Примеры кейсов для формирования читательской грамотности школьников (на материале английского языка)

Task 1 "Polyglot»

Compiled by:

O. V. Veselova

The task is focused on overcoming deficits, such as:

• working with different types of texts (the task presents texts of scientific and

journalistic styles);

• mastering different ways of reading (detailed, viewing, selective);

• work with the search and identification of the necessary information (a number of tasks are focused on searching in the text and identifying certain details and facts);

• text interpretation (tasks focused on understanding the general content of the text and its individual fragments);

• identification of the points of view contained in the text, their argumentation,

• comparison, comparison;

• holding fragments in memory and combining them into a common information picture;

• articulating your own point of view and justifying it.

Recommendations to the teacher

The work is proposed to be carried out within the framework of traditional preparation and writing.

The teacher can use the task at any stage of the presentation (at their own discretion). It is optimal to include tasks at the first stage of the work: independent reading of the text of the task by students, then - the execution of tasks. After that, the teacher can supplement the work with the text with traditional types of tasks (determining the originality of the author's style, working on overcoming possible

spelling and punctuation errors, drawing up a text plan, etc.). The teacher reads the text of the actual presentation, and the students in the second lesson write the presentation.

It is possible to include questions for the composition part. For example: "Do I need to learn

foreign languages?", " What famous polyglot could you tell me about?", " Make up own memo of tips for foreign language learners", etc. After writing the presentation, you can offer students creative homework (see task 10).

The text of the problem

Until now, no one has established exactly how many languages a person can master.

But throughout human history, there have been people who could, to varying

degrees, express themselves not only in their native language, but also in several (or many) foreign languages. Read the reflections of the famous philologist, polyglot, Eugene Mikhailovich Chernyavsky. Use the text to answer the task questions.

"Do you know 38 languages?

Apparently, you have amazing abilities or a phenomenal memory. Or you know some clever trick, a secret ... "

All this I hear quite often. And I answer all such assumptions in the negative. I must say right away that learning languages for me is not an end in itself, or even an end, but a means. A means of familiarizing oneself with the spiritual values of other peoples and learning about their culture. Language for the sake of language is not my element. Language for the sake of knowledge, language as the key to other worlds and lives-yes. It makes sense to spend time and work for this.

In terms of language learning, people they fall into four types. The first type (which I myself belong to) is those who love languages. For them, doing them is not a torment, not even a labor, but a joy. The second type includes people who treat the languages themselves calmly or even indifferently, but understand that without knowledge of languages they will not achieve their goal, so they are ready to regularly work on their study. The third type is those who are not averse to learning the language, as long as it is not too burdensome, and in addition, it will be effective. And finally, the fourth, unfortunately, the most numerous is the vast sea of people who are indifferent to languages, and will not lift a finger to achieve anything.

So, people of the first type will succeed in learning languages under any circumstances.

People of the fourth type, on the contrary, will not achieve anything under any conditions. Therefore, in business councils, on in my opinion, people of the second and third types need it. I address myself mainly to them.

There is only one way to learn a language: through everyday work. What can this ancient, proven method be compared to? Perhaps with learning to play a musical instrument. If you want to become a pianist or violinist, it is not enough for you to understand musical notation, solfeggio, it is not enough for you to learn the notation system, accepted in sheet music, musical literature. You certainly need to regularly, persistently, daily, without interruptions for a number of years to practice, to play your instrument. In this sense, mastering a foreign language is very similar to the process of becoming a musician.

And this most important circumstance, oddly enough, is not remembered, it is discounted. How can you learn a language if you do not train, do not practice it?! And it takes several years.

But I turn to the more pleasant, so to speak, optimistic part. I'll start with "Chernyavsky's law", sorry for the immodesty. It is formulated as follows: each new language requires only half of the effort spent on learning the previous one…Thus, if you have spent, say, four years on the first language, then you will

master the fourth language in six months, however, all this is valid while we are we remain within the same language group, but even if we take it if the languages are not closely related, then the next language is still much easier than the previous one.

And one more thing. They often say: "I really want to learn this language, started to be engaged, but there is not enough time". I undertake to assert that the complaint has no basis in fact. It's not a lack of time, it's a lack of discipline. In order for the study of languages to progress successfully, it is enough to spend half an hour a day, which, in principle, is available to everyone. But you need to have the willpower to withstand this regime, not to persuade yourself that "from Monday I will start a new life".

In conclusion, I will say that I know several dozen languages because I have not wasted my time all my life. And this is taking into account the fact that he was engaged in various sports, loved to dance, loved theater, movies, read a lot, and much more. But I didn't waste my time, I didn't waste it "going nowhere". This is my "secret".

Task 1

How would you title the text? Choose one of the options.

A. "Talented person".

B. "Secrets of successful language acquisition".

C. "E. M. Chernyavsky-polyglot".

D. "E. M. Chernyavsky's Law".

Task 2

E. M. Chernyavsky wrote that " a person lives as many lives as he knows languages." What "pushes" the author to learn many languages? Find the answer to this question in the text.

Task 3

The author talks about different types of people, from the point of view of learning languages.

Using the text, fill in this table.

Task 4a.

Two students, after reading this text, started a conversation about the need to learn foreign languages. What types of people would you classify each of them as?

The first argued that it makes sense to spend time learning languages only if they are necessary for you to achieve your goals in life, such as professional growth, career, stable and decent financial situation.

The second said that language is an amazing means of knowing the world. Through language, you can touch the life of other peoples, you can learn a lot about their culture. And this very interesting and exciting. For this, first of all, it is worth working and studying languages.

Task 4b.

Which student's opinion coincides with the author's position?

Task 5

The seventh paragraph of the text refers to the "law of Chernyavsky". Write down how this law is formulated.

Task 6a.

Using the "Cherniavsky law", determine how much time it takes to learn the 14th language.

Task 6b.

How realistic do you think this law is? Explain your answer.

Task 7a.

What is the essence of "Chernyavsky's law"?

Task 7b.

What will change in the text if in the discussion of "Chernyavsky's law" (lines 47-53) we leave only the following lines: "But I pass to the more pleasant, so to speak, optimistic part. I'll start with "Chernyavsky's law", sorry for the immodesty. It is formulated as follows: is the next language much easier than the previous one?"

Task 8

The author compares the process of learning foreign languages with learning to

play musical instruments. In the next sentence, insert the missing

words:

If you study foreign languages, few _________________________________,

______________________________________________________________

need ________________________________________________________________

Task 9

To whom are the reflections of E. M. Chernyavsky addressed? Justify the answer.

Task 10 (home).

Collect the material and offer a note (article) about people

(person) who speak several foreign languages.

Task 11

Write a summary. Tell us about your experience of learning a foreign language. Are the "recipes" of

E. M. Chernyavsky suitable for you?

Option: Tell us about a person who speaks several foreign languages.

Does he have any other "recipes"?

General comment on the problem

Task type: a position.

Text type: journalism (main text), memoirs, encyclopedic article, fiction (possible additional sources); composite; solid.

Task structure: Tasks 1-4 are related to understanding the text at the content level

(what exactly is written, what is the main thing, what is secondary). Task 4 allows you to check how well one of the content fragments of the text is understood, since it involves the application, "fitting" of the classification contained in the text. Tasks 5-7b help go beyond the text, turn to the author's intention, the addressee of the text. The direct question about the addressee is put in task 9 It is assumed that the material of the previous tasks will help students to answer this question and justify their answer. Task 10

involves independent work with information on the topic of the problem, which fits Chernyavsky's thoughts into a broader context. In task 11, students are invited not only to present the content of Chernyavsky's text, but also to speculate in a free form about the "recipes" given in the text.

The answer sheet, and recommendations for assessment

Activity: Understanding the general content of the text, "folding" the text.

Difficulty level (reading literacy): 2

1 point-answer B.

0 points – the other answers.

Task 2

Activity: Search and identification of information.

Level of difficulty (reading literacy): 2

1 point – the answer contains the following examples from the text: "learning languages for me is not an end in itself and not even an end, but a means. A means of familiarizing oneself with the spiritual values of other peoples and learning about their culture… Language for the sake of language is not my element. Language for the sake of knowledge, language as the key to other worlds and lives."

0 points: - other answers (insufficient, unclear, not relevant to the question).

Task 3

Activity: Search and identification of necessary information.

Difficulty level (reading literacy): 1

1 point – the answer-table shows the correct characteristics of people of different types. The characteristics can be formulated briefly, but these formulations must necessarily correspond to the text.

0 points – incorrect characteristics that do not correspond to the typological characteristics of the author.

An additional point can be added for reformulation, "compression" of the source text, if the own version does not distort the essence of the classification contained in the author's text.

Task 4a

Activity: Identification and comparison of information.

Difficulty level (reading literacy): 2

1 point – the first disciple of the second type; the second the disciple first type.

0 points – the other answers.

Task 4b

Activity: Identification and comparison of information.

Difficulty level (reading literacy): 1

1 point – the opinion of the second student coincides with the author's.

0 points – the other answers.

Task 5

Activity: Search for information.

Difficulty level (reading literacy): 1

1 point – the answer contains the following wording of the "Chernyavsky law":

"Each new language requires only half the effort spent on learning the

previous one..."

0 points – other answers.

Task 6a

Activity: Making connections and performing mathematical actions.

Difficulty level (reading literacy): 1

1 point – according to this law, it will take a little more than 4 hours to learn the 14th language

(exact data: 4.3 hours).

0 points – other answers. No response.

Task 6b

Activity: Critical assessment of information, reasoned presentation of one's

own point of view (reflection and evaluation).

Difficulty level (reading literacy): 1

2 points-it follows from the answer that the student understands and questions the indisputability of this law. The answer is reasoned (the student explains why he thinks so, gives his own arguments, reflects on the question).

1 point-the student questions the realism of this law, but does not explain why he thinks so. The answer is not reasoned.

0 points-demonstrates a lack of understanding of the material. An incorrect or unclear answer is given.

Task 7a

Activity: Interpretation, further definition of the question.

Difficulty level (reading literacy): 2

1 point – the answer indicates that each subsequent language is easier to learn than the previous one. There is no strict relationship (see the wording of "Chernyavsky's law") between the number of languages studied and the time required for studying.

0 points – an insufficient, unclear, incorrect answer is given.

Task 7b

Activity: Analysis of the relationship "form-meaning of the text", further definition of the question.

Difficulty level (Reading literacy): 3

1 point – if it is said that the text has become less interesting, the reader's attention does not linger on this fragment, if there is any attempt to link the change in the form of the text with the reader's perception.

0 points – the reader's perception is not taken into account, answers are given like "the text will become shorter", "the wrong wording will be replaced by the correct one", etc.

Task 8

Activity: Interpretation, identification of connections, further definition of the issue.

Difficulty level (Reading literacy): 3

Code 1 – if you learn a language, it is not enough to learn the alphabet, master the grammar and writing norms of this language, it is not enough to remember the words, you need to regularly train and exercise in it for a long time.

Code 0 – insufficient and unclear answers.

Task 9

Activity: Analysis of the form and content of the text in terms of its

addressability, substantiation of the hypothesis.

Difficulty level (Reading literacy): 3

2 points – the answer takes into account the author's desire to attract, interest the reader (for example, by formulating a paradoxical law), the form of "tips" or

"recipes", a fairly simple language, etc.

1 point – the answer contains only indications of "tips", some information about the author.

edification of the text (a call for discipline, work, condemnation of aimless waste of time, etc.).

0 points – the answer does not contain arguments.

Task 2. GRAFFITI

"I'm fuming because this is the fourth time a school wall has been cleaned and repainted to get rid of graffiti. Creativity is great, but people must find a way to express themselves that does not cause unnecessary damage to society. Why strike a blow to the reputation of young people with their drawings in forbidden places? Professional artists don't put their paintings on the streets, do they? Instead, they find sponsorship and become known through official exhibitions. In my opinion, even fences and benches in parks are works of art in themselves. Isn't it a pity to spoil this architecture with paintings? Moreover, the method used for this purpose destroys the ozone layer. In fact, I don't understand why these pseudo-artists are so angry when their "artwork" is taken out of sight again and again.

(Olga)

"There's no arguing about taste. Society is overflowing with information and advertising. Logos of trading companies, store names. Huge obtrusive posters on the streets. Are they acceptable? Yes, for the most part. Is graffiti acceptable? Here opinions differ. Who pays for this graffiti? And who, after all, pays for advertising? Correctly. The consumer. Did the people who installed the billboards ask for your permission? No. Then why should people who do graffiti have to ask you? Isn't this just a form of communication – your own name, the names of gangs and large works of art on the streets? Think of the striped and checkered clothing that appeared in stores a couple of years ago. And the ski suits. The patterns and colors were borrowed directly from the multicolored concrete walls. It is strange that these patterns and colors are liked and accepted by society, and graffiti in the same style is considered terrible. Yes, art is going through hard times these days.

(Sofia)

These two letters about graffiti are taken from the Internet.

Graffiti is illegal drawings and inscriptions on the walls or in any other places.

To answer the following questions, please refer to the emails again.

Question 1: GRAFFITI

Specify the purpose of these emails:

A. Explain what graffiti is.

B. Express an opinion about graffiti.

C. Tell people about the popularity of graffiti.

D. Tell people how much money is spent on removing graffiti.

Question 2: GRAFFITI

Why Sophia refers to advertising?

........................................................................................................................................................

........................................................................................................................................................

Question 3: GRAFFITI

Which of the authors do you agree with (Olga or Sofia)? Explain your choice in your own

words, based on the content of one or both letters.

.........................................................................................................................................................

Question 4: GRAFFITI

What the letter says is its content.

The way a letter is written is its style.

Regardless of which letter you agree with, in your opinion, which letter

is better written? Explain your opinion by referring to the method of writing (style) of one

or two letters.

.........................................................................................................................................................

Evaluation criteria

Task Evaluation criteria Level of difficulty Purpose of the question

GRAFFITI

Question 1 - 1 point: answer: B.

Express an opinion about graffiti.

The second level of complexity is the formation of a broad understanding: determining the purpose of the text.

0 points: Other answers OR no answer.

GRAFFITI

Question 2 - 2 points: It says that a comparison is made between graffiti and advertising. The answer fits with the idea that advertising is a legitimate form of graffiti.

The fourth level of complexity is Interpretation: formulating a conclusion about the intended connection.

* To show that advertising can penetrate as deeply into all areas of our lives as graffiti.

* Because some people think that advertising is just as ugly as graffiti.

• In this way, it demonstrates that advertising is a legal form of graffiti.

* She believes that advertising and graffiti are similar.

• Because no one asks for your permission when installing billboards.

[The comparison of advertising and graffiti is expressed indirectly.]

• Because advertising is placed in society without demand. Graffiti in the same way.

* Because billboards are essentially the same graffiti. [Minimum acceptable answer. The similarity is recognized, but its essence is not explained.]

* Because it is a different form of exhibition.

* Because advertisers put posters and posters on the walls, so she thinks it's the same graffiti.

• Because it is also placed on the walls.

* Because they are equally pleasant and unpleasant to look at.

• It refers to advertising, because unlike graffiti, it is considered acceptable.

[It implies the similarity of graffiti and advertising on the basis of the opposite

attitude to them.]

OR: It says that a link to an ad is a strategy to protect graffiti.

• So that as a result, we understand that graffiti is legal, no matter what.

0 points: An insufficient or vague answer is given.

* This is a way of expressing her point of view.

* Because she wants to. So, it links to an ad for an example.

* This is a strategy.

• Company logos and names of the shops.

OR: A vague understanding of the material is viewed, or an unreliable or

inappropriate response is given.

* It describes graffiti.

* Because people put graffiti on ads.

* Graffiti is a way of advertising.

* Because graffiti is an advertisement for a particular person or gang. [The comparison has the wrong direction, that is, it says that graffiti is a form of advertising, not the other way around.]

OR no response.

GRAFFITI

Question 3 - 2 points: The point of view is explained by referring to the content of one or both letters.

A general position can be expressed (for example, for or against) or a detailed argument can be shown.

The rationale for the opinion must be convincing. It may be presented in the form of a retelling of a part of the letter, but it should not be completely or mostly copied without changes or additions.

The sixth level of complexity Analysis of the content of the text: justification of your point of view.

• I agree with Olga. Graffiti is illegal. Therefore, it amounts to vandalism.

* With Olga, because I am against graffiti. [Minimum acceptable response].

* With Sofia. I consider it hypocritical to fine graffiti and then make money on their designs and ideas.

• I agree to some extent with both girls. Indeed, it is illegal to paint on walls in public places, but then artists should be able to paint somewhere else, in specially designated areas.

* With Sofia, because she cares about art.

• I agree with both girls. Graffiti is bad, but advertising is just as bad. So, I don't want to be hypocritical.

* With Olga, because I don't like graffiti either. However, I can understand Sophia standing up for people who do what they believe in.

* With Olga, because it's really a shame that their drawings in forbidden places are a blow to the reputation of young people. [Answer on the verge: a direct quote included in another text.]

• With Sophia. It is absolutely true that the patterns and colors are borrowed directly from the drawn ones graffiti and later fall into stores. That is, these colors and patterns are accepted by people who consider graffiti terrible. [The explanation is a combination of phrases from Sophia's letter, but the way they are put together and transformed into a single whole indicates that the text was well understood.]

0 points: The justification of one's point of view is carried out through the use of a direct quote (with or without quotation marks).

* With Olga, since I also believe that people should find a way of self-expression that does not cause unnecessary damage to society.

* With Olga. Why strike a blow to the reputation of young people with their drawings in forbidden places?

OR: An incomplete or vague answer is given.

* With Sofia, since Olga's letter has no valid argument. (Sofia makes a comparison with advertising, etc.) [The answers are focused on the style or quality of the arguments.]

• With Olga, because her letter contained more details. [The answers focus on the style or quality of the arguments.]

• I agree with Olga. [No arguments.

* With Olga, because I can understand why she thinks so. But Sophia is also right. [No arguments.]

OR: A vague understanding of the material is viewed, or an unreliable or inappropriate response is given.

• I agree more with Olga. It seems that Sophia is not quite sure of what she is saying.

* With Olga, as she thinks that some people have talent. [Misinterpretation of Olga's letter.]

OR lack of response.

GRAFFITI

Question 4 - 2 points: The opinion is explained by referring to the style or form of one or two letters.

Such criteria as writing style, argumentation structure, persuasiveness of arguments, tone, and strategies for persuading readers are discussed.

Statements such as" the arguments are better presented " should be justified.

Sixth level of difficulty Text form analysis: evaluating the quality of two emails.

* Olga's letter. She gave a lot of points to think about and mentioned the damage that people who draw graffiti do to the environment. I think it's very important.

* Olga's letter was more convincing, as she spoke directly to the people who

draw graffiti.

* I think Olga's letter was the best of the two. I think Sophia was a little biased.

* I believe that Sofia gave very powerful arguments, and Olga's letter is much better constructed.

* Sophia's letter, since she did not address it to anyone, but simply expressed her opinion.

[The selection is explained by reference to the quality of the content. The explanation is clear if it is interpreted as "does not attack anyone".]

• I like Olga's letter. She expresses her opinion very convincingly.

0 points: Judgment in the form of agreement or disagreement with the position of the authors of the letters, or simply a retelling of their content OR lack of response.

* Olga's letter. I agree with everything she said.

* Olga's letter was better. Graffiti is expensive. Plus, it's a waste of time. Just like she said.

OR: A judgment without proper explanation.

* Sophia's letter was the best.

* Sophia's letter was easier to read.

* Olga's arguments were stronger.

OR: A vague understanding of the material is viewed, or an unreliable or

inappropriate response is given.

* Olga's letter is better written. It works with the problem step by step, and then

logically comes to conclusions.

* Sofia's letter, because she keeps her opinion to herself until the end of the letter.

OR no response.