«Развитие смыслового чтения как метапредметного умения с помощью книг для чтения».

«Развитие смыслового чтения как метапредметного умения с помощью книг для чтения».

Согласно ФГОС важнейшей задачей современной системы образования является формирование совокупности универсальных учебных действий, которые помогут учащимся «научиться учиться». В концепции универсальных учебных действий выделены действия смыслового чтения.

Цель смыслового чтения на уроках английского языка - максимально точно и полно понять содержание текста, уловить все детали и практически осмыслить извлеченную информацию. Это внимательное вычитывание в смысл с помощью анализа текста. Когда человек действительно вдумчиво читает, то у него обязательно работает воображение, он может активно взаимодействовать со своими внутренними образами. Человек сам устанавливает соотношение между собой, текстом и окружающим миром. Когда ребенок владеет смысловым чтением, то у него развивается устная речь, а впоследствии – речь письменная.

Для формирования у учащихся навыков смыслового чтения необходимо помнить, что в методике преподавания иностранных языков наиболее распространённой классификацией видов чтения является классификация по характеру извлечения информации из текста. Выделяют четыре вида чтения: ознакомительное (направлено на целостное восприятие всего текста), просмотровое (имеет целью определение только темы текста), поисковое (поиск конкретной информации в тексте, заданной перед чтением), изучающее (полное осмысление и понимание всего текста и его разделов).

Для восприятия текстовой информации и ее переработки в соответствии с коммуникативно-познавательной задачей используются различные комбинации приёмов, которые в научной литературе определяют как «стратегии смыслового чтения».

Работа с любым текстом на уроках английского языка предполагает три этапа:

1. предтекстовый;

2. текстовый;

3. послетекстовый.

Для каждого этапа работы с текстом характерны свои стратегии.

Целью предтекстовых стратегий является постановка цели и задач чтения, актуализация или знакомство с важными понятиями, терминами, ключевыми словами, актуализация предшествующих знаний, диагностика, формирование установки на чтение с помощью вопросов или заданий, повышение скорости чтения и количества прочтений, мотивирование читателя, прогнозирование содержания, тематической и эмоциональной направленности, формирование умения и привычки думать над текстом на английском языке до чтения.

К таким стратегиям относятся:

• ориентиры предвосхищения содержания (верно-не верно, согласен-не согласен, до-после);

• мозговой штурм (ассоциации по поводу заявленной темы);

• глоссарий (актуализация и повторение словаря, связанного с темой текста);

• предваряющие вопросы (придумать вопросы, ответы на которые ученики будут искать в тексте);

• рассечение вопроса (смысловая догадка о возможном содержании текста на основе его заглавия);

• прогноз и впечатления (попытка спрогнозировать содержание книги, просмотрев иллюстрации).

Использование перечисленных стратегий способствует актуализации изученной лексики у учащихся на уроках английского языка, развитие языковой догадки.

Целью стратегий на текстовом этапе является понимание текста и создание его читательской интерпретации, выдвижение гипотезы о содержании читаемого, ее подтверждение/отклонение, контекстуальная и смысловая догадка, размышление во время чтения о том, что и как я читаю и насколько хорошо понимаю прочитанное.

К таким стратегиям относятся:

• чтение в парах;

• чтение с пометками;

• чтение с вопросами;

• чтение с остановками;

• тайм-аут (паузы для сохранения информации);

• преобразование текста в таблицу;

• компрессия текста (план в вопросах, с ключевыми словами);

• кластер.

На данном этапе учащиеся практикуются формулировать собственное мнение и сотрудничают в поиске заданной информации в рамках развития коммуникативных универсальных учебных действий (УУД). Кроме того, работая с разными видами текстов на английском языке, у учащихся совершенствуется навык выделять существенную информацию и осознанно строить высказывания в устной форме.

Целью стратегий послетекстового этапа является применение, использование материала в самых различных ситуациях.

Распространённые стратегии этого этапа:

• отношение между вопросом и ответом;

• вопросы после текста (оценочные, рефлексивные вопросы, связанные с критическим анализом текста);

• ромашка Блума (шесть лепестков-шесть типов вопросов)

  • простые (Кто? Когда? Где? Как?)

  • уточняющие (Правильно ли я понял..?)

  • практические (Как можно применить..?Что можно сделать из..?)

  • интерпретационные (Почему?)

  • творческие (Что будет, если..?)

  • оценочные (Как вы относитесь ?);

• взаимовопросы;

• синквейн;

• сводные таблицы;

• задание на соотнесения;

• верно, неверно, нет информации;

• проверочный лист;

• люкентекст (текст с пропусками);

• изменение перспективы (ученик пересказывает текст с позиции действующих лиц);

• восстановление деформированного текста (перепутаны фрагменты текста, или последовательность предложений).

При регулярном применении послетекстовых стратегий на уроках английского языка у учащихся формируется умение адекватно использовать средства для построения диалогического или монологического высказывания, использовать в процессе устного и письменного общения основные синтаксические конструкции и морфологические формы английского языка в соответствии с коммуникативной задачей в коммуникативно значимом контексте.

Таким образом, развитие способностей смыслового чтения при работе с учебными текстами на английском языке помогут учащимся овладеть искусством аналитического, интерпретирующего и критического чтения. Современные реалии требуют, чтобы ученики успешно использовали полученные знания, умения и навыки не только в процессе учебной деятельности, но и в реальных жизненных ситуациях.

Фрагменты урока английского языка, направленного на развитие способностей смыслового чтения.

Moving to a New House

By Sevim Ak

1 Yiğit was excited about moving to a new house. He hadn`t seen his new room or the house. Mum said `It’s bigger and brighter than the previous one`. This was the only clue she had given.

He had learnt about moving to a new house very late. He only found out about it when his father was talking to his grandfather on the phone. He left his grandfather`s house in a rush.

When he arrived at the new house, all the rooms had already been chosen. He punched the door when he learnt that he had been given the smallest room in the house.

The house had three rooms. Father didn`t need the biggest room. A small table and a chair would be enough for him to write his reports on the computer. What about his sister`s toys? Couldn`t they fit in the smallest room? Mum had hung a pillow-shaped door sign on the bedroom door, a cook hat shaped door sign for the kitchen 10 and a brush-shaped door sign on the bathroom door. On the door of his room, the sign was of a curly blonde haired boy.

He immediately took off the door sign. There was a keyboard door sign on the door of his father`s study. He

switched their places. His mother realized the changes at once. She changed their places back. Yiğit insisted ` I

have more stuff than my father has. ` He was determined not to give in. His mother assumed that a lot of stuff had been thrown out of his room. But now his room was full of boxes. She opened one of the boxes. `Oohh! What are they doing here? I thought we had thrown them away! The things that we used to have when you were a little boy … paper toys … puppets … robot … you are a big boy now! `

`You threw them away, but I got them back ... otherwise I’d be in the room all on my own…` Her mother took the boxes out of the room without listening to Yiğit.

20

Five minutes later the cry of ‘Yigit is missing’ was heard…His mother knew how sensitive her son was. She

looked in the laundry basket, in the boxes and in the washing machine. She was expecting him to scare her with a ‘Booo! … Haha!...’ The smile froze on her face.

Then she took the lid of the biggest cooking pot in the house. She imagined him jumping from a cloud. Instead a little water drop splashed on her hand from the lid.

Father wasn`t alarmed about Yiğit`s disappearance yet. Because he used many electronic devices, he considered everything to be remote controlled. He dialled Yiğit`s number on his phone and he wandered

around the house. He expected him to come out from wherever he was hiding and say `Beep beep`. He didn`t

hear it. He wandered around the house, then he went into the garden. He saw a shadow behind the tree. He shouted his name with a smile on his face…. He imagined hugging him. At the same time a cute little dog with a 30 long nose ran away wagging its tail.

The empty boxes had been carried back to the lorry and it was moving away… The father dreamed that his son

was in one of those boxes. He ran after the lorry in hurry. He shouted `Yiğit`. But the lorry had already gone far

away.

In front of the door Father bumped into a woman who had black hair streaked with white. She was carrying a

bundle of newspapers under her arm, reading one at the same time.

`Hello… You … Our new neighbour….` stuttered the father.

`Aaaah … yes…` said the woman. `Mine is the house next door. Welcome to our street. `

The neighbour had a long neck and big blue eyes. She turned her head to look at the house and the furniture.

`Hmmm … There are four people in the family … Is your older child a boy? `

40

`How did you know? ` Have you seen Yiğit?`

`I can see inside your house… children`s bedrooms, your bedroom, the kitchen …`

`We can`t find our son … He is lost … He was wearing red shorts and a blue t-shirt …. Sometimes he is as slow as a tortoise and sometimes as fast as a rabbit…`

The woman turned to the third page of the newspaper… She showed a picture of a boy.

`Ah yes ... Look! This boy is just like the one you have described…. Red shorts … Blue sweater…` The father

shook his head.

`No no… It`s wrong ...!`

`This boy is in Izmir now.` said the woman. `He was found on the beach!` The father looked at the picture once more and smiled with relief.

50 `Oo... No no ... When I said he is fast, I didn`t mean that fast! He was here just ten minutes ago.`

The woman looked at the house again. `Hmm … This house had been empty for a long time… Look, there’s a bird’s nest on the roof…. Aaaaah! This seagull is a new one. It will bring you good luck!`

`A bird... My son loves birds. He’s crazy about flying … Thank you…`

The father looked at the room with renewed hope…. He imagined Yiğit waving at him from the seagull`s nest… He excitedly waved both arms. .. He imagined Yiğit turning into a seagull. As the seagull flapped its wings, the father looked down. The woman called him.

`You’ve dropped something from your pocket... Be careful! Don`t lose it...` It was a small notebook with a pen.

`Ahh... It’s nothing important`

`Don`t say that ... There is crime everywhere these days... They might do something terrible if they get your pen

60

and notebook.`

`Do you read detective stories? `

`All the time. `

The father ran to the house fanning his face with his hands to keep cool.

The dinner table in front of the house under the tree had been set. Mother was carrying a big pot of pasta.

`We’re tired and hungry…Let`s eat something and get some energy...`

`Hmm ... Is it pasta with cheese?` asked Yıldız. `Yiğit loves that…`

`I don`t want to eat anything… I wish we had found him…` said the father. A drop of water fell down on to the table from the tree… `Is it rain? ` asked the mother.

70 The father looked at the sky.

`The sun’s shining. `

Yıldız caught the drop with her fingertip and smelt it.

`It smells like strawberry... Just like Yiğit`s toothpaste …`

They all looked puzzled …

The drops kept falling and they were getting bigger.

`Sun and the rain together mean there will be a rainbow… It`s good luck for the new house…` said the mother. They all looked for the rainbow. At that moment, Yıldız was holding one of the drops on her fingertip. In the drop, she thought she saw Yiğit. `Yeesssssss…..Our rainbow is coming …..`

80

The drop got bigger and bigger … Yiğit in the drop got bigger and bigger … Suddenly, the boy fell onto the

middle of the table.

The mother clapped her hands, and cheered for her son.

Yiğit breathed in the smell of the food.

`I’m so hungry … Will this be enough for all of us?` he asked. The father speared a bit of pasta on his fork. He sighed with relief,

`Welcome to our new house! ` he said.

Задания на предтекстовом этапе.

Task 1. (Мозговой штурм) Read the title and look at the pictures from the text. What is the story about?

Moving to a New House Activity 1 Pre-Reading

Work in pairs. Think about the title of the story, “Moving to a New House”. Write any words which you think are related to the title.

Moving to a New House Activity 2 Pre-Reading

Discuss in pairs. What is happening here? What do you expect to find in each box? Make a list.

Moving to a New House Activity 3 Pre-Reading

Explore the missing sign and discuss these questions in pairs.

• Why do people put up these signs?

• What is usually written on these sings?

• Have you ever seen one? What was it for? What was written on it?

• What other signs/ posters like this do you see around your country?

Moving to a New House Activity 4 Pre-Reading

Look at these sentences taken from the story:

Задания на текстовом этапе.

Moving to a New House Activity 1

While-Reading

Write who said these things in the story.

Moving to a New House Activity 2

While-Reading

What do you learn about Yiğit as you read the story? Write down everything you know about him.

Share your notes with your friends.

________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________

Moving to a New House Activity 3

While-Reading

Answer the following questions about the story.

1. How did Yiğit learn that they were moving to a new house?

_______________________________________________________________________

1. Why didn’t Yiğit like his room?

_______________________________________________________________________

1. Why did Yiğit think that he needed a bigger room?

_______________________________________________________________________

1. Where did Yiğit’s mum and dad think that he was hiding?

________________________________________________________________________

1. What was Yiğit wearing?

________________________________________________________________________

1. What was Yiğit’s father worried about Yiğit being lost?

________________________________________________________________________

1. What were the things that would bring luck? Who talked about them?

________________________________________________________________________

1. Where was Yiğit hiding?

________________________________________________________________________

1. Why do you think Yiğit decide to appear?

________________________________________________________________________

1. How did Yiğit and his father feel at the end of the story?

Задания на послетекстовом этапе.

Moving to a New House Activity 1

Post-Reading

Match the film names with the straplines.

Moving to a New House Activity 2

Post-Reading

Add details to the story by answering the questions below.

1. Give some details about the new house they are going to move to.

1. List the things Yiğit wanted to put in his room.

1. What else did Yiğit have in the boxes?

1. Describe the garden. Are there any animals, trees, or flowers in it?

1. Describe the picture in the newspaper (of the boy found in İzmir).

Moving to a New House

Glossary

1. Bright: Reflecting light; not dark.

2. Bundle: A number of things bound together, as by a cord or envelope, into a mass or package convenient for carrying; a loose package; a roll; as, a bundle of straw or of paper; a bundle of old clothes.

3. Cheer: A shout, hurrah, expressing joy enthusiasm, applause, favour, etc.

4. Clue: That which gives a hint to the solution of a mystery.

5. Cute: Clever; sharp; shrewd; ingenious; cunning.

6. Disappearance: The act of disappearing; removal from sight; vanishing.

7. Laundry: A place or room where washing is done.

8. Lid: The top part of a container that you can take off.

9. Nest: A home built by birds for their eggs.

10. Punch: To hit someone or something with your fist (closed hand).

11. Seagull: A grey and white bird that lives near the sea.

12. Splash: Drops of a liquid which fall on something.

13. Stripy: Something that has stripes.

14. Stuff: Used to mean a substance or a group of things or ideas, etc

15. Stutter: To repeat the first sound of a word many times when you talk, usually because you have a speech problem.

* The definitions in the glossary are from ‘sozluk.net’ or Cambridge Learner’s Dictionary.