Формирование навыков читательской грамотности у учащихся при помощи «Графических редакторов при работе с текстом»на основе текстов учебника английского языка 4 класса для школ с углубленным изучением иностранных языков УМК О.В. Афанасьева И.В.Михеева

И. Н. Верещагина О.В. Афанасьева учебник английского языка для учащихся 4 класса школ с углубленным изучением иностранных языков

Формирование навыков читательской грамотности у учащихся на основе текстов учебника при помощи «Графических редакторов при работе с текстом»

Диаграмма Венна.

Суть – найти сходства и различия между сравниваемыми предметами или явлениями.

Primary schools in England. (Начальная школа в Великобритании)

In Great Britain school begins at the age of five. Many boys and girls usually leave school at the age of sixteen.

In England the school year begins in September, but not always on the first day of the month, as school never begins on Monday. The English think Monday is not a good day to start school.

Classes usually begin at nine o’clock. They are not formal. Pupils usually sit on the carpet on the floor and listen to their teacher. They draw or play games. They often look at the animals they have at school. Teachers usually read fairy-tales and stories to the pupils or sometimes they tell them something interesting.

English pupils often play outdoors.

English pupils have classes five days a week. They never have classes on Saturday and Sunday. Saturday and Sunday are their days off.

Schools in England have names not numbers. They usually get the names after the place where they are.

At the age of five primary school children go to infant schools where they spend two years till they are seven. In infant schools they spend much time outdoors.

When children are seven they go to junior schools, where they spend four years till they are eleven. So in England children usually spend six years in primary school. Junior schools are real schools. The atmosphere is more formal than in infant classes. Pupils sit in rows and follow a regular timetable.

Сравнение: начальная школа в России и начальная школа в Великобритании

сходство – первая ступень в школе, как в России, так и в

Великобритании,

- учебный год начинается в сентябре

- дети учатся 5 дней в неделю

различия - в Великобритании дети начинают ходить в школу в

возрасте 5 лет

- в России с 7 лет;

- занятия в Великобритании начинаются в 9 часов, в России в

8.15

- в английской школе дети сидят на ковре, в России за

партами

- в Великобритании школы имеют названия, в России –

номера

- в Великобритании начальная школа подразделяется на

школу для малышей (первая ступень для детей от 5 до 7 лет)

и собственно начальную школу от 7 до 11 лет, в России –

начальная школа от 7 до 11 лет

«Предсказания»

Pete’s birthday party

( О чем рассказ?)

I had a very interesting week. Monday was my longest school day. I had Maths, Handicraft, Nature Study, English. Music and Swimming. I like to study, but it’s not easy to have so many subjects on the timetable. I came home late after classes, had dinner, did homework at my desk, then sat down on the carpet and called Mike. We wanted to go to the museum “Shall we go?” I asked “Where will you join me?” We met near the History Museum at half past four and spent some time there. On the way home I thought it’s not great the have a birthday party on Wednesday. As we didn’t have classes on Saturday and Sunday I planned it for Saturday

(Что он сделал?)

I wrote invitation cards for my friends. As I didn’t want my friends to be late I wrote the time. By the way. I put the plastic bag with my cards into the bookcase as I wanted to take them to the post office.

(Что происходило затем?)

On Tuesday we had four lessons and my favourite subjects – Art and Music. We learnt to sing a new song in class. We drew pictures in our Art class and then put them on the walls and on the blackboard of our classroom. At 2 o’clock after dinner my mother and I went to the shop to buy some pens, pencils, rulers, rubbers, exercise-books. I didn’t have a good school bag yet, so we bought one. We left the shop at half past four and I spent the evening outdoors.

On Thursday I had some extra Maths exercises to do. Friday was my cleaning day. I did my room and even washed the floors.

(Хорошо ли Пит провел свой день рождения?)

On Saturday evening at 5 o’clock I was ready to open the door. But nobody came.

(Что посоветовала мама?)

“Why don’t you call your friends?” – my mother asked.

(Что выяснил Пит и что предложил в ответ?)

I did. Nobody knew anything about my party. I could hardly believe my ears. So, I asked them to come at 7. “We shall have a party then. Better late than never” said.

(Что мама сказала о происшедшем?)

I couldn’t understand it. Then I had an idea. I opened the bookcase. And what did I see there? Oh, no! There was a plastic bag with the invitation cards to my birthday party. My mother laughed: “Eleven is the age to remember such things”

That was my “famous” party!

____________________________________________________

«Карта рассказа»

Заголовок автор

место действия герои проблема или цель

важность для тебя лично события или эпизоды

глобальная важность заключение или выход

Magic mustard (fairy-tale).

Once upon a time there was Spice Country. In the capital of the country, in its main square there was the Pepperpot Palace where Queen Salt and her favourite son Prince Pepper lived. Prince Pepper was very rich. He had a lot of food, but he liked mustard very much. He couldn’t live without mustard at all.

In a poor little house there lived a little girl, Sarah Sweet by name. She was the Prince’s friend.

One day she went to visit Prince Pepper. She found him in bed. He was ill. “He is very ill”, said the doctor, “He can’t eat food without mustard and we can’t find mustard in the shop” He added: “It must be a magic mustard. And someone has stolen all the Prince’s magic mustard seeds. We think Vinegar Witch has done it, but she won’t talk to anyone but young, sweet girls.”

Suddenly the doctor looked at Sarah “Why”, he said “You are a sweet, young girl. Will you help us?”

“Of course I will,” said Sarah. “But where does the Witch live? How can I get there?”

“She lives with her cat Midnight in a castle which is in the mountains,” answered the Queen. “You can get there by plane or by train but you’ll have to go on foot too. First find the magic road to the mountains.”

“I’m sure, I’ll find it. Goodbye, everyone! said Sarah and left the palace.

It was difficult to walk because it was dark. She wanted to take a bus, but couldn’t as there was no buses in the Wild Wood. So she had to go on foot. It was a long way. She walked fast, yet it took her more than six hours to get there. By the time she saw the Witch’s home it was already morning.

She went in. “Hello, my dear,” cried Vinegar Witch. ”Welcome to me castle”

Suddenly she began to fly. “Why have you come here?”

“I’m looking for magic mustard seeds. They say somebody has stolen them. But people say you have them. Is it true?”

“Perhaps the people who say it are right,” said the Witch and showed Sarah the three boxes which stood in the centre of the room.

“Which one?” asked Sarah. “We are not going to tell her that, are, we, Midnight?” said the Witch. “You must guess.”

Sarah opened the smallest box and found a bag of mustard seeds inside.

“Excellent!” said Sarah with an ugly smile.

Sarah ran out of the castle in a great hurry. It took her long time to find her way out of the Wild Wood. At last she could see the tall tower of Pepperpot Palace over the tops of the trees.

“Well done!” cried the doctor. “How wonderful!” said the Prince in a weak voice. He began to eat. Suddenly his face went red and he started to cry. “What has happened?” cried his mother. “Nothing” answered the Prince, “but the mustard is so hot. What shall I do? It’s burning inside”

“Oh, dear, I’m sorry” said Sarah. “That’s why the Witch smiled so badly”, Sarah thought. “But she didn’t know I had magic water” She gave the Prince a silver cup with magic water and the Prince felt fine.

“Why don’t we have a party with everybody’s favourite food?” he said, and invited a lot of guests to Pepperpot Palace.

где и когда происходило событие: many, many years ago in Spice Country

кто был в него вовлечен: Queen Salt, Prince Pepper, the Prince’s doctor, Vinegar Witch, Sarah Sweet

в чем была проблема или какова цель, которая привела событие в движение: the Prince fell ill, he needed magic mustard seeds.

какие события были ключевыми: Sarah’s trip to the Wild Wood.

как оно разрешилось: the Price felt good

значение события в целом и для тебя конкретно: a good example of friendship

Как же работает эта стратегия?

герои: Люди, которые были вовлечены. Кто из них сыграл главные роли, кто второстепенные Королева Соль, Принц Перец – второстепенная роль, Сара Свит – главная роль.

Место действия; Где и когда было событие? В какой период времени? Много, много лет назад в сказочной стране Специй

Сюжет: Этот раздел разбит на 3 части:

- Проблема: что привело действие в движение: болезнь Принца Перца, необходимость поиска волшебной горчицы

- События/эпизоды. Это помогает учащимся сфокусироваться на ключевых шагах или событиях, которые захватывают прогресс ситуации: приход Сары Свит во дворец Перца, её путешествие в Дикий лес в замок ведьмы Уксус.

- исход: Как была решена проблема? Была ли достигнута цель? (Важно, чтобы дети вновь обратились к проблеме, которую они выделили, чтобы сказать как она была решена): Сара Свит принесла Принцу Перцу зерна волшебной горчицы, так как она была смелой, и ей очень хотелось помочь своему другу.

4. Тема, предмет разговора. Здесь мы рассуждаем о важности для себя лично и о глобальной важности затронутой темы. «Друг познаётся в беде»

Алгоритм ответа на вопрос

Например,

И. Н. Верещагина О.В. Афанасьева учебник английского языка для учащихся 4 класса школ с углубленным изучением иностранных языков

Lorry, who liked honey

Once upon a time in a hot country lived a very bright and beautiful parrot. He was red and green, silver and blue, he had a lot of yellow and brown on his head. His name was Lorry, he liked honey. He always had a lot to eat, as there were a lot of flowers there.

Then one day a sailor came to the forest. He liked the honey-loving parrot very much. He took many photos of him, and then he caught the parrot and took him on board the ship. The sailor didn’t know the parrot’s name, he didn’t know the parrot liked honey. All he knew was that it was a very bright a beautiful parrot and he wanted to take him straight to England to sell him. On board the ship the sailor taught the parrot to say: “What have you got, what have you got for me?” and when Lorry said it, the tailor gave him seeds,

They arrived in England. An old lady, who lived in a small cottage at the seaside bought Lorry. She didn’t know much about parrots and the sailor couldn’t explain much to her. She didn’t know the parrot liked honey. She called him Polly and gave him bread and cookies, then he said: “What have you got, what have you got for me?”

One day the old lady went to her friend, she took the parrot with her.

There was a small silver plate with honey on the table. When the lady and her friend went to the kitchen the parrot sat down on the table and ate his favourite food. When they returned they saw no honey on the plate. They knew the parrot liked honey….

Since that time the parrot got his favourite honey when he cried: “What have you got, what have you got for me?”

Управляемое чтение

Цель: изучить информацию об истории Лондона

The Romans

The Romans came to England many, many years ago. They built a town on the river Thames. The name of the town was Londinium. The Romans built Londinium near the river. The place for the town was very good. Soon the Romans built a bridge over the river Thames.

Londinium got bigger and bigger. The Romans built a lot of roads from Londinium to other parts of Britain.

By the year 400 there were fifty thousand people in Londinium. Soon, after 400 the Romans left Britain. We don’t know much about Londinium between 400 and 1000.

The river Thames has always been part of London’s history. In Roman times Londinium was a small town with the Thames in its centre. Now London is a very large city, but the river Thames is still in the centre of London.

Until 1749 there was only one bridge over the river: London Bridge. The old London Bridge looked very strange. There were houses and shops on the bridge. In the nineteenth century there were already many new bridges in London. Now there are more than twenty bridges over the Thames.

KWL плюс

The places to visit

( текст Достопримечательности Лондона в рамках исследовательской работы)

London is the capital of England. It is its political and business centre. The heart of London is the City. It is the oldest part of London. Many people work in the City, but very few live there. You can visit some interesting places in the City or near it. One of them is the Tower of London. It was a fortress, a palace, a prison and the King’s Zoo. Now it is the museum. You can see a lot of interesting things in the halls of the White Tower. Its square walls are white and very tall.

William the Conqueror built it in the eleventh century. There are always black ravens in the Tower of London. People keep them in the Tower of London and look after them very well as they believe London will be rich while ravens live there.

One of the greatest English churches St. Paul’s Cathedral is not far from the Tower of London. The famous English architect Sir Christopher Wren built it in the 17th century after the Great Fire. It took him 35 years to build it. It is a beautiful building with many columns and towers. In one of its towers there is one of the largest bells in the world.

The centre of London is Trafalgar Square. Some people say it is the most beautiful place in London. In the middle of the square there is a tall column. It is a monument to Admiral Nelson. Four bronze lions look at the square from the monument. There are two beautiful fountains in the square. They are in front of the National Gallery which is one of the best picture galleries of the world. Every day many tourists visit the fine building with tall columns.

Кодированный текст

Walt Disney’s world

I think you know the name of Walt Disney. To many people in our country this name means the world of cartoons. W.Disney has created a lot of short cartoons and many films. His name is very famous and not only in America.

Walt Disney was born in Chicago on December, 5 in 1901. When Walt Disney grew up he began to draw pictures and create cartoons. One day he had an idea to make a mouse the main character of the cartoons.

He told his wife Lilian about it. He saw the mouse character as a funny friendly little thing, who could speak, dance and sing, in fact, he could live like a man. “That’s a good idea” Lilian said, “Call him Mickey” So that is what Disney called him. In 1928 the audience saw Mickey Mouse on the screen for the first time. Mickey became very popular and soon Walt Disney and Mickey Mouse were famous stars.

Then came other characters: Donald Duck. Pluto, and many, many more. Some of them are bright, some are not, but all of them are usually kind and friendly, and they are always clever. In fact, Disney has created a special animal world full of optimism and success.

Disney’s stories end happily. All the films are easy to watch.

One day an idea came to Disney. He wanted to create a special place, a special land for children and parents to have fun together. So he built Disneyland. It is in California, near Los Angeles. It's a magic world of childhood.

(И) – интересно как возникла идея создания Микки Мауса

(?) – вопрос каких ещё мультипликационных героев создал

Уолт Дисней

(*) – важно все фильмы Уолта Диснея заканчиваются хорошо

и полны отптимизма

(П) – хочется узнать подробнее какой был характер у самого Уолта

Диснея

(У) – удивительная информация о Диснейленде

(Л) – интересная лексика a funny friendly little thing, a special

animal world full of optimism and success,

a special land for children and parents to

have fun together, become very popular,

be famous stars.

(!) – новая идея Дисней создал особый мир

животных,полный оптимизма

и успеха.

Попытаться создать

подобного

сказочного героя самому

Текст в схеме

Russia in the war of 1812

It happened in 1812. Russia was in great danger. Napoleon and his army were moving towards Russia. Napoleon wanted to conquer Russia as practically all of Europe now depended on him, Russia did not. Napoleon was sure he could easily win the war against Russia.

At the beginning of the war, the Russian army was moving back, leaving Russian lands for the enemy. Napoleion’s army was stronger and there were more soldiers in it. Though Russian soldiers and officers fought bravely they couldn’t win the battles against the enemy. Napoleon was moving to Smolensk – the “key city” of Russia. Russian people called Smolensk the “key city” because it locked the road to Moscow.

In August 1812, the two armies had a terrible battle in Smolensk. A lot of people were killed on both sides. There was no food in the city. The Russian army left Smolensk in ruins. The people of Smolensk left the city along with the Russian army.

Napoleon’s army came into the empty city of Smolensk, but he couldn’t find anything in it. They left Smolensk and began to move to Moscow.

Russia was in danger as never before. That’s why the Russian tsar, Alexander I invited the famous general Michael Kutuzov to become the head of the Russian army.

Michael Kutuzov was Suvorov’s pupil. He was born in 1745 in St.Petersburg. His father was an engineer in the Russian army. Little Michael was a kind. clever boy.

Their family was very hospitable. Michael had a lot of friends and was an excellent pupil. He was good at Maths, and he knew many foreign languages. When ha became an officer he took part in many battles. He was a brave and honest officer. Kutuzov believed in Russian soldiers. He taught them the art of winning. He wanted his country to be free and independent. The soldiers loved him very much.

During the war of 1812 Kutuzov fought a lot of battles. He was an old man by then, but he won practically all of them.

Napoleon was near Moscow. Kutuzov decided to give a fight to him. He chose the field near the settlement of Borodino for the battle. On the 7th of September the famous battle began. It was the greatest fight between the Russian and French armies. The Russian soldiers and their commander were ready to die but not to move back. They fought for the independence of their country. They couldn’t imagine their Motherland under Napoleon – under the enemy.

The famous battle of Borodino was the beginning of Great Victory over Napoleon in the war of 1812.

Текст в схеме

Главные герои

Наполеон, Михаил Кутузов

Проблема

война 1812 года

событие 1 событие 2

начало войны, сражение в Смоленске

русская армия отступает

событие 3

Александр 1 назначает

Кутузова

главнокомандующим

армией событие 4

сражение при

Бородино

решение проблемы

Русская армия победила Наполеона в сражении при

Бородино и французская армия отступила.

Анализ ключевого события (Кутузов)

ключевое событие о чём думал герой

Сражение при Бородино победить любой ценой

согласны или не согласны с тем, что сделал главный герой

почему?

Да, он хотел независимости для России

что мотивировало героя сделать то, что он сделал?

любовь к Родине

какой поучительный урок в рассказе?

Быть смелым и преданным своей Родине, готовым в любую

минуту встать на её защиту.

Анализ ключевого события (Наполеон)

ключевое событие о чём думал герой

Сражение при Бородино победить любой ценой

согласны или не согласны с тем, что сделал главный герой

почему?

Нет, он хотел захватить Россию, чтобы управлять ею

что мотивировало героя сделать то, что он сделал?

Жадность и желание завладеть миром

какой поучительный урок в рассказе?

Не быть жадным

Характеристика главных героев

Михаил Кутузов

Предтекстовый этап.

Приёмы работы с материалом текста и соответствующие упражнения на предтекстовом этапе предназначаются для дифференциации языковых единиц и речевых образцов, их узнавания в тексте, тренировки сиюминутной их семантизации, овладения различными структурными материалами (словообразовательными элементами, видовременными формами глагола и т. д. ) и языковой догадкой для формирования навыков вероятностного прогнозирования.

Упражнения на узнавание слова по формальному признаку:

Определите по формальным признакам, какой частью речи

являются выделенные слова

Прочитайте слова и укажите, от каких слов они образованы.

Упражнения на узнавание слова по семантическому признаку:

Заполните пропуски подходящими по смыслу словами.

Найдите синонимы, антонимы в ряду данных слов.

Прочитайте и выпишите из текста все слова обозначающие: предметы,

действия и т. д.

Выберите из текста слова, относящиеся к изучаемой теме.

Упражнения на автоматизацию узнавания лексических единиц:

Найдите в ряду слов существительное (глагол, прилагательное ).

Найдите самое общее или самое конкретное по значению слово.

(Упражнения ограничить во времени).

Упражнения на различение грамматических явлений:

Выпишите из текста изучаемые явления и сгруппируйте их.

Выпишите предложения с данной грамматической формой.

Объясните употребление данной грамматической формы.

Подстановочные упражнения:

Составьте предложения из слов, данных вразбивку.

Замените выделенную форму по образцу.

Трансформационные упражнения:

Составьте из двух предложений одно простое.

Образуйте сложноподчинённое предложение из приведённых простых.

Выразите ту же мысль другими средствами.

Упражнения для обучения работе со словарной статьёй:

Быстро сориентируйтесь в алфавите и найдите указанное слово.

Определите значение сложного слова по его элементам

Трансформируйте грамматическую форму слова, встречающуюся в тексте, в словарную, исходную.

Упражнения на прогнозирование содержания читаемог

Прочтите заглавие и скажите, о ком (чём) будет идти речь в данном тексте

Прочтите первые предложения абзацев и назовите вопросы, которые будут рассматриваться в тексте.

Предтекстовая ориентировка читающего:

Ответьте на предтекстовые вопросы.

Определите верные и неверные утверждения.

Текстовый этап.

на текстовом этапе предполагается использование различных

приёмов извлечения информации и трансформаций структуры и

языкового материала текста.

Упражнения на свёртывание текста:

Найдите в предложении или группе предложений элементы,

несущие информацию.

Расположите предложения абзаца по степени важности информации.

Сократите предложения, абзацы, отдельные фрагменты текста за счёт исключения несущественной информации.

Упражнения на реконструкцию текста:

Составьте предложения из заданных ключевых слов по образцу.

Расположите разрозненные предложения в соответствии с предлагаемой схемой.

Составьте сокращённый вариант текста из 10 предложений на основе выбора их из предложенных 20.

Упражнения на перефразирование:

Замените слово синонимом по образцу.

Замените слова дефиницией (описанием).

Преобразуйте действительный залог в страдательный, и наоборот по образцу.

Расположите разрозненные пункты плана в соответствии с содержанием.

Воспроизведите текст по плану

Упражнения на обобщения материала:

Сделайте итоговый вывод или резюме по содержанию текста.

Послетекстовый этап.

На послетекстовом этапе приёмы оперирования направлены на

выявление основных элементов содержания текста.

Упражнения на выявление темы текста:

Выявите слова, выражающие тему в абзаце, в связке абзацев, в

тексте.

Найдите обобщающие слова и сформулируйте тему.Сформулируйте тему самостоятельно.

Упражнения на передачу сюжета:

Оцените значение указанного события или эпизода для развития

сюжета.

Определите наиболее значительные события и/или эпизоды в

тексте.

Упражнения на составление характеристики персонажей:

Выделите авторские характеристики.

Ответьте на вопросы к фрагментам текста.

Поставьте вопросы к фрагментам текста.

Прокомментируйте авторскую характеристику героев.

Дайте свою характеристику героям.

Ознакомительное чтение (reading for the main idea) представляет

собой познающее чтение, при котором предметом внимания

читающего становится все речевое произведение (книга, статья,

рассказ) без установки на получение определенной информации. Это чтение “для себя”, без предварительной специальной установки на последующее использование или воспроизведение полученной информации. Основная коммуникативная задача, которая стоит перед читающим, заключается в том, чтобы в результате быстрого прочтения всего текста извлечь содержащуюся в нем основную информацию, т. е. выяснить, какие вопросы и каким образом решаются в тексте, что именно говорится в нем по данным вопросам.