetings of experts from different groups are held. Then everyone reports to their group on the work done. Everyone needs to listen carefully to each other, take notes. At the final stage, the teacher can ask any student in the group a question about the text. Or students pass an individual control section, which is evaluated. The results are summarized. The team with the most points will be awarded.

Sample tasks for groups on cards:

True/false (true or false).

Find in the text (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 important to prepare students for reading.

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. removal of language difficulties, familiarization with the topic and socio-cultural concepts and realities mentioned in the text. An important condition for the successful further work with the text is the creation of a friendly atmosphere in the classroom, so the teacher at the pre-text stage should interest students, involve them in the work, thereby creating positive motivation. At this stage, the teacher can use the following work methods: brainstorming, prediction / prediction, associations with an illustration or title of the text, identifying students' knowledge on the issues raised in the text, answering questions, etc.

The text stage includes tasks that students perform directly while reading. It is at this stage that communicative reading skills develop, and therefore it is the longest in time and may include several tasks, for example: filling out a table, drawing up a text plan, choosing a title for the text, filling in the gaps, correct / incorrect statements, matching pictures with sentences from the text , logical regrouping of sentences, division of text into paragraphs, etc. These tasks allow you to test reading comprehension.

The purpose of the post-text stage is to integrate reading with productive communication skills, namely speaking and writing, i.e. Students apply the knowledge gained during reading in various speech situations. As tasks, you can organize a discussion, a role-playing game, a presentation, conduct an opinion poll, write a letter, an essay, a resume, an essay, a poem.

Conclusion

From the foregoing, 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 goals and objectives are set for each type of speech activity, and, in particular, for reading.

After analyzing the results of teaching reading over the past three years, we can conclude that due to the introduction of new technologies, the percentage of quality and absolute progress is growing.

Bibliographic list:

1. Weissburg M.L., Blokhina S.A. Learning to understand a foreign text when reading as a search activity//Foreign languages at school. - 1997. - No. 2. – p.33

2. Kokkota V. A. Linguodidactic testing. - M., 1989.

3. Milrud R.P., Goncharov A.A. Theoretical and practical problems of teaching the understanding of the communicative meaning of a foreign 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

Attachment 1

Reception quiz when learning

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 situated?

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 situated?

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 in teaching reading

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 when learning

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 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: Garry 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 what genre each film belongs to.

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!" cry 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 centimetres 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." & 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 )

in teaching exploratory reading

SUMMER CRUISING 2008

7 NIGHT CRUISES FROM JUST £969

Island cruises is a joint venture between Royal Caribbean Cruise Lines and First Choice offering you a new style in cruising!! It "s a more relaxed, informal and innovative style of cruising. The new concept is "ad-lib" dining - where you are able to sit where you like and dine at a time that suits you! Still, there is an la carte restaurant on board, if you"d prefer to reserve your dining or those special occasions. When it "s time to dine you can dress up as much or as little as you like with the "smart casual" dress code to suit the "smart casual" atmosphere onboard.

Attractions onboard the 40.000 tons Island Escape include a gym and the health club, swimming pool with sunbathing decks, 6 bars. 3 restaurants, duty-free shopping, cyber-centre, plus a whole range of activities and entertainment including the onboard nightclub and casino. All cabins provide a high standard of comfort.

Both cruises offer two journey of discovery - a chance to visit a variety of the best destinations in the Mediterranean coupled with numerous shore excursions.

pretext 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,

sports activities

(put “+” if any)

number of restaurants

Posttext 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 traveller. 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 cases changed a little. Donuts 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 centres, 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.

Pretext 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 learning studying 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

Reception "mosaic" ( jig - saw reading ) when teaching learning 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 a hundred 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 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.

Pretext 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 on 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 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 seldom 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 situated 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 corner tropical 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 southwestern 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.

Pretext 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. As a test of understanding 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 situated 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 isle. 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 situated?

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.

The main types of reading are studying, introductory, viewing.

The main skills of students for all types of reading are:

1. Skills related to the understanding of language material:

a) known to students, i.e. the ability to operate with known language material to understand individual linguistic units of the text, determine the connection between them and combine them into larger semantic units (syntagms, sentences), the ability to perceive a sentence as a semantic whole, the ability to distinguish the main and secondary in a sentence.

b) unknown to him until the moment of reading, i.e. the ability to master the basic ways of determining the meaning of new words.

2. Skills related to understanding the content of the text:

— the ability to single out individual elements of the text (supporting, keywords);

— the ability to generalize facts, to establish a connection between the semantic parts of the text;

— the ability to predict at the semantic level (foresee the continuation and completion of the semantic part of the text);

— the ability to correlate individual parts of the text with each other, i.e. organize the facts of an event in a logical, chronological and other sequence, group facts, determine the relationship between events;

- the ability to draw conclusions / generalizations, to establish the idea, the intent of the text;

— the ability to evaluate facts/content in general;

- the ability to interpret what is read, which includes understanding and subtext.

The main ways to determine the meaning of new words in the text are:

- linguistic guess or reliance on one's speech experience as a result of:

a) recognition of individual elements of the word, for example, root and ending;

b) establishing its similarity with the word of the native language;

c) highlighting the meaning of a word based on the context.

- according to a bilingual dictionary, which also involves the development of skills to use a bilingual dictionary with the help of such exercises as: arranging words in alphabetical order, naming the original form of a word, determining whether a word belongs to one or another part of speech, highlighting the main and secondary meanings of a word, etc. .

Understanding the text is the disclosure of semantic connections and relationships transmitted through the language form.

The main qualitative characteristics of text comprehension are:

- completeness of understanding - a quantitative measure of information extracted by readers from the text (75–100%);

— depth of understanding – interpretation of the extracted information (understanding the subtext, the author's intention).

The perceived material during reading is subjected to semantic processing at several levels:

— the meaning of the word is correlated with the meanings of others and its connection with them and its contextual meaning are established;

— words are combined into syntagmas, which also correlate with each other and are combined into sentences (judgments);

- sentences are combined into semantic pieces, and they are combined into a complete complete speech work.

There are usually two main levels of understanding:

1) the level of meaning - the establishment of the meaning of perceived language units and their direct relationship, which involves obtaining the information contained in the text (understanding the facts transmitted by linguistic means);

2) the level of meaning - understanding the meaning of the text as a holistic speech work, which involves the processing of information already received (understanding the intention of the author of the text and its assessment), i.e. the facts reconstructed in the process of reading are included in the mental activity of the reader.

Learning reading provides the most complete and accurate understanding of all the information contained in the text.

The degree of completeness of understanding in studying reading is 100%.

For studying reading, small texts are used, usually of a popular science nature.

The main ways to check reading comprehension in this type of reading are:

― translation into the native language, preferably in writing;

- answers on questions;

— true / false statements / confirm or refute;

- draw up a detailed plan (summary, conclusions, comments);

- put questions to the whole text.

All assignments should cover the details of the content, their wording should be different from the text.

The main stages of work on the text for reading are:

1. pretext;

2. text;

3. post-text.

In introductory reading, the reader gets acquainted with the specific content of the book / article, focusing mainly on the main information; this kind of reading is sometimes referred to as general content reading. This is a fluent reading at a fast pace. The final requirements reflecting the minimum level of maturity for introductory reading are:

The degree of completeness of understanding of at least 70% of the facts contained in the text, including all the main ones;

Understanding the main information must be accurate, secondary

Undistorted.

- speed - 180-190 words per minute.

Possible exercises for pretext stage during introductory reading are:

Exercises to understand the topic (problem) of the text (based on key words and phrases, reading and writing out key words, compiling a chain of the main facts of the text; underlining words expressing the main idea of the author, etc.);

Exercises to understand the connecting means of the text (reading passages of text with omitted conjunctions and allied words and choosing the appropriate data from several), reading pairs of sentences and highlighting interchangeable words, determining the structure of a paragraph from selected key sentences, highlighting key sentences by paragraphs, writing out connecting text elements , arrangement in a logical sequence, etc.;

Exercises for the development of a linguistic guess (determining by formal signs what part of speech the highlighted words are; read the sentences and try to understand their meaning, shorten the sentences, leaving only words that carry a semantic load);

Exercises to highlight the structural and compositional components of the text (title, subtitle, beginning, main part, ending);

Exercises for predicting the content of the text (which words from the proposed headings can be used to establish that it is in paragraphs, figures, endings, etc., to determine what it is about).

At the text stage:

Exercises to control understanding of the main content of the read text (choosing the correct answer from several; answering questions on the text; agree, disagree with these statements, draw up a text plan, retell the theses to the text, etc.);

Exercises to highlight semantic milestones in the text (name the two main issues that are discussed in the text, determine what the text is about in a paragraph, find sentences that carry basic information, choose titles for paragraphs, etc.);

Exercises to establish a semantic connection between the facts of the text (make a coherent text from paragraphs, restore a logical sequence, find extra sentences in paragraphs, make a list of questions to the text, find supporting arguments);

Exercises to combine individual facts of the text into a semantic whole (make a list of the main problems raised in the text, formulate the idea of the text, shorten the text with details that can be omitted, explain the main idea in your own words, etc.).

At the post-text stage:

Exercises to determine the main function of the communicative intention of the text (select from the proposed main communicative intention of the author of the text; correlate the semantic parts of the text and its functions (message, persuasion, impact, evaluation);

Exercises for evaluating the extracted information (what was especially interesting for you in the text and why; indicate the facts and information from the text that you already knew; express your attitude to what you read).

Writing technique training

Learning the technique of writing breaks down into learning graphics, calligraphy and spelling. The first two tasks are solved mainly at the junior level of education and require only exercises in perfection at the middle and senior levels. Work on mastering spelling continues throughout the entire period of accumulation of active vocabulary. Calligraphy is concerned with teaching students proper lettering and legible writing.

Learning graphics, in turn, is associated with the solution of two problems:

1. Mastering the sound-letter correspondences.

2. Establishing links between different functional variants of each letter (i.e. writing letters, taking into account their configuration).

In modern curricula, it is determined that students must master the semi-print type, because. The connection between writing and reading is obvious. Writing and reading should be based on a single graphic system. Simultaneous teaching of writing and reading allows you to more effectively master the sound-letter correspondences.

In the field of graphics and calligraphy, the following skills should be formed:

Correct spelling of uppercase and lowercase letters;

Possession of letter combinations and sound-letter correspondences;

Correct spelling of the words of the students' productive vocabulary; the correct use of a period, comma, exclamation and question marks at the end of a sentence.

Inscription of letters, letter combinations and words according to the model;

Copying with the performance of certain tasks: underlining the indicated graphemes, searching for missing letters in the text, selecting synonyms or antonyms for the indicated words, etc .;

Sound-letter and syllabic analysis;

Grouping words according to certain criteria (for example, writing in two columns of words with long and short vowels);

Building words from letters and syllables.

Spelling - spelling or a system of rules for using written characters when writing specific words.

Spelling skills are based on the principles of writing words:

1. Writing based on the phonetic principle (as you hear, so you write).

2. Writing based on the morphological principle (each significant part of the word is always written the same way: write - writer, written, writing); students should also be taught how to write the most common letter combinations (her, oo; ch, sh, ght, gh, ph, etc.).

3. Writing according to the historical principle (i.e. words cannot be explained either phonetically or morphologically: daughter, neighbor).

Special exercises that develop spelling skills include:

Rhyming words;

Copying (copying text) in order to master the basic rules of spelling and punctuation;

Filling in the blanks with missing letters or words with difficult spellings;

Spelling games (crossword puzzles, riddles, color lotto, etc.);

Grouping of words based on phonemic correspondences;

Finish the started words;

Find errors in given words or sentences;

Dictations: auditory, visual, visual-auditory, self-dictation.

Visual dictation consists in the fact that sentences or a small text are written on the board, analyzed and erased, students write down the dictated text from memory.

Visual-auditory - writing the text in a notebook is combined with simultaneous writing it on the board, then checking and analyzing errors is carried out.

Self-dictation is reduced to students writing down a text or a poem learned by heart.

Planning the educational process in a foreign language

The main types of planning the educational process in a foreign language are:

Calendar plan- an approximate work plan for the teacher in the subject for a year, providing for the number of hours, the subject-thematic content of communication, the amount of language material, the approximate level of development of speech skills and abilities.

Thematic plan- a plan for a cycle of lessons on one topic-problem, which determines the purpose of each lesson, the sequence of developing skills and abilities, the optimal ratio between classroom and homework, equipping the lesson with technical and visual teaching aids.

Lesson outline- a plan that defines the goals and objectives of one lesson, its content, organizational forms of work, methods of control and self-control.

A methodically well-designed plan is the basis of a modern lesson. When developing a lesson plan, the teacher should follow a certain sequence of actions:

1. Determine the topic of the lesson.

2. Determine the place of this lesson in the cycle of lessons on the topic.

3. Study the guidelines for conducting this lesson on the "Book for the teacher" and make adjustments taking into account the individual characteristics of the group.

4. Determine the type and type of this lesson, clearly formulate the goal and related tasks.

5. Determine the number of stages of the lesson and the task of each of them.

6. Think over the form of conducting and the content of the beginning of the lesson.

7. Select speech material and exercises, adequate tasks of each stage of the lesson.

8. Determine the mode of execution of each exercise and language tools for the implementation of the task.

9. Determine ways to control the skills and abilities of students in the classroom.

10. Prepare the necessary visual and handout material required to achieve the goal of this lesson, taking into account the individual characteristics of each student.

11. Optimal distribution of working time according to the stages of the lesson.

12. Think over the form of explanation of homework, taking into account the individual characteristics of the group.

The presence of a plan allows the teacher to make all the necessary digressions, each time returning to the main line of the lesson. The lesson planning activity must take into account the logic of the lesson, its four components: purposefulness, integrity, dynamics and coherence. With the help of the plan, the necessary t the bone of managing the educational process: this means the determination of goals, compliance with time parameters, ensuring the necessary dynamics of the development of students, their cognitive activity, a strict sequence of exercises. But the teacher must also be a fairly flexible improviser. Improvisation is manifested in the originality of solutions, in a non-standard approach to organizing exercises, and in the selection of additional material.

Preparation for the lesson begins with the formulation of goals. The main goal determines the entire course of the lesson, all its constituent components. In accordance with it, the choice of the type of lesson, its stages, the content of the educational material, and ways to achieve the goal is carried out. An insufficiently clear understanding of the objectives of the lesson leads to problems with the selection of exercises, the choice of forms and methods of teaching, etc.

The objectives of the lesson: practical, educational, educational, developing.

The structure of the plan is as follows: No. p / p; Name of the stage (sub-stage); Task of the stage (sub-stage); The content of the stage (the activity of the teacher / the activity of the student, exercises, tasks, forms of work); time for each step. It is possible to include the section Control, Pedagogical model; notes.

The lesson plan is accompanied by the visualization used, handouts, background materials, computer programs, tests, etc. You should consider the equipment of the lesson.

Having written a plan, you should once again take a look at it house, correlating with each other not only all the moments of the lesson, but also specifying the tone in which the action of the lesson should take place. In other words, it is important for the teacher to plan his verbal and non-verbal behavior, and not just the sequence of exercises.