Чтение на уроках английского языка.
методическая разработка по английскому языку (5, 6, 7, 8, 9, 10, 11 класс)

  On the English lessons in the classroom, I use the texts that are in the textbook. They are included in the programme and suitable to my students. They include the necessary vocabulary and grammar. In my lessons I try to interest my students and make reading  fascinating.

  On my last lesson I offered to read to my students the text "Say it without words". This text is about our gestures. About how people greet each other in different countries and what different gestures mean in different countries. This is a genuine text suitable for grade 8 students and interesting enough for them. We study the theme "Travelling" and this text is actual and useful for it.

  The work with the text was interesting. I divided students into groups and each group worked with the part of text about one of those countries and found the necessary information in their part. After reading they showed the gestures and greetings their country. Then they answered each other's and my questions.

  We worked with this text successful and remembered countries and nationalities. On my English lessons I used all stages of reading and different Reading Strategies. At the beginning of the lesson I and my students did Pre – reading activities. We read the title of the text and predicted what this text is about. We learned some new words before reading. The text was easy and there were not many unknown words. The lesson was funny and my students liked it.

  Reading texts in the English language expands vocabulary, helps to navigate the large amount of information helps to consolidate the different sections of the grammar and improves our culture.

   There are three stages of reading : before reading , while reading , after reading. The  stage while reading uses the most part of class time.   On my English lessons I use all stages of reading and different Reading Strategies. At the beginning of the lesson I and my students do Pre – reading activities. We read the title of the text and predict what this text is about.

  I activate prior knowledge. I ask my students: «What do you already know about this»?  They do it before the reading. After that I meet them with some new words and  they  try to understand the underline words.  After  While reading stage  we read for general understanding.  I also use skimming technique that is used to get a quick “gist” of a section or chapter. And then we read for specific information and for details with scanning. Scanning is a reading technique that is reading quickly to locate specific information.  At the end of the lesson we interpret and make the inferences.This is After reading stage.

   In 6 class we studied grammar theme "Past Simple" and reading lessons help me do it. I offered my students the text in the Past tense "Ghost town". In it we found the regular  and irregular verbs. We consider questionable and negative sentences. We also find signal words in the text. Then we answered the questions in Past Simple. The text was interesting for my pupils. It was not difficult for them.

The purpose of reading is to obtain and process information. One of the main goals of teaching a foreign language is to develop the ability to extract information from the text in the process of reading. Reading is both a goal and a means of teaching a foreign language. The purpose of reading is finding information, learning new concepts, learning what happens.

Any specialist should be able, at a minimum, to pick up the necessary literature in a foreign language and accurately understand the important information for him, as well as to be aware of the achievements in his field of interest.

   Students should be able to read texts with full understanding, with understanding of the General idea of the text. They should compare,  different materials. My students keep a dictionary and write knew words. They can  answer the questions about the content of the text and describe the main characters of the works.

 There are a lot of  types of tests. They are different proficiency tests. Proficiency tests usually feature a particular kind of text type, depending on the exam. Common item types in proficiency tests are understanding main ideas and important details, understanding vocabulary from context, choosing the best paraphrase or summary of a passage of text, recognizing inference, recognizing opinion and tone. Finally, some proficiency tests of reading ask students to use the information in the text to complete graphic organizers such as charts, tables, or mind maps. When students complete graphic organizers based on readings, they not only show that they understand what they have read, but they also make connections that they can use in their own processing of the ideas in the text. For example, students can use the graphic and visual information in the chart to write summaries or participate in discussions.

  There are also achievement tests.  These reading tests can feature a wide variety of item types. These item types can be classified as either direct items, which usually, but not always, check comprehension, or indirect items, which are less directly related to reading skills.  The achievement tests can integrated testing items ask the learner to complete a number of discrete actions in sequence in order to respond to a problem or exercise, or to complete a larger task. Integrated tasks tend to mirror real-life reading and language tasks.

   Many educators are concerned that testing may not give us enough information about what students can actually do. Since the test items are pre-determined, learners can only respond to what they are asked. They cannot directly demonstrate other reading skills they may have. They cannot usually show what they may think about the reading, nor can they discuss readings other than the text sampled on the test. Also, tests scores do not always tell us what we should do differently.
  In contrast to formal testing, these activities sample more widely and resemble much more the kinds of activities learners carry out in the classroom. This type of assessment gives a view of students' overall reading experience, and informs instruction.

  I think the main indicator of the success of mastering reading is the ability to extract information from the read text. In this regard, there are different types of reading with such speech tasks as understanding the main content and the main facts contained in the text, a full understanding of the information available in the text and, finally, finding in the text or a number of texts we need or given information.  There are different degrees of extraction of information from the text: reading with an understanding of the main content of the read, reading with a full understanding of the content including details and reading with the extraction of the necessary or interesting information to the reader.  When I check each of the following types of reading I  give different exercises and tasks to my students.

  This is an example of the reading test. It tests  ability of a reading learner.