Гутор И.Ю., учитель иностранного языка МОУ СОШ № 28 г. ТамбоваСтатья предлагает учителям приемы из опыта работы с разными видами чтения на среднем и старшем этапах обучения иностранному языку.
Известно, что в жизни человека чтение занимает значительное место, т. к. помогает человеку глубже понять окружающий мир. Обучение чтению на иностранном языке имеет для изучающего этот язык такое же значение. При обучении иностранному языку чтение рассматривается как самостоятельный вид речевой деятельности и занимает одно из главных мест по своей важности и доступности. Задача учителя при этом заключается не только в том, чтобы научить учащихся читать и понимать тексты на изучаемом языке, но и привить любовь к чтению. Одной из основных проблем обучения чтению является проблема отбора текстов и чёткая организация работы с ними. Цели, поставленные перед учащимися для чтения текста могут быть различными, и их можно разделить на три группы: чтение текстов с целью понимания общего смысла; чтение с целью поиска информации; чтение с целью последующего пересказа и обсуждения текста. Естественно, что для каждого из этих видов чтения присущи свои формы и приёмы организации работы над текстом, до и после текстовые задания и упражнения. Некоторые примеры таких заданий предлагаются вашему вниманию.I.Чтение текстов с целью понимания общего смысла.
Важнейшим умением, которое учитель пытается сформировать, при данном виде чтения является умение языковой догадки, особенно велика её роль при чтении художественных текстов. Работая с такими текстами, учащиеся могут догадаться о значении незнакомых слов по контексту, что в значительной мере обеспечивает общее понимание содержания. Я предлагаю, в качестве примера, следующие задания для учащихся при чтении текстов с целью понимания общего смысла. 1. “Economy wasted “ A tourist was staying in Norway for a couple of weeks and spent all his money. He could pay his passage back to England. He thought: “ It`s only a two-days` journey and I can go to England without food.” So he went on board a ship and bought a passage. He closed his ears to the sound of the lunch bell and when dinner time came he did not go to the restaurant. He share his cabin with an Englishman and he said to him: “ I am sea- sick, I don`t feel well.” The next morning he did not have breakfast. And at lunch time he again stayed in his cabin. At dinner time he was o hungry that he said: “ I am going to eat even if they throw me overboard afterwards.” At the dinner table he ate everything put in front of him. Then he asked for he bill. “The bill, sir?” asked the steward. “Yes,” answered the tourist. “There isn`t any bill,” was the answer. “ On the ship meals are included in the passage.” a) Divide the class into groups of 3-4 pupils.Students quickly read the text and after it they choose two sentences from each paragraph which impress the main idea of the paragraph. c) Choose the best and the most correct sentences. 2.The painter and the doctor. a) Divide the class into groups of 3 –4 students. Read the paragraphs of the story and put them into the logic order. c) Students in chain read the text in the correct order. 1) Next day the doctor asked Turner to come to his house. “The doctor wants to see me about my dog,” thought Turner. “It must be that.” 2) When the doctor came, Turner said, “Doctor, I am very glad that you have come. My dog has broken a lag, I know that you are too a great doctor of this kind, but please do it. It is so important for me.” 3) When Turner went into the doctor`s house, the doctor said:” Mr. Turner, I am so glad to see you. I want to ask you to paint my door. I know that you are too great a painter for this work, but please do it. It is so important for me.” 4) The doctor was angry, but did not show it. He did what the painter asked him to do. 5) Turner, the great English painter had a dog which he loved much. One day the dog broke a leg. Turner sent for a doctor. He did not want to send for a veterinary; he sent for the best doctor in London.II.Чтение с целью поиска информации.
Очень важным умением, которое учитель должен формировать постоянно, является умение выделять из читаемого текста его смысловую информацию. Для учителя иностранного языка важно научить не просто понимать текст на иностранном языке, но и научить учащихся работать с ним. По мнению С. К. Фоломкиной, на старшем этапе обучения в школе они должны уметь: -выделить что- либо в тексте( основную мысль, факты, детали); - соотнести отдельные части текста; Я предлагаю несколько примеров текстов с заданиями, соответствующими понятию чтения текстов с целью поиска информации. №1. a) read the text put this paragraph in the most suitable place in the text. c) Explain why you choose this place for this paragraph. James Dunne hung by his hands from the window and, after a moment, dropped to the ground. He looked round. The house was on the edge of the town and lay back from the road. It was about two o`clock, and the night was dark. There was little chance of meeting anyone at that time. So he felt safe. As he run silently across the grass, he felt proud of himself. Long ago, before he became a jeweller in the little town of Brampton, he had been a respectable man. THE GLOVE James Dunne was calm. Не could even think of Richard Strong who was now lying dead in the rооm which he had just left. Hе had not wanted to kill Strong, but it had bееn necessary. His troubles had begun when а fellow from prison met him. Blackmail followed, Dunne's business was good, but the blackmailer wanted too much money. Не started to gamble but he lost money and that only made things worst Finally, the only thing which he could do was to return to his old job: that of a burglar. Richard Strong was а former doctor who had а niсe collection of gold coins. Dunne could easily melt them down and sell the gold. It was vеrу easy to break into the house. Не knew the room where the collection was. Аll he had to do was to climb up to the window. When Dunne had filled his pockets with gold coins, of which there were many in the гооm, he wаs а rich man. Не was just leaving when he heard somebody behind him. Turning quickly,he, found the door of the гооm ореn and Strong standing in front of him. "Dunne!" It was the only word which Strong said. Dunne had been looking at an Indian knife. Не still held it in his hand and, without thinking, plunged it into Strong's heart. All was over. Dunne closed the door, switched оff the light and left, as he had come, through the window. "I could do nothing else," he told himself. "It was that or prison again." Не remembered the look of surprise on Strong's face and shook his head. Strong`s death was necessary for his own safety. Не felt safe. Не had left no с1uе. Hе had met nobody. The street was empty and dark when he геасhеd his house. Не lived alone in the house. А woman саmе in every day to cook and clean for him, but she did not live there. In his bedroom Dunne felt in his pocket and pulled out а glove. With а look of surprise he felt in his pocket again. His hand moved among the gold coins but he did not take them out. Не did not know why, but he was afraid to look at them. Не was standing in the middle of the room, with fear. The left glove was not there! Не remembered that he had the gloves when he was in Strong's house. Не had put them on а table while he filled his pockets. Не was sure that he had picked them up before he left. But one of them was missing — and inside was his name. What should he do? Go back and fetch the glove? May be the police were already there. Run away at once and started а new life somewhere? With his glove the police would find him anywhere. Оnе idea was as bad as the other, but he had to make а decision. The thought of returning to the room where Strong was lying filled him with horror. "I can't do it," he said to himself. "I can't." Suddenly he saw а picture of the gallows before him and his old fear of the gallows drove him out into the stгееt. He reached the house and climbed slowly up to the window. The room was still dark as he had left it. Не needed light to find his glove, and the light switch was on the other side of the room. Не forced himself to mоve across the room and switch on the light. Richard Strong was lying on the flоог. Dunne tried not to look at him, but something fоrсed him to look, to stretch out his hand and touch the Indian knife. "Hands up! Put up your hands!" Dunne looked up. The door had opened аnd Strong`s son stood there with а revolver in his hand. Slowly Dunne lifted his arms above his head. The policeman who took Dunne to the police stаtion said: "Nobody would have thought of you, Dunne." Dunne said nothing. His house was on the way to the police station and he asked the policeman if he could go in and fetch his coat. Не was cold. "Yes," said the policeman. "But I`ll go with you." Dunne opened the door, and they went in. His foot touched something soft on the floor. Не picked it up and, as he did so, the policeman switched on the light. Dunne looked at the thing in his hand. It was his left glove. №2. Read the text and choose the sentences where the author describe the habits of the character. On the death of his wealthy old father, Duncan inherited a lot of money and property, but though his father had always been a very generous man, Duncan was of a very different character. In fact, a lot of people who knew him called him a miser. This was not quite right, because misers usually spend as little of their wealth on themselves as they give away. But Duncan was not like that at all. He had always liked to feed rich; to have the best of everything for himself, go to the best restaurants, stay in the best hotels, have beautiful houses and expensive holidays. Duncan had never had a job, and while his father was alive, he had at first been kept on rather a small allowance. Duncan had asked his father several times whether he could not increase this, but his father knew about the young man`s extravagant ways and in his wisdom, always refused to do so. But, hen, when Duncan was twenty- one, the old man, who was already sixty- five and retired, suggested that he should marry. “I`m feeling old,” he said to his son, “and I`d like to see some grandchildren before I die.” Duncan was not keen to have the expense of a wife, and then children, but his father said,”If you marry, I`ll increase your allowance in exchange.” “By how much?” Duncan said. “ Wives and children cost a lot of money.” His father laughed and answered, “I`ll multiply it by three.” “All right,” said Duncan. He already had a girlfriend, so he asked her to marry him, and she agreed. But Duncan did not spend much of his increased allowance on his wife, nor on his children when they came. His wife always smelt expensive, because Duncan loved to have the luxury of the best scents around him, but he did not give her any jewellery, saying that she would inherit plenty when his mother died. His wife did not feel very happy about this, as Duncan`s mother was only forty-five years old. №3. A) Divide the text into logical parts.Give students 2-3 sentences after each paragraph, which interpret the paragraph. C) From these 2-3 sentences choose only one, which is more correct for this part of the text. №4. A) Read the text Look at the sentences after the text and say which of these sentences suit for the text more ( sentences are unlike , but a little different in details) №5. A) Give students two texts which are unlike each other and different only in details.Find the differences.III. Чтение текстов с целью последующего пересказа и обсуждения .
Чтение с целью последующего пересказа или обсуждения предполагает послетекстовые упражнения, которые должны обеспечить проверку понимания текста и дальнейшую работу по углублению понимания ( информационную переработку) текста. Задания должны быть нацелены на порождение собственного высказывания. С. К. Фоломкина ставит перед учащимися старшего этапа следующие задачи при работе над этим видом чтения: - интерпретировать текст - оценить содержание текста - вывести ,на основе фактов или мыслей автора , суждение В соответствии с этими задачами я предлагаю ознакомиться со следующими видами заданий для текста с целью последующего пересказа и обсуждения. №1 A) Read the text and prepare the retelling of it, but try not to use phrases from the text. Use only own expressions. One day, Fred Carey went to the bank, where he had to collect some money to pay the rent. The bank had just started a new system of queuing; instead of having a separate queue at each clerk's window, there was a rope behind which all the customers had to wait and the first person in the queue could only pass the rope when one of the clerks became free. On this particular day, Fred found that there was a long queue of people waiting patiently fur their turn to come. It was lunchtime, so the delays were even longer than usual, because people who had been too busy working earlier in the day to go to the bank were there, and also because a few of the bank clerks were away having lunch, While Fred waited, he filled in a cheque in his cheque book, which lie then signed and lore out, ready to give to the clerk. Then he looked around him as the queue moved gradually forward. He noticed one man in front of him who was wearing a torn cloth cap, He seemed very old and poor, and Fred felt quite sorry for him, When it was Fred's turn to go to one of the bank clerks' windows, he noticed that he was quite close to the old man. who had just cone to one of the other windows, Fred saw that he was holding a cheque for 6.00 in his hand. The old man gave the cheque to the clerk, whom Fred had often seen in the bank, and the clerk asked him how he would like the money. The old man was a little deaf and did not hear the clerk at first. Fred therefore leaned over and said to him loudly but kindly, “Excuse me, but the clerk would like to know how you'd like your money.” The old man, who was very surprised to be spoken to by a stranger in this way, turned to Fred and said, “What7” ‘The clerk,” Fred repeated slowly and even more loudly, “wants to know how you would like your money.” The old man thanked Fred for his kindness. Then he turned back to the clerk and said, “I'd like ten 50p coins, five lp coins, three 5p coins, twelve 2p coins and eleven 1p coins, please.” Fred was surprised and amused when he heard this list, and he wondered what the busy clerk would say. The clerk sighed and then said politely, “Would you like coins of any special dates, sir?” №2 Read the text and retell it as a critic who advices to read or not read these story and explain why. THE FIRST DAY IN AMERICA "A young Russian had just arrived in New York. He had little money and no job. After having tried to get a job in a restaurant without success, he wanted to find a place to sleep in a park. Light began to shine in the skyscrapers; round the park. It was| nearly dark. I found a sandy place under a tree, put my coat under my-head, and went to sleep. I was tired and I slept some hours. It must have been almost midnight when a light shone in my face. I sat up. It was from the headlight of a car, on the road below me. While I watched, the engine coughed and died. A man got out. For more than an hour he hammered with tools and opened the hood and closed it again. Then I stood up and went to the man. I showed him with my hands and feet and head, "Give me the tools and let me try." He handed them over and sat down on the rock. I checked every part of the engine. From time to time I cranked. I cranked until I was dead-tired. Still the car wouldn't move. I got angry. I lost my temper and kicked the radiator as hard as I could. The car was an old Ford, and it started with a terrible noise. The man came running towards me. He was laughing and he shook my hand and asked questions. But signs weren't enough. I showed the man my dictionary—English-Russian, Russian-English. Holding it under the headlights, he looked through it "Work?" he found English. I looked at the Russian word beside it and shook my head. "Home?" he looked for that “No,” again. I took the dictionary. "Boat. Today." "Come home,"—he showed me the words—“with me,"—he pointed to himself. "Eat. Sleep. Job. Tomorrow." "Automobiles?" I said. We have the same word in Russian. "Automobiles!" He was pleased that we had found one word together. We got in his car, and he took me three miles and miles of streets until we came to his house. We went in and we ate and we drank and ate and drank again. For that, fortunately, you need no words. Then his wife showed me a room and I went to bed. As I lay in bed I thought: "Well, now, I have lived one whole day in America and—just as they say—America is a country where anything, anything at all can happen." And in twenty years—about this—I've never changed my mind. №3 The class is divided into two groups : pessimists and optimists or dreamers and realists. Discuss the plot of the story in the groups and then share your opinions as a pessimist or a realist or an optimist. THE ADVERTISMENT. Bill was thirty when his wife died, and little Minna was four. Bill was a cabinet-maker, and his shop was in the yard of his house. So he thought that he could do the housekeeping for Minna and, himself. All day while he worked, Minna played in the yard with her doll, and when he had to go away for a few hours, the woman in the next house looked after her. Bill could cook a little – coffee, fried potatoes with bacon, pancakes- and he found bananas and sardines and biscuits useful. When the woman in the next house said that this was not the right food for a four-year-old child, he asked her to teach him how to cook vegetables and porridge. He always burnt the food, but he did not give up cooking. He swept all the rooms, dusted the furniture and cleaned the windows. He washed little Minna's clothes and mended her doll. He even found a kitten for her so that she wouldn't be lonely. In the evening he put her to bed. They both knelt down in the middle of the room and said a prayer. He used to pray: “ Lord, make me do things right with her if you see me doing wrong.” When Minna was old enough to go to nursery school. Bill took her there. Once he put on his best suit and went to visit the school. "Her mother would have gone there, I think," he explained. Minna was six when Bill fell ill. On a May afternoon he went to a doctor. When he came home he sat in his shop for a long time and did nothing. The sun was shining through the window. He was not going to recover. Maybe he had six months... .He could hear Minna singing to her doll. When she came to kiss him that night, he made an excuse, for he wasn't allowed to kiss her any longer. He held her away from him, looked in her eyes and said: "Minna is a big girl now. She doesn't want Daddy to kiss her." She sadly turned her head, and the next day Bill went to another doctor. The new doctor told him the same. Bill tried to think what to do. He had to find someone who would look after Minna when he was no longer there. But who? He had a brother in the city, but he did not like children. Otherwise there was nobody . What could he do? One whole night he thought and thought. Then he put an advertisement in the city newspaper: A men with a few month to live would like nice people to adopt his little girl, six, blue eyes, curl. References required. They came in a big car, as he had hoped. They wore nice clothes, as he had hoped. They had with them a little girl who cried. “ Is this my little sister?” The woman in an expensive dress answered sharply: "Do as your Mummy tells you and keep out of this, or we'll leave you here and take this girl with us.” Bill looked at the woman and said that he had other plans for his little girl. He watched the big blue car drive away. Other cars came, and Bill let them go. The man and the woman who walked into Bill's shop one morning had lost their own child. The man was also a cabinet-maker. After a while Bill said to them, "You're the right ones." When they asked him when they could have the child, he said, "Tomorrow." He spent that day in the shop. It was summer and Minna was playing in the yard. He could hear her singing. He cooked their supper and while she ate he watched her. W
В заключении хотелось бы отметить, что чтение на иностранном языке способствует повышению коммуникативно- познавательной мотивации, положительно воздействует на личностно-эмоциональное состояние учащихся. Работа над текстом выполняет две основные функции: познавательную и воспитательную. Надеюсь, что задания , предложенные в данной работе, помогут учителям при подготовке детей к экзаменам, или могут быть использованы как дополнительные при обучении чтению.