Конструирование учебных заданий для формирования функциональной грамотности на уроках иностранного языка
учебно-методический материал по английскому языку (9 класс)

Конструирование учебных заданий

для формирования функциональной грамотности

на уроках иностранного языка

на примере английского языка

1. Задание на основе сплошного текста

(на примере нарративного текста)

Read the passage and answer the questions below.

Beautiful as the Day

by E. Nesbit

“I say, let’s take our spades and dig in the gravel-pits. We can pretend it’s seaside.”

“Father says it was once,” Anthea said; “he says there are shells there thousands of years old.”

 So they went. Of course they had been to the edge of the gravel-pit and looked over, but they had not gone down into it for fear father should say they mustn’t play there, and it was the same with the chalk-quarry. The gravel-pit is not really dangerous if you don’t try to climb down the edges, but go the slow safe way round by the road, as if you were a cart.

Each of the children carried its own spade, and took it in turns to carry the Lamb. He was the baby, and they called him that because “Baa” was the first thing he ever said. They called Anthea “Panther,” which seems silly when you read it, but when you say it it sounds a little like her name.

The gravel-pit is very large and wide, with grass growing round the edges at the top, and dry stringy wildflowers, purple and yellow. It is like a giant’s washbowl. And there are mounds of gravel, and holes in the sides of the bowl where gravel has been taken out, and high up in the steep sides there are the little holes that are the little front doors of the little bank-martins’ little houses.

The children built a castle, of course, but castle-building is rather poor fun when you have no hope of the swishing tide ever coming in to fill up the moat and wash away the drawbridge, and, at the happy last, to wet everybody up to the waist at least.

Cyril wanted to dig out a cave to play smugglers in, but the others thought it might bury them alive, so it ended in all spades going to work to dig a hole through the castle to Australia. These children, you see, believed that the world was round, and that on the other side the little Australian boys and girls were really walking wrong way up, like flies on the ceiling, with their heads hanging down into the air.

The children dug and they dug and they dug, and their hands got sandy and hot and red, and their faces got damp and shiny. The Lamb had tried to eat the sand, and had cried so hard when he found that it was not, as he had supposed, brown sugar, that he was now tired out, and was lying asleep in a warm fat bunch in the middle of the halffinished castle. This left his brothers and sisters free to work really hard, and the hole that was to come out in Australia soon grew so deep that Jane . . . begged the others to stop.

“Suppose the bottom of the hole gave way suddenly,” said she, “and you tumbled out among the little Australians, all the sand would get in their eyes.”

“Yes,” said Robert; “and they would hate us, and throw stones at us, and not let us see the kangaroos, or opossums, . . . or Emu Brand birds, or anything.”

Cyril and Anthea knew that Australia was not quite so near as all that, but they agreed to stop using the spades and to go on with their hands. This was quite easy, because the sand at the bottom of the hole was very soft and fine and dry, like sea-sand. And there were little shells in it.

“Fancy it having been wet sea here once, all sloppy and shiny,” said Jane, “with fishes and conger-eels and coral and mermaids.”

“And masts of ships and wrecked Spanish treasure. I wish we could find a gold doubloon, or something,” Cyril said.

“How did the sea get carried away?” Robert asked.

“Not in a pail, silly,” said his brother.

“Father says the earth got too hot underneath, as you do in bed sometimes, so it just hunched up its shoulders, and the sea had to slip off, like the blankets do us, and the shoulder was left sticking out, and turned into dry land. Let’s go and look for shells; I think that little cave looks likely, and I see something sticking out there like a bit of wrecked ship’s anchor, and it’s beastly hot in the Australian hole.”

The others agreed, but Anthea went on digging. She always liked to finish a thing when she had once begun it. She felt it would be a disgrace to leave that hole without getting through to Australia.

Now answer the questions by circling the correct answers.

1. What is the effect of the personification in paragraph 16?

A.  It shows that the gravel pit is very large.

B.  It explains why the children chose to dig in the gravel pit.

C. It explains why the children’s father wants them to avoid the gravel pit.

D.  It gives a picture of what caused the sea to disappear from the gravel pit.

2. How does the description of the setting in paragraph 5 affect the overall meaning of the story?

A.  Describing the gravel pit as “like a giant’s washbowl” creates a sense of adventure.

B.  Mentioning the shape of the gravel pit explains that there used to be a beach there.

C. Using words like “large and wide” to describe the gravel pit shows that the children must be careful.

D.  Giving the location of the gravel pit helps the reader understand how far the children walk to get there.

3. When the children went to the gravel-pit,  every child  had

A.  its own Lamb

B. its  own tool for digging

C. dry stringy wildflowers

D. a bucket of stones

 4. Select the sentence that supports the idea that the children are imaginative.

(A) “‘Father says it was once,’ Anthea said; ‘he says there are shells there thousands of years old.’” (paragraph 2)

(B) “Of course they had been to the edge of the gravel-pit and looked over, but they had not gone down into it for fear father should say they mustn’t play there, and it was the same with the chalk-quarry.” (paragraph 3)

(C) “The children dug and they dug and they dug, and their hands got sandy and hot and red, and their faces got damp and shiny.” (paragraph 8) »

(D) “Fancy it having been wet sea here once, all sloppy and shiny,’ said Jane, ‘with fishes and conger-eels and coral and mermaids.’” (paragraph 12)

5. Complete the table with ticks ( ) to show how different characters advance the plot. More than one bubble may be filled in for each character.

Источник: 

http://www.fantasy-magazine.com/fiction/beautiful-as-the-day/

Ключи:

1 – D  2 – A   3 – B    4 – D

5: