The importance of solving the problem of the formation of reading techniques at the initial stage of teaching a foreign language at school, as well as the insufficient development of this problem, served as the basis for choosing a topic and determined the relevance of this course work.
The object of the research is the process of teaching English in primary school.
Reading technique.
Speaking about reading, we often mean the ability to perceive information recorded in one way or another, and little attention is paid to the process of decoding graphic symbols, since in the presence of a formed skill, the reading process becomes unconscious. Although in real reading the processes of perception and understanding are closely interconnected, the skills and abilities that provide these processes, as N.D. Galskov, it is customary to divide into two groups: 1) technical reading skills and 2) skills and abilities of semantic processing of perceived information. [Galskova ND, Gez NI, 2006, p. 228]. Currently, with the introduction of a foreign language from grade 2, the formation of technical reading skills causes the greatest difficulties for both the teacher and the students. To find ways to solve this problem, we first clarify what is meant by this concept.
The reading technique, as noted by E.A. Maslyko, P.K. Babinskaya and others, is the correlation of letters and letter combinations with the corresponding phonemes. [Maslyko E.A., Babinskaya P.K., 1996, p.50] I.E. Passov and N.E. Kuzovleva define the reading technique as instant recognition of visual images of speech units and their sounding in internal and external speech. [Passov I.E. and Kuzovleva NE, 2010, p.502] We believe that this definition more accurately characterizes the reading technique as a process brought to a skill. In the work of Galskova N.D. and Gez N.I. this concept is revealed as a process of active perception and processing of information, graphically encoded according to the system of a particular language [Galskova ND, Gez NI, 2006; p.224] This definition draws our attention to the fact that the work on the formation of reading techniques is built according to the language system, ie. its patterns.
From what has been said, it is obvious that the reading technique is the process of instant recognition of visual images of speech units, graphically encoded according to the system of a particular language.
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Formation of reading technique at the initial stage
in English lessons
It is no secret to anyone that reading is one of the main means of obtaining information. Its role is especially great today, since it is it that provides a person with the opportunity to satisfy his personal needs.
When teaching a foreign language, reading is considered as an independent type of speech activity. At the same time, it performs various functions: the goals of practical mastery of a foreign language, means of studying language and culture in conditions of in-depth study of a foreign language, means of informational, educational and professionally oriented student activities, as well as means of self-education and recreational activities. In addition, the practice of reading allows you to maintain and improve not only reading skills that provide understanding and interpretation of what you read, but also skills associated with processing semantic information, cognitive abilities.
Reading in a foreign language acts as a leading means of independent educational activity in a given subject area. When teaching reading at the initial stage, it is important to teach the student to read correctly, i.e. vocalize graphemes and understand the information contained in the text. These skills depend on how fast the student reads, i.e. from reading technique.
By reading technique, we mean not only the rapid and accurate correlation of sound and letter, but also the correlation of the sound-letter link with the semantic meaning of what the child is reading. It is the high level of mastery of the reading technique that makes it possible to achieve the result of the reading process itself - fast and high-quality extraction of information. However, this is impossible if the student is not fluent in language, does not know how or reproduces sounds incorrectly.
So, the formation of reading techniques at the initial stage is both the goal and the means of teaching reading, since it allows you to control the formation of reading mechanisms through the external form and makes it possible to strengthen the pronunciation base, which is the basis of all types of speech activity.
Chapter 1. Psychological, linguistic and communicative characteristics of reading
1.1. Reading as a type of speech activity
Reading in a foreign language as a type of speech activity and as an indirect form of communication is, according to many researchers, the most accessible and necessary for most people. Few have the opportunity to communicate directly with native speakers, and almost everyone has the opportunity to read in a foreign language.
The reading process is of great importance in the communicative and social activities of people, ensuring the transfer of the experience accumulated by mankind in various areas of life and activity. Reading sharpens the intellect and sharpens the senses.
What is reading? What is the essence of this process? What is its basis?
Reading is a complex analytic-synthetic activity that consists of the perception and understanding of the text, and the most perfect reading is characterized by the fusion of these two processes and the concentration of attention on the semantic side of the content. This is the process of perception and active processing of information graphically encoded according to the system of a particular language. A special role in the reading process belongs to the reading result, i.e. extracted information.
As for the speech mechanisms of reading, speech hearing, forecasting and memory will play a huge role here. The reader must be proficient in sound-letter associations, be able to isolate sounds from the speech stream and differentiate them. The leading role in this is assigned to phonemic hearing, which contributes to the successful perception and differentiation of the sound composition of words.
An important psychological component of the reading process is the mechanism of probabilistic forecasting, which manifests itself at the semantic and verbal levels. Semantic forecasting is the ability to predict the content of the text and make a correct guess about the future development of events by the title, the first sentence and other signals of the text. Verbal forecasting is the ability to guess the word by the initial letters, to guess the syntactic structure of the sentence by the first words, and to the further construction of the paragraph by the first sentence.
The development of predictive skills is facilitated by the hypothesis and the system of expectations of the reader, which activate his speech experience. The process of preparing consciousness for the perception of information prompts the reader to remember, guess, assume, i.e. include the abilities of their long-term memory and personal and social experience.
1.2. Types and forms of reading
The huge amount of information in modern reading texts prompts the development of a flexible approach to reading, i.e. to the development of the ability to extract information with varying degrees of depth and completeness, depending on the communicative task.
According to the degree of penetration into the content of the text and depending on the communication needs in the domestic methodology, reading is distinguished:
- bag,
- flower,
- always,
- kitty,
- candy,
- grace,
- planet,
- rabbit,
- Use visual materials of colorful flowers
- Use the association method
- Learn only 3-5 letters in one day
- Immediately reinforce the studied material with exercises!
- Repeat the passed letters at any free minute.
- The same letter (phrase) can be pronounced differently
- Sometimes you need to use two sounds to read one letter.
- There are combinations of letters, which consist of 2-3 letters, but they are read as one
- Words may have letters that are written, but we do not read them.
- Through -> θruː => Th = θ, and the final phrase gh omitted at all, we do not read it;
- Whether -> ˈwɛðə => Wh = w, th = ð, er = ə.
- There are 12 monophthongs in English. Here they are =>, [i], [u], [e], [ə], [ɜ:], [ɔ], [ɔ:], [æ], [ʌ],.
- The peculiarity of the triphthong is that in speech it is often pronounced like a diphthong, that is, the sounds are pulled together => fire 'Fire', liar 'liar'.
- text and answer on questions .
search engine;
introductory;
Search and viewing reading is reading in order to get the most general idea about the content of the text, about its topic; the reader searches in the text only for information of interest to him. The text can be read in whole or in part, if the reader knows where the information of interest is. This type of reading is used in the professional and everyday spheres of life, for example, when reading books (reading the table of contents, introduction, conclusion), newspapers (viewing headings and subheadings), etc. In a school setting, it is used as a preliminary stage of introductory and study reading, as well as in order to extract the necessary information from short texts.
During introductory reading, the goal is to extract basic information from the text, to understand the main idea, some basic facts. The degree of completeness of understanding is within 70-75%. The attitude to the perception of only basic information allows you to read quickly, not paying attention to the details of the message and unfamiliar words.
Exploratory and search reading are types of quick reading.
Learning reading aims to achieve a detailed / complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the reader, having a mindset for long-term memorization, resorts to repeated reading, translation, delves deeper into the essence of the text.
In the foreign English-language methodology, several types of reading are also distinguished:
skimming (defining the main theme / ideas of the text);
scanning (search for specific information in the text);
reading for detail (detailed understanding of the text not only at the level of content, but also at the level of meaning).
Thus, we can safely say that in the domestic and foreign methods there are no serious differences in understanding what types of reading need to be mastered in the process of learning a foreign language.
Besides types, reading has two forms:
inwardly;
Reading to oneself (internal reading) - the main form of reading - has the goal of extracting information, it is "monologue", done in private.
Reading aloud (external reading) is a secondary form, it is "dialogical", its purpose is mainly in the transmission of information to another person.
All private skills, types and forms of reading are polished as a person grows up, the development of his general culture. Possession of different types and forms of reading is an important component of a person's reading culture.
1.3. Objectives and content of teaching reading techniques
According to E.N. Solovova, reading acts as an independent type of speech activity when we read in order to obtain the necessary information from the text. Therefore, the practical component of the goal of teaching reading in a foreign language involves the development of students' skills to read texts with different levels of understanding of the information they contain:
with an understanding of the main content (introductory reading);
with a full understanding of the content (learning reading);
with the extraction of the necessary, meaningful information (viewing / search reading).
In accordance with the program of basic general education in foreign languages, at the end of the initial stage of education, students must:
1) understand the main content of linguistically simple texts that have a clear structure and logic of presentation, appropriate to the age and interests of students (poems, lyrics, fairy tales, comics, stories, humorous stories, personal letter to a children's magazine), while guessing about the meaning unfamiliar words based on pictorial and visual clarity, linguistic guess and responding to the content both verbally and non-verbally (level of general understanding);
2) fully understand the content of small texts (a description of an animal, a simple culinary recipe, poems, fairy tales, stories, comics), built mainly on language material familiar to students
(level of complete detailed understanding);
3) find the necessary / interesting information about the text, read it aloud, underline, write out (search reading at an elementary level).
linguistic component (linguistic and speech material: a system of graphic signs, words, phrases, texts of different genres);
psychological component (formed reading skills and abilities based on mastering reading actions and operations);
methodological component (reading strategies).
The main basic skills underlying reading are the skills:
predict the content of information in terms of structure and meaning;
define the theme, the main idea;
divide the text into semantic parts;
to separate the main from the secondary;
interpret the text.
The specification of basic skills depends on the purpose of reading.
At the heart of any speech skill are certain skills, i.e. those actions that a person performs automatically, without thinking about how and what he does. If we talk about reading, then speech skills in this case can be attributed to the possession of various technologies for extracting information from the text, their adequate use, depending on the task at hand. However, reading technique is at the heart of all these skills. If you do not form it sufficiently, then all these technologies will have no effect.
Reading technique skills are due to the functioning of such mechanisms as:
visual perception of the material;
correlating the obtained auditory-motor complex with a certain value;
semantic processing of the information received.
R.K. Minyar-Beloruchev identifies 3 main components of the reading technique:
visual image of a speech unit;
speech-motor image of a speech unit;
meaning.
A speech unit can be a word, a syntagma, or a paragraph.
Reading technique skills are characterized by certain qualities:
automation;
stability (the ability of a skill to maintain its properties under the influence of other skills when it is included in speech activity);
flexibility (the ability to be involved in a variety of situations).
The condition for the functioning of skills is the reader's knowledge of the purpose or result of reading, which determine the speed of reading, the field of coverage, accuracy and completeness of understanding.
Reading technique assessment parameters:
1) the pace of reading (a certain number of words per minute);
2) compliance with the norms of stress (semantic, logical, do not strike official words, etc.);
3) compliance with pause norms;
4) using the correct norms of intonation;
5) reading comprehension.
The tasks of the teacher in the formation of the reading technique are to:
as soon as possible to bypass the intermediate stage of pronunciation and establish a direct correspondence between the graphic image of the speech unit and its meaning;
consistently increase the unit of perceived text and bring it to at least syntagma by the end of the first year of study;
to form normative reading in compliance with an acceptable tempo, norms of stress, pause and intonation.
CHAPTER 2. FEATURES OF LEARNING TO READ IN ENGLISH AT THE INITIAL STAGE
2.1. Learning to read at an early stage
In the practice of teaching a foreign language at school, reading is often given priority. This is due to the fact that reading skills can be used in everyday life, they are formed faster and easier than speaking, writing and listening skills. The well-known methods of teaching reading lead to rather successful results.
The results of research in the field of early learning of a foreign language, conducted in our country, confirm the enormous benefits of reading. It is useful for all children and has a positive effect on the development of the child's mental functions, such as memory, attention, thinking, perception, imagination. Early learning to read affects the general speech abilities of a younger student, contributes to his introduction to the new linguistic world, and forms his readiness to communicate in a foreign language.
At the primary school age, when studying a foreign language, students still do not have a psychological barrier. Therefore, they master the necessary language and speech skills and abilities much faster: they learn to pronounce and distinguish by ear certain sounds, words, phrases and sentences, to observe the intonation of various types of sentences. Younger students get an idea of the basic grammatical categories of the studied language, recognize the learned vocabulary and grammar during listening and reading and use them in oral speech, master the technique of reading aloud, read authentic educational texts silently. According to many methodologists, it is at this age that children are particularly sensitive to linguistic phenomena, they have an interest in understanding their speech experience, the "secrets" of the language. They easily and firmly memorize material, small in volume, and easily reproduce it. With age, these favorable factors lose their strength.
The success of teaching and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. In the process of teaching to read in a foreign language at the initial stage, the teacher should use as many game techniques and visualization as possible due to the psychological characteristics of students of primary school age (the leading type of activity is play, visual-active thinking and involuntary attention prevail). Play is one of the stimuli for language acquisition. Playing in the classroom contributes to the implementation of important methodological tasks: the creation of psychological readiness of students for verbal communication, training in choosing the desired speech option, which is preparation for situational spontaneous speech in general. The more game tricks and visual aids the teacher uses, the more interesting the lesson is and the more firmly the material is assimilated.
Ideally, reading in a foreign language should be independent and be accompanied by the interest of children. However, practice shows that the interest in this type of speech activity among schoolchildren is very low. At present, for schoolchildren, reading is not a means of obtaining information, raising the cultural level, or simply a source of pleasure, but is considered by them as a purely educational task.
In order for reading in a foreign language to contribute to the development of the cognitive interest of students, the teacher must take into account their cognitive needs, age and individual psychological characteristics, and also have an idea of the difficulties that arise when teaching to read in a foreign language.
2.2. The main stages of the formation of reading techniques
in English
The formation of reading skills and abilities is one of the most important components of the process of teaching a foreign language at all its stages. The basis for this important type of activity should be laid at the initial stage of learning, it is here that it is necessary to ensure a sufficient level of formation of reading for its further development and improvement at the middle and senior stages of learning a foreign language at school.
The initial stage of teaching reading has as its goal the formation of students' reading techniques in a foreign language and, in particular, such skills as:
quick establishment of sound-letter correspondences;
correct scoring of the graphic image of the word and its correlation with the meaning, i.e. comprehension of what has been read;
reading syntagmas (combining words into certain semantic groups);
reading at a natural pace of texts based on familiar language material;
expressive reading of texts aloud, with correct stress and intonation.
Depending on which path of teaching reading 1 the authors of the teaching materials and the teacher choose, the “set” of skills and abilities that can be practiced at the stage of formation of the reading technique also depend.
Currently, the most widespread version of the formation of the reading technique in English, proposed in the CMK M.Z. Biboletova, N.V. Dobrynina, E.A. Lenskoy:
Stage 1... Studying the letters of the alphabet. Establishment of primary grapheme-morpheme correspondences;
Stage 2... Reading vowels in various types of syllables;
Stage 3... Reading phrases, sentences, mini-texts;
Stage 4... Reading longer texts.
At the beginning of training, children become familiar with the letters of the alphabet and the sounds that they can transmit. The letters are transmitted not in the order in which they are presented in the alphabet, but depending on the frequency of their appearance in the speech models that children master. At this stage, learning to read and learning to write are practically inseparable from each other.
Having studied all the consonant letters, at the same time increasing their vocabulary and speech repertoire for several educational situations of communication, students begin to read vowels in various words and immediately get acquainted with the concept of "open / closed type syllables ", with transcription. Knowing the sound image of a word, being able to identify consonants / sounds, seeing a picture, children themselves can read the word for the first time or guess what kind of word it is. Children read real words, and transcription symbols only help to establish certain correspondences between the graphic and sound images of individual words.
Almost simultaneously with reading individual words, students read words and phrases, and then sentences and educational mini-texts. Words are sequentially "strung" one on top of the other, while practicing not only the correct reading of words, but also phonetic and lexical skills. Phonetically, students articulate words separately and in combination with other words. Here, such important components of reading techniques as tempo, intonation, stress, pauses are formed. The teacher should demand not just the correct pronunciation of the words read, but the appropriate tempo, adherence to the rules of stress, adequate pause, melody, etc. In this case, the reading technique develops faster.
The different stages in the formation of reading techniques involve the use of different kinds of exercises. But it is desirable to conduct them in a playful way due to the age-related psychological characteristics of children of this age. 2 In addition, it is not possible to be limited only to the textbook. The textbook, of course, was and obviously will always be the most widely used, most ordered source. scientific knowledge, the most effective means and way of transferring human experience. But a textbook alone is not enough to keep children's cognitive interest in language learning.
A set of exercises for teaching reading techniques in English includes exercises for mastering sound-letter correspondences, exercises for the formation of mechanisms for recognizing whole words, exercises for reading individual sentences, exercises for reading sentences related in meaning, and exercises for teaching expressive reading of a text.
At the stage of acquaintance with the letters of the alphabet and the corresponding sounds, it is recommended to use as many tasks and exercises as possible aimed at sound-letter analysis. Exercise of this type include exercises for articulatory gymnastics, as well as the following exercises: "Name the letter (sound)", "Who is faster?", "Which letter (sound) disappeared?", "Name the letter (sound) correctly", "Parachutist" ( Annex 1).
1. Find combinations of letters in words and read them, read the entire word;
2. Read the words, determine which pictures they refer to;
3. Look at the word. How many vowels / consonants, letters are in it? Read syllables;
4. Exercise "Photo-eye";
5. Exercise "We are climbers" ( Appendix 2) and etc.
The use of various kinds of rhymes, fairy tales ( Appendix 3).
Studying the system of improving the reading technique, many methodologists and teachers came to the conclusion that reading after the speaker (or teacher) contributes to the development of articulation and the development of the skill of continuous reading of words. Reading in pairs trains the ability to distribute the attention of weak students, improves their reading quality. And repeated reading with the use of cards prepared in advance by the teacher with letter combinations and words written on them contributes to the daily accumulation of visual images of letter combinations and words in the child's memory.
To improve the reading technique and the development of peripheral vision, you can use exercises with letter tables ( Appendix 4).
At the next stages, work continues with individual sounds, words, phrases. In parallel with it, work with the text is carried out. The actual reading begins with reading longer texts. In addition to the formation of reading techniques, at this stage, various reading technologies and skills of independent work are already beginning to form. All language and speech skills are improved at the same time. At this stage, you can already learn:
ignoring the unknown if it does not interfere with the performance of the task;
working with a dictionary;
the use of footnotes and comments suggested in the text;
interpretation and transformation of the text.
Text material is an important component of the content of teaching a foreign language. In the educational process, the texts should correspond to the communicative and cognitive interests and needs of schoolchildren, correspond in complexity to their language and speech experience in their native and foreign languages, and contain information that is interesting for students of each age group.
Mastering the technology of reading is carried out as a result of performing pre-text, text and post-text tasks. As for the sequence of types of reading, in the practice of teaching, two options are used: a) introductory - studying - viewing / searching; b) studying - introductory - viewing / search. The latter option is more effective, as it prepares to a greater extent all other types of reading.
Let us consider in more detail the goals and objectives of each of the stages, as well as those tasks and exercises that contribute to solving these problems when using various types of reading.
1. Pretext stage.
define a speech task for the first reading;
create the necessary level of motivation for students;
reduce the level of language and speech difficulties as much as possible.
Exercises and tasks:
Teaching the student to read
1. Fill in the gaps in the sentence with one of the specified words;
2. Perform partial translation of sentences into your native language;
3. Try to understand the meaning of the highlighted words in context;
4. Read the paragraph and write down all the verbs with prepositions for movement;
5. In the text, find 2-3 nouns that have approximately the same meaning.
1. Read the text and write down the keywords and phrases on a given topic;
2. Read a couple of sentences. Name the pronouns in the second sentence that replace the subject of the first sentence;
3. Divide the text into parts and head each one;
4. Tell me what, judging by the title, will be discussed in the text;
5. Read the paragraph and try to understand it without a dictionary.
1. Translate the title and answer the questions;
2. Highlight the main and final parts in the text;
3. Check if the border of the preamble is marked correctly.
2. Text stage.
control the degree of formation of various language and speech skills;
continue the formation of relevant skills and abilities.
Exercises and tasks:
Teaching the student to read
1. Read the text and list the main issues covered in it;
2. Select from this paragraph adjectives that ...;
3. Indicate a word that characterizes the state of the protagonist;
4. Read the sentence in the foreign language and choose the correct translation.
Introductory reading training
1. Read the first paragraph of the text and find the sentence containing the main information;
2. Read the paragraph. Tell me where and when the action is taking place;
3. Prepare an outline for retelling the text;
4. Explain the main idea of the text in your own words.
1. Arrange the titles according to the indicated topics;
2. View the highlighted words in the text. Guess what the text is about;
3. Put a few questions to the text and ask them to your friend.
3. Post-text stage.
use the situation of the text as a linguistic / speech / content support for the development of skills in oral and written speech.
Exercises and tasks:
Teaching the student to read
1. Based on the content of the text read, complete the sentences using the proposed options;
2. Describe the characters in your own words;
3. Read the text to yourself and highlight what you have learned from it.
Introductory reading training
1. Read the text and express your agreement (disagreement) with the statements below;
2. Answer the questions to the text;
3. Read aloud the sentences that explain the title of the text.
1. Read aloud from the text the facts that are relevant to the topic ...;
2. Find in the text the conclusion, the wording of the problem.
Appropriately selected texts and assignments to them contribute to the development of schoolchildren's interest in reading in a foreign language, which in turn is an important factor in the successful mastery of this type of speech activity.
2.3. Problems of mastering the reading technique
in English at the initial stage
In the process of developing reading skills, it is necessary to overcome a lot of difficulties. First of all, these are the difficulties associated with mastering the reading technique, which involves the assimilation of a system of graphic signs that are different from the native language, as well as sound-letter relationships, syntagmatic reading. Modern teachers of English believe that mastering reading in English presents great difficulties for students associated with the graphic and spelling features of the language: the spelling system uses 26 letters, 146 graphemes (letter combinations), which are transmitted when reading using 46 phonemes. Of the 26 pairs of English letters (uppercase and lowercase), only four can be considered similar to the corresponding letters in shape and meaning: K, k, M, T. Letters A, a, B, b, C, c, E, e, H, O, o, P, p, Y, y, X, x occur in both languages, but read differently, therefore, are the most difficult to understand. The rest of the letters are completely new to students.
G.V. Rogova and I.N. Vereshchagin also indicate a great difficulty in reading vowels, combinations of vowels and some consonants, which are read differently depending on the position in the words. For example: man-name, day-rain, pencil-cat, think-this, window-down, who-what, etc. When teaching reading, students must learn the basic rules of reading, which include: reading vowels under stress in open, closed syllables and before “r”; reading combinations of vowels ee, ea, ay, ai, oy, oo, ey, ou, ow; reading consonants c, s, g, x and consonant combinations ch, sh, th, wh, ng, ck, as well as combinations such as tion, sion, ous, igh.
Students need to be taught to read words that are spelled differently but read the same: sun-son, two-too, write-right, see-sea, etc. At the same time, many words in the English language are not read according to the rules, which in general dooms students to memorizing an excessive number of reading rules and exceptions to them, as well as to repetition of educational material. In addition, the very perception and sounding of graphic signs is the result of choosing and comparing them with those standards that are already in the student's memory. The very fact of choice, which involves recalling the desired rule and sound-letter correspondence, requires a certain amount of time, which ultimately slows down the pace of reading.
If the teaching of the reading technique begins from the very beginning of learning a foreign language, then the students have to correlate not only sounds and letters, but also letter-sound links with the semantic meaning of what they are reading. And this causes additional difficulties. That is why, to overcome them, an oral introductory course is often conducted in order to accumulate the necessary and sufficient foreign language speech material, to form auditory-speech-motor images of a foreign language oral speech and thereby remove some of the difficulties in the process of correlating letters and sounds of a foreign language, as well as preventing understanding of the content. ...
Reading skills are mainly related to reading aloud. It allows you to master the sound system of the language, develops the ability to sound transcoding of signals at the level of letters, words, sentences, text. Reading aloud helps to consolidate speech patterns and syntactic structures in students' memory. In addition, reading aloud makes it possible to strengthen and consolidate the pronunciation base underlying all types of speech activity, which is especially important at the initial stage and does not lose its relevance for subsequent stages. Mastering the reading technique creates the preconditions for the transition from reading aloud to reading to oneself, a more natural type of speech activity.
According to the program in foreign languages in the field of teaching reading, the following tasks are set for the teacher:
to teach students to understand their content with different levels of penetration into the information they contain.
Mastering the technique of reading in English at the initial stage is an independent problem, and it requires close attention.
The conducted research has confirmed that in the course of the formation of the reading technique in English, the teacher may face a number of problems. You can avoid them if you adhere to following recommendations:
teaching reading technique should take place on lexical material well mastered by students;
texts for younger students should correspond to their age characteristics;
when working with foreign language texts, students should be involved in active creative activity, not necessarily only speech;
when selecting texts, it is necessary to take into account their methodological and educational value;
you should use a variety of techniques for working with foreign language texts (Appendix 5);
develop the cognitive interest of students in the subject, involving them in various game situations.
List of used literature
1. English. Grades 2 - 4: materials for correctional and developmental classes with students. I start to love English / auth.-comp. E. N. Popova. - Volgograd: teacher, 2007 .-- 151 p.
2. Biboletova M.Z., Dobrynina N.V., Lenskaya E.A. Book for the teacher for the textbook of English for elementary school “Enjoy English - 1. - Obninsk: Title, 2005. - 80 p.
3. Vasilevich A.P. We teach children English. // Foreign languages at school. - 2009. - No. 4. - p. 75 - 80.
4. Galskova N.D. Theory of teaching foreign languages. Linguodidactics and Methodology: A Study Guide for Students of Linguistic Universities and the Faculty of Foreign Languages of Higher Pedagogical educational institutions/ N.D. Galskova, N.I. Gez. - M .: Publishing Center "Academy", 2009. - 336 p.
5. Gracheva N. P. On the complex use of visual means in mastering the grammatical side of oral speech. // Foreign languages at school. - 1991. - No. 1. - p. 26 - 30.
6. Zabrodina N.P., Makarova I.A. Play as a means of developing interest in learning French. // Foreign languages at school. - 2009. - No. 4. - p. 19 - 22.
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11. Maslyko E.A., Babinskaya P.K., Budko A.F., Petrova S.I. Desk book foreign language teacher - Minsk: "Higher school", 2001. - 522 p.
12. Masyuchenko I.P. The rules of modern English. - Rostov-on-Don: LLC Publishing House BARO-RPESS, 2006. - 448 p.
13. Minyar-Beloruchev R.K. French language teaching method. - M .: Education, 1990 .-- 223 p.
14. Handbook of a foreign language teacher: Reference method. allowance / Comp. V.V. Kopylova. - M .: OOO AST Publishing House: OOO Astrel Publishing House, 2004. - 446 p.
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Annex 1
1. Exercise "Name a letter (sound)"
The teacher shows cards with letters (with transcription symbols for sound), and the students take turns calling them.
2. Exercise "Who is faster?"
Students are divided into 2 teams. The winner is the team that correctly named all the letters (sounds).
3. Exercise "Which letter has disappeared?"
The teacher hangs cards with letters on the board, the students repeat each letter after him, then the teacher asks the children to close their eyes, and at this time he hides several (1-2) letters. Students must guess which letters have disappeared. Similar work can be done with sounds.
4. Exercise "Name the letter (sound) correctly"
Today our guest is Dunno. He says he knows the letters of the English alphabet (sounds). Let's check it out.
The teacher or student plays the role of Dunno, who lists letters (sounds), naming some of them incorrectly. Children must correct mistakes.
5. Exercise "Parachutist"
Help the skydiver land.
In this exercise, children connect a capital letter with a small one (a letter with a corresponding sound) with a line.
Appendix 2
1. Exercise "Photo-eye"
During the allotted time, the student must "photograph" a column of words and name an extra word (if any):
2. Exercise "We are climbers"
name make cake hate
fate lake late gate
Application 3
1. Rhymes
One, two, three -
And dogs like me.
The letter "C" is always grunting,
Coughs, not whistles: [k], [k], [k].
Remember that and keep [k] when you see “C”.
Only faithful girlfriends e, i, y
They treat the letter-cough,
Make it a whistle.
Know you and read it
“C” is like [s] before e, i, y.
The letter Gg is almost always
In the word with the sound [g] read.
But together with “e, i, y”
Gg in the car rolls
And she gets the sound.
2. Fairy tale
Once the letters went on a hike, but they were very inexperienced and did not know what to take with them, what to wear. Some took a lot of things with them, others put on fashionable shoes. “I am the strongest,” the letter “H” said and took two backpacks with her. “I am the most fashionable,” said the letter “G” and put on beautiful shoes. The “D” took the drum with it to make it more fun. They walked, the day was hot. The letter "G" was the first to get tired, because it was she who was in fashionable shoes. She rubbed her legs very hard and started crying [g], [g], [g]. The letter "H", which boasted that it was the strongest, only sighed, so that no one would hear: [h], [h], [h]. The letter "C" groaned like an old woman: [k], [k], [k]. The letter "F" snorted like a hedgehog from the heat: [f], [f], [f]. And only the letter “D” walked merrily, beating the drum: [d], [d], [d].
Appendix 4
1. Letter tables
The sizes of the tables are 7.5 by 5.5 cm. The work with the table is carried out as follows: first, the children read the tables with one sign in a square, then two signs, three signs. You can use mixed tables with letters and numbers at the same time.
Children read by keeping their eyes on the center square. For 1 minute, the child must first read at least 5 characters. The work is carried on until the children can count all the signs.
Appendix 5
Working with deformed sentences
(make sentences from words):
1) is, New, holiday, a, Year, family.
2) put up, the, New Year Tree, decorate, and, it, people, toys, with.
3) women, the, table, holiday, lay.
4) the, all, family, wait, the, clock, for, to strike, midnight.
5) they, then, each, congratulate, other, say, and, “Happy New Year!”.
6) all, family, members, of, a, strong, wish, happiness, and, health.
English vocabulary exercise:
Make as many words from a word as possible “ Congratulations” .
1 In the modern methodology of teaching a foreign language, 2 approaches are known: synthetic (from the letter - to the word, from the word - to the text) and analytical (from the text - to the word, from the word - to the letter).
2 The leading type of activity of junior schoolchildren is play.
Reading is a very fun and educational process, especially if it is in English. When children start learning English, teachers advise them to speak it as often as possible - at school, at home, in extra classes, with friends, and even mentally. It is recommended to watch movies in English and stock up on interesting books that will help you quickly cope with the numerous rules and nuances. Teaching to read in English can be done in a variety of ways. Each child is individual, and an approach to him should also be sought in individually... Let's take a look at the basic rules to learn for beginners before reading books in English.
Where to start acquaintance with a foreign language? From the alphabet. It is important to remember that when we study letters, we also pay attention to the sounds that are formed. First, we learn individual sounds, then - their combinations, and only at the end - full words... Learning to read correctly is a whole science that requires a lot of effort, time and patience. But! In order to learn the basics of reading, you do not need to spare any efforts. With the help of reading, we get the necessary information, communicate with friends, colleagues, business partners, do business, etc. Through reading, a new world of words opens up for a child, full of interesting information and a promising future.
In order to learn to read in English, we recommend highlighting several lessons. First, the alphabet. It serves as a base, a foundation for the rest of the lessons. Then - sounds. Simple at first, then complex. The last lessons are devoted specifically to reading in order to enrich yourself with the knowledge of new words. But let's start over and don't get ahead of ourselves.
Where to start for children learning to read?
The first lesson is standard - we learn the alphabet. Many people know songs about the alphabet, where the letters are arranged in a fascinating order to make them easier to remember. Some study the letters diligently in strict alphabetical order. Still others are looking for more creative methods of teaching reading in English, learning letters in a chaotic manner. Is it stupid? We wouldn't say that. If this helps the child and there is a result, then any method is good. The main thing is that it is effective.
Do you think you can pronounce words well? Then great! But thinking is not enough, you need to know. To do this, we recommend that you take a short test and read the following list of words aloud, monitoring your pronunciation:
Everything worked out? Have you read all the words? If so, then you are a great fellow! But ... check your pronunciation with the one you hear in audio files.
Is it difficult for a child to learn letters because he hasn’t done it before? Do not be sad! It's hard for everyone to start, the main thing is not to give up. Take note of our recommendations that will help your little one to cope with a difficult task easier =>
How to learn the alphabet if it doesn't learn?
And now a little more detail. The first point is about visuals. 100% proven that information is perceived visually better than hearing. Stock up on colorful pictures with big ones! Letters, and paint them in rich colors. It should be pleasant and fun for the child to learn! There should be only one letter on one card, and preferably immediately with the transcript, so that the baby immediately learns both the letter and the transcription. Important! Transcription will help you learn how to read difficult and difficult words, so teach your child to work with transcription from the first lessons!
We devoted the second point to associations. Yes exactly. The kid cannot remember the letter in any way A? We are sure that the word apple(a beautiful red apple in the picture) he will remember faster! Or take for example the letter G... If she is an unknown forest for the kid, then during her study, constantly say the word game(the game). The child will definitely remember this word! Moreover, in order to constantly remind the boy about this letter, regularly ask Do you want to play some game? Such an association will be the best accompaniment to the letter G, and the baby will quickly learn it, without even noticing it.
On a note! Learn not only the letters themselves, but also the words with them. Remember that the phonetic sound of a single letter and its own in a word can be completely different! The child should get used to the fact that there will be a lot to learn. For example, the letter A. In words bad and vase it will read differently. In the first case, as / æ / , in the second - as / a:/ ... And there are a lot of such cases!
If the child is carried away by studying and wants to learn more and more, do not give more than 5 letters in one lesson. Otherwise, they will be forgotten as quickly as they learned. 3-5 letters per lesson is the norm for children. And these learned letters must be fixed immediately with exercises! Ask your toddler to say words that he knows with the studied letters. Next, suggest some new ones. Choose interesting words! And select associations for them. And remember, in each lesson, a set of words should be replenished with new ones. Expand your baby's knowledge regularly.
Reading rules: English phonetics
English phonetics is complex. And not only for children, but also for many adults. Nobody argues about this. But those who have been studying English for a long time know the peculiarities of the phonetic section. But what about those who are just starting out? Here is a list of basic recommendations that children need to learn in order to competently learn a foreign language:
Interesting, isn't it? And in practice, how interesting it will be! For example, children may ask, why then write a letter at all, if we do not read it? The question is correct. And the correct answer is that everything is explained by the peculiarities of the phonetics of the English language. If you do not write the letter that is not readable, then the word will be either wrong or completely different from the one we need. For example, in the word lamb(lamb) the last letter (b) is not readable. But you need to write it! It's the same in the word comb(comb) -> we do not read the last letter (b), but its presence in the word is obligatory.
Now for another example. Let's take the word way which means road. We see one vowel -> a, but we read it with two sounds / eɪ / ... It's the same in the word maybe(possibly) -> a= / eɪ / .
A completely different example, when several letters are read as one:
Transcription will help you to finally understand all the subtleties of pronunciation. It is difficult to give one rule, or even several, for individual words or their groups. Of course, there are rules, but there are even more exceptions. until the children enrich their vocabulary, we recommend teaching each learning word with transcription. It is better to learn right away right away, since relearning is much more difficult.
Monophthong or diphthong? Or maybe a triphthong?
For the guys, such concepts will be quite difficult, since they have no analogues in Russian. But you can really learn the topic! Conquering new knowledge in small portions, you are sure to achieve success! Let's first clarify what each concept is.
A monophthong is a vowel sound that is not split into two elements, that is, it is one whole. A diphthong is a combination of two sounds, a triphthong is three.
Let's consider everything in English examples:
Diphthongs consist of two sounds =>,,,,,,, [εe], [υe] - made, late, how, house, fight, bone, coin, tear, cope, fair, sure.
Diphthongs and triphthongs are a complex topic. It is better to leave it for later, when the standard vowels and consonants are learned at 5. At the same time, remember that you need to read words containing diphthongs and triphthongs only with transcription. At first it will be difficult for the baby, but you need to teach it from the very beginning. And in order for the transcription to obey every child, we recommend constantly pronouncing the word. There are special audio carriers on which words are written in the right order. When your baby is learning words, turn on the recording so that the learned word can be heard at the same time. So it will be easier for the child to understand the subtlety of pronunciation of each individual word.
reference: To make diphthongs and triphthongs easier to grasp, use navy materials. Pictures and letters must be large so that the baby can see them well. Visual memory is a powerful tool on the road to success. And to learn a language - all methods are good! Use everything possible!
Summing up
Teaching to read is a continuous course that involves a whole series of lessons. This is not one lesson or two. But! We strongly advise against rushing and trying to grasp everything in one week. Schedule lessons by day and follow the planned schedule. No rush or impatience. For one lesson, take 3-5 sounds, which you study with scientific materials. It is appropriate to use audio recordings for correct pronunciation. And for each lesson, do exercises to consolidate the result. Summing up is a must! Review regularly what you have learned.
Text # 1
Read text and answer on questions .
CLEVER MAX
Mike and Liza are going to visit their grandmother. It is her birthday today. They have cards and balloons. Mum is carrying a birthday cake. Dad is carrying a present. They are going to go to Grandma "s house by car. Max, their dog, cannot go to Grandma" s house with them. The car is very small.
Dad opens the car and puts the present on the roof of the car. They all get inside. And off they go! The present falls down on the ground.
They are at the grandma "s house. She likes the cads and the balloons. She likes the cake, too. She is very happy. "Where is the present?" asks Mum. “I don" t know ”, says Dad.
There is a knock at the door. It "s Max! He has Grandma" s present. "You are a clever dog, Max!" they all say.
Grandma "s present is new pullover. She likes it very much." What a lovely pullover! " she says. The family is very happy. And Max is happy, too. Dad gives him a big piece of cake, “Here you are, Max.Thank you very much. ”
Where are Mike and Liza going?
What is Mum doing? What is Dad doing?
Where is the present?
Who finds and brings the present?
What is the present?
Glossary
clever -smart
are going to visit - are going to visit
carry - to carry, to carry
roof - roof
fall down - fall down
car - car
Text # 2
Read the text and answer the questions. / Read text and answer on questions .
MY BROTHERS
I have twin brothers, Tim and Tom. They are very similar and a lot of people don "t know which twin is twin. They both have blonde hair and blue eyes, and they always wear jeans and T-shirts. They like wearing the same things, and they like doing the same things too. For example, they both like pop music and they "re crazy about football and computers. They go to a football match every Saturday. They "d like to play computer games every night, but our mother says they can" t because they have a lot of homework. Although they are twins, they aren "t the same in every way. For example, Tim works hard at school, but Tom doesn" t. He "s a bit lazy. Our mother is often away from home because she travels a lot in her job, so we all help in the house. Most of the time it" s fine, but sometimes we fight a little! Although they are noisy and sometimes naughty, I think it "s fun to have twin brothers.
What are the names of the brothers?
Are they similar? Describe their appearance (Describe their appearance).
What do they like?
What are their characters (specifications)?
Glossary
twin - twins; twins
similar - similar
wear - to wear clothes
same things - the same things
They "d like to play ... - They would like to play ...
Although - although
work hard - work hard
travel - to travel
fight - fight, fight
Text No. 3
Read the text and answer the questions. / Read text and answer on questions .
A SEA HORSE
Alex has a big tank in his room. He keeps tropical fish in his tank. These fish are beautiful colors. Alex bought his first fish a year ago. Now he has ten. He spends all his pocket money on them.
Yesterday he bought a new pet. It was very expensive. It cost £ 50 (pounds).
While Alex was going to the pet shop, his mother and his sister were sitting in the kitchen. They were waiting for Alex because they wanted to see his new pet. Sally, his sister, opened the door when he rang the door bell. She saw his new pet and said, “Mum! Alex has bought a horse! " She was joking. It was not a horse. It was a sea horse.Alex was happy, “Look! Isn "t it beautiful?"
What does Alex have in his room?
How many fish does he have now?
What did Alex buy yesterday?
Who was waiting for Alex at home?
Was Alex happy?
Glossary
tank - aquarium
keep - keep
color - color
spend - spend money
Yesterday he bought a new pet. -Yesterday he bought new pet.
sea horse - sea horse
Text №4
Read the text and answer the questions. / Read text and answer on questions .
SAFARI PARKS
A safari park is like a large zoo, where the animals live in natural conditions (natural conditions). There are several safari parks in Britain and they are very popular places for visit. One of the most famous is at Windsor, which is close to London airport.
You can visit some parts of the safari park on foot. Here you can see the animals that are not dangerous: giraffes, zebras, camels and antelopes. The animals walk around as if they were (how if would they were v...) in Africa.
Safari parks also have lions, tigers, leopards and other dangerous animals. They cannot live with the other animals, because they would (they would...) eat them. They would also eat the visitors, so they have to drive (therefore them have to to ride v car) through the parts where these animals live. You must not (it is forbidden) open the windows and you must not get out of the car.
Safari parks are much better than zoos, because the animals do not live in small cages.
What is a safari park?
What is the most famous safari park in Britain?
What animals can you see there?
Which of the animals are dangerous?Why?
Glossary
visit - to visit
on foot - on foot
dangerous - dangerous
walk around - walk nearby
cage - cage
much better - much better
Text No. 5
Read the text and answer the questions. / Read text and answer on questions .
A SCHOOL FAIR
Look! It is Woodside School. When the school year is over, the children have an unusual day. It is the day of their school fair. The children are outside in the school field. Lots of visitors come to spend the afternoon there.
There are lots of things to buy. The children have baked cakes and made sweets. They are delicious. Other children sell their books and toys to their friends.
There are games to play. You can win a prize. Throw a ring over one of the toys! Or if you are strong, try to ring the bell with a big hammer.
Some children are dressed as clowns. They play the guitar and sing songs. People give them a lot of money, and the children put them in their hats.
You can buy ice-creams and balloons. You can have a ride on a pony or jump on a trampoline.
Everyone has fun and helps to make lots of money for their school.
What do the children have when the school year is over?
What things do they buy?
What can you win there?
What do the clowns do?
What does everyone help to do?
Glossary
the school year is over -the end educational of the year
school fair - school fair
field - field
to spend - to spend time
to buy - to buy
cake - cupcake, cake
delicious - delicious
sell - sell
win - to win
clown - clown
make lots of money - make lots of money
Text No. 6
Read the text and answer the questions. / Read text and answer on questions .
LET ME HELP!
My little brother loves helping.
He always goes to the supermarket with Mum. He helps her with shopping. He usually sits in the trolley but if there are not many people in the shop, he runs around.
He enjoys helping in the kitchen, too. He loves cooking. Eggs are his favorite food. He often breaks them.
He loves helping Dad in the garden. He wants to be a gardener when he grows up. He is very good at picking flowers.
He loves helping me, too. When I "m doing my homework, he always wants to help. He is very good at coloring. He is a real artist.
At eight o "clock it" s time for him to go to bed. Mum baths him and puts him in his pajamas. She always asks us the same question, “Harry is going to bed. Who wants to help? " And we always give the same answer, “We do!”
Where does Harry always go with Mum?
What is his favorite food?
What does he want to be when he grows up?
When does Harry go to bed?
Who baths Harry?
Glossary
trolley trolley
enjoy - to have fun
grow up - to become an adult
break - break
He is very good at -he successful v
Text No. 7
Read the text and answer the questions. / Read text and answer on questions .
CHILDREN "S HOBBIES
Emily Jones is eleven and her hobby is collecting dolls. Four years ago her aunt gave her a doll from India. It had a beautiful dress, long dark hair and gold earrings. Emily loved it and started collecting dolls from other countries. Now she has more than fifty dolls in her bedroom.
Jim Hobbs loves sport and his favorite sport is basketball. Six month ago he watched a basketball match on TV and he liked it very much. Now he plays every day. He plays at school and he plays at home. He has big posters of basketball players on his bedroom walls and he reads magazines about basketball. There is one problem - Jim is not very tall. But he is a good player. He plays in his school team, and last week they won their first match.
What is Emily "s hobby?
How many dolls does she have now?
What is Jim "s favorite sport?
Where does Jim play basketball?
What problem does Jim have?
Glossary
gold earrings - gold earrings
started collecting - started collecting
favorite - favorite
posters - posters
team - team
won - won
Text # 8
Read the text and answer the questions. / Read text and answer on questions .
NIGHT WORKERS
At night you are sleeping in your warm bed. In the town lots of people are working.
The baker is making bread for your breakfast. He is putting bread into the hot oven.
An ambulance is taking a boy to hospital. The boy is ill. At the hospital the doctors and nurses are busy.
Firemen are driving quickly to a fire. The fire is in the shop.
Policemen are helping the shopkeeper.
In the office a reporter is writing a story.
A taxi driver is driving his taxi.
A street cleaner is cleaning the street.
Lots of people are working. And you are sleeping in your warm bed.
What are lots of people doing in the town at night?
Who is making bread for breakfast?
What is an ambulance doing?
Where are firemen driving quickly to?
Who is driving his taxi?
Who is cleaning the street?
Glossary
baker - baker
oven - oven
ambulance - ambulance
nurse - nurse
firemen by fireman - fireman
fire - fire
shopkeeper - store owner
street cleaner - janitor
Text No. 9
Read the text and answer the questions. / Read text and answer on questions .
DOLPHINS
Dolphins live in water but they are not fish. They need air to breathe. They can stay under the water for many minutes but then they must come up to the surface. Some dolphins live in the sea; some dolphins live in rivers. They like warm water the best. Sometimes dolphins swim close to ships. They jump out of water again and again. They can swim very fast - up to 55 kilometers an hour. A number of dolphins swimming together are called a “school”. There are small dolphins and big dolphins: some are two or three meters long. Dolphins are not dangerous. They are very clever animals and they love playing. Dolphins have smiling faces.
1. What do dolphins need?
2. Where do dolphins live?
3. What do they like?
4. How fast do they swim?
5. How long are dolphins?
6. Are dolphins dangerous?
Glossary
breathe - to breathe
stay under the water - stay under water
surface - surface
close to ships -close To ships
fast - close
are called - are called
Text No. 10
Read the text and answer the questions. / Read text and answer on questions .
THE CIRCUS MONKEY
The music plays. The lights shine. The children laugh and talk. The monkey runs into the circus ring. He wears a purple jacket and a funny little hat. He runs, he jumps, he walks on his hands. He stands on a big ball and holds and umbrella. He rides a pink bicycle and plays a trumpet. He waves to the children. They laugh and clap.
At night the monkey looks through the bars of his cage and sees the moon. He shuts his eyes and sleeps. He sees a forest, dark and green. He feels warm rain on his face. He hears a parrot, a snake, a tiger.He swings and swings and swings through the trees.
Where does the monkey play?
What color is his bicycle?
What musical instrument does he play?
What does the monkey wear?
What does the monkey see when he sleeps?
Glossary
laugh - laugh
wear - to wear clothes
walk - to walk
hold - hold
ride a bicycle - ride a bike
BONEY
This is Boney. Boney is an African elephant. It is an actor in the circus. It works for THE WORLD CIRCUS. Boney works very much. Boney can ride a bike, juggle, and dance but it cannot play any instruments. It loves the circus and it works every day from 4:40 pm to 12:00 pm every evening. Before the shows it has fruit, bread, and water for dinner. Boney is a very good actor. Boney lives in the circus. He lives in a circus cage with other elephants. Its cage number is 33. Boney loves apples but it doesn’t like bananas. It loves sweets and chocolate too.
Where does Boney work?
What can it do?
What does Boney have for dinner?
Where does Boney live?
What is its favorite food?
Glossary
circus - circus
ride a bike - ride a bike
juggle - show tricks
cage - cage
Teaching to read in English in primary school.
The transition to teaching English from second grade for many English teachers is fraught with a number of difficulties. After all, the psychological and age characteristics of second graders and fifth graders are significantly different. The age of younger schoolchildren does not yet allow them to independently solve many problems that arise in the process of their activities (play, study, work, etc.). Therefore, despite the abundance of various methods, textbooks, manuals, many teachers are wondering how to teach second graders to read in English. Not the least factor is the fact that modern second-graders are very different from their peers 10, 20, 30 years ago. A huge selection of colorful literature with educational games, television programs, computer games, on the one hand, overwhelm our children with information, and, on the other hand, call our modern teachers get more creative with seemingly simple topics, such as learning the alphabet and reading rules.
Mastering reading in English presents great difficulties for primary school students, they are often caused by the graphic and spelling features of the English language. This is the reading of vowels, combinations of vowels and some consonants, which are read depending on the position in the word. Many children do not remember well the rules for reading letters and letter combinations and read words incorrectly. Often there are difficulties associated with the psychological characteristics of children, insufficiently good development of memory, attention, thinking.
Starting from the second grade, it is very important that the processes of education and development of students follow the mainstream of modern methods. At the same time, the ability to competently teach communication in a foreign language to junior schoolchildren who are not yet fully fluent in communicative skills in their native language is a very difficult and responsible task.
The problem is that when reading, the student experiences a very strong influence of the native language. Hence, various kinds of errors arise. The task of the teacher at this stage is not only to help students master a system of symbols that is new for them, but also to prevent their possible mistakes.
And this is due to many reasons: the English alphabet consists of 26 letters, 146 graphemes and 46 phonemes. Accordingly, 26 pairs of printed letters make up 52 characters, while: 4 are similar to the characters of the Russian alphabet (K, k, M, T); 33 letters are brand new symbols for students (b, D, d, F, f, G, g, h, I, i, J, j, L, l, m, N, n, Q, q, R, r, S, s, t, U, u, V, v, W, w, Y, Z, z); 15 letters (A, a, B, C, c, E, e, H, O, o, P, p, Y, X, x) are found in both languages, but are read differently. Of great difficulty are precisely those letters that are found in both Russian and English, but give completely different sounds. For example, the letter "H" is very often read by children as the Russian sound [N].
The success of the training also depends largely on how interesting and the teacher conducts the lessons. In the process of teaching primary school students to read in a foreign language, play plays an important role. The more game techniques, clarity the teacher uses, the more interesting the lessons are, the more firmly the material is assimilated
When perceiving the material, junior schoolchildren pay attention to the bright presentation of the material, clarity, emotional coloring... So, so that teaching the rules of reading is not boring and tedious for primary school students, you can use color pictures.
In many textbooks, teaching to read in English in elementary grades is conducted according to the standard principle: first, children learn letters, then the textbooks give rules for reading open and closed syllables and it is assumed that students will immediately begin to read quickly, fluently and without mistakes. Of course, children must know the alphabet in order to see the letters when reading.
With experience, you already begin to understand that this is simply impossible to do. Students know the alphabet but do not know the sounds. It is difficult for them to read from transcription. In addition, there are so many exceptions in the English language that even in high school it is difficult to do without a dictionary. Therefore, I came to the conclusion that learning to read should begin with an introduction to English sounds. You can try to record English sounds in Russian letters for a very long time, but sooner or later everyone comes to the conclusion that this is unsuccessful. Need to know English transcription... This makes it easy to read and pronounce unfamiliar english word independently, without outside help.
Reading is an independent type of speech activity associated with the perception and understanding of information encoded by graphic characters. In the elementary grades, the foundations of this important type of speech activity are laid.
In domestic textbooks for primary schools, such as M.Z. Biboletova, N.V. Dobrynina, O.A. Denisenko, N.N. Trubanev "Enjoy English" teaching to read in English is carried out in stages. Students learn to read individual words first, organized according to the reading rule represented by the highlighted letter, sound, and keyword. Then phrases and sentences are read.
I will dwell on the features of the initial stage of learning to read, namely, reading words. Mastering reading in English presents great difficulties for younger students, caused by the graphic and spelling features of the English language. Especially the reading of vowels, combinations of vowels and some consonants, which are read differently depending on the position in the word. Some students poorly remember the rules for reading letters and letter combinations, read words incorrectly, replacing them with another reading rule. Difficulties often arise associated with the psychological characteristics of children of this age, the development of memory, attention, thinking.
When perceiving the material, junior schoolchildren tend to pay attention to the bright presentation of the material, clarity, and emotional coloring. So, so that teaching the rules of reading is not boring and tedious for primary school students, you can use color pictures. For example, to introduce the reading of accented vowels, you can use the image of a butterfly with multi-colored wings, each color of which denotes a certain rule. Students use the same colors when underlining the spelling in words.
However, there are not enough tasks in the textbooks to consolidate the reading rules. In this case, in the classroom, the teacher can use additional exercises that will help younger students not only repeat the learned reading rules, but will also contribute to the development of thinking (analyze, compare, generalize).
Examples of such exercises:
1 . Odd one out (Remove the extra word):
a) Pet, red, pen, Pete, hen.
b) And, take, Ann, bad, fat.
2 ... Put these words in 2 columns(Divide these words into two columns):
Ann, name, and, skate, bad, take, cat, can, brave.
3. Choose and write type of reading: I, II, III, IV... (Select and write down the vowel reading type):
sk a te -
sk i p -
p ar k -
h er -
p e n -
fl y -
c or n -
h are -
In English lessons, you can also use not only cards with transcription signs, but also cards of vowel and consonant combinations. And in the fourth grade, memo plates for reading rules: types of vowel syllables and letter combinations performed by students can be used in English lessons when repeating the learned rules. They also help younger students when they read texts containing unfamiliar words.
For example, a table of consonant combinations:
Letter combination | Examples of |
cheese |
|
watch |
|
clock |
|
the, mother |
|
thank you |
|
what |
|
sing |
|
think |
|
write |
|
know |
|
phone |
In the foreign method, children are taught to read whole words using the "Look and say" technique. Automation of recognition of new words and their writing occurs in various game tasks that can be used in frontal, group and pair work. Let's take a look at some of them.
Flashing a card ... (A flashed card).
In order to develop the speed of reading, the speed of reaction of students to the printed word, the teacher uses cards with words written on them. The teacher holds the card with the word picture towards him, then quickly shows it to the students and turns to him again. Children guess and name the word. Students can also be offered a competition for the speed and correct reading of words.
For the following games, you will need individual sets of cards.
Memory. = "Pairs ". (Game for the development of memory. =" Couples ").
Students play in groups or in pairs. Use a set of pictures and cards with words on a specific topic. The set with pictures is laid out with the back side up. Task "Read a word and find a picture." The winner is the one who collects the most pairs. If the children do not read well, you must first complete the practice exercise on the board "Connect the picture and the word".
Three in a row! ("Three in a row!").
Pupils select 9 cards and place them on a playing field prepared by the teacher in advance, consisting of nine squares. The teacher pulls a card out of the pile on the table and names it. If the student has such a card, he turns it over. The one who gets a row of three cards upside down says: "Three in a row". Continue play until students have turned over all of their cards. At the end of the game, the children name all the words on their playing field.
You can use outdoor games that also develop reading techniques.
Whispers ... (= "Broken phone").
Students are divided into two teams. The teacher lays out pictures in piles on the table for each team, cards with words on the other table. The student line up. A student standing in front, takes the top picture, whispers the name of the picture to the next, etc. to the last student. The last student chooses a word for the picture and places it on the board. Then, he chooses the next picture, whispers the word in front of the student from his team and stands in front, etc. The team that matches the pairs correctly: picture - word wins. You can use pictures and cards from different sections.
Pass the ball. ("Pass the ball").
Children stand in a circle (at their desks). Music is playing. Students pass the ball in a circle. When the music stops, the child who is left with the ball in his hands. He chooses a card with a word in a pile and names it without showing it to other children, the rest show a card with a picture.
Active Bingo. (Bingo game with movements).
Children line up. The teacher divides the group into teams. Students choose a card with a word, maybe on a specific topic, for example, "Food". The teacher calls out words from the prepared list. Children, if they hear their word, sit down in their place. The team, all of which sit down, shout: "Bingo".
Thus, the above exercises and games help students to quickly memorize and consolidate the learned reading rules, read unfamiliar words. Games allow the teacher to use various forms of work (frontal, group, pair), provide a quick change of activity, which is very important in the lessons in elementary school. Outdoor games help relieve students' tiredness and fatigue in the classroom. Thanks to these techniques, English lessons in elementary school become more varied and interesting.
