Творческое обучение чтению на уроках английского языка.

Обучение

творческому

чтению

призвано

сформировать

коммуникативную

компетенцию учащихся: готовность осуществлять межкультурное общение на

уроках английского языка, обращаясь к личному опыту учащихся, их чувствам и

эмоциям, побуждает к выражению собственного мнения, оценки, способности

учащихся

решать

проблемные

ситуации,

анализировать,

обобщать

чьи-

либо

действия, прогнозировать последующие события.

Наиболее рациональными приемами умственной деятельности учащихся при

обучении чтению являются формирование у учащихся установки на осознание

самой цели чтения.

Важной частью успешного и заинтересованного чтения является правильный

отбор

текстов.

Основные

критерии-

аутентичность,

погружение

в

языковую

атмосферу

и

культуру

страны

изучаемого

языка.

Объем

текстов

должен

соответствовать и поддерживать возрастные интересы учащихся, по содержанию

не перегруженные лишней информацией, доступные в лексико- грамматическом

аспекте.

Для

успешного

чтения

необходимо

использование

лексических

и

грамматических

опор

для

извлечения

из

текса

максимального

объема

информации, готовности учащихся идти на риск, угадывать, не боясь допустить

неточности.

Алгоритмы успешного чтения на уроках английского языка.

1.

Опыт работы со словарем. Выработать умения учащихся работать с

двуязычным словарем.

2.

Тренировать использование лексических опор имеющихся в тексте.

3.

В качестве опор могут быть использованы легкоузнаваемые слова.

4.

Необходимо обеспечить достаточный опыт узнавания знакомого в тексте.

5.

Обеспечить понимание лексических единиц на основе лингвистического

опыта (интернациональные слова, производные аффиксы и суффиксы).

6.

Выработать

алгоритм

выделения,

анализа

и

усвоения

лексики

на

базе

самостоятельной семантизации незнакомых слов, лексических единиц, если

есть малейшая возможность. (вербальные и невербальные, ассоциативные

методы воображения).

Памятка работы над лексическим аспектом текста.

1.

Укажите в словах корень, суффиксы, аффиксы и префиксы.

2.

Сгруппируйте слова по словообразовательным моделям.

3.

Прочитайте предложения, объясните значение понятых вами незнакомых

слов на основе известных вам словообразовательных моделей и правил

словосложения. Объясните, как вы достигли понимания предложения.

4.

Прочитайте сложные слова, разделите их на основы.

5.

Прочитайте текст, подчеркните сложные слова. Разделите сложные слова

на основы (части). Объясните, значение какой части вам незнакомо.

Постарайтесь на основе известной вам части перевести каждое слово.

6.

Прочитайте

текст,

выпишите

интернациональные

слова,

найдите

им

русские эквиваленты.

7.

Выпишите из текста слова с противоположным значением.

8.

Определите с помощью словаря значение многозначных слов, которые

могут быть непонятны по контексту.

9.

Прочитайте текст и назовите все слова- реалии, способствовавшие

пониманию текста вами.

Грамматический алгоритм обучения чтению.

1.Научить учащихся проводить сопоставления и сравнения в иностранном и

родном языках, с учетом особенностей формы, значений грамматических

явлений.

2.Научить

учащихся

определить

тип

предложения

(повествовательное,

вопросительное, повелительное) для понимания текста, а также простое

или сложное, опорой для определения типа предложения могут служить

пунктуационные

знаки

в

конце

предложения,

место

сказуемого,

вопросительное слово в начале предложения.

3.

научить

учащихся

находить

главные

предложения,

соотносить

их

со

значением

и

смыслом

читаемого.

Ориентирами

могут

служить

артикли,

местоимения,

порядок

слов

в

предложении.

Важной

опорой

является

окончание глагола, их сочетаемость и употребление при описании тех или

иных действий в тексте.

Необходимо обратить внимание на процесс подачи учебного материала, так как

успешное

продвижение

в

чтении

зависит

от

личности

обучаемого

и

его

способностей, таким образом весь методический аппарат призван обеспечить

формирование

таких

качеств

интеллекта,

как

гибкость,

критичность,

оригинальность

мышления

так

как

именно,

названные

критерии

будут

способствовать творческой деятельности учащихся в процессе чтения.

Развитие творческого отношения к чтению-создание необходимых противоречий,

проблемных

ситуаций

и

даже

провокационных,

которые

ученик

начинает

осознавать

путем

рефлексии,

в

свою

очередь

порождает

мотивационно-

творческую деятельность.

Результаты

в

процессе

чтения

и

выполняемых

заданий

должны

быть

ориентированы на интеллектуальную деятельность ученика.

1.

Создание побудительно- мотивационных заданий. (способность видеть

проблемы и противоречия, с умением найти им решение).

2.

Диалог

читателя

с

автором

в

процессе

чтения.

(анализ

и

синтез

читаемого).

3.

Осмысление

прочитанного

с

помощью

интенсивной

языковой

практики. (умение дать критическую оценку кому-либо, чему-либо).

4.

Умения предвосхищать события происходящие или имеющие место в

читаемом

тексте.

(создание

новых

психологических

образов

путем

воображения и ассоциирования).

Литература:

1. «Психология старших школьников» Л.А. Самохина, г Люберцы,1999г

2. Методические основы обучения ресурсному чтению. Л.Л Ковтун, г Ростов- на-

Дону, 2001г

3. «Как научить читать правильно и интересно?» П.М. Кравчук, г Павлодар,2003г

4. «УДЕ- универсальная система развития интеллекта школьника» П.М. Эрдниев,

г. Элиста,2003,2006гг.

5. Журналы ИЯШ №7, 1995г, ИЯШ №10, 1998г, ИЯШ №3-5, 2000г.

Confidence in writing.

The objective of this article is to suggest ways to build students’ confidence in their

ability to write in English. Building students’ confidence should be a priority for

teachers of students at all levels of language proficiency.

One way to address the issue is by creating opportunities for students to state what

they are able to do. The statements students produce about their abilities can be referred

to as I-can statements, such as «I can write names of food in English» or «I can write

about daily activities in English».

To help students be aware of what they need to accomplish to be successful. I- can

statements are intended to motivate the students to move on to another level with

confidence by helping them realize what they have already accomplished. There applied

Vygotsky’s constructivist theory of proximal development by helping the students move

from one level of difficulty to the next.

These activities are examples of what teachers can do to break down more complex

writing tasks into small steps that are hands- on, fun and interesting. Teachers can pick

and choose from the activities or adapt them based on the level of language proficiency

of their students and the focus of the lesson. Students often miss or forget a stage of

their language process, teachers should consider beginning with an activity that is a

level or so below their students’ perceived proficiency. Doing so helps students benefit

from spiraling, by reapplying and reinforcing learning points from previous activities

and building onto what they have already grasped.

This brings us back to the beginning of this article, which is to offer support for the

concept of breaking down tasks in order to build student self- confidence and

motivation to tackle more complex tasks.

For example, if the students are false beginners, they can start with building

confidence in letter recognition and spelling of simple words; such simple activities

begin with young learners’ confidence in copying words in English. The activities

gradually increase in complexity up to writing a short message.

Activity 1: Copying words

Focus: Building confidence in holding a writing utensil, shaping letters, and

copying accurately.

Suggested I- can statement: I can copy words in English.

Materials: food chart, paper, color markers, writing utensils, scissors.

Time : 7-15 minutes( all time given in these activities may vary, depending on

students’ ages and the number of students participating.)

Steps:

1.

Prepare a food chart with drawings or pictures of each food item. Write the name

of each food item next to the picture of the item.

Food items should be fun party food, such as cake, ice cream, cookies,

chocolate bars, doughnuts, grapes, apples, bananas, fruit salad, pizza, nuts,

sandwiches, cheese, spaghetti, water melon, lemonade, orange juice or any foods

that popular with the students.

This is an opportunity to expose students to vocabulary. Teachers should adapt

the list according to food that is available locally or to the vocabulary found in the

prescribed teaching materials being used where they teach.

2.

Hand out paper, markers, and scissors to the students. Tell students they are

going to plan a party. This party could be to celebrate an upcoming holiday, like

Valentine’s Day or a birthday.

3.

Ask students to draw and cut out a shape related to the party. Students can draw

the outline of a cake, a heart, a birthday hat or something similar on which they

can write the names of food, as described in the next step.

4.

Provide the following sentence frames:

------At my party, I want to eat---------------------

------At my party, I want to drink-----------------------

5.

Ask students, «What can you do?» Students’ reply will be something similar to «

I can copy words in English» At first teachers may have to try different

questions- such as « Now that you have finished this activity, what can you do?

« What can you do in English?» - to elicit I -can statements from students. After

students grow accustomed to using the statements in their learning, though, the

question «What can you do? will prompt students to respond by saying their I-

can statements.

Activity 2. Spelling

Focus: Building confidence in spelling in English.

Suggested I- can statement: I can spell words in English.

Materials: paper, writing utensils, small- print word strips.

Time: 5-10 min.

Steps:

1.

Prepare and number small- print word strips with vocabulary being taught, one

word per strip.

2.

Place the word strips at the front of the class so that they can only be seen from up

close. If possible, the strips can be taped to the board.

3.

Divide students into groups.

4.

Give each group of students a sheet of paper on which they will go to the board.

5.

Have the first group member go to the front of the classroom, select a word, read it

to himself or herself, come back to the group and spell out the word from memory

to the second group member.

6.

The second group member writes the word, letter by letter, on the group’s sheet of

paper.

7.

The student who has just written the word then hurries to the front of the class to

select and read a different word, goes back to the group and spells out the word to

the next group member, who writes out the word letter by letter. Then it is the third

group member’s turn to be the speller- and so on.

8.

When time is up, collect the sheets of paper and quickly determine which group

has the largest number of words spelled correctly.

9.

Review the correct spelling of each word by having one student from each group

call the spelling of a word. Do this successively until all the words used in the

activity are written on the board.

10. Ask students, «What can you do?» Students’ reply will be something similar to « I

can spell words in English.»

Activity 3. Writing phrases/ slogans.

Focus: Building confidence in writing phrases in English.

Suggested I- can statement: I can write phrases in English.

Materials: candy wrappers or wrapped candy vocabulary chart with featured candy

ingredients, paper, color markers, scissors.

Time: 10-15 min.

1. Сollect candy wrappers or purchase candy with interesting slogans- for instance,

«ChocoMight- For the Hero in Your Life», «Dark Power»- For the Fearless»

2. Prepare a vocabulary chart with names of ingredients that are featured in candy,

such as milk, sugar, butter, cocoa, cream, caramel, nuts ,raisins, rice crisps, mint

flavor,etc.

3. Divide students into groups. Three or four students per group is recommended for

this activity.

4. Have each group report in English on the name of the candy, one or two of its most

attractive featured ingredients, and any slogans they have found on the candy wrappers.

5. Each group draws and cuts out the outline of a large candy wrapper.

6. Each group creates a name for its new candy, its ingredients, and a slogan for the

candy. This should be in English.

7. Each group presents its product to the larger group.

8. Ask students, What can you do? Students’ reply will be «I can write phrases in

English»

Activity 4. Writing and organizing sentences.

Focus: Building confidence in writing sentences and organizing them in logical order.

Suggested I- can statement(s): I can write sentences about candy; I can organize

sentences in a logical order.

Materials: paper, writing utensils, candies of different colors and shapes ( jelly bears,

jelly worms, jelly fruit, jelly beans)

Time: 10-15 min.

Steps:

1.

Write the following guided questions on the board:

--- What does it look like?

--- What color is it?

---What does it smell like?

---What does it taste like?

---What is a good name for it?

2.

Model by showing the class a jelly candy and answering the guided questions

about the candy.

Examples of possible answers:

--- My candy looks like a bottle of cola.

--- It is brown.

--- It smells like cola.

--- It tastes like jelly.

--- A good name for my candy is Jolly Cola.

3.

Ask students to organize the sentences into logical order.

… My candy looks like a bottle of cola. It is brown. It smells like cola, and it

tastes like jelly. A good name for it is Jolly Cola.

Ask students, What can you do? Students’ reply will be something similar to I can write

sentences about candy or I can organize sentences into logical order.

Notice that the example in this step includes joining two of the sentences with the

coordinate conjunction and. If students naturally use and, teachers can take advantage of

the opportunity to expose students to this opinion.

Activity 5. Writing about weekend activities.

Focus: Building confidence in writing about weekend activities.

Suggested I-can statement(s): I can write sentences about weekend activities: I can

organize sentences into a paragraph.

Materials: paper, writing utensils.

Time: 15-20 min.

Steps:

1.

Model by drawing on the board a large clock with numbers, but without clock

hands.

2.

Have each student draw his or her own large clock without clock hands.

3.

Ask students to tell you what they do each hour on a weekend day.

4.

Model by drawing on the board a small sketch representing what students say

they do at each hour. For example, for 7 o’clock, the drawing might be of a

toothbrush, at 8, a teacup, at 9, a television, at 10, a swimming pool, etc. The

drawings or the words are important because they serve as prompts for sentences

the students will write later. The idea of the task is to break large tasks into small

steps.

5.

Suggest students think of themselves as imaginary pet, cartoon character, stuffed

animal, or superhero.

6.

Have students make small drawings on their own clocks of something that

reminds them of what they or their imaginary persona does each hour.

7.

Using the prompts on the clock, students write sentences about what their

imaginary persona does each hour of a weekend day.

8.

Provide the students with sentence frames;

For example:

---I am a----------- .

--- My name is------------ .

---I am very busy.

---At six o’ clock in the morning. I-------------- .

---At seven o’ clock,---------------- I------------- .

---At eight o’ clock, I------------ .

---At two in the afternnon, I------------ .

--- At seven in the evening, I------------- .

--- At the end of the day, I---------------- .

--- At ten o’ clock, I---------------- .

Below are examples of sentences using these frames:

--- I am a lizard.

--- My name is Lizzy.

--- I am very busy.

---- At six o’ clock in the morning, I wake up and brush my teeth.

---- At seven o’ clock, I have flies and tea breakfast.

9.

Have a few students read their short paragraphs to the group.

10. Ask students, What can you do? Students’ reply will be similar to « I can write

sentences about weekend activities” or I can organize sentences into a

paragraph.

11. Teachers can choose to have students use first or third person, depending on the

teaching point being studied. For example,

This is my friend Lizzy. She is very busy. At six o’ clock in the morning, she

wakes up and brushes her teeth. At seven o’ clock, she eats fruit for breakfast. At

eight o’ clock, she exercises at the gym. At two in the afternoon, she takes a

nap. At seven in the evening, she helps cook dinner for her family. At the end of

the day, she is tired. At ten o’ clock, she goes to bed and dreams of another

beautiful day

Activity 6. Writing a short message.

Focus: Building confidence in writing email messages using the simple past

tense.

Suggested I- can statements. I can write a short message. I can write an email

message. I can write a post card message. I can write a short letter. I can write

about my trip.

Materials: paper, writing utensils, color markers.

Time: 15-20min.

Steps:

1.

Have students tell a partner about a place they have visited or a place they

dream of visiting.

2.

Tell students to answer guided questions about their trips. The trips can be

real or imaginary. Here are sample guided questions:

- What did you go ?

- What did you visit?

- What did you see?

-What did you do?

- What did you like best?

Note that these questions are in the past tense because in this activity, students are

going to write about a trip that has already taken place.

3.

Students write about the trip using the guided questions provided. By

organizing their answers in a logical order, students are producing a short

message or a postcard message, perhaps an email message or a short letter.

Here is a sample.

Hi, Lucia.

Last week I went to Brazil. I visited Copacabana Beach. I climbed an

umbrella and watched people playing volleyball on the beach. At lunchtime I

ate cashews with flies and drank coconut water. I love the taste of Brazilian

flies with salty beach sand.

See you soon!

Lizzy, the Lizard.

To sum up, I- can statements to build students' confidence in their ability to write in

English. Additional benefits to using I- can statements are that they 1. provide students

with an opportunity to recognize their own accomplishments; 2. Encourage students to

take initiative in their learning, particularly when they are able to formulate their own I-

can statements; ; .3 provide students with a visual means of proudly sharing their

progress with others.

Literature used:

1.

Daniels,H. 2005. Introduction to Vygotsky, 2

nd

ed. London.

2.

Linse, C. 2005. Practical English Language teaching(PELT) Young learners. Series

ed. D. Nunan New York.

3.

Regional Relo Program. Teaching English and International Education. 2003,

2004, 2005. Teacher training and extensive experience teaching English.

Volgograd. Elista. Russia.