Сборник заданий для формирования читательской грамотности на уроках английского языка в старших классах.
методическая разработка по английскому языку (10, 11 класс)

Сборник заданий для формирования читательской грамотности на уроках английского языка в 10-11 классах.

Составитель: Григорьева Татьяна Владимировна учитель английского языка МБОУ Чановская СШ №1 Новосибирская область.

Пояснительная записка

В сборнике представлены тренировочные материалы для развития читательской грамотности на уроках английского языка. Материалы  могут использоваться  учителями общеобразовательных учреждений на уроках для формирования и отработки читательской грамотности,  а также обучающимися  при самостоятельной подготовке или изучении английского языка.

Читательская грамотность –это способность человека понимать и использовать письменные тексты, размышлять о них и заниматься чтением для того, чтобы достигать своих целей, расширять свои знания и возможности, участвовать в социальной жизни».

Чтение - это процесс восприятия и смысловой переработки (понимания) письменной речи. Чтение - это и процесс коммуникации с помощью речи. Цель читателя - преобразование содержания прочитанного в смысл «для себя», то есть понимание.

Читательская грамотность, в свою очередь, является одним из важных направлений формирования функциональной грамотности, под которой понимается способность понимать и использовать тексты, размышлять о них, читать, чтобы достигать своих целей, расширять знания и возможности, участвовать в жизни общества, а большое разнообразие текстов в учебниках английского языка дают возможность учителю формировать читательскую грамотность на уроках, используя для этого разные приемы работы с текстовым материалом.

Читательская грамотность рассматривается сегодня как одна из самых важных компетентностей, характеризующих готовность к жизни в современном обществе. Формирование читательской грамотности на уроках иностранного языка предполагает работу над развитием следующих умений у учащихся:

1. Умение находить и извлекать необходимую информацию из текста;
2. Умение интегрировать и интерпретировать информацию;
3. Умение, направленное на осмысление и оценку прочитанного в тексте.

В связи с чем, для развития читательской грамотности на уроках английского языка можно использовать различные упражнения, построенные на работе с разными форматами текстов.

Работа с линейными текстами

Text 1

The Little Bookstore That Could

In a quiet corner of a bustling city, nestled between a noisy cafe and a towering office building, stood a small bookstore named "The Book Nook." It wasn't much to look at – a little worn around the edges, with slightly faded paint and a bell that jingled a bit too loudly when the door opened. But inside, magic awaited.

The owner, a kind, elderly woman named Mrs. Willowbrook, had filled the shelves with stories of all kinds. From classic literature to thrilling mysteries, from fantastical adventures to heartwarming tales of friendship, The Book Nook had something for everyone.

But lately, things had been tough. Big chain bookstores had moved into the area, offering discounts and flashy displays. People seemed to be more interested in scrolling through their phones than browsing bookshelves. The Book Nook was struggling to stay afloat.

Mrs. Willowbrook, however, refused to give up. She believed in the power of stories, in the magic that could be found within the pages of a book. She started hosting reading groups, inviting local authors for book signings, and even created a cozy reading corner with comfortable chairs and warm blankets.

Slowly but surely, people started to notice. They came for the books, but they stayed for the atmosphere, for the sense of community, for the feeling of being surrounded by stories that could transport them to another world. The Little Bookstore That Could was proving that even in a world of screens and discounts, the magic of a good book could still win hearts.

1.Finding Information (Поиск информации):

• What is the name of the bookstore?
• Who is the owner of The Book Nook?
• What are some of the things Mrs. Willowbrook did to attract more customers?
• Where is the bookstore located?

2. Understanding the Main Idea (Понимание основной идеи):

• What is the main problem the bookstore is facing?
• What is the main message or theme of the story? (e.g., perseverance, the importance of community, the power of books)
• What does the title "The Little Bookstore That Could" suggest?

3. Making Inferences (Выводы):

• Why do you think the author describes Mrs. Willowbrook as a "kind, elderly woman"? What does this tell us about her character?
• Why do you think people were initially drawn to the big chain bookstores?
• What can you infer about the future of The Book Nook based on the ending of the story?

4. Analyzing Language (Анализ языка):

• Find examples of descriptive language (adjectives and adverbs) that help you visualize the bookstore.
• What is the effect of using the phrase "magic awaited" in the first paragraph?
• What does the author mean by "the magic of a good book could still win hearts"?

5. Critical Thinking (Критическое мышление):

• Do you think small, independent bookstores can survive in today's world? Why or why not?
• Have you ever experienced the "magic" of a good book? Describe it.
• What are some other ways a small business could compete with larger corporations?

Text 2

The Power of Habit

Habits are powerful forces that shape our lives. They are the routines and behaviors we perform almost automatically, often without even thinking about them. From brushing our teeth in the morning to taking a specific route to work, habits make up a large part of our daily existence.

Charles Duhigg, in his book "The Power of Habit," explains that habits are formed through a neurological loop consisting of three parts: a cue, a routine, and a reward. The cue is a trigger that initiates the behavior, the routine is the behavior itself, and the reward is the positive reinforcement that makes us want to repeat the behavior in the future.

Understanding how habits work is the first step to changing them. By identifying the cue and the reward, we can then consciously change the routine. For example, if you have a habit of reaching for a sugary snack when you feel stressed (cue: stress, routine: eating a snack, reward: feeling calmer), you could try replacing the snack with a healthier alternative like a piece of fruit or a quick walk (new routine).

Changing habits takes time and effort, but it is possible. By understanding the science behind habits and consciously working to change them, we can improve our health, productivity, and overall well-being.

Задания:

1. Finding Information (Поиск информации):

• What are habits?
• According to Charles Duhigg, what are the three parts of a habit loop?
• What is the first step to changing a habit?
• Give one example of how you can change a habit, as described in the text.

2. Understanding Meaning (Понимание значения):

• What does the phrase "almost automatically" mean in the first paragraph?
• Explain in your own words what a "cue" is in the context of habits.
• What does the word "reinforcement" mean in the second paragraph?
• Why does the author say that understanding habits is important for changing them?

3. Interpretation (Интерпретация):

• What is the main idea of the text?
• Why do you think habits are described as "powerful forces"?
• How can understanding the "cue-routine-reward" loop help someone change a negative habit?
• Based on the text, do you think changing habits is easy or difficult? Explain your answer.

4. Evaluation (Оценка):

• Do you think the explanation of habits in the text is clear and easy to understand? Why or why not?
• Do you find the example of changing a snack habit helpful? Can you think of a different example?
• How reliable do you think the information in the text is? What could make it more or less reliable?
• Does the text convince you that changing habits is possible? Why or why not?

5. Inference (Вывод):

• What can you infer about the author's attitude towards habits?
• What can you infer about the potential benefits of changing habits?
• What type of person might find this text most useful?
• What might be some challenges someone could face when trying to change a habit, based on what you've read?

Text 3

The old lighthouse stood proudly on the cliff, its beam a constant guide through the darkest nights. For generations, the keepers of the light had maintained its vigil, warning sailors of the treacherous rocks below. Thomas, the current keeper, was a solitary man, content in his duty. He found solace in the rhythmic sweep of the light and the crashing waves against the shore. One stormy evening, a distress signal crackled over the radio. A small fishing boat was caught in the gale, its engine dead. Thomas knew he had to act fast. He adjusted the lighthouse beam to its brightest setting and contacted the coast guard. Guiding them through the storm, he helped rescue the stranded fishermen. As the sun rose, painting the sky in hues of orange and gold, Thomas felt a deep sense of satisfaction. He was just a keeper of the light, but on that night, he had been a beacon of hope.

Задания:

1. Finding Information (Поиск информации):

• What is the main purpose of the lighthouse? (Какова основная цель маяка?)
• Who is Thomas? (Кто такой Томас?)
• What happened to the fishing boat? (Что случилось с рыболовным судном?)
• How did Thomas help the fishermen? (Как Томас помог рыбакам?)

2. Understanding Vocabulary in Context (Понимание значения слов в контексте):

• What does "solace" mean in the sentence, "He found solace in the rhythmic sweep of the light"? (Что означает слово "solace" в предложении "He found solace in the rhythmic sweep of the light"?)
• What does "treacherous" mean in the phrase "treacherous rocks below"? (Что означает слово "treacherous" во фразе "treacherous rocks below"?)
• What is a "gale"?

3. Making Inferences (Умозаключения):

• What kind of person do you think Thomas is? What evidence from the text supports your answer? (Каким вы представляете себе Томаса? Какие доказательства из текста подтверждают ваш ответ?)
• Why do you think Thomas felt a deep sense of satisfaction at the end of the story? (Почему, по вашему мнению, Томас почувствовал глубокое удовлетворение в конце истории?)
• What does the phrase "beacon of hope" suggest about Thomas's role in the rescue? (Что фраза "beacon of hope" говорит о роли Томаса в спасении?)

4. Summarizing and Main Idea (Краткое изложение и основная идея):

• In one sentence, what is the main idea of the story? (В одном предложении, какова основная идея рассказа?)
• Summarize the events of the story in your own words. (Кратко изложите события рассказа своими словами.)

5. Critical Thinking (Критическое мышление):

• Why do you think lighthouses are important? (Как вы думаете, почему маяки важны?)
• How do you think the fishermen felt when they were rescued? (Как вы думаете, что чувствовали рыбаки, когда их спасли?)
• Can you think of other stories or situations where someone acted as a "beacon of hope" for others? (Можете ли вы вспомнить другие истории или ситуации, когда кто-то действовал как "beacon of hope" для других?)

Text 4

The Old Guitar

In a small, sun-drenched town nestled by the sea, lived an old man named Miguel. He wasn't known for wealth or grand adventures, but for the soothing melodies he coaxed from his old, worn-out guitar. The guitar, a relic from his youth, was more than just an instrument; it was a companion, a confidant, and a vessel for his memories.

Every evening, as the sun dipped below the horizon, Miguel would sit on his porch, the salty breeze carrying his music through the narrow streets. His songs told stories of love, loss, and the simple joys of life. Children would gather at his feet, their eyes wide with wonder, while the adults paused in their evening routines to listen, letting the music wash over them like a gentle wave.

One day, a famous musician arrived in town, drawn by rumors of the old man's enchanting tunes. He approached Miguel with an offer to buy the guitar, promising to give it a new life on grand stages. Miguel listened intently, his fingers tracing the worn wood of his beloved instrument.

After a long silence, he looked up, his eyes filled with a quiet resolve. "This guitar," he said softly, "is not just wood and strings. It's the voice of my heart, the echo of my memories. It cannot be bought or sold."

The musician, humbled by Miguel's words, understood. He left the town, carrying with him not the guitar, but a newfound appreciation for the true value of music – not in its grandeur, but in its ability to touch the soul. Miguel continued to play his guitar every evening, his music resonating with even deeper meaning, a testament to the enduring power of love, memory, and the simple treasures of life.

Задания:

I. Понимание текста (Reading Comprehension):

1. What is Miguel known for in the town? (Что известно о Мигеле в городе?)
2. Describe the guitar. What does it represent to Miguel? (Опишите гитару. Что она представляет для Мигеля?)
3. What kind of stories did Miguel's songs tell? (Какие истории рассказывали песни Мигеля?)
4. Why did the famous musician come to the town? (Почему знаменитый музыкант приехал в город?)
5. Why did Miguel refuse to sell his guitar? (Почему Мигель отказался продать свою гитару?)

II. Интерпретация (Interpretation):

1. What does the phrase "the voice of my heart, the echo of my memories" suggest about the guitar's significance? (Что фраза "голос моего сердца, эхо моих воспоминаний" говорит о значении гитары?)
2. What did the musician learn from Miguel? (Что музыкант узнал от Мигеля?)
3. What is the main theme or message of the story? (Какова главная тема или послание этой истории?)

III. Анализ (Analysis):

1. How does the author create a sense of atmosphere in the story? Give examples. (Как автор создает атмосферу в рассказе? Приведите примеры.)
2. What is the significance of the setting (a small, sun-drenched town by the sea) to the story? (Каково значение места действия (маленький, залитый солнцем городок у моря) для истории?)
3. What type of character is Miguel? Is he a static or dynamic character? Explain your answer. (Какой тип персонажа Мигель? Он статический или динамический персонаж? Объясните свой ответ.)

IV. Оценка (Evaluation):

1. Do you think Miguel made the right decision by refusing to sell his guitar? Why or why not? (Считаете ли вы, что Мигель принял правильное решение, отказавшись продать свою гитару? Почему да или почему нет?)
2. How does this story relate to your own experiences or beliefs about the importance of music, memory, or personal possessions? (Как эта история соотносится с вашим собственным опытом или убеждениями о важности музыки, памяти или личных вещей?)
3. What is the significance of the ending of the story? (В чем значение концовки рассказа?)

Text 5

The Little Blue Penguin

The little blue penguin, also known as the fairy penguin, is the smallest penguin species in the world. These adorable birds are found in the coastal areas of southern Australia and New Zealand.

Unlike their larger relatives who brave the icy Antarctic, little blue penguins prefer warmer waters. They are excellent swimmers and divers, spending much of their time hunting for small fish, squid, and crustaceans. These penguins are nocturnal, meaning they are most active at night. They come ashore after sunset to return to their burrows, where they nest and raise their chicks.

Little blue penguins face several threats, including habitat loss, pollution, and predators such as foxes and dogs. Conservation efforts are underway to protect these unique creatures and ensure their survival for future generations.

Задания:

1. Finding Information (Explicit):

• What is another name for the little blue penguin?
• Where are little blue penguins found?
• What do little blue penguins eat?

2. Understanding Main Ideas (Implicit):

• What is the main difference between little blue penguins and other penguin species mentioned in the text?
• When are little blue penguins most active?
• What are some of the threats that little blue penguins face?

3. Inference and Interpretation:

• Why do you think the text calls these penguins "adorable"? What characteristics might make them seem that way?
• What does the phrase "conservation efforts are underway" suggest about the current status of little blue penguins?
• Why might it be important to protect little blue penguins?

4. Vocabulary:

• What does the word "nocturnal" mean?
• What is a "burrow"?
• Find a synonym for "threats" in the text.

5. Text Structure and Purpose:

• What is the purpose of this text? (To inform, to persuade, to entertain?)
• How is the information organized in the text? (Chronological order, description, cause and effect?)

Работа с нелинейными текстами

Task 1 1

Study the flyer and answer the following questions.

Задания:

1. Locate and Retrieve (Найти и извлечь):

• What is the date of the  Festival ?
• Where does the festival  take place?
• What is the name of the venue where the festival is held?
• What is the entrance fee?
• What bands take part in the Festival?
• Who are the organizers of the Festival?

2. Integrate and Interpret (Интегрировать и интерпретировать):

• Based on the lineup, what genres of music are featured at the festival?
• What type of festival do you think is it, based on the information provided? Explain your answer.

3. Reflect and Evaluate (Оценить и поразмышлять):

• Who do you think is the target audience for this festival? Why?
• Is the information on the flyer clear and easy to understand? What could be improved?
• Would you be interested in attending this festival based on the flyer? Why or why not?

Task 2

Study the advertisement and do the tasks.

Задани:

1. Locate and Retrieve (Найти и извлечь):

• What are the dates of the  Festival ?
• What is the motto of the  Festival
• Where does the festival  take place?
• What is the entrance fee?
• What are the main events of the Festival?
• Who are the organizers of the Festival?
• What companies is the Festival sponsored by?

2.Integrate and Interpret (Интегрировать и интерпретировать):

• What type of festival do you think is it, based on the information provided? Explain your answer.

3. Reflect and Evaluate (Оценить и поразмышлять):

• Who do you think is the target audience for this festival? Why?
• Is the information on the flyer clear and easy to understand? What could be improved?
• Would you be interested in attending this festival based on the flyer? Why or why not?

Task 3

Study the pie chart and answer the questions. 

Задания:

Main Idea: What is the main topic of the chart?

• a) Favorite types of movies
• b) Popular TV programs
• c) Teenagers' favorite free time activities
• d) The importance of reading

1. Specific Information: What is the most popular TV program among the surveyed teenagers according to the pie chart? What TV program is the least popular?
2. Inference: Based on the chart, what could be a reason why do teens prefer to watch sitcoms? (Provide at least two possible reasons)
3. Comparison: How many more teenagers prefer watching science fiction compared to music shows?
4. Prediction: If you surveyed another group of 100 teenagers, do you think the results would be exactly the same? Why or why not?
5. Personal Connection: Which of the TV programs listed is your favorite? Does the chart surprise you in any way?
6. Critical Thinking: What are some potential limitations of this survey? (Think about the sample size, location, etc.)

Task 4

 Study the table and do the following tasks/

Favorite Sports of Russian Students (2023 Survey)

Задания:

1. Locating Information (Basic)

• What percentage of students listed volleyball as their favorite sport?
• Which sport is associated with "National Pride" as a common reason for liking it?

2. Integrating and Interpreting

• What are two sports that are popular due to the element of teamwork?
• Based on the data, what is a possible reason why swimming is a popular sport among Russian students?

3. Reflecting and Evaluating

• The survey only lists the top 6 sports. What are some possible reasons why other sports might not be as popular among Russian students?
• Do you think this survey accurately represents the favorite sports of all Russian students? Why or why not? (Consider factors like sample size, location, etc.)
• If you were conducting this survey, what other information would you want to collect to get a more complete picture?

4. Critical Thinking & Drawing Inferences

• Based on the "Common Reasons" column, what values seem to be important to Russian students when choosing a sport?
• How might the climate of Russia influence the popularity of certain sports on this list?

5. Vocabulary and Context

• What does the word "accessibility" mean in the context of why volleyball is popular?
• Why do you think "excitement" is such a popular reason for choosing certain sports?