"Домашнее чтение как способ формирования социокультурной компетенции учащихся"

Котляренко Г.М. учитель английского языка

Димитровград

 

Продолжение 2

           
           
            Заключение
            Чтение, являясь одним из источников получения информации, занимает значительное место в жизни человека. Целью чтения является осмысление зрительно воспринимаемого речевого сообщения. Процесс чтения – это процесс восприятия и активной переработки информации, графически закодированный по системе какого-либо языка. Обучение чтению способствует осуществлению почти всех основных сторон воспитания – умственного, нравственного, эстетического и трудового. Оно способствует развитию образного и логического мышления, воображения, внимания, памяти.
            Большое значение во владение иностранным языком как средством общения имеют уроки домашнего чтения. При правильной организации занятий у учащихся формируется художественный вкус, они учатся анализировать, обобщать, аргументировать.
            Работа учителя над уроками по домашнему чтению начинается с выбора литературного материала, который должен быть познавателен и соответствовать возрасту, интересам учащихся и степени их владения языком.
            Занятия по домашнему чтению состоят из трёх этапов:
            • Подготовительного (учащимся сообщается предварительная информация о книге и авторе;
            • Основного (работа над текущим отрывком книги)
            • Завершающего 9систематизация главных идей и мыслей книги)
            В качестве текстового материала мы использовали книгу “ The Famous Five” автора Инид Блайтон. В описываемой методике мы предлагаем серию заданий по домашнему чтению. Задания на каждое занятие делятся на две группы: задания для выполнения дома и задания для выполнения в классе.
            Библиография
            1. Blyton E. The Famous Five. Москва, «Прогресс», 1993.
            2. Бердичевский А.Л. Языковая политика и методика преподавания иностранных языков в странах Европы. ИЯШ, 2002, №5.
            3. Береговская Э.М. Путь к чтению без принуждения. ИЯШ, 1997, №1.
            4. Береговская Э.М. Чтение – как средство, цель, удовольствие. ИЯШ, 1998,№3
            5. Вайсбурд М.Л. Блохина С.А. Обучение пониманию иноязычного текста при чтении как поисковой деятельности. ИЯШ, 1997, №1-2.
            6. Гальскова Н.Д. «Программы для общеобразовательных учреждений». М.: Просвещение, 1997.
            7. Елухина Н.В., Мусницкая Е.В. Какими должны быть тексты для чтения и тексты для аудирования? ИЯШ, 1995, №3.
            8. Зверлова О.Ю. Организация домашнего чтения на немецком языке.
            М.: «Просвещение», 1990. 9. Колчинская Е.В. Уроки домашнего чтения на французском языке в 10-11 классах лингвистического лицея. ИЯШ, 1995, 35.
            10. Маслыко Е.А., Бабинская П.К. Настольная книга преподавателя иностранного языка. Минск, 2высшая школа», 1996.
            11. Мильруд Р.П., Гончаров А.А. теоретические и практические проблемы обучения пониманию коммуникативного смысла иноязычного текста. ИЯШ, 2003, №1.
            12. Миролюбов А.А. Культуроведческая направленность в обучении иностранным языкам. ИЯШ, 2001, №5
            13. Миролюбов А.А. Общая методика обучения иностранным языкам в средней школе. М.: «Просвещение», 1967.
            14. Перкас С.В. Организация индивидуального чтения в старших классах гуманитарной гимназии. ИЯШ, 1998, №3.
            15. Селиванова Н.А. Литературоведческий аспект адаптации художественных произведений для домашнего чтения. ИЯШ, 1993, 35.
            16. Стронин М.Ф. Нужно ли учить умению читать вслух на иностранном языке. ИЯШ, 1986, №3.
            17. Фадеев В.М. Домашнее чтение в старших классах, его организация и приёмы контроля. ИЯШ, 1979, №6.
            18. Чернявская Л.А. Роль коммуникативных задач и учёт ситуаций обучения при обучению чтению. ИЯШ. 1986, №1.
            19. Чернявская Л.А. Чтение на иностранном языке как средство развития опыта обучения учащихся. ИЯШ, 1985, №1.
            Приложение
            CHAPTER 1
            FOR A TEACHER
            1. read end translate sentences with words from the active vocabulary
            2. Make up a dialogue with the synonyms of the following words: splendid (wonderful)
            to give up (to refuse)
            holidays (holls)
            to smell (to sniff)
            to arrive (to reach)
            3. Sentences with equivalents from your homework.
            4. Read and translate (p.191)
            5. The passage by heart (p.189)
            6. agree or disagree with the following expressions:
            1) George and Anne studied at Gaylands School.
            2) George received a letter from her parents.
            3) George liked when people called her Georgina.
            4) The girls stayed for the Christmas holidays at Kirrin Cottage.
            5) Children will have a tutor for the hools.
            6) George couldn’t imagine her life without her dog (Timothy).
            7) Gaylands School didn’t allow the children to keep their own pets.
            8) In summer the children had spent a good time at Kirrin Cottage and also they hed male all kinds of wonderful discoveries.
            9) It won’t be boring at Kirrin Cottage in winter.
            10) Uncle Quentin met the girls at the railway station.
            11) Uncle Quentin wasn’t polite with the girls.
            12) Timothy was thrilled to be back home again.
            7. Recall the situations, which are suggested by the sentence below:
            1) She read a few more lines and gave such a delighted exclamation that George and the other girls waited impatiently for her to explain. (p.188)
            2) ‘He can sit under my feet while I’m doing them (lessons).’ (p.18
           90) 3) ‘It will be lovely to go across to Kirrin Island again…’ (p.190)
            4) ‘And he chased the cat that lives in the stables every time he saw her.’ (p.192)
            5) Both girls were glad when George’s father had gone back into his study. (p.193)
            6) He curled himself up in his basket, and thumped loudly with his tail. (p.195)
            8. Questions and topics for discussion:
            1) Who are the main characters of the book?
            2) What are their names?
            3) How old are they?
            4) Why did the girls have to stay for the Christmas holls at Kirrin Cottage?
            5) Why did the children’s parents decide to engage the tutor?
            6) Discuss the education at Gaylands School. Compare it with our education.
            7) Describe the girls’ meeting with George’s parents.
            8) Comment on Timothy’s behaviour when he returned home.
            9. Sum up the information about the following characters:
            1) George
            2) Anne
            3) Aunt Fanny
            4) Uncle Quentin
            CHAPTER 1
            FOR A PUPIL
            1. Active vocabulary. Read, translate and learn by heart:
            to look forward to
            to be disappointed for smb/smth
            to look after smth/smb
            to do well in the exams
            to engage smb
            to allow smb to do smth exciting
            2. Find sentences in which the active vocabulary is employed and translate them into Russian.
            3. Find in chapter I the Synonyms of the following words:
            splendid
            to give up
            holidays
            to smell
            to arrive
            4. Find in this chapter equivalents of the following words and make up your own sentences with them:
            ждать кого-либо
            выяснять что-то
            ужасное разочарование
            собирать вещи
            садиться в поезд
            с улыбкой
            5. Prepare the passage for good reading and translating p/191 ‘It was a long time… up to the end of this page.
            6. The passage ‘The end of the term… up to …he had really behaved extremely well’ (p.189) by heart.
            CHAPTER 2
            FOR A TEACHER
            1. Read and translate sentences with words from the active vocabulary.
            2. Complete the sentences using the suitable word from the active vocabulary:
            1) When we arrived at the station, our friends met us and … .
            2) Children lost their dog and went to … . They found him behind the house, he sat on the stone and his tail … because he was with delight.
            3) Nick has much luggage, can’t carry it himself, so he needs … .
            4) Your hair are dirty. You must wash them and … .
            5) In spite of our arguing (disputing) I can’t … with him because he has a kind heart.
            6) I didn’t … a wonderful party because it rained.
            3. Situations with the equivalents from your homework.
            4. Read and translate the extract (p.198).
            5. The extract by heart (p.197).
            6. Expand and comment on the following:
            1) George felt left-out. (p.197).
            2) It’s good to be back at Kirrin Cottage again. (p.198).
            3) ‘I do hope he will be a sport,’ said Anne. (p.199).
            4) They always counted Tim as one of themselves. (p.200).
            5) All four children wished heartily that Aunt Fanny had been to chose the tutor, and not Uncle Quentin. (p.202)
            7. Questions and topics for discussion:
            1) What new information about children have you known from this chapter?
            2) Who engaged the tutor?
            3) Compare children’s and Uncle Quentin’s words describing the future tutor.
            4) Describe George’s behavior in this chapter.
            5) Give a summary of children’s meeting at the railway station. Comment on the behavior of the children.
            CHAPTER 2
            FOR A PUPIL
            1. Active vocabulary
            to look for smb/smth
            a porter
            to give smb a hug
            to sulk with smb
            to wag nineteen to the dozen
            to expect smth
            to one’s hair
            2. Find sentences in which the active vocabulary is employed and translate them into Russian.
            3. Find in this chapter equivalents of the following words:
            исчезать
            сдавать экзамены
            прибывать куда-либо
            составить компанию кому-либо платить большие деньги за что-
           либо Make up your own situation with these equivalents.
            4. Prepare for good reading and translating p.198 ‘Thompson Minor.’ Till ‘Not a hope of that this time’.
            5. The extract ‘George felt…’ till ‘…he was panting with delight’ by heart (p.197).
            CHAPTER 3
            FOR A TEACHER
            1. Reproduce the situations from chapter 3 where the active vocabulary is employed.
            2. Pupil’s sentences with words from active vocabulary.
            3. Read and translate (p.207)
            4. The passage by heart (p.212)
            5. Read sentences from chapter 3 confirming the following statements:
            1) Children were afraid of being late at the railway station.
            2) George was not very pleased at being called a little girl.
            3) Timothy didn’t like Mr. Roland.
            4) The Sanders’ were glad to see children.
            5) Timothy didn’t like cats.
            6. Find in this chapter passages, in which the events the behavior of certain characters are evaluated by the others.
            7. Say whose utterances these are, and what motives and feelings brought forth the following utterances.
            1) ‘You said you would share it with us for ever and ever didn’t you, George?’ (p.204)
            2) ‘Who’s going on to the platform to meet him?’ (p.205)
            3) ‘Not quite so jolly as he looks!’ (p.206)
            4) ‘A dog?’ (p.207)
            5) ‘Youngish!’ (p.208)
            6) ‘Let’s hope he spends most of his time with him then!’ (209)
            7) ‘So the old wife’s as a bee.’ (p.211)
            8) ‘But there-artists are queer folk.’ (p.211)
            8. Questions and topics for discussion:
            1) Describe the weather of the day, on which children met Mr. Roland.
            2) Describe the appearance of Mr. Roland.
            3) Did the children like him at once?
            4) How do you think George’s behavior was right or wrong ? Why?
            5) Describe the farm and its inhabitants.
            6) What happened to Timothy in the Sanders’ house?
            7) What did children discover?
            9. Retell Mr. Rolland’s meeting with children from the part of George.
            CHAPTER 3
            FOR A PUPIL
            1. Active vocabulary. Read, translate and learn by heart
            to stair
            to be in time
            up and down
            to take a glance at smb
            to take to smb/smth at first sight
            to offer smb/smth
            as busy as a bee
            anxiously
            2. Make up your own sentences based on the active vocabulary.
            3. Write out all adjectives describing Mr. Roland’s appearance from this chapter.
            4. Prepare the passage for good reading and translating
            p.207 ‘George was not very pleased …’ up to the end of this page.
            5. The extract ‘He suddenly saw a tabby cat…’ up the end. (p.212)
            CHAPTER 4
            FOR A TEACHER
            1. Pupils’ sentences with words from the active vocabulary.
            2. ex.3 from the pupil’s assignment 4
            3. Read and translate (p.214-215)
            4. The passage by heart (p.218-219)
            5. Confirm and disprove the statements:
            1) Children discovered a secret panel in the hall.
            2) Behind the panel they found a door.
            3) Mrs. Sanders gave a torch to the children.
            4) Behind the panel Dick found a box and a book.
            5) There was a tobacco pouch behind the panel.
            6) There were marks and signs on the tobacco pouch, done in black ink.
            7) Mrs. Sanders didn’t give the piece of linen to the children.
            8) There was a cupboard with a false back in the kitchen.
            9) George was the first who found a cupboard.
            10) Anne didn’t like going into the space behind the back of the cupboard and being shut up.
            6. Paraphrase or explain:
            1) This house is full of things like that. (p.213)
            2) There was a creaking noise … . (p.215)
            3) ‘How funny grown-ups are!’ (p.216)
            4) She was famous for her medicines, … (p.218)
            5) It only makes me cry out and then the grown-ups want to know why. (p.221)
            7. Questions and topics for discussion:
            1) Compare Dick and Julian. Give your arguments.
            2) Compare Anne and George.
            3) What does the author say about grown-ups curiosity? Do you agree with him? Why?
            8. Role playing:
            Divide into groups. There are 4 pupils in each group. Make up a dialogue between children. The situation: the children return home in the evening and they begin to discuss the adventures of the day (their discoveries).
            CHAPTER 4
            FOR A PUPIL
            1. Active vocabulary
            To rush out
            a torch
            queer
            to go down on hands and knees
            to bother to do smth
            to be famous for smth
            to cure
            to do in black ink
            2. Make up your own sentences based on the active vocabulary.
            3. Translate sentences from English into Russian paying your attention to the distinguished words;
            1) She was just disappointed for herself as for Anne, because Anne’s mother had
            invited her. 2) Both Julian and Dick have been ill with flue twice this term.
            3) George’s father was a scientist, a very clever man, but rather frightening.
            4) She was used to the sliding panel!
            5) The four children and Timothy ran upstairs as fast as they could.
            6) ‘Bit of a tight fit!’ he called.
            7) Dick took out his head and put in his arm, stretching along the well as far as his hand would reach.
            8) He felt a little ridge inside the wall rather like a bird’s perch.
            9) His fingers felt about and he closed them round something that felt like a book.
            10) There was something else, something soft and flat that felt like leather.
            4. Prepare the passage for good reading and translating
            p.214-215 ‘Where’s the cupboard? … up to … Anne didn’t like it very much.’
            5. The extract ‘It was a tobacco pouch. …up to… But the four them could not make head or tail of the marks.’ (p.218-219) (Начало работы см. здесь)