We start learning any foreign language from the alphabet. First, we get acquainted with the letters and their sounds, then we gradually try to pronounce these letters in a complex, smoothly moving on to the rules for reading these combinations. Full reading is our goal. The written design of words offers us a visual support for the material being studied. And having conquered this type of activity, we understand that now all facets of the language are available to us, because with the help of reading we extract any necessary information from the text. And with this information, we can learn whatever we want.
Reading in any language, not only foreign, but also native, develops our thinking, because we remember on a subconscious level how people communicate or behave in certain situations. Doors to any areas of knowledge are open to us. We are able to learn everything about what interests us. And a sufficiently high level of literacy among reading people is everything known fact! Reading in English helps to practically master the language, contributes to the study of the culture of this language, helps our self-education. Just imagine! Works of foreign authors become available to you. You are aware of all the news in English that have not yet been translated. You get acquainted with any knowledge that would have remained unknown to you if it were not for the opportunity to read about them. An analysis of the educational activity of schoolchildren indicates that if students do not have well-developed reading skills, they poorly use the mastered language material in a communication situation.
How to start learning to read in English?
Basic reading rules for children
Teaching children to read in English should begin in two stages.
First: we learn the English alphabet, and it is possible not in alphabetical order, but starting with the letters used in words that the child has already learned and learned to pronounce well. For example, the words:
table, dog, cat, apple, water, tiger, lion, car, house, etc.
It is very important to start learning with understandable and familiar words: knowing the pronunciation and seeing the word itself, the brain learns to draw analogies, and the child's brain works intuitively and twice as fast as an adult.
How to teach the English alphabet
Learning the alphabet is easier to conduct on a card, which additionally provides a transcription of the sound of each letter.
How to remember the alphabet:
- We learn a few letters a day and use them in words.
- We note that the phonetic sound of a letter in the alphabet and a word can be completely different.
- We consolidate the learned letters with fun lessons.
Children learning the rules of English phonetics
The second stage begins at the very beginning of learning to read and runs parallel to it all the way. Children will learn the following rules:
- the same letters and letter combinations in words can be pronounced differently;
- some letters are written but not read;
- one letter can be read by two sounds, and vice versa: in a letter combination there can be 2-3 letters read by one sound.
All this is called phonetics, and in order to learn it, you need to know the rules of transcription and know:
- What's happened long vowels sounds:
those are the ones that are pronounced long.
- What's happened short vowels sounds:
are pronounced briefly, sometimes their sound corresponds to the Russian sound, and sometimes to a special, so-called neutral, intermediate between two adjacent (-o and -a, -a and -e) sounds.
- What's happened diphthongs and triphthongs:
These are sounds consisting of two or three elements.
- What's happened voiced and voiceless consonants:
English voiced sounds are more energetic than Russian ones and are not deafened at the end.
Reinforcing techniques for teaching reading
To explain the phonetic rules, it is desirable to have cards with the transcription of sounds in these categories.
Demonstrating the card, we memorize the rules for pronunciation of each sound, in accordance with Russian sounds. If there is no Russian analogue, then the pronunciation of the sound is signed in detail, indicating the location of the language or finding a similar sound.
For example, such a rule for pronouncing the sound [θ]:
When pronouncing the sound [θ], you need to position your tongue, as if you are going to pronounce the sound “s”, only place its tip between the teeth.
Or the following rule for pronouncing the sound [ə]:
The sound [ə] is pronounced as the middle between -o and -a, or unstressed -o and -a in the words “water” and “room”.
In the process of teaching phonetics, we fix the rules of reading on examples of words.
Learning to read in English means mastering this type of activity from the very beginning. A good basis for productive reading is an excellent knowledge of all letters with sounds, combinations of these sounds in various combinations. To master this material, it is necessary to carefully explain or analyze the rules of reading. It is very convenient when they are divided into categories and shown in the form of a table with the pronunciation of a particular sound and its variations. Learning to read actually begins with the second lesson, when children get acquainted with four letters at once in blocks. For the assimilation of each block I take three lessons. At the first lesson of the block, using a presentation and colorful pictures, students get acquainted with the letters, recognize their sound counterpart, and remember.
From the first lesson, a game fairy-tale situation is introduced: a magical city of letters “ Amagictownofletters ” . As you get to know the alphabet, letters are attached to a sheet of drawing paper, populating their houses. Each letter has its own clothes - sound, and some have several clothes in their wardrobe. For better memorization, I have come up with small fairy tale stories that help children learn the sounds of such English letters as: C, G, Q, A, I, E, etc.
For example: The letter E is often offended, and when her letter friends put in the last place in a word, she is offended and silent. Or this example: The letters C and G have two pairs of clothes in their wardrobe. They put on the most elegant clothes (sound analogues to the name of these letters in the alphabet) only when meeting with the letters E, I, Y. When meeting with the rest of the letters, they put on dresses - the sounds [k] and. The children themselves gave them nicknames - “ liar letters” .
Learning to read in English is impossible without the accumulation of vocabulary in the passive vocabulary. Of course, the more words we know, the clearer we read and the more competently we pronounce the presented sentences. Of course, it is worth starting to read immediately after mastering the alphabet, but you should not forget about memorizing new words. The use of game situations and ICT increases the motivation of students in learning a foreign language, attracts with colorfulness and novelty and creates a comfortable learning environment. Computer Tutorial“Professor Higgins. English without an accent” in the absence of a language laboratory helps to work out pronunciation. Often students themselves offer fabulous situations for memorizing reading, for example, diphthongs. Two years ago, a student suggested such a fabulous situation for learning to read the diphthong ou : O and U often go for walks in the forest and constantly lose their way home. They call for help, which corresponds to the Russian AU! When children come up with their own associations for memorization, this gives a 100% result in the acquisition of reading skills.
At this stage, tasks using a computer also help to master the principles of reading: “Take the words home” (the student must rank the words according to the type of syllables), “Remove the extra word” (or “Find the saboteur” students find a word that does not correspond to this type of syllable), “ Collect the cubes” (or “Build a house”, where students build a house from bricks - words that are the same according to the principle of reading), etc. Such a system of building lessons is one of the most effective means of teaching reading. The game has such a feature as versatility: the use of game techniques can be adapted to different goals and objectives. Game techniques perform many functions in the process of child development, facilitate the learning process, help to learn new material and unobtrusively develop the necessary competencies. And the active use of computer technologies in the classroom helps to increase the organizational and educational and methodological work of the teacher, intensify learning, actively teach - the student himself achieves new knowledge, increases student motivation, individualizes and differentiates learning, and creates a comfortable learning environment. By the way, in the process, knowledge that relates to word formation in English and its methods will be very useful. If you become familiar with suffixing and prefixing, conversion and compounding, it will be much easier for you to recognize unfamiliar words. Knowing the meaning of this word in any part of speech, you can easily understand the meaning of words derived from it. For example: polite - polite, impolite - impolite, politeness - politeness.
At first, learning to read in English should take place only with a visual demonstration. correct option this process. In other words, it is necessary, if possible, to listen to an audio recording of the proposed text created by a native speaker. It is necessary to pay attention to pronunciation, intonation, pauses, rhythm of speech. You can listen to this passage several times if you wish. As an option, competent reading of the text by the teacher as an example is suitable. If this is a lesson, you can listen to the whole class and determine who is better at the task at hand. And, of course, in the process of teaching reading, it is necessary to listen to each student in order to control his ability to this type of activity.
Learning to read in English also involves understanding what the text is about. To broaden your horizons, it is recommended to read texts of different genres and directions. In this case, the lexical material will also receive its worthy improvement. It depends on how deeply and in detail the material is understood, whether the person who reads it can use it in other areas of his life. To assess the degree of assimilation of the read, you can try to choose a title for the text of several words, but well reflecting the meaning of what was read.
Even if you learn English via Skype or study with a tutor in person, learning to read in English is impossible without independent work. Read as often as time permits. You can take any literature, as long as it is to your liking. First, you have to constantly rummage in the dictionary in search of an unfamiliar word. But, over time, you will learn to capture the main meaning of the text without translating individual words. And sometimes it is not required. At any stage of learning, reading should be interesting and understandable for the child, as well as pursue a goal aimed at developing basic reading skills: to decode written language, highlight the general meaning of the text, find the requested information, draw conclusions about the hidden context of the text and understand the intentions of the author.
The very process of learning to read in English is quite complicated and requires not only knowledge, but desire and perseverance. It is not possible to achieve the desired result in one way, grab another. Just don't quit doing it halfway through.
Sources
- http://www.o-detstve.ru/forteachers/primaryschool/educprocess/2178.html
http://engblog.ru/teaching-reading
http://englishfull.ru/deti/chteniya.html
http://go.mail.ru/search?frc=purplecrow1&q=http%3Awww.bbc.co.uk%2Fchildren&gp=789701
E.I. Passov, N.E. Kuzovlev. Foreign language lesson. - M.: Glossa-Press, Rostov-on-Don: "Phoenix"; 2010 p.640.
Cameron L. Teaching Languages to Young Learners. -M.: Cambridge: Cambridge University Press; 2001.
Teacher in English
MAOU secondary school №2
Tikhonova Yulia Alexandrovna
« Diverse Approaches when teaching children to read in English"
2017
Content.
Introduction.
1. The approach of modern methods of teaching foreign languages to teaching reading. The tasks of teaching reading.
a) Organization of lessons of the 1st and 2nd cycles.
5. List of used literature.
l . Introduction.
From the first lessons of September, first-grade teachers notice a difference in the level of readiness of children for school. Children of the same class, of the same age, have different learning abilities. Unfortunately, as the complexity curriculum this difference increases and becomes an insurmountable obstacle.
Strong, able to learn students quickly understand the new material and are ready to work on, while the weak not only did not understand the new, but also forgot the previous material. This problem is far from new. It also appears in different classes, and in different subjects, and with different teachers. A possible way to solve this problem is to organize differentiated work with students directly in the classroom.
Of course, the teacher planning the course of the lesson should provide for the organization of the students' learning activities, based on their knowledge, skills, and level of preparedness. Every teacher going to a lesson expects a good result, successful mastering educational material, good orientation in the topic. A significant difficulty for the teacher in the preparation is presented by schoolchildren with a stable high academic performance, having an adequate fund of knowledge and children with reduced academic performance.
If you reduce the pace of the lesson, the complexity of the material being studied, then strong children become bored, they begin to get distracted themselves and distract neighbors, make fun of underachievers. If you increase the pace and complexity of the work, then children with knowledge gaps lose interest in the lesson, because. cannot keep up with the class, cease to understand the material being studied.
One of the main tasks of the first years of education is teaching receptive types of speech activity, primarily reading. Mastering reading in English always presents great difficulties for students, caused by the graphic and spelling features of the English language.
1. The approach of modern methods of teaching foreign languages to teaching reading.
Oral and written communication is realized in four types of speech activity: speaking, listening, reading and writing, which should be taught in an interconnected manner, but with a differentiated approach to each of them. This is due not only to the fact that the functioning of each type is based on the same mental processes and psycholinguistic patterns. In real communication, a person reads and discusses what he has read with his interlocutors, makes notes while reading, allowing him to better remember and then reproduce the necessary information.
The approach that starts learning by learning to read has a number of advantages:
1. Teaching reading from the first lessons allows you to immediately implement the cognitive aspect, which is one of the leading ones in the first year of study. If learning to read from the very first lesson is based on interesting and new realities for students, the facts of the culture of the country of the language being studied, very soon a foreign language begins to be perceived as an additional means of cognition.
3. Mastering reading is an easier process than mastering speaking.
In order to properly plan reading lessons, you need to know two things: first,
what does it mean to be able to read, and secondly, by what means can this skill be developed. To be able to read is, first of all, to master the technique of reading, i.e. instantly recognize visual images of speech units and voice them in internal or external speech. Any speech unit is an operational unit of perception. Such a unit can be a word, or even a syllable, or a phrase of two or more words (syntagma) and even a whole complex phrase, the larger the operational unit of perception, the better the reading technique, and the better the reading technique, the higher the level of understanding of the text.
What are the challenges in teaching English to read? At the initial stage of education (1-2 years of systematic language learning), students must master the letters of the English alphabet, learn sound-letter correspondences, be able to read aloud and to themselves words, word combinations, individual phrases and short connected texts built on program language material.
Learning to read in English, is an integral part of the learning process as a whole. Acquaintance with the language through reading is necessary, as it allows you to improve the English language, expand your vocabulary, get acquainted with cultural heritage, be able to get acquainted and enjoy reading unadapted literature in the original, later without the need to use a dictionary. Reading in the modern world is the best way to transmit information, and a person who freely reads and understands high-quality literature, a person who freely adapts to the information flow, has more chances for successful development and expansion of his capabilities. Also,learning to read in english, is an excellent tool for developing oral speech, honing the skills of competent pronunciation and listening comprehension.
Students are introduced to three main types of reading: reading with a general content coverage (readingforthemainideas), reading with detailed understanding (readingfordetail), reading to extract specific information (readingforspecificinformation).
At the heart of each type of reading are the basic skills that students must master:
1) understanding the main content: identify and highlight the main information of the text; separate information of primary importance from secondary; establish a connection (logical, chronological) of events, facts; anticipate the possible development (completion) of actions, events; summarize the facts presented in the text; draw conclusions from what you have read, etc.;
2) extracting complete information from the text: fully and accurately understand the facts / details, highlight information that confirms, clarifies something; establish the relationship of events; reveal the cause-and-effect relationships between them, determine the main idea, compare (compare) information, etc .;
3) understanding of the necessary (interesting) significant information: determine in general terms the topic of the text; determine the genre of the text, identify information related to any issue, determine the importance (value) of information, etc.
As a result of training, students should learn to understand the authentic text without resorting to translation (dictionary) at every meeting with an unfamiliar language phenomenon. To do this, they must learn a few rules for working with text:
2) for the understanding of any text, the student's life experience plays an important role;
3) in order to understand the text (or to predict what will be discussed in this text), it is necessary to turn to the help of the title, figures, diagrams, tables, etc. accompanying this text, its structure;
4) when reading a text, it is important to rely primarily on what is known in it (words, expressions), and try to predict the content of the text based on the known, guess the meaning of unfamiliar words;
5) one should refer to the dictionary only in those cases when all other possibilities to understand the meaning of new words have been exhausted.
So, in the lesson of teaching reading, the following tasks are set for the teacher:
1) increase the operational unit of perception of the text,
2) to teach to perceive the text (its parts) from a single perception,
3) to teach to perceive and recognize new combinations of known units,
4) develop reading speed (including to yourself),
5) develop structural anticipation,
6) develop meaningful anticipation,
7) develop the ability to guess the meaning of unknown units (according to various criteria)
8) teach instantly, correlate the form of what is perceived with its meaning,
9) develop the ability to understand the logical and semantic connections of texts of a different nature,
10) develop the ability to "ignore" the unknown, if it does not interfere with understanding in general.
2. Types of exercises for learning to read.
The learning process includes work on the technique of reading (aloud and silently) and on the development of the ability to understand the content of what is read.
Teaching reading technique is carried out on initial stage attachment to the language. This concept includes "the ability of schoolchildren to quickly recognize and correlate graphic images (letters) with the corresponding auditory-motor images and certain meanings, i.e. possession of sound-letter relationships, the ability to combine visually perceived material into semantic groups (syntagms).
Therefore, exercises in the development of reading techniques include work on the pronunciation and intonation of what is written (reading aloud), the development of skills to correlate letters and sounds of a foreign language, recognize familiar words in an unfamiliar context, guess the meaning of unfamiliar words, etc. "
Consider the types of exercises that a teacher can use in teaching reading lessons. For this, we turn to methodological literature, correlating the advice of methodologists, authors of programs and teaching materials with their own experience.
a) Exercises for learning to read at the initial stage.
The method of teaching reading at the initial stage offers the following exercises:
writing letters, letter combinations, words according to the model;
finding pairs of letters (lowercase and capital);
entering the missing ones; missing letters;
copying - recording - reading words in accordance with a certain sign (in alphabetical order, in the original form of the word, filling in the missing letters in the word, etc.);
construction of words from disparate letters;
search (reading, writing out, underlining) in the text of familiar, unfamiliar, international and other words (in different speed modes);
reading text with missing letters/words, etc.
All these tasks can be given a playful character, for example: filling in crossword puzzles, compiling rebuses, deciphering cryptography (reading text containing words with mixed letters), reading texts containing pictures instead of unfamiliar words, signing words under pictures, matching drawings and written words, team games to identify the best readers, etc.
b) Use of demonstration cards with printed words.
In communicative technology, all exercises used should be speech in nature, more precisely, exercises in communication. Complexes of exercises for the formation of lexical, grammatical and perceptual skills are aimed at the formation of psychophysiological mechanisms and require their consistent development. The exercises for the formation of receptive lexical skills include exercises for the formation of the mechanism of visual perception of lexical units, exercises for the formation of the mechanism of anticipation of lexical units, for the formation of the mechanism of comparison - recognition of lexical units, the mechanism of conjecture.
Starting from the first lesson, you can enter such cards. There are only three of them in the first lesson: "E ng l i sh ", " H i ! ", " H e ll o !". But students already see that there are vowel letters (they are highlighted in red, because students are accustomed to designate vowels with a red pencil during phonetic analysis during the years of study in elementary school), there are consonants that are read as they are written (they are indicated in black color), there are special combinations of letters that you need to remember (they are written in green).
Visualization provides the correct understanding of the material, serves to understand the material by ear, a means of attracting (switching) involuntary attention, helps to keep the visual image of the word in memory, which is especially important for children with more developed visual memory.
The size of the cards is quite large so that everyone can see (5.5 cmx30 cm). The size of lowercase letters is 3 cm. The color is used in each word. This is due psychological features children of this age.
Of course, reading rules are introduced later. But students get used to the color visual image of the word, quickly remember its spelling. Strong students also remember spelling. For weak students, the color support helps to read the word.
Cards can be used both for phonetic exercises, and for the introduction of new vocabulary, and for repeating learned words, and for conducting a competition for the speed and correctness of reading the material.
A game to test knowledge of the lexical meanings of words is possible. For example, a student receives several cards with a task that he completes on his own, and then explains, comments on his performance, decision, or simply shows his result. It can be a strong, prepared child, if these are the first lessons on the topic, and a weak child, if the vocabulary is not new.
The cards can be placed on the table, on the board, in any order, or handed to the child. Tasks can be varied: choose those words that relate to a specific topic (for example, "Animals that live in the zoo", "Food", "Sports games", etc., find "extra" words (from another topic) , choose what you love or hate.
Control over the execution of the task can also be different. The teacher can ask the child to read the selected words, translate the cards into Russian, make sentences with these words (for example, ""llike ...."", "" lhate ...."", "" l" dliketovisit ....."", "" lwillbuy ...."", "" lcanplay...."" etc.).
Students like these exercises, because. they are interesting, informative, exciting, they can be performed by both strong and weak students, and it will not be difficult for the teacher to choose a task according to the strength of the student.
c) The use of expanding syntagmas in teaching reading.
The most desirable exercise many methodologists considerreading expanding syntagmas . This exercise has the following goals:
increases the operational unit of perception of the text;
develops structural anticipation;
promotes the assimilation of new words, which can then be found in the text (develops a contextual guess);
insists students to read the text, tk. directs their thoughts in a certain direction (develops logical understanding).
The main advantage of reading expanding syntagmas, of course, is that this exercise helps to expand the scope of reading: the student gets used to reading not by syllables, not word by word, but by syntagmas, moreover, each time more and more large. And the larger the unit of perception of the text becomes, the better the syntagmism of reading, the semantic articulation of the text, and, consequently, the higher the speed and better understanding.
Syntagma (any phrase that has an independent meaning in speech) in each subsequent phrase spreads and expands, but not in a straight line, but transforming. However, the keyword is repeated in every phrase, albeit in a new setting. In the first phrase, the meaning of the new word is given, in the subsequent ones it must be understood without translation, and as a result of repeated perception, the student must remember it.
"The best option for this exercise is to read under the phonogram in an undertone or whisper." Expanding syntagmas can be read in different modes:
1) students listen to the recording and repeat one syntagma loudly in chorus in pauses after the announcer (teacher);
2) students repeat one phrase loudly in chorus in pauses after the announcer (teacher);
3) students read the entire block of syntagmas to themselves;
4) students read individually (2-3 people) one phrase loudly after the announcer (teacher) and compare each phrase with a reading sample;
5) two - three students read the entire block of syntagmas individually (they check their reading of phrases with the reading of the announcer, or the teacher himself corrects their mistakes);
6) students read everything together in chorus simultaneously with the announcer;
7) three - four students read individually with the announcer.
These modes have varying degrees of difficulty, increasing from mode 1) to mode 7).
The following tasks are assigned to the students during this exercise:
run through the entire syntagma (phrase) without pausing between words;
listening to the speaker, try to notice where the mistake was made in your own pronunciation;
monitor the change in the content of each subsequent phrase, depending on the word (component) newly introduced into it;
to strive, not to read syntagmas or phrases word for word, but to try to cover them with one glance, to run through them with your eyes as soon as possible;
do not despair if you do not have time to pronounce after the announcer, but try to work faster;
be sure to pronounce syntagmas, and not listen to how others do it (do not be afraid to make a mistake).
d) Development of reading technique with the help of a phonogram.
Often used to develop reading skills. reading to the soundtrack. Reading technique is closely related to reading comprehension. The better we understand, the faster we read (i.e., students read familiar words and expressions much easier than unknown and incomprehensible ones). The faster we read, the better we grasp the content. It is no coincidence that the well-known fact that in the middle and high school is better for those children who have good technique and reading speed in native language. They work faster with the information received, highlight the main and secondary, make a plan for presenting the text. Developing the reading technique, the student also improves the syntagmatic nature of reading, i.e. its correct semantic division, and this contributes to the correct understanding.
Reading to the phonogram also helps the development of listening, because. teaches students to a certain predetermined tempo of sound, contributes to the formation of correct auditory images of speech units.
Reading to a phonogram also contributes to the teaching of speaking, primarily the pronunciation of sounds (as part of speech units), as well as the correct logical stress and syntagmatic speech. When reading to a phonogram, involuntary memorization increases, since this is one of the few exercises in which the student simultaneously sees speech units, hears them and pronounces (i.e., the student uses different types of memory: visual, auditory, motor speech).
Reading to a phonogram is carried out in the same modes as reading expanding syntagmas.
e) Formation of reading skills with the help of transcription.
To master the rules of reading and further use of the dictionary, students study the signs of international transcription. At the same time, students are informed that in English there is a special record - sound, some of its signs coincide with the letters that give this sound when reading: [b], [ p], [ m], [ n], [ s], [ t], [ d], [ v], [ f] etc. They may not be taught specifically. But there are also specific icons, the memorization of which will require effort. The development of the ability to read transcription signs, which is necessary for the further use of the dictionary, is one of the tasks of the initial stage.
The process of interconnected formation of reading skills and skillstranscription readings takes place in two stages - the stage of formation and the stage of improvement. A special important role is played by the formation stage, which consists of certain stages:
l stage. Formation of pronunciation skills and reading skills by transcription.
1. Perception. Students have visual support in hearing sounds in utterances; in the field of view of students there are three lines: a graphic image of a word, a transcription of this word and a transliteration. At the subconscious level, connections begin to be established between the sound and visual images of the word (transcriptional and graphic); students perceive and memorize the visual image of a separate transcription sign of the corresponding sound, perceived by ear.
2. Imitation. Students repeat after the announcer or teacher (first each separately, then in chorus) individual sounds. At the same time, students see transcriptional signs of the sounds they imitate.
3. Differentiation. Students see the transcription signs of English sounds when identifying their similarities and differences in pronunciation in comparison with the corresponding Russian sounds; when explaining the features of articulation of English sounds; perform exercises aimed at differentiating similar transcription signs and differentiating signs and letters similar to them.
Here it is also possible to use cards with written transcription icons, and Russian characters can also be added to English characters.
4. Isolated reproduction. Students voice transcription signs; read familiar words and phrases with new sounds from transcription.
At this stage, for strong students, it is possible to use tasks for reading words by transcription without a graphic image of words, such records can be put on the board or written out on strips of paper in large print (flashcards). For average and weak students, it is easier to combine pairs of records: a graphic image and transcription, recorded in a different order.
5. Combination. Students read transcription of new speech material.
At this stage, even strong students can give a sample of reading. It will be interesting for them to try their hand and knowledge when reading unfamiliar, unlearned words. The correct reading of unfamiliar words will testify to the consciousness of the formed grapheme-morpheme correspondences. The task for a weak student is to repeat reading without errors.
Improving pronunciation and transcription reading skills.
At this stage, students perform exercises for the formation of lexical and grammatical skills, using transcription as an aid. (2, p. 28 - 29)
3. Exercises to develop the ability to read.
To develop the ability to read, speech exercises are used, which have specifics dictated by the characteristics of reading as a type of speech activity. The sequence of these exercises is built taking into account the levels of understanding of the text. Speech-thinking tasks are obligatory as installations.
Mastering the technique of reading is inseparable from the work of mastering the ability to extract information from what has been read. Tasks for reading exercises are also aimed at this. This is very important for children's awareness of the communicative function of reading.
a) The use of pre-text preparation.
The purpose of this exercise: awakening and stimulating motivation to work with the text; updating the personal experience of students by attracting existing knowledge; predicting the content of the text based on the life experience of children, on the title, illustrations of the text.
Each text is accompaniedpretext task, the successful completion of which after reading the text will testify to the students' understanding of what they read.
When reading the text, children should be attentive, looking for the correctness or fallacy of their assumption.
For strong students, not only information about the different animals that live on farms, zoos and houses will be of interest, but also information about the safari park, which is located in the UK. For weak students, having read enough, to understand whether he guessed correctly.
Mastering the ability to read aloud and to oneself occurs in parallel. Students skim the text first and then read aloud. Reading aloud helps you learn to read silently. Reading aloud improves students' pronunciation skills; it is used as a means of mastering the vocabulary and grammar of the English language. However, the role of reading as a means of learning is not limited to this. Reading texts is an important tool that contributes to the formation of skills in speaking.
b) Use of meaningful identification exercises.
The development of communicative skills in reading takes place at each lesson, and work on reading must be completed by solving a communicative task. The performance of various tasks should be an indicator of the success of mastering this type of speech activity in English.
Here it is appropriate to considercontent identification exercises. These are exercises in which the student must identify some statements with others, i.e. establish their similarity or difference in terms of content. The purpose of this type of exercise is to develop a semantic guess, meaningful anticipation, and reading speed.
In this case, the following options for this type of exercise are possible:
a) find sentences in the read story that are similar in content to the data;
b) determine whether these sentences correspond to the content of the story;
c) choose sentences (from the data) that correspond to the content of the story;
d) determine whether the proposed summary is identical to the main ideas of the story;
e) establish the difference in two texts that are printed in parallel and represent a story of the same content.
In order to successfully complete these exercises, the student must:
a) read this sentence as quickly as possible;
b) remember its content and its visual image;
c) keeping this in mind, quickly look through the text of the entire story (or part of it);
d) find a similar (or similar in content, form) phrase.
Constant reference to what has been read, reviewing it three or four times within the limits of one exercise improves the ability to read. As an example, take a text about Richard and his school:
“I go to school. It "s not far from my house. I" m in the fifth form. School starts at 9.00. I don't go to school on Saturdays or Sundays. We don't cross the street near our school alone. The lollipop woman helps children to cross the street. Tuesday is not a good day at school. We have Maths and French. They are not my favorite subjects. I take a packed lunch. My friend doesn't take his packed lunch. He goes to our school dining room but I don't go there.
After reading (listening to) the text, the students are asked to:
"" There is some information about Richard and his school. Is it right or wrong?"("Here is some information about Richard and his school. Is it correct or not?.") This is a task for comparing sentences that are similar in content.
1. Richard doesn't live far from school.
2. Children cross the street by themselves.
3. All days at school are good for Richard.
4. Richard doesn't love Maths and French.
5. A lot of Richard "s friends don" t eat at the school dining room.
6. We go to school on Saturdays and Sundays.
7. Richard doesn't take his packed lunch.
To complete the task correctly, students have to return to the text, reread it. In this case, this is justified, because. children do not receive information in a ready-made form, they need to be careful, correlating affirmative and negative sentences. And this develops reading speed, semantic conjecture, meaningful anticipation.
Other variants of the exercise for meaningful identification are also possible..
for instance , ""Read about the strange town. Put inthere is / there are. "" ("" Read about a strange city. Insert expressionsthere is / there are "")
"" In a country ______ a very strange town. It is very small. But in that town _________ eight stadiums, ten toy shops. ______ a large supermarket and seven pet shops. _______ six swimming pools and a computer centre. _________ twelve discotheques and twenty cinemas. But in that town ________ (not) schools, ________ (not) a church and ________ (not) theaters and museums.""
c) Content search exercises.
To develop logical understanding, one can usemeaningful search .
Its options may be different:
a) Find sentences confirming .....
b) Find what characterizes ......
c) Find the reasons why .......
d) Find those problems that concern .....
The main purpose of these exercises is to develop logical understanding. The actions that the student takes while doing these exercises are called content search, because the student is really looking for what is required in the read, and he is looking for it based on how much he understood what he read. If he did not understand the main ideas of the text, the search will not take place.
The actions required from the student are similar to those that he must perform in the previous type of exercise.
d) Exercises for semantic choice.
The semantic choice includes such exercises:
a) choose the appropriate title from the data;
b) choose the meaning of the answer from those offered;
c) choose one sentence from the paragraphs of the story that conveys their meaning.
The main task of these exercises is the development of the mechanism of logical understanding, but along the way they solve other problems - they develop a semantic guess, improve the reading technique.
E.I. Passov advises that the teacher "is not satisfied with the correct choice, because it may be random. Then you should be asked to explain your choice, to confirm it with something. For this, the student can be given time to think about the answer, search for it in the text." (3, p. 117)
characteristic feature of these exercises is that they are not only educational, but also controlling. For the student, direct control will be hidden here, and this is the great merit of these exercises. But the teacher, by the fact of the exercise, by the nature (process) and level of performance, can judge the success of mastering reading.
Content search and semantic choice exercises are mainly used in older grades. In the 5th grade, students do not have such a level to easily cope with such tasks.
4. Using speech exercises as an exercise for learning to read.
a) Organization of lessons of the 1st and 2nd cycles.
Each English lesson begins with a speech exercise.
Speech exercises are usually understood as a way to psychologically set students up to communicate on a specific topic. It performs the same role as direct communication to students of the objectives of this lesson. Therefore, if speech charging is used, then it is an organizational technique. For example, a foreign language formulation of the goal of the lesson can also serve as an auditory speech exercise.
But speech exercises can also develop into a training stage. Speech exercises can serve as an exercise in listening (if the teacher reports any information), an exercise in the development of dialogic speech (if the teacher asks questions and students answer them), repetition homework(if the subject of the conversation is a text from home reading or a topic studied in the previous lesson and given to repeat at home)
In the fifth grade, some students have their own knowledge base, experience in reading and speaking a foreign language, in each class there are strong students who want to help the teacher. Why not transfer the conduct of speech exercises to their hands?
There are many who wish, but skills at this age are not enough. Why not lend a helping hand to children and give them support: speech exercises written on sheets of paper? In addition, when practicing grammatical phenomena, this is a great help to the teacher, because children, answering questions, at the same time work out competent answers.
In addition, in the lessons of mathematics and the Russian language, history and geography, literature and physics, students work with a textbook and a blackboard. Certainly, hallmark there will be geographical and historical maps, experiments, reference tables and illustrations. But the basis of the content of training is still a textbook and notes on the board. Why not diversify the lesson equipment with beautifully designed multi-colored signs?
So at one of the first lessons, sheets of paper with printed sentences appear on the board:
"" What is your name?
Where are you from?
What languages do you speak?"
The teacher knows the names of the children, so the students are not interested in answering the teacher's question. Much more interesting to ask yourself. A strong student will easily cope with questions. And the teacher has the opportunity to help the weak.
In addition, by emphasizing the subject and predicate in the question, support is given to a weak student. The main members of the sentence are studied by children in the second grade. They know how to determine the subject and predicate in Russian. Therefore, it is easier for them to understand the construction of a sentence when answering, seeing the underlined structure.
Only 3 - 5 minutes of the lesson, and how much work has been done. Pupils are happy to help the teacher, "standing in his place." They lead the lesson themselves, choosing which question and whom they will ask. Strong students train in reading long structures, building a dialogue. The task for a weak student is to repeat the answer. They can’t sit here, because it’s a shame not to answer a classmate. Grammar, vocabulary, question and answer structure are repeated.
The topics of the lessons are becoming more complicated, the vocabulary is becoming more complicated, the sentences are lengthening. One thing remains unchanged at first: the construction of blocks of sentences.
Therefore, in the initial period of training, the inclusion of sentences with a repeating beginning is justified.
Weak students still answer briefly, strong students want to stand out with a complete answer. Both are valid and valid. The task of the teacher is to train children in reading and speaking, to set them up for a foreign language. And with a short, and with a complete answer, it should be solved.
Blessed topic of conversation"" animals "" . You can use the following blocks of questions:
- Have you got a cat? Have you got a dog? Have you got a cow?”
- Has your friend got a pig? Has your friend got a duck? Has your friend got a guinea pig? Has your friend got a fish?" "Have you got a pet?" "What is its name? How old is it? What does it say?"
- "Do cows live in a house? Do lions live in a town?" Do tigers live at the zoo?"
Do llamas live in the zoo? Do parrots live in the zoo? Do iguanas live on the farm? Do vipers live on the farm?""
b) Organization of lessons 3, 4, 5, 6, 7 cycles.
From the third cycle, the systematization of those grammatical phenomena that have been studied before begins, and the preparation of students for the perception of the main types of tense forms that will be studied further. Therefore, when selecting material, preference is given to grammar. Various grammatical structures are selected to enable analysis and comparison.
Perhaps, when organizing subsequent cycles this academic year, changes and additions will be made, because. Today's fifth graders are completely different in terms of development, abilities, and preparation from last year's students. Perhaps new blocks will appear, some of the existing ones will be postponed or completely removed.
The process of learning is a process of development; it cannot be frozen, permanent, unchanging. This is our reality. But in the work of a teacher there is always room for creativity. He must go forward, along with his students.
Last year I used the following blocksSpotlight 5:
Module 1 "School days", 1 a ) School! 1b) First day! 1c) Favorite subject
Do you go to school?
Do you live far from your school?
When does your school start?
What is your favorite subject?
What is a good day at school for you?"
Have you got a mother?
Have you got a father?
Have you got a sister?
Have you got a brother?
Where do you go every day?
When do you go to school?
When do you go to shop?
Where do you walk with your friends?
When do you do your homework?""
Repetition linguistic and cultural knowledge
What colors has the flag of England?
What is the symbol of England?
What colors has the flag of Northern Ireland?
What is the symbol of Northern Ireland?
What is the old name of Northern Ireland?"
Module 2 "That's time!" 2 a ) I am from… 2b) My things 2c) My collection
Where are you from?
How old are you?
Where do you live?
Do you have parents?
What are their names?
What countries do you know?
What nationalities do you know?
Do you have any collections?
What collection do you have?
Repetition linguistic and cultural knowledge
What English-speaking countries do you know?
Which continents do you know?
Let's speak about New Zealand?
Module 3 "My home, my castle". 3a) At home 3 b) Move in 3c) My bedroom
Where do you live?
With whom do you live?
What type of houses do you know?
What type of houses do you prefer to live?
Do you have a flat?
What rooms do you have in your flat?
Are there any furniture in your flat?
What furniture do you know?
Do you have a bedroom?
What kind of furniture do you have?
Can you describe your room?
Module 4 "Family ties" 4 a ) My family 4b) Who is who? 4c) Famous people.
Have you got a mother?
Have you got a father?
Have you got a sister?
Have you got a brother?"
What is your mother's name?
How old is she?
Where was she born?
When is her birthday?
Where do she live?
What is your father's name?
How old is he?
Where was he born?
When is his birthday?
Where do he live?
"" When were you born?
When was your mother born?
When was your father born?
When was your sister born?
When was your brother born?
How can you describe yourself?
How can you describe your parents?
How can you describe your brother/sister/friend?
What famous people do you know
What can you say about Shakira?
How can you describe Shakira?
Module 5 "World animals" 5a) Amazing creature 5b) At the zoo 5c) My pet
Do you like animals?
What animals do you know?
How can you describe wild animals?
What animals live in India?
Do you like the zoo?
What animals are over there?
How can you describe them?
What pets have you got?
What is the name of your pet?
Can you describe your pet (type of pet, name, age)?
Module 6 "Round the clock" 6 a ) Wake up 6b) At work 6c) Weekends
What is your daily routine?
What do you do in the morning/afternoon/evening?
What time do you usually get up/go to bed?
What do you know about Lara Croft?
What kind of jobs do you know?
What do you usually/often/sometimes/never do at the weekends?
What do your parents do at the weekend?
Do you know Big Ben?
Which city is it in?
How old is Big Ben?
Can you describe Big Ben?
Module 7 "In all weathers" 7a) Year after year 7b) Dress right 7c) It's fun
What date is it today?
What day is it today?
What season is it now?
Is it cold or warm?
Which winter month is February?
Is September the first autumn month?
Is January the first winter month?
Is April the second spring month?
Is July the second spring month ?
Is August the third summer month?
Is October the second autumn month?
Is December the second winter month?
Is March the first spring month?
Is June the first spring month?
Is May the third summer month?
What clothes do you know?
Which clothes are for warm/cold?
What are you wearing now?
Repetition of linguistic and cultural knowledge
Where is Alaska?
What do you know about the weather?
What images come to mind?
Module 8 “Special days” 8a) Celebration 8b) Master chef 8c) It’s my birthday
What do you know about festivals?
How do people celebrate different festivals?
What do you usually eat for breakfast/lunch/dinner?
What names of the foods/drinks sound similar in English and Russian language?
When do you have your birthday?
How do the British and Chinese celebrate birthday?
How do you celebrate your birthday?
Module 9 "Modern living" 9 a ) Going shopping 9b) I was great! 9c) Don't miss it!
How often do you go shopping and where?
What do you usually buy?
What did you buy last week?
Where do you most like to go in your free time?
What do you do there?
What did you do last Sunday?
What is your favorite film?
What is it about?
Where and when did you watch it?
Module 10 "Holidays" 10 a ) Travel and Leisure 10b) Summer fun 10c) Just a note
What is your favorite type of holiday?
Where do you usually go?
Where did you go last summer
Where do you want to spend your holiday this year?
Do you like to ride a car?
Do you like to ride a train?
Do you like to ride a bus?
Do you like to ride a bike?
Do you like to ride a trolley?
Do you go to the river in summer?
Do you go on a picnic on sunny days?
Do you go fishing on rainy days?
Do you listen to music at weekends?
Do you enjoy attraction every day?
Did you have toothache/stomachache/ a headache/a temperature/ a sunburn?
How can you solve this problem?
Repetition of linguistic and cultural knowledge
What do you know about Scotland
Where is Scotland
What sightseen sights of Scotland do you know? "
Summing up the final line, we can say that my students like this form of work. They take an active part at this stage of the lesson, waiting for new proposals and blocks. Of course, this is a very time-consuming work, it takes a lot of time to prepare a lesson. But it saves time in organizing the lesson and designing the board.
List of used literature:
1. Galskova N.D. "Modern methods of teaching foreign languages." (teacher's manual), M., "Arkti", 2004.
2. Vaulina Yu.E., Dooley D., Podolyako O.E., Evans V. "English in focus -5" (a teacher's book for a textbook for grade 5 general education institutions), M., "Enlightenment", 2012.
3. Passov E.I. "A foreign language lesson in high school", M., "Enlightenment", 1988.
4. "English in focus", textbook for grade 5. general education institutions / Vaulina Yu.E., Dooley D., Podolyako O.E., Evans V - 7th ed. - M., "Enlightenment", 2012.
5. Passov E.I. "Program - the concept of communicative foreign language education (5 - 11 cells), M.," Enlightenment ", 2000.
6. Kolker Ya.M., Ustinova E.S., Enalieva T.M. " Practical methodology teaching a foreign language "(textbook), M., Publishing Center "Academy", 2001.
Teaching preschoolers (and children in grades 1-2) to read is a topic that raises so many questions that I decided not to write about it in about preschoolers, but to separate it into a separate article. So, today about the most pressing issues of teaching reading in English.
Very often, parents, remembering how they once learned the language, ask this, almost classic, question:
But what about transcription?
First, transcription does not teach reading.. And I never taught. Those who have studied transcription, confess: when reading a text in English, do you imagine it written in transcription marks? Of course not. You don't need transcription to read.
Transcription helps you learn how to pronounce an unfamiliar word. Previously, almost the only way to find out when there was no teacher nearby was a paper dictionary. Therefore, when studying the rules of reading (in the fifth grade, by the way), they immediately took transcription marks so that children could use the dictionary at home. I repeat, not for reading, for using a dictionary! But now we have a lot of various resources at our disposal. There is also a textbook with an audio application, where new words, texts, songs, etc. are voiced; there is a computer, smartphone or tablet with voiced dictionaries, and in extreme cases, almost any online dictionary provides the opportunity to listen to a new word. Children look into the paper dictionary less and less. And that's okay. This is progress.
Secondly, transcription will only confuse a small child. It can be given starting in early adolescence. In the same fifth grade, it is quite possible, although now it is no longer necessary. And imagine, a preschooler or a first-grader, who has just recently learned the Russian alphabet, is studying the English alphabet - these are already two sign systems that he must keep in his head. And here some introduce a third sign system, which is needed to decipher the second. Does it really sound difficult? Now imagine how difficult it is for a child. No, a child with a good memory, of course, will master this. But why? Everything has its time.
Why is it impossible to sign words in Russian letters?
Sometimes I see that some parents and even (horror!) colleagues sign the child under the word as it is read in Russian letters. You can't do that. Never. Generally.
Firstly, Russian letters cannot be conveyed English sounds. When writing words in Russian letters, you yourself spoil the child's pronunciation. Which, by the way, is formed most naturally in childhood.
Secondly, if the word is signed in Russian, what will the child do? That's right, he will read it. Do not remember how it is written in English, but read these same Russian letters. He will remember how the word sounds, but, having met this word in a new text, he most likely will not recognize it.
With preschoolers and younger students, learning to read begins with alphabet and sounds. And the main role is played not by the alphabet, but by the sounds. It is very easy to memorize the alphabet - it is enough to regularly turn on alphabetic songs to the child, which are on YouTube great multitude. But in order to start reading, the child must learn which letter of the alphabet makes which sound. To do this, the students and I (using card games, videos, TPR - about it) remember its sound for each letter of the alphabet and one or two words that begin with this sound. For example, when seeing the letter Bb, children immediately remember the ball - ball, and hence the sound /b/. At home, you can additionally listen to such phonics songs.
There are two ways to teach children to read. And the best effect will be if you use both methods at the same time.
Whole word method.
This method of teaching reading is offered by the authors of most children's textbooks. According to this method, new words are given as follows: picture + word. Children look in the textbook at pictures with words signed to them, listen, repeat after the announcer, play with cards. Typically, the teacher uses two sets of cards: picture cards and word cards. In special educational games with these cards, children remember which word fits which picture.
That is, the mechanism is this - the child does not parse the word into sounds, he correlates the visual image of the whole word with its sound (due to this, the method of whole words can be used in parallel with the study of the alphabet and sounds, without waiting until all the letters are learned). Then, seeing the studied word in the text, the child remembers how it sounds and can read it. This method is good because almost half of the words in English are exceptions that are not read according to the rules and there is simply no other way to learn these words how to remember.
Method of learning by phonics.
The whole word method alone is still not enough. In order for the child to read really well, it is better to reinforce the textbook with its method of whole words by learning to read according to the rules. To do this, phonics are used with kids from the age of 6 - these are aids where words are collected in groups, depending on which rule it is read. Listening and reading these groups of words, the child deduces reading patterns. For example, after listening, repeating after the speaker, and possibly beating the words cat-fat-mat-bat in games, most children themselves will be able to read the word sat and the like.
Usually, phoenixes are beautiful books with pictures, audio and sometimes a video application (of those that I like - Oxford Phonics World for preschoolers and Sounds Great for starters, both in 5 parts), there are also interactive programs (Starfall , Teach Your Monster to Read) and video courses (for example, the amazing course Hooked on Phonics). Some authors give phonics directly in the textbook, for example, in the textbook family and There are Friends phoenixes, but they are stretched over several years (!) of study. In fact, one school year is enough to learn all the rules of reading for kids.
Learning to read in English aloud
from the experience of an English teacher
CHOU secondary school No. 48 "JSC Russian Railways" Afonina Olga Viktorovna
At the initial stage the main form of reading is reading aloud, as for reading to oneself, here its foundations are only laid. At the middle stage both forms are presented in the same volume, on senior the main form of reading is reading to oneself, but reading aloud also takes place, it should take up a small volume compared to reading to oneself, but is carried out in each lesson on one or two paragraphs of text.
When teaching to read aloud at the initial stage, one can conditionally distinguish pretext and text periods. Teaching the reading technique in the pre-text period should be carried out on well-known lexical material already learned in oral speech. And this is achieved as a result of an oral introductory course, oral anticipation. The essence of oral advance is that students start reading when they have worked out the articulation of sounds, syllables, words, and even small phrases.
- do not put emphasis on the official word;
- do not pause between the article and the next word, between the preposition and the word related to it.
“ Find my name"(letters and transcription icons are written on the board in advance, children must combine the letter with the transcription and read the transcription)
The game "Find a Pair": The student must find a pair of letters - capital and small.
"Neighbour Letters"
The children take turns playing. I name any letter. The student names the letter in the alphabet before the named one, and the letter after the named one.
The one who completed the task names the letter for his friend. The game continues along the chain.
"Short Alphabet"
Any letter is named. The student pronounces the alphabet, starting with the named letter.
"Consonant" alphabet
Students in chorus or in turn pronounce the English alphabet, without naming vowels, replacing them with clapping their hands.
Lesson - competition
“ The ABC party”, where I offer tasks to test knowledge of letters, sounds, alphabet. At the end of the competition, students receive certificates.
"Come up with an offer"
Students receive cards with mastered words. Everyone has to make sentences with "their" word.
"Who will continue?"
On the cards that are distributed to the students, unfinished sentences are written, which the children must continue.
Reading words in a chain on cards (the teacher holds the cards. At the end of the chain, one of the students is invited to read 7-8 words in a row)
"Couple Card"- work with mutual check on the card. The first student reads the words, and the second one checks the transcription. The first trains reading words, and the second - reading transcription.
Reading "ladder" takes place in the form of a competition: who will read better and faster.
his big pink pig
His big pink pig sits still.
Alphabetcards.
The goal of this game, which takes place in the form of a competition, is to teach how to form words. It allows the whole class to be involved in active learning activities.
1. Divide the class into pairs.
2. Distribute envelopes with letters.
3. Ask the children to make up as many words as possible on a certain topic, for example, "Animals". Limit time (5 minutes).
4. Then ask each pair to spell the words in turn.
5. If other pairs have the same words, then they turn over the cards with letters in order not to read this word again.
You can offer the children the following tasks:
Pupils from a number of words choose those that are not read according to the rule ( lake, plane, have, Mike, give, nine);
Students read words in pairs that they often confuse ( cold-could, form-from, come-some);
Students must name the letters that distinguish these words from each other ( though- thought, hear- near, since- science, country- county);
Students take turns reading the words written in a column, where the first word is the key;
From a number of words, students choose those words that have graphemes. oo, ow, ea, th etc.
With the advent of simple but related texts, text period. The task of the text period of reading aloud is to lead students to the simultaneous perception and understanding of the text. In its implementation, the following modes are used, which together make up the subsystem of learning to read aloud.
1 mode: Read aloud based on a reference.
2 mode: Reading aloud without a standard, but with preparation in time.
3 mode: Reading without standard and preliminary preparation.
- The teacher should always monitor pronunciation and work on how sounds are pronounced.
- Make sense of the text. Ask the student about the characters in the story. It is very important how the reader "gives" it. When reading aloud, we must convey the mood of the characters in the text. In subsequent classes, expressive reading in elementary school can be made more interesting for children. For example, invite the children to read the text as their favorite cartoon character would do it. Don't forget to praise the student.
- Highlighting key words in the text that should be emphasized while reading can be difficult for younger students. To help them in this, the text needs to be parsed by sentence, in each phrase highlighting the main words in meaning.
- The best test expressive reading there will be a small theatrical performance in the classroom. The teacher chooses an interesting play or poem that the children can read by roles. Connect all students to this game, let them try different roles. The result of the performance will be the consolidation of reading skills and a lot of fun.
- As for me, I always read aloud with my students at all stages of learning. It's just that the tasks at different stages are different.
- I work with high school students in the following way:
- 1) I select the text with voice acting on CD
- 2) I listened to the sentence-pause-read, imitating the speaker's pronunciation.
- 3) I listened to the sentence-pause-repeated after the announcer without relying on the printed text.
METHODOLOGY FOR TEACHING READING IN ENGLISH
Reading is an independent type of speech activity associated with the perception and understanding of information encoded by graphic signs.
At the initial stage of education, students must master the letters of the English alphabet, learn the sound-letter correspondences, be able to read aloud and to themselves words, word combinations, individual phrases and short connected texts.
The ability to read is based on certain skills that must be formed by the teacher in the process of working in the classroom and at home. And the first of these skills is “the correlation of the visual image of a speech unit with its auditory-speech-motor image”. The sum of these skills is the reading technique.
In order to correctly plan reading lessons, you need to know two things: firstly, what does it mean to be able to read, and secondly, by what means can this skill be developed.
Being able to read is, first of all, mastering the technique of reading, that is, instantly recognizing visual images of speech units and voicing them in internal or external speech. Any speech unit is an operational unit of perception. Such a unit can be a word, or even a syllable (with poor reading technique), or a phrase of two or more words (syntagma) and even a whole complex phrase (and a paragraph in case of speed reading), the larger the operational unit of perception, the better the reading technique. and the better the reading technique, the higher the level of understanding of the text.
Passov E.I. identifies several methods of teaching reading techniques at the present stage of development of the methodology of teaching foreign languages: alphabetical (learning the names of letters, and then their combinations of two or three letters), sound (learning sounds with their subsequent combination into words), syllabic (learning combinations of syllables), whole word method (learning by heart whole words, sometimes phrases and even sentences is a direct method), sound analytic-synthetic method , phonemic-graphic method . Consider the advantages and disadvantages of these methods.
alphabetical method implies the study of reading individual letters and their combinations without taking into account the fact that words consist of syllables and the reading of letter combinations depends on which syllable it is in. In addition, it is very difficult for elementary school students to memorize huge number rules without their specific application in reading.
Sound method training They start by learning the sounds of a foreign language and then putting them into words. Unfortunately, this method is not applicable to English, where the same sound can be represented by different graphemes.
Methods of whole words, phrases, sentences- these are echoes of the direct method, students learn words without "boring spelling", they immediately understand the meaning of the word and have the opportunity to analyze various texts from the first lessons. True, reading aloud in this case turns into guessing the correct reading of the word. Students do not understand the mechanism of composing words, make a lot of mistakes when reading and can only read familiar words.
Sound analytic-synthetic method is the most attractive against the background of all of the above. In this case, the teacher not only teaches children to pronounce sounds correctly, shows articulation, but also teaches them to analyze these words, reinforcing this process with the most common reading rules in such a way that the student, faced with an unfamiliar word, can guess for himself, based on his knowledge, how it is read.
It is advisable to dwell on the most used methods of teaching reading technique.
In modern methods, in parallel, they also distinguish verbal lead method when students first learn the basic colloquial phrases of a foreign language and only then move on to learning the rules for reading and writing letters and letter combinations. That does not interfere with the use of all the methods listed above.
In accordance with the proposed methodology, reading aloud is taught on an oral basis and is carried out using the following exercises:
Acquaintance with the letters of the alphabet and their voicing;
- reading individual words by keywords;
Reading grammatical structures with different lexical design;
- reading various structures organized in a logical sequence, etc.
This technique provides for several more points of exercises, but we are interested in the very first ones. During the first quarter, only the study of the rules for pronunciation of sounds is provided after the teacher, or after the announcer. Students learn the correct articulation of a particular sound, perform gymnastics for the tongue and lips, which subsequently helps them cope with the pronunciation of difficult sounds of the English language. The study takes place in several stages, first the students listen to the sounds, then repeat them after the teacher, then repeat after the teacher the words, the meanings of which the teacher does not translate. Whenever possible, expressions are used in the lessons that allow you to consolidate the sounds you have passed - these are commands, teacher requests, appropriate vocabulary and grammar. The study of the letters of the English alphabet and the rules for reading and writing them begins only at the end of the first quarter and continues during the second and third quarters. Students begin to get acquainted with vowels and the rules for reading them in open and closed syllables, learning is carried out using keywords. A card with a keyword is placed on the board, where the letter that is being studied is highlighted in red, and the unpronounceable e, if any, is blue. The teacher explains the reading of this word, reads it, the students read after it, after which, by analogy, they read words that are read in the same way (for example, plate, name, table, place, etc.). At the same time, words should be chosen in such a way that they are known to all students by this moment. Next, students read special exercises by textbook. Learning to read vowels is based on four different types of syllables.
Stages of work on the formation of reading technique
Stage one. Oral introductory phonetic course. Development and consolidation of auditory-speech-motor skills when pronouncing individual phonemes in conjunction with transcription signs. Practicing speaking skills.
Stage two. Names of letters and their graphic images. The first skills of writing in semi-print type. English alphabet. The first experience with the textbook dictionary. Number of lessons 3-4.
Stage three. Acquaintance with the rules of reading in conjunction with the graphic image of the words studied in the oral introductory course. Development and consolidation of reading skills in the textbook of speech units (words and dialogues), the meaning and pronunciation of which are known to students.
Stage four. Consolidation of reading skills on speech units, dialogues and texts that were not included in the oral introductory course. Introduction of new, retraining of known rules of reading.
The method of teaching reading at the initial stage offers the following exercises:
Writing letters, letter combinations, words according to the model;
- finding pairs of letters (lowercase and capital);
- entering the missing ones; missing letters;
- writing off - recording - reading words in accordance with a certain sign (in alphabetical order, in the original form of the word, filling in the missing letters in the word, etc.);
- construction of words from disparate letters;
- search (reading, writing out, underlining) in the text of familiar, unfamiliar, international and other words (in different speed modes);
- reading text with missing letters / signing words under pictures, matching drawings and written words, team games to identify the best readers, etc.