We start learning any foreign language with the alphabet. First, we get acquainted with the letters and their sounds, then gradually we try to pronounce these letters in combination, smoothly moving on to the rules for reading these combinations. Complete reading is our goal. Writing words offers us 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 study whatever we want.
Reading in any language, not only foreign, but also native, develops our thinking, because on a subconscious level we remember how people communicate or behave in certain situations. The doors to all areas of knowledge are open for us. We are able to find out everything that interests us. And a fairly high level of literacy among reading people is for everyone 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 has 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 it. An analysis of the educational activity of schoolchildren indicates that if students' reading skills are not well developed, they poorly apply 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 start 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
It is easier to teach the alphabet using a card, which additionally contains a transcription of the sound of each letter.
How to memorize the alphabet:
- We learn a few letters a day and use them in words.
- Note that the phonetic sound of a letter in the alphabet and the word can be completely different.
- We fix 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 goes all the way in parallel to it. Children will learn these rules:
- the same letters and letter combinations in words can be pronounced differently;
- some letters are written but not readable;
- one letter can be read with two sounds, as well as vice versa: in a letter combination there can be 2-3 letters read with one sound.
All this is called phonetics, and in order to master it, you need to own the rules of transcription and know:
- What's happened long vowels sounds:
these are those that are pronounced lingeringly.
- What's happened short vowels sounds:
pronounced short, 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) sound.
- What's happened diphthongs and triphthongs:
these are sounds made up of two or three elements.
- What's happened voiced and voiceless consonants:
English voiced are pronounced more energetically than Russians and are not deafened at the end.
Reinforcement techniques for teaching reading
To explain the phonetic rules, it is advisable to have cards with the transcription of sounds for these categories.
Demonstrating the card, we memorize the pronunciation rules for each sound, in accordance with Russian sounds. If there is no Russian analogue, then the pronunciation of the sound is written in detail, indicating the location of the language or finding a similar sound.
For example, the following rule for pronouncing the sound [θ]:
When pronouncing the sound [θ], you need to position the tongue as if you are going to pronounce the sound “s”, only place the 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 reading rules using examples of words.
Learning to read in English means mastering this 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 understand the reading rules. 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 to know four letters at once in block. I spend three lessons for mastering each block. In the first lesson of the block, using a presentation and colorful pictures, students get acquainted with the letters, recognize their sound counterpart, and memorize.
From the first lesson, a fabulous game situation is introduced: the magic city of letters “ Amagictownofletters ” ... On a sheet of Whatman paper, as you become familiar with the alphabet, letters are attached, 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 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 friends put the letters in the last place in the word, she is offended and silent. Or this example: The letters C and G have two pairs of clothes in their wardrobe. They wear the most elegant clothes (sound analogs to the name of these letters in the alphabet) only when they meet the letters E, I, Y. When meeting with the rest of the letters, they wear 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 a passive vocabulary... Of course, the more words we know, the clearer we read and the more competent we pronounce the presented sentences. Of course, you should start reading immediately after mastering the alphabet, but you shouldn't forget about memorizing new words either. The use of game situations and ICT increases the motivation of students in learning a foreign language, attracts with its colorfulness and novelty and creates a comfortable learning environment. Computer training program “Professor Higgins. English without an accent ”in the absence of a language laboratory helps to practice pronunciation. Often, students themselves suggest fairy-tale situations for memorizing reading, for example, diphthongs. Two years ago, a student suggested such a fabulous situation for mastering the reading of the diphthong ou : O and U often go for walks in the woods and constantly lose their way home. They are calling for help, which corresponds to the Russian AU! When children come up with their own associations for memorization, it gives one hundred percent of the result of mastering reading skills.
At this stage, the following tasks using a computer also help to master the principles of reading: “Take the words home” (the student must rank words by 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 bricks ”(or“ Build a house ”, where students build a house from bricks - words that are the same in terms 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. Play techniques perform many functions in the child's development process, facilitate the educational 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-methodical work of the teacher, intensify learning, actively teach - the student himself achieves new knowledge, increase the motivation of students, individualize and differentiate learning, create a comfortable learning environment. By the way, in the process will be very useful knowledge that relate to word formation in the English language and its methods. If you become familiar with suffixation and prefixation, conversion and word composition, 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, teaching to read in English should only take place 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. If you wish, you can listen to this passage several times. As an option, a competent reading of the text by a teacher as an example is suitable. If this is a lesson, you can listen to the whole class and determine who is best at the task at hand. And, of course, in the process of learning to read, it is necessary to listen to each student in order to monitor his ability for 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 trends. In this case, the lexical material will receive its worthy improvement. It depends on how deeply and in detail the material is understood whether the person who has read it will be able to use it in other areas of his life. To assess the degree of mastering of the read, you can try to choose a title for the text of several words, but well reflecting the meaning of the 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. You need to read as often as possible, as time permits. You can take any literature, if only you like it. First you have to constantly rummage through the dictionary in search of an unfamiliar word. But, over time, you will learn to grasp 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 teaching 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, take another. Just don't quit doing it halfway.
Sources of
- 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. Kuzovleva. Foreign language lesson. - M .: Glossa-Press, Rostov-on-Don: “Phoenix”; 2010 S. 640.
Cameron L. Teaching Languages to Young Learners. -M .: Cambridge: Cambridge University Press; 2001.
Teacher in English
MAOU SOSH №2
Tikhonova Yulia Alexandrovna
« Diverse approaches when teaching children to read in English "
2017year
Content.
Introduction.
1. The approach of modern methods of teaching foreign languages to teaching reading. Objectives 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 the difference in the level of preparedness of children for school. Children of the same class, of the same age, have different learning abilities. Unfortunately, as it gets more complicated curriculum this difference increases and becomes an insurmountable obstacle.
Strong learners capable of learning quickly understand new material and are ready to continue working, while the weak not only do not understand the new one, but also forgot the previous material. This problem is far from new. It also arises in different classes, and in different subjects, and from 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 educational activities of the students, relying on their knowledge, skills, level of preparedness. Each teacher who goes to the lesson expects a good result, successful mastering teaching material, good orientation in the topic. A significant difficulty for a teacher in preparation is presented by schoolchildren with consistently high academic performance, having a sufficient fund of knowledge, and children with low academic performance.
If you slow down the pace of the lesson, the complexity of the material being studied, then strong children become bored, they begin to be distracted themselves and distract neighbors, ridicule those who do not succeed. If you increase the pace and complexity of the work, then children with gaps in knowledge 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 study 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, the teaching of which should be interconnected, but with a differentiated approach to each of them. This is due not only to the fact that the functioning of each species 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.
An approach that starts learning with reading has several advantages:
1. Learning to read from the first lessons allows you to immediately implement the cognitive aspect, which is one of the leading in the first year of study. If teaching to read from the very first lesson is based on realities that are interesting and new for students, the facts of the culture of the country of the target language, very soon a foreign language begins to be perceived as an additional means of learning.
3. Mastering reading is an easier process than mastering speaking.
To properly plan your 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 ability be developed. To be able to read means, first of all, to master the reading technique, 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 text comprehension.
What are the tasks for teaching reading in English? At the initial stage of training (1 - 2 years of systematic study of the language), students must master the letters of the alphabet of the English language, master the sound-letter correspondences, be able to read aloud and silently words, word combinations, individual phrases and short coherent texts built on program language material.
Teaching to read in English, is an integral part of the learning process as a whole. Acquaintance with the language through reading is necessary, as this allows you to improve the English language, expand the vocabulary, get acquainted with the cultural heritage, be able to get acquainted and enjoy reading unadapted literature in the original, subsequently without the need to use a dictionary. Reading in the modern world is the optimal way of transmitting information, and a person who reads freely and understands high-quality literature, a person who freely adapts in the information flow, has more chances for successful development and expanding his capabilities. Also,teaching to read in English, is an excellent tool for the development of oral speech, honing the skills of literate pronunciation and listening comprehension.
Students are introduced to three main types of reading: reading with general content coverage (readingforthemainidea), reading with detailed understanding (readingfordetail), reading to extract specific information (readingforspecificinformation).
Each type of reading is based on 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; to establish a connection (logical, chronological) of events, facts; anticipate the possible development (completion) of actions, events; summarize the facts stated 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 relationship between them, determine the main idea, compare (contrast) information, etc.;
3) understanding of the necessary (interesting) significant information: to define 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 the training, students should learn to understand the authentic text without resorting to translation (dictionary) at every encounter with an unfamiliar linguistic phenomenon. To do this, they must learn a few rules for working with text:
2) the student's life experience plays an important role in understanding any text;
3) in order to understand the text (or predict what will be discussed in this text), it is necessary to refer 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 what is known, guess the meaning of unfamiliar words;
5) refer to the dictionary only in cases where all other possibilities to understand the meaning of new words have been exhausted.
So, in the lesson of teaching reading, the teacher is given the following tasks:
1) increase the operational unit of text perception,
2) to learn to perceive the text (its parts) from a single perception,
3) teach to perceive and recognize new combinations of known units,
4) develop the speed of reading (including about yourself),
5) develop structural anticipation,
6) develop meaningful anticipation,
7) develop the ability to guess the meaning of unknown units (for various reasons)
8) teach instantly, correlate the form of the 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 as a whole.
2. Types of exercises for teaching reading.
The learning process includes working on reading technique (aloud and to oneself) and on developing the ability to understand the content of the reading.
Reading techniques are taught in initial stage familiarizing with the language. This concept implies "the ability of schoolchildren to quickly recognize and correlate graphic images (letters) with the corresponding auditory-motor images and certain meanings, that is, possession of sound-letter ratios, the ability to combine visually perceived material into semantic groups (syntagmas).
Therefore, exercises in the development of reading techniques involve working on the pronunciation and intonation of what is written (reading aloud), developing the ability to correlate letters and sounds of a foreign language, recognizing familiar words in an unfamiliar context, guessing the meaning of unfamiliar words, etc. "
Consider the types of exercises a teacher can use in a reading class. To do this, turn to methodological literature, correlating the advice of methodologists, authors of programs and teaching materials with their own experience.
a) Exercises for teaching reading at the initial stage.
The initial reading teaching methodology offers the following exercises:
writing letters, letter combinations, words according to the sample;
finding pairs of letters (lowercase and uppercase);
filling in the missing ones; missing letters;
cheating - writing - reading words in accordance with a certain sign (in alphabetical order, in the original form of a word, filling in missing letters in a word, etc.);
constructing words from scattered letters;
search (reading, writing, 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 out crosswords, composing puzzles, decoding cryptography (reading text containing words with mixed letters), reading texts containing pictures instead of unfamiliar words, signing words under pictures, correlating pictures and written words, team games to identify the best readers, etc.
b) Using demo cards with printed words.
In communication technology, all exercises used should be speech in nature, more precisely, communication exercises. Complexes of exercises for the formation of lexical, grammatical and perceptual skills are aimed at the formation of psychophysiological mechanisms and involve their sequential development. 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 guesswork.
Starting from the first lesson, you can enter such cards. In the first lesson, there are only three of them: "E ng l i sh ", " H i ! ", " H e ll o !". But students can already see that there are vowel letters (they are highlighted in red, because students got used to denote vowel sounds with a red pencil during phonetic parsing 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 need to be memorized (they are written in green).
Visibility provides the correct understanding of the material, serves to understand the material by ear, a means of attracting (switching) involuntary attention, helps to preserve 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 large enough for everyone to see (5.5 cmx30 cm). The size of lowercase letters is 3 cm. The color is used in each word. This is due psychological characteristics children of a given age.
Reading rules are introduced later, of course. But students get used to the color visual image of the word, they quickly memorize its spelling. Strong learners also memorize spelling. For weak learners, the color reference helps to read the word.
The cards can be used both for phonetic exercises, and for the introduction of new vocabulary, and for repeating the learned words, and during a competition for the speed and correctness of reading the material.
A game to test the knowledge of the lexical meanings of words is possible. For example, a student receives several cards with an assignment, which he performs independently, and then explains, comments on his implementation, solution, 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. The tasks can be varied: choose those words that relate to a certain 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 an assignment according to the student's strength.
c) Using expanding syntagmas in teaching reading.
The most desirable exercise is considered by many Methodists to bereading expanding syntagmas ... This exercise has the following goals:
increases the operational unit of text perception;
develops structural anticipation;
promotes the assimilation of new words that can then be found in the text (develops a contextual guess);
insists students on reading the text, because 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 field of coverage when reading: the student gets used to reading not by syllables, not word by word, but by syntagmas, moreover, every time they are larger and larger. And the larger the unit of perception of the text becomes, the better the syntagmatism of reading, the semantic division of the text, and, consequently, the higher the speed and better understanding.
A syntagma (any phrase that has an independent meaning in speech) in each subsequent phrase spreads and expands, but not straightforwardly, but transforming. However, the keyword is repeated in every phrase, albeit in a new environment. 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 way to perform this exercise is to read to the soundtrack in an undertone or in a whisper." Reading expanding syntagmas can be done in different modes:
1) students listen to the recording and repeat one syntagma one at a time loudly in chorus in pauses after the speaker (teacher);
2) students repeat one phrase at a time loudly in chorus in pauses after the speaker (teacher);
3) students read the entire block of syntagmas to themselves;
4) students read individually (2 - 3 people) one phrase at a time loudly following the speaker (teacher) and check each phrase against the reading pattern;
5) two - three students read the entire block of syntagmas individually (they check their reading of phrases with the reading of the speaker, or the teacher himself corrects their mistakes);
6) students read all together in chorus simultaneously with the speaker;
7) three - four students read individually together with the speaker.
These modes have varying degrees of difficulty, increasing from mode 1) to mode 7).
When performing this exercise, the students are assigned the following tasks:
skim the entire syntagma (phrase) without pauses between words;
listening to the announcer, try to notice where a mistake is made in your own pronunciation;
monitor the change in the content of each subsequent phrase, depending on the newly entered word (component);
strive, not to read syntagmas or phrases word by word, but try to cover them with one glance, to skim them through 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 techniques using phonogram.
To develop reading techniques, they often use reading to the soundtrack. Reading technique is closely related to reading comprehension. The better we understand, the faster we read (i.e. familiar words and expressions are much easier for students to read than unknown and incomprehensible). The faster we read, the better we grasp the content. It is no coincidence that the well-known fact that in the middle and senior grades of school is better for those children who have good technique and the speed of reading in the native language. They work faster with the information they receive, highlight the main and the secondary, and draw up a plan for the presentation of the text. By developing the reading technique, the student also improves the syntagmatism 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 the correct auditory images of speech units in them.
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 them (i.e., the student uses different types of memory: visual, auditory, speech-motor).
Reading to a phonogram is carried out in the same modes as reading expanding syntagmas.
e) Formation of reading skills using transcription.
To master the rules of reading and further use the dictionary, students study the signs of international transcription. At the same time, students are informed that in English there is a special recording - 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. You don't need to memorize them on purpose. But there are also specific icons that will take some effort to memorize. The development of the ability to read transcription signs, which is necessary for further use of the dictionary, is one of the tasks of the initial stage.
The interconnected development of reading and skillstranscription readings takes place in two stages - the stage of formation and the stage of improvement. A particular important role is played by the formation stage, which consists of certain stages:
l stage. Formation of pronunciation and reading skills in transcription.
1. Perception. Pupils have visual support for listening to sounds in statements; there are three lines in the field of view of students: a graphic image of a word, a transcription of this word and transliteration. At a subconscious level, connections between the sound and visual images of the word (transcriptional and graphic) begin to be established; students perceive and remember the visual image of a separate transcriptional sign of the corresponding sound, perceived by ear.
2. Imitation. Students repeat after the speaker or teacher (first each one individually, then in chorus) individual sounds. At the same time, students see the transcriptional signs of the sounds that they imitate.
3. Differentiation. Students see the transcriptional signs of English sounds when identifying their similarities and differences in pronunciation in comparison with the corresponding Russian sounds; when explaining the peculiarities of articulation of English sounds; perform exercises aimed at differentiating transcriptional signs that are similar to each other and differentiating signs and letters similar to them.
Here it is also possible to use cards with written transcription symbols, and Russian ones can also be added to English signs.
4. Isolated reproduction. Students voice transcription marks; read familiar words and phrases with new sounds in transcription.
At this stage, for strong students, it is possible to use tasks for reading words in transcription without a graphic image of words, such notes can be placed on a blackboard or written out on strips of paper in large print (flashcards). For average and weak students, it is easier to combine pairs of entries: a graphic image and a transcription, written in a different order.
5. Combination. Students read new speech material from transcription.
Strong learners can also provide reading patterns at this stage. It will be interesting for them to try their hand and knowledge while reading unfamiliar, unexplored words. Correct reading of unfamiliar words will testify to the conscientiousness of the formed grapheme - morpheme correspondences. The task for a weak student is to repeat the reading without mistakes.
Improving pronunciation and reading skills in transcription.
At this stage, students perform exercises to develop vocabulary and grammatical skills using transcription as an aid. (2, p. 28 - 29)
3. Exercises to develop reading skills.
To develop the ability to read, speech exercises are used, which have a specificity dictated by the peculiarities of reading as a type of speech activity. The sequence of these exercises is built taking into account the levels of text comprehension. Speech and cogitative tasks are required as attitudes.
Mastering the reading technique is inseparable from the work on mastering the ability to extract information from the read. This is also the focus of the reading exercise assignments. This is very important for children to understand the communicative function of reading.
a) Using 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 heading, illustrations of the text.
Each text is accompanied bypre-text task, the successful completion of which after reading the text will testify to the students' understanding of what they have read.
While reading the text, children should be careful, looking for the correctness or incorrectness of their assumptions.
For strong students, not only information about the different animals that live on farms, zoos and homes, but also information about the safari park, which is located in the UK, will be of interest. For weak students, after reading it, it is enough to understand whether he guessed correctly.
Mastering the ability to read aloud and to oneself occurs in parallel. Students first scan the text and then read aloud. With the help of reading aloud, the mastery of reading to oneself occurs. 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 learning tool is not limited to this. Reading texts is an important tool for developing speaking skills.
b) Using exercises for meaningful identification.
The development of communication skills in reading takes place at each lesson, and work on reading necessarily ends with the solution of any communicative problem. Performing a variety of tasks should be an indicator of the success of mastering this type of speech activity in English.
It is appropriate to consider herecontent identification exercises. These are exercises in which the student must identify one statement with another, i.e. establish their similarity or difference in content. The purpose of this type of exercise is to develop semantic guesswork, 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) select sentences (from data) that correspond to the content of the story;
d) determine whether the proposed summary is identical to the main thoughts of the story;
e) establish the difference in two texts that are printed in parallel and represent a story of the same content.
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 the read, three or four times viewing it within the execution of one exercise and 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) the text, the students are offered the task:
"" 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 an exercise to compare sentences with similar 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 assignment correctly, students have to return to the text, re-read it. In this case, it 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 guess, 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 center. _________ twelve discotheques and twenty cinemas. But in that town ________ (not) schools, ________ (not) a church and ________ (not) theaters and museums. ""
c) Exercises for meaningful search.
To develop logical understanding, you can usemeaningful search .
Its options may be different:
a) Find proposals confirming .....
b) Find what characterizes ...
c) Find the reasons why .......
d) Find those problems that worry ...
The main purpose of these exercises is to develop logical understanding. The actions that the student performs when completing these exercises are called meaningful searches, since the student actually searches for what is required in the read, and searches for it based on how he understood what he read. If he does not understand the main points of the text, the search will not take place.
The actions required of the student are similar to those that he should perform in the previous type of exercises.
d) Exercises for a semantic choice.
The semantic choice includes the following exercises:
a) choose a suitable title from the data;
b) choose the answer from the proposed ones according to the meaning;
c) choose from the paragraphs of the story one sentence at a time that conveys their meaning.
The main task of these exercises is to develop the mechanism of logical understanding, but along the way they solve other problems - they develop a semantic guess, improve the reading technique.
EI Passov advises that the teacher "should not be satisfied with the correct choice, because it can be accidental. 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 these exercises is that they are not only teaching, but also controlling. For the student, direct control will be hidden here, and this is the great advantage of these exercises. But the teacher, by the fact of the exercise, by the nature (process) and the level of performance, can judge the success of reading mastery.
Exercises for meaningful search and meaningful choice are mainly used in the older grades. In the 5th grade, students are not at a level to easily cope with such tasks.
4. Using speech exercises as an exercise for teaching reading.
a) Organization of lessons of the 1st and 2nd cycles.
Each English lesson begins with speech exercises.
Speech exercises are usually understood as a way to psychologically tune students to communicate on a specific topic. It serves the same role as communicating the objectives of this lesson directly to students. Therefore, if speech charging is used, then it is an organizational technique. For example, a foreign language formulation of the lesson goal can also serve as an auditory speech exercise.
But speech exercises can develop into a training stage. Speech exercises can serve as an exercise in listening (if the teacher communicates any information), an exercise in the development of dialogical speech (if the teacher asks questions, and the students answer them), repetition homework(if the subject of conversation is a text from a home reading or a topic studied in the previous lesson and assigned to be repeated at home)
In the fifth grade, some students have their own knowledge base, experience of reading and speaking a foreign language, in each class there are strong students willing to help the teacher. Why not put speech exercises in 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 working out 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 training content is still the textbook and notes on the board. Why not diversify the lesson equipment with beautifully designed colorful signs?
So in one of the first lessons, sheets of paper with printed sentences appear on the blackboard:
"" What is your name?
Where are you from?
What languages do you speak? ""
The teacher knows the names of the children, so it is not interesting for the students to answer the teacher's question. It's much more interesting to ask yourself. A strong learner can handle questions easily. 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 the weak student. The main members of the sentence are studied by children in the second grade. They know how to define the subject and predicate in Russian. Therefore, it is easier for them to understand the structure of the 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 by "taking his place." They teach the lesson themselves, choosing which question and who they will ask. Strong learners practice reading long structures and building dialogue. The task for the weak student is to repeat the answer. Here they can’t sit out, because it’s a shame not to answer a classmate. The grammar, vocabulary, question and answer structure is repeated.
Lesson topics become more complicated, vocabulary becomes more complicated, sentences are lengthened. 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 ones want to stand out with a complete answer. Both are permissible and true. The task of the teacher is to train children in reading and speaking, to adjust to a foreign language. Both with a short and with a full answer, it should be solved.
A fertile topic for speaking"" Animals "" . The following question blocks can be used:
- “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 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 temporal forms that will be studied further. Therefore, in the selection of material, preference is given to grammar. Various grammatical structures are selected to enable analysis and comparison.
Perhaps, when organizing subsequent cycles in this academic year, changes and additions will be made, since the current fifth-graders are completely different in terms of the level of development, abilities, training on the pupils of last year. Perhaps new blocks will appear, some of the existing ones will be postponed or completely removed.
The learning process is a developmental process; it cannot be frozen, constant, unchanging. This is our reality. But in the work of a teacher there is always room for creativity. He is obliged to go forward, together 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 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 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 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 resolve 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 in this stage of the lesson, waiting for new proposals and blocks. Of course, this is a very time consuming job, it takes a lot of time in preparing a lesson. But on the other hand, it saves time when organizing a lesson and designing a board.
List of used literature:
1. Galskova N.D. "Modern methods of teaching foreign languages." (teacher's guide), M., "Arkti", 2004.
2. Vaulina Yu.E., Dooley D., Podolyako O.E., Evans V. "English in focus -5" (a book for a teacher to a textbook for grade 5 general education institutions), M., "Education", 2012.
3. Passov E.I. "Foreign language lesson in high school", M.," Education ", 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., "Education", 2012.
5. Passov E.I. "Program - the concept of communicative foreign language education (5 - 11 grades), M.," Education ", 2000.
6. Kolker Ya.M., Ustinova E.S., Enalieva T.M. " Practical technique 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 highlight it in 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, already almost classical, question:
What about transcription?
First, transcription does not teach you to read.... And she never taught. Those who have studied transcription, admit: when reading a text in English, do you imagine it written in transcription symbols? Of course not. In order to read, no transcription is needed.
Transcription helps you learn how to pronounce an unfamiliar word. Previously, almost the only way to find out when the teacher was not around was a paper dictionary. Therefore, studying the rules of reading (in the fifth, by the way, grade), they immediately took transcription symbols so that the children could use the dictionary at home. I repeat, not for reading, for using the dictionary! But now we have a lot of all kinds of 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 as a last resort, almost any online dictionary provides an 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 from early adolescence. In the same fifth grade it is quite possible, although now it is no longer necessary. 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. Doesn't it sound complicated? 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 can't I sign words with Russian letters?
Sometimes I see that some parents and even (oh 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... By 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. Not to memorize how it is written in English, but to read these very Russian letters. He will remember how the word sounds, but having met this word in a new text, most likely he 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 the alphabet songs for the child, which are on YouTube great crowd... But to start reading, the child must learn which letter of the alphabet gives which sound. To do this, we and the students (using games with cards, video, TPR - about him) for each letter of the alphabet we memorize its sound and one or two words that begin with this sound. For example, 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 suggested 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 the 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 matches which picture.
That is, the mechanism is as follows - the child does not parse a word into sounds, he correlates the visual image of a whole word with its sound (thanks 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 studied). Then, seeing the learned word in the text, the child remembers how it sounds and can read it. This method is good because in English, almost half of the words are exceptions that are not read according to the rules and there is simply no other way to learn these words how to remember.
Phonics teaching method.
The whole word method alone is not enough. In order for your child to read really well, it is best to reinforce the textbook with its whole word method with learning to read by rules. To do this, with kids from 6 years old, phonics are used - these are manuals where words are collected in groups, depending on what rule it is read. By listening to and reading these groups of words, the child deduces reading patterns. For example, after listening, repeating after the announcer and, possibly, playing the words cat-fat-mat-bat in games, most children themselves will be able to read the word sat and the like.
Usually, phonics are beautiful books with pictures, audio and sometimes video applications (from those that I like - Oxford Phonics World for preschoolers and Sounds great to get started, both in 5 parts), there are also interactive programs (Starfall, Teach Your Monster to Read) and video courses (for example, an amazing course Hooked on phonics). Some authors give phonics right in the textbook, for example, in the textbook Family and Friends phonics are there, but they are stretched out for several years (!) Of study. In fact, one school year is enough for kids to learn all the rules of reading.
Teaching to read English aloud
from the experience of an English teacher
CHOU SOSH No. 48 "JSC Russian Railways" Afonina Olga Viktorovna
Initially the main form of reading is reading aloud, as for reading to oneself, here only the foundations are 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 a small amount compared to reading to oneself, but it is carried out in each lesson in one or two paragraphs of text.
When learning 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 mastered in oral speech. And this is achieved as a result of conducting an oral introductory course, oral lead. 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 stress on the service 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 signs 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.
"Neighbor letters"
Children take turns playing. I name any letter. The student names the letter in front of the named letter in the alphabet and the letter after the named one.
The person completing the task names a letter for his friend. The game continues in a chain.
"Short alphabet"
Any letter is called. The student speaks the alphabet starting with the named letter.
Consonant alphabet
Students in chorus or alternately pronounce the English alphabet without naming vowels, replacing them with claps.
Lesson - competition
“ The ABC party ”, where I offer tasks to test the knowledge of letters, sounds, alphabet. At the end of the competition, students receive certificates.
"Come up with a proposal"
Pupils receive cards with the words they master. Everyone should make sentences with "their" word.
"Who will continue?"
The cards that are distributed to the students contain unfinished sentences that 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 asked to read 7-8 words in a row)
"Double card"- work with mutual verification on the card. The first student reads the words, and the second checks the transcription. The first trains the reading of words, and the second - reading the 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 competitive game is to learn how to form words. It allows the entire class to be involved in active learning activities.
1. Divide the class into pairs.
2. Distribute letter envelopes.
3. Ask the children to compose as many words as possible on a specific 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 guys 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);
Pupils read words in pairs that they often confuse ( cold- could, form- from, come- some);
Students should name the letters that distinguish these words from each other ( though- thought, hear- near, since- science, country- county);
Students take turns reading words written in a column, where the first word is the key;
From a number of words, students choose those words that contain graphemes oo, ow, ea, th etc.
With the advent of simple but related texts, text period. The purpose of the text reading period is to lead students to perceive and understand the text at the same time. In its implementation, the following modes are used, together they constitute a subsystem for teaching reading aloud.
1 mode: Read aloud based on a reference.
2 mode: Reading aloud without reference, but with preparation in time.
3 mode: Reading without reference and preliminary preparation.
- The teacher should always monitor the pronunciation and work on how the sounds are pronounced.
- Parse the text in meaning. Ask the student about the heroes of the work. It is very important how the reader "presents" it. When reading aloud, we must convey the mood of the characters in the text. In subsequent lessons, 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. Remember to praise the student.
- Highlighting keywords in the text that should be emphasized during reading can be difficult for younger students. To help them in this, the text must be disassembled according to the sentence, highlighting the main words in terms of meaning in each phrase.
- The best test expressive reading there will be a little theatrical performance in the classroom. The teacher chooses an interesting piece or poem that the children can read in roles. Get all the students involved in this game, let them try different roles. The result of the performance will be reinforcement 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 mode:
- 1) select text with voice acting on CD
- 2) I listened to the sentence-pause-read, imitating the pronunciation of the speaker.
- 3) I listened to the sentence-pause-repeated after the announcer without relying on the printed text.
ENGLISH READING TECHNIQUE
Reading is an independent type of speech activity associated with the perception and understanding of information encoded by graphic characters.
At the initial stage of training, students should master the letters of the alphabet of the English language, master the sound-letter correspondences, be able to read aloud and silently words, word combinations, individual phrases and short coherent texts.
Reading is based on certain skills that must be developed by the teacher in the classroom and at home. And the first of these skills is "correlating 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 competently plan lessons in teaching reading, you need to know two things: first, what it means to be able to read, and secondly, with what means can this ability be developed.
To be able to read is, first of all, to master the technique of reading, that is, to instantly recognize the visual images of speech units and to 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 (with poor reading technique), or a phrase of two or more words (syntagma), and even a whole complex phrase (and with speed reading - a paragraph), the larger the operational unit of perception, the better the reading technique , and the better the reading technique, the higher the level of comprehension of the text.
E.I. Passov identifies several methods of teaching reading techniques at the present stage of development of methods of teaching foreign languages: alphabetical (memorizing 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 (memorizing whole words, sometimes phrases and even sentences is a direct method), sound analytical-synthetic method , phonemic-graphic method ... Let's 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 when reading.
Teaching the sound method begin with the study of the sounds of a foreign language, followed by folding them into words. Unfortunately, this method is not applicable to the English language, where the same sound can be conveyed by different graphemes.
Methods for 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 how words are formed, make a lot of reading mistakes, and can only read familiar words.
Sound analytical-synthetic method is the most attractive among 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, could guess on the basis of his knowledge how it is readable.
It is advisable to dwell on the most used methods of teaching reading techniques.
In modern techniques, in parallel, they also distinguish oral 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 of the above methods.
In accordance with the proposed methodology, teaching to read aloud is carried out on an oral basis and is carried out using the following exercises:
Acquaintance with the letters of the alphabet and their sounding;
- 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 exercise items, but we are interested in the very first ones. During the first quarter, it is only envisaged to study the rules of pronunciation of sounds following the teacher, or the speaker. Students learn the correct articulation of a particular sound, perform gymnastics for the tongue and lips, which later helps them cope with the pronunciation of difficult sounds in the English language. The study takes place in several stages, first the students listen to the sounds, then they repeat them after the teacher, then they repeat after the teacher the words, the meanings of which are not translated by the teacher. Whenever possible, in the lessons, expressions are used that allow you to consolidate the passed sounds - 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 key word is placed on the board, where the letter that is being studied is highlighted in red, and the unpronounceable e, if any, in blue. The teacher explains the reading of this word, reads it, the students read after it, after which, by analogy, they read the words that are read in the same way (for example, plate, name, table, place, etc.). In this case, the words should be selected in such a way that they are already known to all students by this time. Next, students read special exercises according to the textbook. Vowel reading is taught using 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 and speech motor skills when pronouncing individual phonemes in conjunction with transcription symbols. Speaking skills training.
Stage two. Names of letters and their graphic images. The first skills of writing in semi-printed 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 learned in the oral introductory course. Development and consolidation of reading skills from a 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. The introduction of new, learning the well-known rules of reading.
The initial reading teaching methodology offers the following exercises:
Writing letters, letter combinations, words according to the pattern;
- finding pairs of letters (lowercase and uppercase);
- filling in the missing ones; missing letters;
- cheating - writing - reading words in accordance with a certain sign (in alphabetical order, in the original form of a word, filling in missing letters in a word, etc.);
- construction of words from scattered letters;
- search (reading, writing, underlining) in the text of familiar, unfamiliar, international and other words (in different speed modes);
- reading text with missing letters / signing words under pictures, correlating pictures and written words, team games to identify the best readers, etc.