"Как хорошо уметь читать"- дидактические игры на развитие навыков чтения, как основной коммуникативной составляющей на уроках английского языка
методическая разработка по английскому языку (5, 10, 11 класс)

"Как хорошо уметь читать"

Дидактические игры  на развитие навыков чтения, как основной  коммуникативной составляющей на уроках английского языка

Согласно программе по иностранным языкам в области обучения чтению перед учителем ставятся задачи: научить школьников читать, воспринимать информацию прочитанного текста  с разным уровнем понимания. В сущности, чтение на иностранном языке должно носить самостоятельный характер, осуществляться не по принуждению, а сопровождаться интересом со стороны ребят. Однако практика показывает, что интерес к этому виду речевой деятельности у школьников очень низкий. Данный вид речевой деятельности не является для школьников средством получения информации или просто источником удовольствия, а рассматривается ими как чисто учебная задача. Известно, что преобладающем фактором в процессе обучения чтению на иностранном языке учащихся младшего школьного возраста является игра. Чем больше игровых приемов, наглядности использует учитель, тем богаче и  интереснее проходят уроки, тем прочнее усваивается материал.

Можно предложить учащимся игру на любое правило чтения. Традиционные упражнения на тренировку учащихся в чтении слов не вызывают у ребят интереса, но стоит предложить им игру в " Капитана Флинта", как настроение меняется. Детям даётся задание прочитать цепочку слов не доске или в учебнике. Каждое слово-риф, которое можно умело обойти, если прочитать слово правильно. Капитан ведёт класс через рифы, т.е. читает слова, а ребята хором повторяют их, т.е. следуют за капитаном.  Если капитан  ошибся, корабль получает пробоину. Капитану бросают спасательный круг (хором читают слово правильно), но после этого капитаном становится другой ученик.

Можно варьировать эту игру, выбирая " вождя индейцев". Для этого надо метко стрелять из лука. Каждое верно прочитанное слово- меткий выстрел, неверно прочитанное слово-промах.

Работу по закреплению правил чтения следует проводить на каждом уроке. Очень эффективно упражнение - лепить " снежную бабу" (строить дом, пирамиду). Учитель бросает первый " снежок", т.е. называет слово, например bag. Дети " катят снежный ком", по цепочке называя слова, которые читаются по данному правилу: map,  lamp,  cat и т.д. Мы катим три снежных кома ( каждый на разное правило чтения), и " снежная баба" готова.  Игра может иметь множество вариантов. Например, устраиваем конкурс " Чья ёлка наряднее?" и предлагаем группам украсить ёлку игрушками, т.е. подобрать слова на то или иное правило чтения.

Для усвоения правил чтения слов с гласной "а" мы рисуем яблоню и  украшаем её словами-яблоками с этой гласной. Для усвоения буквы "о" в различных типах слога раскрашиваем хвост петуху, подбирая слова с этой гласной  и т.д.

Для контроля усвоения правил чтения детям даются индивидуальные карточки такого типа  ( рисунок и набор слов)

Plate, bag, game, cat, car, hare, park, pear, make.                                                                                                  

Bee, pen, perfume, here, entrance, tree, ten, green, we, he.

Дети должны сгруппировать по правилам чтения и вписать в карточку.

 Данные упражнения не занимают много времени, но пользу приносят большую: во- первых, это фонетическая зарядка, так как одна из карточек, заполненных детьми, озвучивается; во-вторых, повторение правил чтения; в-третьих, повторение изученных слов.                                                                                                                                          

Встретив в учебнике слово tea , показываю детям большой чайник, нарисованный на листе бумаги.                                              

Объясняю ребятам , что в этот "чайник" они будут складывать слова, в которых буквосочетание ea произносится, как звук [i]. Постепенно в таблицу были вписаны слова sea, please, teacher, cream, clean, read, weak, meat и т.д.

 В домике мы "поселили" слова, в которых сочетание ou даёт звук [ au]: our, about, round, pound, shout, spout, ground, blouse, trousers, mouse и т.д. Красочный мячик поможет прочитать слова с сочетаниями al:  ball, wall, hall, tall, small, call, always. Весёлая девочка помогает читать слова с сочетаниями ur, er, ir : girl, bird, church, turn, sir, certainly, skirt, shirt, curtains. 

Ошибки  в озвучивании слов onion, cover, other, in front of money, honey, some, come, oven, colour, dozen, gloves, comfortable можно предотвратить, если составить карточку – опору.                                                            

Таким образом, использование дидактических игр в период овладения правилами чтения в английском языке способствуют снятию монотонности в работе, повышению качества обучения, поддержания интереса к предмету.

Для старшего звена  можно предложить следующее пособие, которое  содержит тексты страноведческой, культуроведческой и художественной тематики. Все предложенные тексты снабжены приёмами, используемые в технологии развития критического мышления через чтение и письмо, а также упражнениями, направленными на проверку понимания, отработку лексики, развития навыков говорения. Предназначено для учеников 11 класса в качестве подготовки к ЕГЭ.

« Чтение с увлечением»(чтение и упражнения).Подготовка к единому государственному экзамену/ Сост.

Л.Б. Листопадова. Тимашевск, 2019. – с. 23

ПРЕДИСЛОВИЕ

Данное пособие предназначено для обучающихся английскому языку, может быть использовано для работы в аудитории с преподавателем, а также для самостоятельной работы учеников дома, поможет подготовиться к сдаче Единого государственного экзамена по английскому языку.

Цель пособия: способствовать формированию у учащихся культуры чтения, включающей в себя умение: ориентироваться в источниках информации, пользоваться разными стратегиями чтения, адекватно понимать прочитанное, сортировать информацию с точки зрения важности, ‘отсеивать’ второстепенную, критически оценивать новые знания, делать выводы и обобщения.

Adventure Holidays

I . Стадия  вызова

  Before you start 

1.  Which of this holidays would you like to go on?

a)   canoeing and white-water rafting in Canada

b)   trekking and climbing in the Himalayas

c)   doing watersports  in the Mediterranean

d)   an overland safari in Tanzania

2.  “Do you believe that…?”

Игра « Верите ли вы, что…?»

           Правила игры:

1.   У вас на столах лежат листочки, на которых начерчена таблица, как у меня на доске. Цифрами я указала номер вопросов.

2.    Я вам читаю вопросы, которые начинаются со слов « Верите ли вы, что…?». Вы обсуждаете ответы в группах.

3.    Если вы верите, то во второй строке поставьте «+», если нет, то « -«.

          Questions:

1. …while walking along a mountain path in the Himalayas you can feel tired.
2. …in the Himalayas there isn’t the Mount Everest.
3. …if you are looking for experiences, trekking and climbing in the Himalayas are just for you.
4. …treks in the Himalayas can be uncomfortable and dangerous.
5. …while trekking and climbing in the Himalayas we don’t need the help of the guides.
6. …the group guide and all expeditions have cooks and porters.
7. …in hotels you can not get one – or two-person tents for camping.
8. …people going on a Class A trek shouldn’t be fit.

II. Стадия осмысления

3.   Read the brochure and match the paragraphs (1-7) with these topics.

a )     difficulty of trek

b)     accommodation

c)     extra offers

d)    prices and dates

e)    experiences of a trek

f)     flight arrangements

g)     organization of treks

                               HIMALAYAN ADVENTURE                                                    

1.     Just imagine. You are walking along a mountain path in the  Himalayans. You are feeling tired. You are thinking about how far there is to go. Then, suddenly you are there! And the incredible Mount Everest is on the horizon. It looks spectacular. A few minutes later you arrive at the camp. The food cooking on the fire smells great and while you have a cup of tea, you relax and watch the sun go down. At dinner, the food tastes fantastic. You talk with other people in the group about everything you have seen done during you day’s trekking. Is you are looking for experiences like this, Adventure 2012 is the organization for you.
2. A lot of trekking holidays sound exciting, but the reality is often very different. Treks can be uncomfortable and even dangerous. However, at Adventure 2012 we feel we understand the needs of trekkers. All our guides have several years’ experience in leading treks in the Himalayas. They know all the best routes and best places to camp. We also realize that trekking can be hard work and believe that trekkers need all our help. As well as the group guide, all expeditions have cooks and porters. While on a trek, our cooks prepare delicious meals. And our porters carry you luggage which means that you can simply enjoy the experiences.
3.  At Adventure 2012 we also think that good travel arrangements are important. We organize all the flights for you: from London to New Delhi direct, from New Delhi to Katmandu and internal flights in Nepal.
4. Accommodation is in comfortable hotels in New Delhi and Katmandu, hostels on the trek and one- or two-person tents for camping.
5. There are also special offers for people who don’t want to go straight home afterwards. If you like history, there is a trip to northern India. For people who prefer to spend some time on the coast, we can organize your travel and accommodation.
6. This is a Class A trek – you have to be fit. There are walks of 6-8 hours most days, with a maximum altitude of 5,545metres. Class B and C treks are easier, so you don’t need to be so fit.
7. The trek costs $2,500 including all flights and accommodation. Maximum group size is 15 people. Treks are between October and May.

4.    Read the text again and answer these questions in your own words.

a)    Why do you think people would want to go on this trip?

b)    Why does the organization use experiences guides?

c)     Why do cooks and porters accompany the expeditions?

d)    Why does the company offer optional tours?

e)     Why do people going this trip need to be fit?

III.   Стадия рефлексии

Возврат к вопросам.

- А теперь давайте вернёмся к нашим вопросам и снова ответим на них и проверим, не ошиблись ли мы в своих предположениях.

- Я снова читаю вопросы. Во второй строке вы ставите нужный знак.

- По каким вопросам ваше мнение совпало?

- Объясните почему вы так решили?

- По каким вопросам ваше мнение изменилось?  Почему?

State and Activity Verbs

Presentation

5.   Look at the blue verbs in the text. Can they be used in simple and continuous tenses or only in simple tenses? Copy and complete the table.

Can you add more verbs to each column?

6.   Read of these pairs of sentences. Translate the verbs. Does the verb mean the same in both sentences?

1 .   a)  All our guides have several years’ experiences in leading treks in the Himalayas.

        b)  You are having a hot cup of tea.

2.     a)  You are feeling tired.

         b)  At adventure 20012 we feel that we understand the needs of trekkers.

3.      a)  We also think that good travel arrangements are important.

          b)  You are thinking about how far there is to go.

7.   Complete these sentences from the text. What word follows the verbs of sense?  

a)    It looks ____________ (paragraph 1).

b)   The food cooking on the fire smells ________ (paragraph 1).

c)   The food tastes ______________ (paragraph 1).

d)    a lot of trekking holidays sound _________ (paragraph 2).

Practice

8.  Which of the sentences cannot changed into the Present Continuous?

a)  The coffee tastes awful.

b)   We have breakfast very early.

c)    She thinks she is the best.

d)   They feel they need more time.

e)   I have a splitting headache.

9.   Which of these expressions can be used in both the Present Continuous and Simple, and which only in the Present Simple?

Have a shower, play football, think about, know, look awful, want, see the boss, like, sound interesting, watch TV, believe, have a date, taste good, look at

10. Work in pairs. Use the verbs above to feel your partner about what you do/don’t and what you are/aren’t doing. If possible, use both tenses. 

Example     have a shower

I always have a shower in the morning.

I’m not having a shower now. 

Literature Sport

                                FRANKENSTEIN

 I.  Стадия вызова

Before you start

1 . Read the title of the text and suppose what this text is about.

2 . Read the background to the story. Why did Mary Shelley write this story?

                                         Background

Mary Shelley was born in 1797 in London. In 1814 Mary met and fell in love with Percy Shelley, the poet. Mary travelled around Europe with Percy Shelley and another poet, Lord Byron. One night while they were staying in a villa in Geneva, Byron announced: ‘We will each write a ghost story’. Percy Shelley began a story but didn’t finish it. Byron wrote a story about a vampire; and Mary began to write about Frankenstein. The sad life story told by the Monster as often been ignored in film productions of the book.

3 .   Read the text.

‘My dear Captain, how shall I begin? I grew up near Geneva. I was a happy child. My parents had two other sons, Ernest and William, and they took an orphan, Elizabeth. When I was seventeen I went to the University of Ingolstadt. A professor there inspired me to study chemistry. This changed my life as I became obsessed with the search for the secret of life. I worked day and night for two years and, finally, I found the secret. To test my discovery, I decided to create a new life in the laboratory.

I collected parts of bodies and, after two years, I was ready to bring my creature to life. But when I saw the monster I had created, I felt horror and disgust. How can I describe the monster? You could see the muscles under his thin, yellow skin. His hair was long and black, his teeth were pearly white,  but his eyes were watery and his lips black.

When my friend Henry Clerval arrived, I said nothing about the monster, which by now had left my house. Henry brought news of my family. They were well and had taken in a servant called Justine. Imagine my shock when a letter arrived from my father – my younger brother William had been murdered!

I went to my parent’s house. Just before I got there, I saw the monster running through the trees. I realized the monster I had created had killed my brother! When I got to the house, I was horrified to discover that Justine. Who had been found near the scene of the crime, was accused of the murder. I knew she was innocent, but could say nothing. She was hanged.

Soon afterwards, while I was spending some time alone in the mountains, I met my evil creation again. The monster begged me to listen to his story. This is what he said:

 Первая остановка:

4 .  Answer the questions.

a )   Was Victor interested in science?

b )    Was victor pleased with his creation?

c )   Did the monster kill the servant, Justine?

d )   Did the monster hate people?

e )   Why did the monster want Victor to make him a companion?

f)    Do you think Victor will create the female monster?

5.  Suppose the end of the story.

Дети записывают концовку ( или устно обсуждают в парах, в четвёрках концовку).

II.  Стадия  размышления

6 . Read how the author – Mary Shelley ends her story.

I agreed to his demand, though the idea was terrible to me. When I returned home, my father mentioned his wish for me to marry Elizabeth, whom I loved dearly. But before the marriage, I needed to go to England to complete my work.

Henry came with me to England and, eventually, I completed my second creation. As I was brining her to life, I began to have serious doubts about what I was doing. But, suddenly, my monster arrived. He said: “You are my creator, but I am your master!”  In my confusion I broke her body into pieces. The monster left, saying: “I will be with you on your wedding night!”

The next day the police arrested me. I was accused of the murder of a young man. They show me the body – it was me friend Henry! My monster had claimed his third victim. They put me in the prison, but, in the end, I was proved innocent. I was haunted by what the monster had said about my wedding night and I wanted to destroy him. On our wedding night, I was checking for the monster outside when I heard screams. I ran upstairs only to find Elizabeth dead! The monster was at the window. He laughed before he ran off into the night.

The destruction of the monster was now my only aim. I followed him all over the Earth – the Mediterranean, the Black Sea, Russia - but he always escaped. He went north. I followed him to the frozen wastes of the Arctic, but he was one step ahead. I was drifting on a piece of a broken ice when, dear captain, you found me. I am dying. Please believe my tale and promise me you will do all you can to kill this monster.’

7.    Are these sentences true (T) or false (F)

a )  Victor created the female monster.

b)   The police accused Victor of murdering Henry.

c)    Victor decided to wait for the monster and kill it on his wedding night.

d)   The monster killed Victor’s wife and then escaped.

e)    In the end the ship’s captain killed the monster.

8.     The story is told by three people. Order the five parts of the story.

a)   Conclusion: Captain Walton

b)   Development of the story; Victor Frankenstein

c)   The monster’s story

d)   Introduction:  Captain Walton

e)   Background to the story: Victor Frankenstein

9.  Complete the sentences with a word formed from the words in brackets.

a )   I developed a good _______ with Henry. ( friend)

b)    I didn’t want Elizabeth to be in a _______ situation. ( danger )

c)   I had never felt so __________ and sad. (misery )

d)   I was frightened when I saw my ______ . ( creator )

e)   I had made a _______ monster. (horror )

f)   I wanted to _____ it. (destruction )

10.     In groups, or with the whole class, discuss the following.

a)   Why didn’t Victor tell anyone what he had done?

b)   Did you feel sorry for the monster? Why or why not?

c)   Did you feel sorry for Victor? Why or why not?

d)   What is the moral of the story?

e) Did you suppose that the story would have this end?

III.  Стадия  рефлексии

Дети вспоминают начало урока и проверяют свои предположения.

NATIONAL GEOGRAFIC

I .  Стадия вызова (Приём « З-Х-У»)

Before you start

1 .     Read the title of the text and suppose what this text is about.

Работа с таблицей «З-Х-У»

2 .   What do you know about a mountain Mount Kilimanjaro?  Where is it situated?  How high is it?

Заполняя первую часть таблицы «Знаю – хочу знать – узнал» учащиеся составляют список того, что они знают или думают, что знают, о данной теме. Во вторую часть таблицы дети записывают, что они хотели бы ещё узнать по этой теме.

3.   Read the paragraph of this story. Then match each word or phrase with the correct definition.

The Missing Snows of KILIMANJARO

Mount Kilimanjaro is in hot, tropical region of Africa. It’s only a short distance from the equator. It’s the highest mountain in Africa and, even though the nearby areas are hot, the mountain top is covered with glaciers and large ice fields. The peak is bery high so it is enough to have ice and snow. Recently, however, there has been less ice and snow on Kilimanjaro. Many people think that this is happening die to climate change.

1 )   tropical region _______   a)   a large mass of ice which slowly moves

2)    equator  _________           b)   the highest point of a mountain

3)   glacier _______                 c)    a hot and sometimes wet area of the world

4)    peak ________                 d)    the variation in the earth’s global weather over time

5)   climate change _______    e)   an imaginary line around the exact middle of the earth

После прочтения параграфа обучающиеся заполняют третью колонку таблицы «ЗХУ».

Climate Change. Read the definitions. Then complete the paragraph with the correct form of the words or phrases.

     global warming:  an increase in world temperatures caused by gases that stop heat from escaping into space

     ice cap:  a large mass of ice  that covers a particular area

     melt:  turn from something solid into something soft or liquid

     satellite:  a piece of equipment that travels through space receiving and spending signals or collecting information

     source:  the place  where something comes from

There are many causes of climate change. One of these causes, known as (1) ________, may be directly affecting Mount Kilimanjaro. As the earth has got warmer, the ice and snow on Kilimanjaro have (2) __________. Photographs from a (3)  _________ in space show how bad the problem is. Much of the (4) ________at the top of the mountain has disappeared in the last few years. This is a big problem, because the mountain’s snow and ice are an important water (5) ___________for the people in the area.

4. Scan the text to find the information.

a)   Who wrote the famous story about the Kilimanjaro?

b)    How long ago were the glaciers on Kilimanjaro formed?

c)   What percentage of ice and snow has disappeared from Kilimanjaro since 1912?

d)   How long has NASA been taking satellite pictures of Kilimanjaro?

The impressive snow-covered peaks of Kilimanjaro have been an inspiration to visitors for a very long time. Over the years, thousands of people have travelled to Tanzania to climb this majestic mountain. Many others have come to view ins famous glacier-covered peak.

One of this visitors was a famous American writer named Ernest Hemingway. He wrote a story about a mountain that made it famous. The story, first published in 1936, is called ‘The Snows of Kilimanjaro’. In the story, Hemingway describes the mountain’s ice fields as ‘wide as all the world’, ‘great’, ‘high’, and ‘unbelievably white in the sun’.

As Hemingway wrote, the ice fields on Mount  Kilimanjaro are certainly impressive. Although the ice cap is fantastic to see, it does in fact a much more important purpose. The glaciers on the mountain  were formed more than 11 000 years ago. They have become the important source of water for drinking and farming for people who live in the areas around Kilimanjaro.

Unfortunately, for the last hundred years the snows of Kilimanjaro have been disappearing. This has put the essential water source and beautiful sight a t risk. Some of the beautiful snows of Kilimanjaro are now missing. But just how much snow has gone?

Since 1912, Kilimanjaro’s glaciers gave got more than 80 per cent smaller. The significant changes that are happening on the mountain are becoming more and more apparent. A NASA* satellite has been taken pictures of the mountain’s ice cap for more than 15 years. The pictures that the satellite took of Kilimanjaro in 1993 are extremely different from those that were taken only seven years later, in the year2000. They indicate that there have been very big changed on the mountain. There has been a great reduction in the amount of ice in Kilimanjaro’s ice cap.

Ученики записывают, что нового они узнали по данной теме и предполагают, что им осталось узнать.

5. Read the next paragraph.

There are so many different ideas about why Kilimanjaro’s snow is disappearing so quickly. For one thing, the mountain is in a tropical region, so the glaciers are particularly at risk of the negative effects of climate change. One type of climate changed hat may be directly affecting Kilimanjaro is called global warming. This worldwide problem is causing a gradual increase in the earth’s temperature. As the world’s temperature rise, the snows melt.

Deforestation is another possible reason why Kilimanjaro’s glaciers are melting. When trees are cut down in a large numbers, the effects can cause changes in the atmosphere and the climate. Trees keep the air cooler and help maintain the water levels in the atmosphere. This help to create clouds and precipitation in the form of rain or snow. If there are fewer trees, then this process is affected. The reduced levels of precipitation and increased temperatures can damage the glaciers.

Whatever the causes may be, the snows of Kilimanjaro are continuing to melt at a very fast rate. Experts now predict that the mountain’s glaciers could completely disappear by the year 2020.

The loss of Kilimanjaro’ s glaciers would likely cause many problems for the area around the mountain as well as for the earth. It would remove an important source of water for the people who live on or near the mountain. It could also reduce the number of tourists who come to Tanzania to see the beautiful peak. This would also reduce the amount of money that tourists bring to the country. These changes could eventually have serious effects on Tanzania.

 6. Identify cause and Effect

Circle the cause and underline the effect in each of the sentences.

a)   Because Mount Kilimanjaro is in tropical region, its glaciers are particularly at risk from global warming.

b)   Deforestation often results in changes to the atmosphere.

c)   Kilimanjaro’ s glaciers may disappear by 2020 because the ice caps are melting so fast.

In the end, the missing snows of Mount Kilimanjaro may be a warning. They definitely show people all over the world the dangers of climate change and deforestation. They also show how quickly nature can react and change as a result of these dangers.

Hopefully people will learn from the loss of Kilimanjaro’ s ice caps. Earth’s natural riches may not always be around. If these environmental problems are not corrected, we may lose them. Sadly, the majestic snows of Kilimanjaro that so impressed Hemingway may not be available for the world to enjoy forever.

III.  Стадия рефлексии

7. After You Read

1 .   Kilimanjaro is called the roof of Africa because:

1. It covers the whole continent
2. It’s the biggest mountain in Kenya
3. It’s the highest point
4. The top is tropical

2.   Ernest Hemingway’s description of Kilimanjaro shows he:

1. was amazed
2. was scared
3. hated it
4. was shocked

3.   One page 17, ‘they’ refers to:

1. farmers
2. ice fields
3. animals
4. mountains

4.  What essential source do people get from the mountain?

1. ice
2. soil
3. snow
4. water

5.    What’s the purpose of the page 18?

1. to explain how a satellite works
2. to talk about NASA’s environmental problems
3. to the effect of global warming
4. to introduce a new technology

6.   How does Kilimanjaro’ s location affect the environmental change?

1. The heat melts the snow.
2. The tropical weather helps trees grow.
3. It increases the earth’s temperature.
4. The cold creates more ice.

7.   Which is a suitable heading for page 18/5?

1. Reduction since 1812
2. Ice and snow disappear
3. NASA’s Pictures Unclear
4. Glacier Remains Unchanged

8.   Why are trees important on Kilimanjaro?

1. they help create rain and snow
2. they cause deforestation
3. they stop the ice
4. they help dry the air

9.   On page 19 ‘rate’ can be replaced by:

1. distance
2. speed
3. time
4. height

10.   In 2025 the glaciers may be:

1. cold
2. big
3. gone
4. small

11.   People should take the changed happening on Kilimanjaro _______a warning.

1. by
2. as
3. if
4. of

12.    What is the purpose of this story?

1. To educate about how the planet is changing
2. To talk about Ernest Hemingway writing
3. To how people can help the environment
4. To tell the history of an African mountain

8. Try to make up ‘haiku’about  Mount Kilimanjaro.

 Учитель предлагает составить хайку о горе Килиманджаро.

Памятка: что такое хайку и его правила составления.

Хайку – своеобразное лирическое стихотворение - миниатюра на 3-х строках. Рифмы нет. Наша задача – уметь сказать многое в немногих словах, выразить свои чувства или ощущения, заразить читателя лирическим волнением, разбудить его воображение.

В первой строке хайку должно быть 5 слов, во второй – 7 и в третьей снова 5. Обычно первыми двумя строчками описывается некое явление, а третьей строчкой подводится какой – то итог сказанному, часто неожиданный.