Статья «Формирование читательской грамотности на уроках английского языка»

Муниципальное автономное образовательное учреждение

«Город Дорог»

 

 

 

 

 

 

«Формирование читательской грамотности на уроках английского языка»

 

 

 

 

Учителя английского языка: Алексеева Людмила Владимировна

Каменских Анастасия Сергеевна

Пономарева Ильсия Раисовна

 

 

 

 

 

 

 

Пермь, 2022

 

Сегодня читательская грамотность как один из компонентов функциональной грамотности обучающихся рассматривается в качестве одной из самых важных компетентностей. Читательская грамотность является неотъемлемой составляющей функциональной грамотности, которой должен обладать человек в современном обществе. Именно читательская грамотность становится ключом к другим видам функциональной грамотности. Работа по читательской грамотности опирается не только на сам текст. Под ней подразумевают умение извлекать дополнительную информацию, делать выводы. Таким образом, одной из основных задач при обучении любому предмету становится обучение учащихся навыкам читательской грамотности.

Формирование читательской грамотности на уроках иностранного языка предполагает работу над развитием следующих умений у учащихся:

Умение находить и извлекать необходимую информацию из текста;

Умение интегрировать и интерпретировать информацию;

Умение, направленное на осмысление и оценку прочитанного в тексте.

I.Предтекстовый этап (Pre-reading).

Основные задачи:

- создание мотива чтения;

-развитие умения прогнозирования;

- активизация фоновых знаний;

-снятие языковых трудностей.

II. Текстовый этап (While-reading).

Основные задачи:

- понимание текста;

- формирование его интерпретации у читающего,

- размышление во время чтения о том, что и как читает обучающийся и насколько хорошо он понимает прочитанное

III. Послетекстовый этап (Post-reading).

Основные задачи:

- проверка понимания прочитанного

-способность использования полученной информации в будущем.

 

Школьные учебники по английскому языку изобилуют упражнениями на формирование читательской грамотности, однако актуальность данной методической разработки заключается в том, что учителя английского языка выбрали отрывок из аутентичного текста – книги «Гарри Поттер и Философский камень», написанной Джоан Кэтлин Роулинг, основываясь на интересах учащихся, тем самым реализуя личностно-ориентированный подход в обучении. Далее были созданы упражнения для работы с текстом на предтекстовом, текстовом и послетекстовом этапах.

Методическая разработка может быть использована учителями, работающими в 7-11 класса.

Предтекстовый этап (Pre-reading).

Look through the first paragraph, read out the proper names. What book is the extract from? Have you read it?

Who is the author of the book? What do you know about him/her?

Call out adjectives that describe your feelings towards the book.

Read the first part of the extract and fill in the missing parts of the sentences.

Harry woke at five o’clock the next morning and was too excited and nervous to go back to sleep. He got up and pulled on his jeans because he didn’t want to walk into the station in his wizard’s robes – he’d change on the train. He checked his Hogwarts list yet again__________________________, saw that Hedwig was shut safely in her cage and then paced the room, waiting for the Dursleys to get up. Two hours later, Harry’s huge, heavy trunk had been loaded into the Dursleys’ car, Aunt Petunia had talked Dudley into sitting next to Harry and they had set off.

They reached King’s Cross at half past ten. Uncle Vernon dumped Harry’s trunk on to a trolley and wheeled it into the station for him. Harry thought this was strangely kind until Uncle Vernon stopped dead, ______________________.

‘Well, there you are, boy. Platform nine – platform ten. Your platform should be somewhere in the middle, but they don’t seem to have built it yet, do they?’

He was quite right, of course. There was a big plastic number nine over one platform and a big plastic number ten over the one next to it, ________________, nothing at all.

‘Have a good term,’ said Uncle Vernon _______________. He left without another word. Harry turned and saw the Dursleys drive away. All three of them were laughing. Harry’s mouth went rather dry. What on earth was he going to do? He was starting to attract a lot of funny looks, because of Hedwig. He’d have to ask someone.

He stopped a passing guard, but didn’t dare mention platform nine and three-quarters. The guard had never heard of Hogwarts and when Harry couldn’t even tell him what part of the country it was in, he started to get annoyed, ___________________________________. Getting desperate, Harry asked for the train that left at eleven o’clock, but the guard said there wasn’t one. In the end the guard strode away, muttering about time-wasters. Harry was now trying hard not to panic. According to the large clock over the arrivals board, ___________________________________ and he had no idea how to do it; he was stranded in the middle of a station with a trunk he could hardly lift, a pocket full of wizard money and a large owl.

Hagrid must have forgotten to tell him something you had to do, like tapping the third brick on the left to get into Diagon Alley. He wondered if _______________________________________________________________. At that moment a group of people passed just behind him and he caught a few words of what they were saying.

‘– packed with Muggles, of course –’

Harry swung round. The speaker was a plump woman _____________________, all with flaming red hair. Each of them was pushing a trunk like Harry’s in front of him – and they had an
owl.

he should get out his wand and start tapping the ticket box between platforms nine and ten

as though Harry was being stupid on purpose

facing the platforms with a nasty grin on his face

and in the middle

to make sure he had everything he needed

who was talking to four boys

he had ten minutes left to get on the train to Hogwarts

with an even nastier smile

5. Read the second part of the text and answer the question “Who helped Harry find the right platform?”

Heart hammering, Harry pushed his trolley after them. They stopped and so did he, just near enough to hear what they were saying.

‘Now, what’s the platform number?’ said the boys’ mother.

‘Nine and three-quarters!’ piped a small girl, also red-headed, who was holding her hand. ‘Mum, can’t I go …’

‘You’re not old enough, Ginny, now be quiet. All right, Percy, you go first.’

What looked like the oldest boy marched towards platforms nine and ten. Harry watched, careful not to blink in case he missed it – but just as the boy reached the divide between the two platforms, a large crowd of tourists came swarming in front of him, and by the time the last rucksack had cleared away, the boy had vanished.

‘Fred, you next,’ the plump woman said.

‘I’m not Fred, I’m George,’ said the boy. ‘Honestly, woman, call yourself our mother? Can’t you
tell
I’m George?’

‘Sorry, George, dear.’

‘Only joking, I am Fred,’ said the boy, and off he went. His twin called after him to hurry up, and he must have done, because a second later, he had gone – but how had he done it?

Now the third brother was walking briskly towards the ticket barrier – he was almost there – and then, quite suddenly, he wasn’t anywhere.

There was nothing else for it.

‘Excuse me,’ Harry said to the plump woman.

‘Hullo, dear,’ she said. ‘First time at Hogwarts? Ron’s new, too.’

She pointed at the last and youngest of her sons. He was tall, thin and gangling, with freckles, big hands and feet and a long nose.

‘Yes,’ said Harry. ‘The thing is – the thing is, I don’t know how to –’

‘How to get on to the platform?’ she said kindly, and Harry nodded.

‘Not to worry,’ she said. ‘All you have to do is walk straight at the barrier between platforms nine and ten. Don’t stop and don’t be scared you’ll crash into it, that’s very important. Best do it at a bit of a run if you’re nervous. Go on, go now before Ron.’

‘Er – OK,’ said Harry.

He pushed his trolley round and stared at the barrier. It looked very solid.

He started to walk towards it. People jostled him on their way to platforms nine and ten. Harry walked more quickly. He was going to smash right into that ticket box and then he’d be in trouble – leaning forward on his trolley he broke into a heavy run – the barrier was coming nearer and nearer – he wouldn’t be able to stop – the trolley was out of control – he was a foot away – he closed his eyes ready for the crash –

It didn’t come … he kept on running … he opened his eyes.

A scarlet steam engine was waiting next to a platform packed with people. A sign overhead said
Hogwarts Express, 11 o’clock.
Harry looked behind him and saw a wrought-iron archway where the ticket box had been, with the words
Platform Nine and Three-Quarters
on it. He had done it.

 

Текстовый этап (While-reading)

1.Read the extract above again and decide if the statements are true (T), false (F) or there is no information about them in the text (NS)

Harry put on his jeans because it was cold at the station.

Uncle Vernon helped Harry get his luggage to the station.

Harry easily found the platform nine and three-quarters.

The plump woman mixed Fred and George.

Harry met Hermione on the train.

 

2.Complete the sentences with the right word or phrase.

Harry thought this was strangely kind until Uncle Vernon stopped dead, facing the platforms with a/an_______on his face.

snub nose b) vicious eyes c)nasty grin

B. The guard had never heard of Hogwarts and when Harry couldn’t even tell him what part of the country it was in, he started to get____, as though Harry was being stupid on purpose.

а) ready b) annoyed c) lost

C.He was tall, thin and__________, with freckles, big hands and feet and a long nose.

a) handsome b) ugly c)gangling

D.People_______ him on their way to platforms nine and ten.

a) kicked b) ran after c) jostled

3. Match the words from the text with the following meanings:

 

4. Read the phrases corresponding to the extract. Put them in the correct order according to the text.

а) crowd of tourist came swarming________

b) don’t be scared_______________

c)wheeled it into the station____________

d)what on earth_______-

e) paced the room________

f) stared at the barrier__________

g) should get out his wand______

h) he closed his eyes_________

III. Послетекстовый этап (Post-reading)

1.Look at the pictures and describe the events which have happened according to the extract.

Picture 1

 

Picture 2

 

Picture 3

 

 

 

 

 

 

Picture 4

Picture 5

 

Make a plan of the extract putting key words into brackets if necessary and retell the story.

You can start like this:

Early morning (excited, pulled on, checked the list, Hedwig, trunk loaded, set off).

……

 

 

 

Список литературы:

1.Воронина К.В. Формирование функциональной грамотности на уроках английского языка.//Молодой ученый—2020 — No 5 (295)— с. 305-306: https://moluch.ru/archive/295/67066/

2.Панфилова Е.И. К вопросу о развитии функциональной грамотности учащихся на уроках английского языка//Научно-методический электронный журнал «Концепт». 2015, c. 51– 55: http://e-koncept.ru/2015/65081.htm.

3.J.K.Rowling « Harry Potter and the Philosopher’s Stone».//Издательство «Bloomsbury»,2014,глава 6.