Hello my dear.

Very often, parents want their children to learn English as soon as possible. And reading skill is far from the last place in this matter. But if in the Russian language it is clear on some intuitive level what needs to be done, then the English language is already a problem. So mothers turn to me for advice on how to teach their child to read in English.

And today I decided to answer all your questions: how to do it at home, how to do it quickly and correctly, and what exercises you should pay attention to first.

The most important thing before you start

To teach your child to read from scratch, you need to learn at least a few words in another language. Believe me, if you immediately sit down to learn to read, you will only get screams, hysterics and a wild aversion to learning the language in the future.

While you are still very young and have not entered 1st grade, simply learn new words together, memorize them by ear, and teach your child the sound of English words. It is important that he understands what the word he pronounces means.

Most educational institutions include a foreign language in their curriculum only when students enter 3rd grade. But it won’t be difficult for your child to start learning the basics immediately after entering 2nd grade.

By this point, he will have already been taught how to read correctly in his native language, he will understand that letters form certain sounds and form words. Believe me, in this case the learning will go much faster. By the way, if your child is already a schoolboy, I advise you.

Where to start!

If we talk about how to properly teach a child to read in English, then the most correct answer will be -. This should be done in the most interesting ways for the child: teach him with the help of songs, toy blocks or magnets, cards and coloring books - in general, everything that your imagination can reach.

But remember that letters and sounds are different things, especially in English. Therefore, when studying, pay special attention to this. By the way, your child will quickly learn this point if it passes here is a course from LinguaLeo - Milana and I really liked it, so I recommend it - and you can also taste it!))

A method of teaching a child to read, which is called Phonics(Phonix). The gist of it is that your children do not learn letters separately from words. They learn the SOUND, which in most cases is formed by this letter. That is, they remember the letter “s” not as “es”, but as “s”. It’s like in Russian: we call the letter “em”, but pronounce it “Mashina”.

Remember, my dears, that all children are different and sometimes remember information for a very long time, so you should not rush your baby, much less move on to learning something new until you have mastered the previous material 100 percent!

If you want your child to develop their thinking at a super fast pace, you need to practice motor skills. It has long been known that any activity involving manual work will be of great importance for the mental victories of your children!

Nowadays new toys are constantly appearing on the market, many of which are pure trinkets!!! Personally, I’m only for useful games! Therefore, I strongly advise you this is the thing for his future prodigy. Not only your child, but also you will absolutely love it. Enjoy your time!

The next stage after the alphabet is reading syllables. Tell your child how vowels connect with consonants, how much they are friends. And only then move on to the last stage - words.

Transcription is the basis

One of the most important points when learning a language, both at school and at home, is correct transcription.

Transcription is graphic display of pronunciation(I dedicated it to her, where I sorted out all the icons, gave exercises with answers and shared the secrets of memorizing the signs of English transcription ) .

At first, it seems that it is simply unrealistic to read the transcription, because there are some incomprehensible “hooks and icons”. But I assure you, everything is much simpler. Below I will show you in the most detailed form how all the sounds of the English language are read. If you already know what the English alphabet sounds like, then you will be interested to see how the letters you already know are spelled out in transcription.

But in addition to the sounds that we know thanks to the alphabet, the English language also has sounds that are not shown in alphabetic letters, but are created by certain combinations of them. Let's look at their transcription and voicing in Russian speech ().

Unconventional way

There is another way to teach children to read. It is practiced both when teaching the native language and a foreign one. This method consists in starting learning not from parts to the whole, but, on the contrary, from the whole to parts, that is, from whole words to letters. I would recommend using this method from early childhood - from the age of 3. On you will find common English words for children (voiced), which, if desired, can be printed and used in the form of cards - so the child will quickly remember not only their translation, but also the correct one way of reading.

This method is based on the child’s ability to associate a written word and an audible combination of sounds. And given the fact that children’s memory is usually many times better than our adult memory (if there is a moment of interest, of course!), this method can bring much faster results than the traditional one. I will definitely tell you more about it, but in a separate article. Subscribe to my blog so you don't miss out.

I can also recommend the book to you « Learn to read English» (wonderful author Evgeniya Karlova) - it perfectly combines usefulness and interest. Every parent will be able to teach their child to read English words, since the material is presented in a very accessible form.

Another worthy book — How to learn to read English (M. Kaufman) . What is very remarkable is that in parallel with learning to read, acquaintance with the English-speaking culture occurs. This awakens the child’s interest and curiosity in the language... And interest, as you know, is already 50% of success! If not more...

Practice, practice and more practice.

Oh, how I love the practical parts. So today I have prepared for you some exercises with words that will help your child quickly master this difficult task - reading in English. The essence of the exercise is to group words by sounds. A child, reading a certain group of words, will remember the combinations of letters that he sees. Thus, a clear concept will be formed in his head of how this or that word is read. Of course, exceptions in English... are a dime a dozen, and it’s impossible to keep up with them all. Therefore, the more your child reads, the faster he will master correct reading.

say, may, lay, stay, way, pay, play

mate, fate, rate, late, gate

game, came, make, Kate

sun, fun, run, gun, cut, but, nut

twice, ice, rice, mice, ice

sit, pit, fit

fine, nine, mine, shine, line

not, spot, lot

gone, done

fork, cork

cope, smoke, rose, nose

here, mere, fear, tear

pure, cure, lure

mare, bare, dare, care

shy, sky, my, by, buy

And if you still have questions - and I’m sure that if you don’t have any, this moment, then they will definitely appear again - then welcome to the comments. I will be glad to explain to you everything that is unclear, dispel all doubts and help you understand even better how quickly.

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Bye!

We start learning any foreign language with the alphabet. First, we get acquainted with the letters and their sounds, then we gradually try to pronounce these letters in a complex, smoothly moving on to the rules for reading these combinations. Complete reading is our goal. The written form of words offers us a visual support for the material being studied. And having conquered this type of activity, we understand that now all facets of language are available to us, because with the help of reading we extract any necessary information from the text. And with this information, we can study whatever we want.

Reading in any language, not only foreign, but also native, develops our thinking, because we remember on a subconscious level how people communicate or behave in certain situations. The doors to any areas of knowledge are open to us. We are able to learn everything about what interests us. And a fairly high level of literacy among people who read is a well-known fact! Reading in English helps us practically master the language, contributes to the study of the culture of this language, and helps our self-education. Just imagine! Works by foreign authors become available to you. You are aware of all the news in English that has not yet been translated. You become acquainted with some knowledge that would remain unknown to you if it were not for the opportunity to read about it. An analysis of schoolchildren’s educational activities indicates that if students’ reading skills are not well developed, they poorly apply the mastered language material in communication situations.

Where to start learning to read in English?

Basic reading rules for children

Teaching children to read in English should begin in two stages.

First: we learn the English alphabet, and perhaps not in alphabetical order, but starting with the letters used in words that the child has already learned and learned to pronounce well. For example, the words:

table, dog, cat, apple, water, tiger, lion, car, house, etc.

It is very important to start learning with understandable and familiar words: knowing the pronunciation and seeing the word itself, the brain learns to make analogies, and the child’s brain works intuitively and twice as fast as an adult.

How to teach the English alphabet

It is easier to teach the alphabet using a card, which additionally provides a transcription of the sound of each letter.

How to remember the alphabet:

1. We learn several letters a day and use them in words.
2. We note that the phonetic sound of a letter in the alphabet and a word can be completely different.
3. We reinforce the letters we have learned with fun lessons.

Children learning the rules of English phonetics

The second stage begins at the very beginning of learning to read and runs parallel to it all the way. Children will learn the following rules:

• the same letters and letter combinations in words can be pronounced differently;
• some letters are written but not readable;
• one letter can be read with two sounds, and vice versa: a letter combination can have 2-3 letters read with one sound.

All this is called phonetics, and in order to master it, you need to master the rules of transcription and know:

• What's happened long vowels sounds:
  These are the ones that are pronounced drawlingly.

• What's happened short vowels sounds:
  are pronounced briefly, sometimes their sound corresponds to the Russian sound, and sometimes to a special, so-called neutral sound, intermediate between two neighboring (-o and -a, -a and -e) sounds.

• What's happened diphthongs and triphthongs:
  These are sounds consisting of two or three elements.

• What's happened voiced and voiceless consonants:
  English voiced ones are pronounced more energetically than Russian ones and are not stunned at the end.

Reinforcement techniques for learning to read

To explain phonetic rules, it is advisable to have cards with transcriptions of sounds in these categories.
By showing the card, we learn the rules of pronunciation of each sound, in accordance with Russian sounds. If there is no Russian equivalent, then the pronunciation of the sound is described in detail, indicating the location of the tongue or the location of a similar sound.

For example, this rule for pronouncing the sound [θ]:

When pronouncing the sound [θ], you need to position your tongue as if you were going to pronounce the sound “s”, only place its tip between the teeth.

Or the following rule for pronouncing the sound [ə]:

The sound [ə] is pronounced as a mean between -o and -a, or unstressed -o and -a in the words “water” and “room”.

In the process of teaching phonetics, we reinforce the rules of reading using examples of words.

Learning to read in English involves mastering this type of activity from the very beginning. A good basis for productive reading is an excellent knowledge of all letters with sounds, combinations of these sounds in various combinations. To master this material, it is necessary to carefully explain or analyze the rules of reading. It is very convenient when they are divided into categories and depicted in the form of a table with the pronunciation of a particular sound and its variations. Learning to read actually begins from the second lesson, when children are introduced to four letters at once. I devote three lessons to mastering each block. In the first lesson of the block, using a presentation and colorful pictures, students become familiar with letters, recognize their sound analogue, and memorize them.

From the first lesson, a fairy-tale game situation is introduced: the magical city of letters “ Amagictownofletters ” . As you become familiar with the alphabet, letters are attached to a piece of whatman paper, populating their houses. Each letter has its own clothes - a sound, and some have several clothes in their wardrobe. For better memorization, I have come up with small fairy tales that help children learn the sounds of English letters such as: C, G, Q, A, I, E, etc.

For example: The letter E is often offended, and when its letter friends put it in last place in a word, it is offended and remains silent. Or this example: The letters C and G each have two pairs of clothes in their wardrobe. They wear the most elegant clothes (sound analogues to the names of these letters in the alphabet) only when they meet the letters E, I, Y. When meeting other letters, they wear dresses - the sounds [k] and . The children themselves gave them nicknames - “ liar letters" .

Learning to read in English is impossible without accumulating vocabulary in a passive vocabulary. Of course, the more words we know, the more clearly we understand what we read and the more competently we pronounce the sentences presented. Of course, you should start reading immediately after mastering the alphabet, but you shouldn’t forget about memorizing new words. The use of game situations and ICT increases students’ motivation in learning a foreign language, attracts them with its colorfulness and novelty, and creates a comfortable learning environment. Computer training program “Professor Higgins. English without an accent” in the absence of a language laboratory helps to practice pronunciation. Often students themselves suggest fairy-tale situations for memorizing readings, for example, diphthongs. Two years ago, a student suggested such a fabulous situation for mastering reading the diphthong ou : O and U often go for walks in the forest and constantly lose their way home. They call for help, which corresponds to the Russian AU! When children come up with their own associations for memorization, this gives a 100% result in mastering reading skills.

At this stage, tasks using a computer also help to master the principles of reading: “Take the words home” (the student must rank words by syllable type), “Remove the extra word” (or “Detect the saboteur”, students find a word that does not correspond to a given syllable type), “ Collect the cubes” (or “Build a house”, where students build a house from bricks - words that are the same in terms of reading), etc. This system of lesson construction is one of the most effective means of teaching reading. The game has such a feature as versatility: the use of gaming techniques can be adapted to different goals and objectives. Game techniques perform many functions in the development of a child, facilitate the learning process, help to learn new material and unobtrusively develop the necessary competencies. And the active use of computer technologies in lessons helps to improve the teacher’s organizational and educational work, intensify learning, actively teach - the student himself achieves new knowledge, increase student motivation, individualize and differentiate learning, and create a comfortable learning environment. By the way, knowledge regarding word formation in English and its methods will be very useful in the process. If you become familiar with suffixation and prefixation, conversion and compounding, you will find it much easier to recognize unfamiliar words. Knowing the meaning of this word in any part of speech, you can easily understand the meaning of words derived from it. For example: polite - polite, impolite - impolite, politeness - politeness.

At first, learning to read in English should only involve a visual demonstration of the correct version of this process. In other words, it is necessary, if possible, to listen to an audio recording of the proposed text created by a native speaker. It is necessary to pay attention to pronunciation, intonation, pauses, and rhythm of speech. You can listen to this excerpt several times if you wish. As an option, competent reading of the text by the teacher as an example is suitable. If this is a lesson, you can listen to the whole class and determine who is better at the task. And, of course, in the process of learning to read, it is necessary to listen to each student in order to monitor his abilities for this type of activity.

Learning to read in English also involves understanding what the text is about. To broaden your horizons, it is recommended to read texts of different genres and directions. In this case, the lexical material will receive its worthy improvement. Whether the person who reads it will be able to use it in other areas of their life depends on how deeply and in detail the material is understood. To assess the degree of assimilation of what you read, you can try to choose a title for the text that consists of several words, but which well reflects the meaning of what you read.

Even if you learn English via Skype or work with a tutor in person, learning to read in English is impossible without independent work. You need to read as often as time allows. You can take any literature, as long as you like it. First, you have to constantly rummage through the dictionary looking for an unfamiliar word. But, over time, you will learn to grasp the main meaning of the text without translating individual words. And sometimes this is not required. At any stage of learning, reading should be interesting and understandable for the child, and also pursue a goal aimed at developing basic reading skills: decoding written language, highlighting the general meaning of the text, finding the requested information, drawing conclusions about the hidden context of the text and understanding the author’s intentions.

The process of learning to read in English is quite complex and requires not only knowledge, but desire and perseverance. If you can’t achieve the desired result in one way, try another. Just don’t quit doing it halfway.

Sources

http://www.o-detstve.ru/forteachers/primaryschool/educprocess/2178.html

http://engblog.ru/teaching-reading

http://englishfull.ru/deti/chteniya.html

http://go.mail.ru/search?frc=purplecrow1&q=http%3Awww.bbc.co.uk%2Fchildren&gp=789701

E.I. Passov, N.E. Kuzovleva. Foreign language lesson. - M.: Glossa-Press, Rostov-on-Don: “Phoenix”; 2010 p.640.

Cameron L. Teaching Languages ​​to Young Learners. -M.: Cambridge: Cambridge University Press; 2001.

English teacher

MAOU secondary school No. 2

Tikhonova Yulia Alexandrovna

“Various approaches to teaching children to read in English”

2017

Content.

Introduction.

1. The approach of modern methods of teaching foreign languages ​​to teaching reading. Objectives of teaching reading.

a) Organization of lessons of the 1st and 2nd cycles.

5. List of used literature.

l . Introduction.

From the first lessons of September, first grade teachers notice a difference in the level of children’s preparedness for school. Children of the same class, the same age have different learning abilities. Unfortunately, as the curriculum becomes more complex, this difference increases and becomes an insurmountable obstacle.

Strong students, capable of learning, quickly understand new material and are ready to work further, while weak students not only did not understand the new material, but also forgot the previous material. This problem is far from new. It occurs in different classes, and in different subjects, and with different teachers. A possible way to solve this problem is to organize differentiated work with students directly in the classroom.

Of course, a teacher planning the course of a lesson must provide for the organization of students’ educational activities, based on their knowledge, skills, and level of preparedness. Every teacher going to a lesson expects a good result, successful mastery of the educational material, and good understanding of the topic. A significant difficulty for teachers in preparation is presented by schoolchildren with consistently high academic performance, who have a sufficient fund of knowledge, and children with reduced academic performance.

If you reduce the pace of the lesson and the complexity of the material being studied, then strong children become bored, they begin to get distracted themselves, distract their neighbors, and make fun of those who are not doing well. If you increase the pace and complexity of the work, then children who have gaps in knowledge will lose interest in the lesson, because... cannot keep up with the class and cease to understand the material being studied.

One of the main tasks of the first years of education is teaching receptive types of speech activity, primarily reading. Mastering reading in English always presents great difficulties for students, caused by the graphic and spelling features of the English language.

1. The approach of modern methods of teaching foreign languages ​​to teaching reading.

Oral and written communication is realized in four types of speech activity: speaking, listening, reading and writing, the teaching of which should be carried out interconnectedly, but with a differentiated approach to each of them. This is due not only to the fact that the functioning of each type is based on the same mental processes and psycholinguistic patterns. In real communication, a person reads and discusses what he has read with his interlocutors, and makes notes while reading, allowing him to better remember and then reproduce the necessary information.

The approach in which learning begins with teaching reading has a number of advantages:

1. Learning to read from the first lessons allows you to immediately implement the cognitive aspect, which is one of the leading ones in the first year of study. If learning to read from the very first lesson is based on interesting and new realities for students, facts of the culture of the country of the language being studied, very soon a foreign language begins to be perceived as an additional means of knowledge.

3. Mastering reading is an easier process than mastering speaking.

To properly plan reading lessons, you need to know two things: first,

what does it mean to be able to read, and secondly, by what means can this skill be developed. To be able to read is, first of all, to master the reading technique, i.e. instantly recognize visual images of speech units and voice them in internal or external speech. Any speech unit is an operational unit of perception. Such a unit can be a word, or even a syllable, or a phrase of two or more words (syntagma) or even a whole complex phrase; the larger the operational unit of perception, the better the reading technique, and the better the reading technique, the higher the level of understanding of the text.

What are the challenges when learning to read in English? At the initial stage of education (1-2 years of systematic language study), students must master the letters of the English alphabet, master sound-letter correspondences, be able to read aloud and silently words, combinations of words, individual phrases and short coherent texts built on program language material.

Teaching reading in English, is an integral part of the learning process as a whole. Getting to know the language through reading is necessary, as it allows you to improve the English language, expand your vocabulary, get acquainted with the cultural heritage, and be able to get acquainted and enjoy reading unadapted literature in the original, subsequently without the need to use a dictionary. Reading in the modern world is the optimal way to transmit information, and a person who reads fluently and understands quality literature, a person who freely adapts to the information flow, has a greater chance of successfully developing and expanding his capabilities. Also,teaching reading in English, is an excellent tool for developing oral speech, honing the skills of correct pronunciation and listening comprehension.

Students are introduced to three main types of reading: reading with general content coverage (readingforthemainidea), reading with detailed comprehension (readingfordetail), reading for the purpose of extracting specific information (readingforspecificinformation).

Each type of reading is based on the basic skills that schoolchildren must master:

1) understanding the main content: identify and highlight the main information of the text; separate information of primary importance from secondary; establish a connection (logical, chronological) of events and facts; anticipate the possible development (completion) of actions, events; summarize the facts presented in the text; draw conclusions based on what you read, etc.;

2) extracting complete information from the text: fully and accurately understand facts/details, highlight information that confirms or clarifies something; establish the relationship of events; reveal cause-and-effect relationships between them, determine the main idea, compare (contrast) information, etc.;

3) understanding of the necessary (interesting) significant information: determine in general terms the topic of the text; determine the genre of the text, identify information related to any issue, determine the importance (value) of information, etc.

As a result of training, students should learn to understand an authentic text without resorting to translation (dictionary) every time they encounter an unfamiliar linguistic phenomenon. To do this, they must learn several rules for working with text:

2) for understanding any text, the student’s life experience plays an important role;

3) in order to understand the text (or predict what will be discussed in this text), it is necessary to turn to the help of the title, figures, diagrams, tables, etc., accompanying this text, its structure;

4) when reading a text, it is important to rely primarily on what is known in it (words, expressions), and try, based on what is known, to predict the content of the text, to guess the meaning of unfamiliar words;

5) you should consult a dictionary only in cases where all other possibilities for understanding the meaning of new words have been exhausted.

So, in a reading lesson, the teacher is given the following tasks:

1) increase the operational unit of text perception,

2) teach to perceive the text (its parts) with a single perception,

3) teach to perceive and recognize new combinations of known units,

4) develop reading speed (including silently),

5) develop structural anticipation,

6) develop meaningful anticipation,

7) develop the ability to guess the meaning of unknown units (based on various criteria)

8) teach instantly, correlate the form of what is perceived with its meaning,

9) develop the ability to understand the logical and semantic connections of texts of different nature,

10) develop the ability to “ignore” the unknown, if it does not interfere with understanding as a whole.

2. Types of exercises for learning to read.

The learning process includes working on reading techniques (aloud and silently) and developing the ability to understand the content of what is read.

Teaching reading techniques is carried out at the initial stage of familiarization with the language. This concept includes “the ability of schoolchildren to quickly recognize and correlate graphic images (letters) with the corresponding auditory-motor images and certain meanings, i.e., mastery of sound-letter relationships, the ability to combine visually perceived material into semantic groups (syntagms).

Therefore, exercises in the development of reading techniques involve working on the pronunciation and intonation of written words (reading aloud), developing the ability to relate letters and sounds of a foreign language, recognizing familiar words in an unfamiliar context, guessing the meaning of unfamiliar words, etc.”

Let's consider the types of exercises that a teacher can use in reading lessons. To do this, let’s turn to the methodological literature, correlating the advice of methodologists, program authors and teaching materials with our own experience.

a) Exercises for learning to read at the initial stage.

The method of teaching reading at the initial stage offers the following exercises:

writing letters, letter combinations, words according to a model;

finding pairs of letters (lowercase and uppercase);

filling in the missing ones; missing letters;

copying - writing - reading words in accordance with a certain sign (in alphabetical order, in the original form of the word, filling in the missing letters in a word, etc.);

constructing words from scattered letters;

search (reading, writing out, underlining) in the text for familiar, unfamiliar, international and other words (at different speeds);

reading text with missing letters/words, etc.

All these tasks can be given a playful character, for example: filling out crosswords, composing puzzles, deciphering cryptography (reading text containing words with mixed up letters), reading texts containing pictures instead of unfamiliar words, signing words under pictures, correlating pictures and written words, team games to identify the best readers, etc.

b) Using demonstration cards with printed words.

In communication technology, all exercises used must be speech in nature, or more precisely, exercises in communication. Sets of exercises for the formation of lexical, grammatical and perceptual skills are aimed at the formation of psychophysiological mechanisms and involve their consistent development. Exercises for the formation of receptive lexical skills include exercises for the formation of the mechanism of visual perception of lexical units, exercises for the formation of the anticipation mechanism of lexical units, for the formation of the comparison mechanism - recognition of lexical units, and the guessing mechanism.

Starting from the first lesson, you can introduce such cards. In the first lesson there are only three of them: "E ng l i sh ", " H i ! ", " H e ll o !". But students already see that there are letters that are vowels (they are highlighted in red, because students have become accustomed over the years of studying in primary school during phonetic analysis to indicate vowel sounds with a red pencil), there are consonants that are read as they are written (they are marked in black color), there are special combinations of letters that need to be remembered (they are written in green).

Visualization ensures correct comprehension of the material, serves to understand the material by ear, a means of attracting (switching) involuntary attention, and helps to retain the visual image of the word in memory, which is especially important for children with more developed visual memory.

The size of the cards is quite large so that everyone can see (5.5 cmx30 cm). The size of lowercase letters is 3 cm. Color is used in each word. This is due to the psychological characteristics of children of this age.

Of course, reading rules are introduced later. But students get used to the colorful visual image of the word and remember its spelling faster. Strong students also remember spelling. For weak students, color supports help them read the word.

Cards can be used for phonetic exercises, when introducing new vocabulary, when repeating learned words, and when holding a competition for the speed and correctness of reading material.

A game can be played to test knowledge of the lexical meanings of words. For example, a student receives several cards with a task that he completes independently, and then explains, comments on his performance, solution, or simply shows his result. This can be a strong, prepared child, if these are the first lessons on the topic, and a weak child, if the vocabulary is not new.

The cards can be placed on the table, on the board, in any order, or given to the child. The tasks can be varied: choose those words that relate to a specific topic (for example, “Animals that live in the zoo”, “Food”, “Sports games”, etc., find “extra” words (from another topic) , choose what you love or hate.

Monitoring the completion of a task can also be different. The teacher can ask the child to read the selected words, translate the cards into Russian, and make sentences with these words (for example, ""llike ...."", "" lhate ...."", "" l" dliketovisit ....."", "" lwillbuy ...."", "" lcanplay...."" etc.).

Students like these exercises because... they are interesting, educational, exciting, they can be completed by both strong and weak students, and it is not difficult for the teacher to choose a task according to the student’s strengths.

c) Use of expanding syntagmas when teaching reading.

Many methodologists consider the most desirable exercisereading expanding syntagmas . This exercise has the following objectives:

increases the operational unit of text perception;

develops structural anticipation;

promotes the assimilation of new words, which can then appear in the text (develops contextual guessing);

insists students read the text, because directs their thoughts in a certain direction (develops logical understanding).

The main advantage of reading expanding syntagmas, of course, is that this exercise helps to expand the field of coverage when reading: the student gets used to reading not syllable by syllable, not word by word, but in syntagmas, and moreover, larger ones each time. And the larger the unit of text perception becomes, the better the syntagmatic reading, the semantic division of the text, and therefore, the higher the speed and better the understanding.

A syntagma (any phrase that has an independent meaning in speech) in each subsequent phrase spreads and expands, but not linearly, but transforming. However, the keyword is repeated in each phrase, albeit in a new environment. In the first phrase the meaning of the new word is given; in subsequent phrases it must be understood without translation, and as a result of repeated perception the student must remember it.

“The best option for performing this exercise is to read to a soundtrack in an undertone or in a whisper.” Reading expanding syntagmas can be done in different modes:

1) students listen to the recording and repeat one syntagm loudly in chorus during pauses after the speaker (teacher);

2) students repeat one phrase loudly in chorus during pauses after the speaker (teacher);

3) students read the entire block of syntagmas to themselves;

4) students read individually (2 - 3 people) one phrase loudly after the speaker (teacher) and compare each phrase with the reading sample;

5) two to three students read the entire block of syntagmas individually (they check their reading of phrases with the reading of the speaker, or the teacher himself corrects their mistakes);

6) students read together in chorus at the same time as the speaker;

7) three to four students read individually together with the speaker.

These modes have varying degrees of difficulty, increasing from mode 1) to mode 7).

When performing this exercise, students are given the following tasks:

scan the entire syntagma (phrase) without pausing between words;

while listening to the speaker, try to notice where the mistake was made in your own pronunciation;

monitor changes in the content of each subsequent phrase, depending on the newly introduced word (component);

strive not to read syntagms or phrases word by word, but try to take them in at one glance, run through them with your eyes as quickly as possible;

do not despair if you do not have time to pronounce after the announcer, but try to work faster;

be sure to pronounce syntagms, and not listen to how others do it (don’t be afraid to make a mistake).

d) Development of reading techniques using phonograms.

To develop reading technique, they often use reading with a soundtrack. Reading technique is closely related to understanding what is read. The better we understand, the faster we read (i.e., students read familiar words and expressions much easier than unknown and incomprehensible ones). The faster we read, the better we grasp the content. It is no coincidence that it is a well-known fact that in middle and high school, those children who have good technique and reading speed in their native language do better. They work faster with the information they receive, highlight the main and secondary, and draw up a plan for presenting the text. By developing reading technique, the student also improves the syntagmaticity of reading, i.e. its correct semantic division, and this contributes to correct understanding.

Reading to a soundtrack also helps the development of listening skills, because accustoms students to a certain given tempo of sound, promotes the formation of correct auditory images of speech units.

Reading to a phonogram also contributes to learning speaking, primarily the pronunciation of sounds (as part of speech units), as well as correct logical stress and syntagmatic speech. When reading to a phonogram, involuntary memorization increases, since this is one of the few exercises in which the student simultaneously sees speech units, hears them and pronounces them (that is, the student uses different types of memory: visual, auditory, speech motor).

Reading to a soundtrack is carried out in the same modes as reading expanding syntagmas.

e) Formation of reading skills using transcription.

To learn the rules of reading and further use of the dictionary, students study the signs of international transcription. At the same time, students are informed that in the English language there is a special notation - a sound one, some of its signs coincide with the letters that give a given sound when reading: [b], [ p], [ m], [ n], [ s], [ t], [ d], [ v], [ f] etc. They don’t need to be specially memorized. But there are also specific icons that will require effort to remember. Developing the ability to read transcription signs, which is necessary for further use of the dictionary, is one of the tasks of the initial stage.

The process of interconnected formation of reading skills and skillsreadings by transcription takes place in two stages - the formation stage and the improvement stage. A particularly important role is played by the formation stage, which consists of certain stages:

l stage. Formation of pronunciation skills and reading skills from transcription.

1. Perception. Students have visual support when listening to sounds in statements; Students have three lines in their field of vision: a graphic image of a word, a transcription of this word, and a transliteration. At the subconscious level, connections begin to be established between the sound and visual images of the word (transcriptional and graphic); students perceive and remember the visual image of a separate transcription sign of the corresponding sound perceived by ear.

2. Imitation. Students repeat after the speaker or teacher (first each individually, then in chorus) individual sounds. At the same time, students see transcription signs of the sounds they imitate.

3. Differentiation. Students see transcription signs of English sounds while identifying their similarities and differences in pronunciation in comparison with the corresponding Russian sounds; when explaining the features of articulation of English sounds; perform exercises aimed at differentiating transcription signs that are similar to each other and differentiating signs and letters similar to them.

Here it is also possible to use cards with written transcription signs, and Russian ones can be added to the English signs.

4. Isolated reproduction. Students voice transcription signs; read familiar words and phrases with new sounds according to transcription.

At this stage, for strong students, it is possible to use tasks for reading words by transcription without a graphic image of the words; such notes can be put on the board or written out on strips of paper in large font (flashcards). For average and weak students, it is easier to combine pairs of records: a graphic image and a transcription, written in different orders.

5. Combination. Students read new speech material from transcription.

At this stage, even strong students can give a reading example. They will be interested in trying their strength and knowledge in reading unfamiliar, unstudied words. Correct reading of unfamiliar words will indicate the consciousness of the formed grapheme-morpheme correspondences. The task for a weak student is to repeat reading without errors.

Improving pronunciation and transcription reading skills.

At this stage, students perform exercises to develop lexical and grammatical skills using transcription as an aid. (2, pp. 28 - 29)

3. Exercises to develop reading skills.

To develop the ability to read, speech exercises are used, which have specificity dictated by the characteristics of reading as a type of speech activity. The sequence of these exercises is built taking into account the levels of understanding of the text. Speech-thinking tasks are required as settings.

Mastering the technique of reading is carried out inextricably with the work of mastering the ability to extract information from what is read. This is also what the reading exercises are aimed at. This is very important for children to understand the communicative function of reading.

a) Use of pre-text preparation.

The purpose of this exercise: awakening and stimulating motivation to work with text; updating students’ personal experience by drawing on existing knowledge; predicting the content of the text based on the life experience of children, the title, and illustrations of the text.

Each text is accompaniedpre-text task, successful completion of which after reading the text will indicate students’ understanding of what they read.

When reading the text, children should be careful, looking for the correctness or error of their assumptions.

Strong students will be interested not only in information about different animals that live on farms, in zoos and in homes, but also in information about the safari park, which is located in the UK. For weak students, having read enough to understand whether he guessed correctly.

Mastering the ability to read aloud and silently occurs in parallel. Students first skim the text and then read it aloud. With the help of reading aloud, one can master reading silently. Reading aloud helps improve students' pronunciation skills; it is used as a means of mastering English vocabulary and grammar. However, the role of reading as a means of learning is not limited to this. Reading texts is an important means of facilitating the development of speaking skills.

b) Using exercises for meaningful identification.

The development of communicative skills in reading occurs in every lesson, and work on reading necessarily ends with the solution of some communicative task. Completing a variety of tasks should be an indicator of success in mastering this type of speech activity in English.

Here it is appropriate to considercontent identification exercises. These are exercises in which the student must identify some statements with others, i.e. establish their similarities or differences in content. The purpose of this type of exercise is to develop semantic conjecture, meaningful anticipation, and reading speed.

The following options for this type of exercise are possible:

a) find sentences in the read story that are similar in content to the data;

b) determine whether these sentences correspond to the content of the story;

c) select sentences (from the data) that correspond to the content of the story;

d) determine whether the proposed summary is identical to the main ideas of the story;

e) establish the difference in two texts that are printed in parallel and represent a story with the same content.

To successfully complete such exercises, the student must:

a) read this sentence as quickly as possible;

b) remember its content and its visual image;

c) keeping this in mind, quickly look through the text of the entire story (or part of it);

d) find a similar (or similar in content, form) phrase."

Constantly referring to what you have read, looking at it three or four times within the framework of one exercise, improves your reading ability. As an example, we can take the text about Richard and his school:

“I go to school. It"s not far from my house. I"m in the fifth form. School starts at 9.00. I don"t go to school on Saturdays or Sundays. We don"t cross the street near our school alone. The lollipop woman helps children to cross the street. Tuesday is not a good day at school. We have Maths and French. They are not my favorite subjects. I take a packed lunch. My friend doesn't take his packed lunch. He goes to our school dining room but I don't go there."

After reading (listening) to the text, students are given the following task:

"" There is some information about Richard and his school. Is it right or wrong?"(“Here is some information about Richard and his school. Is it correct or not?”) This task is to compare sentences with similar content.

1. Richard doesn't live far from school.

2. Children cross the street by themselves.

3. All days at school are good for Richard.

4. Richard doesn't like Maths and French.

5. A lot of Richard's friends don't eat at the school dining room.

6. We go to school on Saturdays and Sundays.

7. Richard doesn't take his packed lunch.

To complete the task correctly, students have to return to the text and reread it. IN in this case this is justified, because Children do not receive information ready-made; they need to be careful when correlating affirmative and negative sentences. And this develops reading speed, semantic conjecture, and meaningful anticipation.

Other options for the meaningful identification exercise are also possible..

For example , ""Read about the strange town. Put inthere is / there are. "" ("" Read about a strange city. Insert expressionsthere is / there are "")

"" In a country ______ a very strange town. It is very small. But in that town _________ eight stadiums, ten toy shops. ______ a large supermarket and seven pet shops. ________ six swimming pools and a computer center. _________ twelve discotheques and twenty cinemas. But in that town ________ (not) schools, ________ (not) a church and ________ (not) theaters and museums.""

c) Content search exercises.

To develop logical understanding, you can usemeaningful search .

Its options may be different:

a) Find sentences confirming.....

b) Find what characterizes......

c) Find the reasons why.......

d) Find the problems that concern you.....

The main objective of these exercises is to develop logical understanding. The actions that the student takes while performing these exercises are called meaningful searching because the student is actually looking for what is required in the reading, and is searching for it based on how much he or she has understood what has been read. If he does not understand the main ideas of the text, the search will not take place.

The actions required from the student are similar to those that he must perform in the previous type of exercise.

d) Exercises for semantic choice.

The following exercises include semantic choice:

a) select the appropriate title from the data;

b) choose the answer that makes sense from the ones proposed;

c) choose one sentence from the paragraphs of the story that conveys their meaning.

The main task of these exercises is to develop the mechanism of logical understanding, but along the way they also solve other problems - they develop semantic conjecture and improve reading techniques.

E.I. Passov advises that the teacher “not be satisfied with the correct choice, because it can be random. Then you should ask to explain your choice, to confirm it with something. To do this, the student can be given time to think about the answer, search for it in the text.” (3, p. 117)

A characteristic feature of these exercises is that they are not only educational, but also controlling. For the student, direct control here will be hidden, and this is the great advantage of these exercises. But the teacher, by the fact of completing the exercise, by the nature (process) and level of implementation, can judge the success of mastering reading.

Exercises on meaningful search and semantic choice are mainly used in older grades. In 5th grade, students do not have the level to easily cope with such tasks.

4. Using speech exercises as an exercise for learning to read.

a) Organization of lessons of the 1st and 2nd cycles.

Each English lesson begins with speech exercises.

Speech exercises are usually understood as a way to psychologically prepare students to communicate on a certain topic. It serves the same role as directly communicating to students the objectives of a given lesson. Therefore, if speech exercise is used, then it is an organizational technique. For example, a foreign language formulation of the lesson goal can serve as an auditory speech exercise.

But speech exercises can also develop into a training phase. Speech exercises can serve as an exercise in listening (if the teacher conveys any information), an exercise in the development of dialogical speech (if the teacher asks questions and the students answer them), repetition of homework (if the subject of conversation is a text from home reading or a topic, studied in the previous lesson and assigned for repetition at home)

In the fifth grade, some students have their own knowledge base, experience reading and speaking a foreign language; in each class there are strong students who want to help the teacher. Why not put speech exercises in their hands?

There are many people who want to, but at this age there are not enough skills. Why not lend a helping hand to children and give them support: speech exercises written down on sheets of paper? In addition, when practicing grammatical phenomena, this is a great help to the teacher, because when children answer questions, they also practice correct answers.

In addition, during the lessons of mathematics and Russian language, history and geography, literature and physics, students work with a textbook and a blackboard. Of course, the distinctive features will be geographical and historical maps, experiments, reference tables and illustrations. But the basis of the learning content is still the textbook and notes on the board. Why not diversify the lesson equipment with beautifully designed multi-colored signs?

So, in one of the first lessons, sheets of paper with printed sentences appear on the board:

"" What is your name?

Where are you from?

What languages ​​do you speak?""

The teacher knows the children's names, so the students are not interested in answering the teacher's question. It's much more interesting to ask yourself. A strong student can easily cope with the questions. And the teacher has the opportunity to help the weak.

In addition, by emphasizing the subject and predicate in the question, support is given to the weak student. The main members of a sentence are studied by children in the second grade. They know how to determine the subject and predicate in Russian. Therefore, it is easier for them to understand the construction of a sentence when answering, seeing the underlined structure.

Only 3 - 5 minutes of the lesson, and how much work was done. Students are happy to help the teacher by “standing in his place.” They lead the lesson themselves, choosing which question and who they will ask. Strong students practice reading long structures and constructing dialogue. The task for weak students is to repeat the answer. They can’t sit here, because it’s a shame not to answer a classmate. Grammar, vocabulary, question and answer structure are repeated.

Lesson topics become more complex, vocabulary becomes more complex, and sentences become longer. One thing remains unchanged at first: the construction of sentence blocks.

Therefore, at the initial period of training, the inclusion of sentences with a repeating beginning is justified.

Weak students still answer briefly, while strong students want to stand out with a complete answer. Both are acceptable and true. The teacher’s task is to train children in reading and speaking, to tune them into a foreign language. With both a short and a complete answer, it should be solved.

A gracious topic for conversation"" Animals "" . You can use the following blocks of questions:

- “Have you got a cat? Have you got a dog? Have you got a cow?

- “Has your friend got a pig? Has your friend got a duck? Has your friend got a guinea pig? Has your friend got fish?" "Have you got a pet?" "What is its name? How old is it? What does it say?"

- “Do cows live in a house? Do lions live in a town?" Do tigers live at the zoo?"

Do llamas live in the zoo? Do parrots live in the zoo? Do iguanas live on the farm? Do vipers live on the farm?""

b) Organization of lessons 3, 4, 5, 6, 7 cycles.

From the third cycle, the systematization of those grammatical phenomena that were studied before begins, and the preparation of students to perceive the main types of tense forms that will be studied further. Therefore, when selecting material, preference is given to grammar. Various grammatical structures are selected to enable analysis and comparison.

Perhaps, when organizing subsequent cycles this academic year, changes and additions will be made, because Today's fifth-graders are completely different in level of development, abilities, and preparation from last year's students. Perhaps new blocks will appear, some of the existing ones will be postponed or completely removed.

The learning process is a development process; it cannot be frozen, constant, unchanging. This is our reality. But in the work of a teacher there is always room for creativity. He is obliged to go forward, together with his students.

Last year I used the following blocksSpotlight 5:

Module 1 “School days”, 1 A ) School! 1b) First day! 1c) Favorite subject

Do you go to school?

Do you live far from your school?

When does your school start?

What is your favorite subject?

What is a good day at school for you?""

Have you got a mother?

Have you got a father?

Have you got a sister?

Have you got a brother?

Where do you go every day?

When do you go to school?

When do you go to shop?

Where do you walk with your friends?

When do you do your homework?""

Repetition linguistic and cultural studies knowledge

What colors has the flag of England?

What is the symbol of England?

What colors has the flag of Northern Ireland?

What is the symbol of Northern Ireland?

What is the old name of Northern Ireland?""

Module 2 “That’s time!” 2 A ) I am from… 2b) My things 2c) My collection

Where are you from?

How old are you?

Where do you live?

Do you have parents?

What are their names?

What countries do you know?

What nationalities do you know?

Do you have any collections?

What collection do you have?

Repetition linguistic and cultural studies knowledge

What English-speaking countries do you know?

Which continents do you know?

Let's speak about New Zealand?

Module 3 “My home, my castle.” 3a) At home 3 b) Move in 3c) My bedroom

Where do you live?

With whom do you live?

What type of houses do you know?

What type of houses do you prefer to live?

Do you have a flat?

What rooms do you have in your flat?

Are there any furniture in your flat?

What furniture do you know?

Do you have a bedroom?

What kind of furniture do you have?

Can you describe your room?

Module 4 "Family ties" 4 A ) My family 4b) Who is who? 4c) Famous people.

Have you got a mother?

Have you got a father?

Have you got a sister?

Have you got a brother?""

What is your mother's name?

How old is she?

Where was she born?

When is her birthday?

Where do she live?"

What is your father's name?

How old is he?

Where was he born?

When is his birthday?

Where do he live?"

"" When were you born?

When was your mother born?

When was your father born?

When was your sister born?

When was your brother born?

How can you describe yourself?

How can you describe your parents?

How can you describe your brother/sister/friend?

What famous people do you know

What can you say about Shakira?

How can you describe Shakira?

Module 5 “World animals” 5a) Amazing creature 5b) At the zoo 5c) My pet

Do you like animals?

What animals do you know?

How can you describe wild animals?

What animals live in India?

Do you like the zoo?

What animals are over there?

How can you describe them?

What pets have you got?

What is the name of your pet?

Can you describe your pet (type of pet, name, age)?

Module 6 "Round the clock" 6 A ) Wake up 6b) At work 6c) Weekends

What is your daily routine?

What do you do in the morning/afternoon/evening?

What time do you usually get up/go to bed?

What do you know about Lara Croft?

What kind of jobs do you know?

What do you usually/often/sometimes/never do at the weekends?

What do your parents do at the weekend?

Do you know Big Ben?

Which city is it in?

How old is Big Ben?

Can you describe Big Ben?

Module 7 “In all weathers” 7a) Year after year 7b) Dress right 7c) It’s fun

What date is it today?

What day is it today?

What season is it now?

Is it cold or warm?

Which winter month is February?

Is September the first autumn month?

Is January the first winter month?

Is April the second spring month?

Is July the second spring month?

Is August the third summer month?

Is October the second autumn month?

Is December the second winter month?

Is March the first spring month?

Is June the first spring month?

Is May the third summer month?

What clothes do you know?

Which clothes are for warm/cold?

What are you wearing now?

Repetition of linguistic and cultural knowledge

Where is Alaska?

What do you know about weather?

What images came to mind?

Module 8 “Special days” 8a) Celebration 8b) Master chef 8c) It’s my birthday

What do you know about festivals?

How do people celebrate different festivals?

What do you usually eat for breakfast/lunch/dinner?

What names of the foods/drinks sound similar in English and Russian language?

When do you have your birthday?

How do the British and Chinese celebrate birthday?

How do you celebrate your birthday?

Module 9 “Modern living” 9 A ) Going shopping 9b) I was great! 9c) Don't miss it!

How often do you go shopping and where?

What do you usually buy?

What did you buy last week?

Where do you most like to go in your free time?

What do you do there?

What did you do last Sunday?

What is your favorite film?

What is it about?

Where and when did you watch it?

Module 10 "Holidays" 10 A ) Travel and Leisure 10b) Summer fun 10c) Just a note

What is your favorite type of holiday?

Where do you usually go?

Where did you go last summer

Where do you want to spend your holiday this year?

Do you like to ride a car?

Do you like to ride a train?

Do you like to ride a bus?

Do you like to ride a bike?

Do you like to ride a trolley?

Do you go to the river in summer?

Do you go on a picnic on sunny days?

Do you go fishing on rainy days?

Do you listen to music at weekends?

Do you enjoy attraction every day?

Did you have toothache/stomachache/a headache/a temperature/a sunburn?

How can you resolve this problem?

Repetition of linguistic and cultural knowledge

What do you know about Scotland

Where is Scotland

What sightseen sights of Scotland do you know? "

To summarize, we can say that my students like this form of work. They take an active part in this stage of the lesson, waiting for new sentences and blocks. Of course, this is very labor-intensive work; it takes a lot of time when preparing a lesson. But it saves time when organizing a lesson and designing a board.

List of used literature:

1. Galskova N.D. "Modern methods of teaching foreign languages." (teacher's manual), M., "Arkti", 2004.

2. Vaulina Yu.E., Dooley D., Podolyako O.E., Evans V. “English in Focus -5” (a book for teachers for the textbook for 5th grade general educational institutions), M., “Enlightenment”, 2012.

3. Passov E.I. "Foreign language lesson in high school", M., "Prosveshchenie", 1988.

4. "English in Focus", textbook for 5th grade. general education institutions / Vaulina Yu.E., Dooley D., Podolyako O.E., Evans V - 7th ed. - M., "Enlightenment", 2012.

5. Passov E.I. "Program - the concept of communicative foreign language education (grades 5 - 11), M., "Prosveshchenie", 2000.

6.Kolker Y.M., Ustinova E.S., Enalieva T.M. "Practical methods of teaching a foreign language" (textbook), M., Publishing Center "Academy", 2001.

Teaching preschoolers (and children in grades 1-2) to read is a topic that raises so many questions that I decided not to write about it in about preschoolers, but to highlight it in a separate article. So, today about the most pressing issues of teaching reading in English.

Very often, parents, remembering how they once learned the language, ask this almost classic question:

What about transcription?

First of all, transcription doesn’t teach you how to read.. And I never taught. Those who have studied transcription, admit it: when reading a text in English, do you imagine it written down with transcription symbols? Of course not. No transcription is needed to read.

Transcription helps you find out how to pronounce an unfamiliar word. Previously, almost the only way to find out when there was no teacher nearby was a paper dictionary. Therefore, while studying the rules of reading (in the fifth grade, by the way), we immediately took transcription icons so that the children could use the dictionary at home. I repeat, not for reading, for using a dictionary! But now we have a lot of all kinds of resources at our disposal. There is also a textbook with an audio application, where new words, texts, songs, etc. are voiced; you have a computer, smartphone or tablet with voiced dictionaries, and in extreme cases, almost any online dictionary provides the opportunity to listen to a new word. Children look at a paper dictionary less and less often. And that's okay. This is progress.

Secondly, transcription will only confuse a small child. It can be given starting from early adolescence. In the same fifth grade it is quite possible, although now it is no longer necessary. Imagine, a preschooler or a first-grader who has just recently learned the Russian alphabet is studying the English alphabet - these are already two sign systems that he must keep in mind. And here some introduce a third sign system, which is needed to decipher the second. Doesn't it sound complicated? Now imagine how difficult it is for a child. No, a child with a good memory will, of course, master this too. But why? Everything has its time.

Why can't you sign words in Russian letters?

Sometimes I see that some parents and even (oh horror!) colleagues sign the child’s word as it is read in Russian letters. You can't do that. Never. At all.

Firstly, Russian letters cannot convey English sounds. By writing words in Russian letters, you spoil your child’s pronunciation. Which, by the way, is formed most naturally in childhood.

Secondly, if the word is signed in Russian, what will the child do? That's right, he will read it. Do not remember how it is written in English, but read these very Russian letters. He will remember how the word sounds, but if he encounters this word in a new text, he most likely will not recognize it.

With preschoolers and primary schoolchildren, learning to read begins with alphabet And sounds. And the main role is played not by the alphabet, but by sounds. It is very easy to remember the alphabet - just regularly play alphabet songs for your child, which are available on YouTube great multitude. But in order to start reading, a child must learn which letter of the alphabet makes which sound. To do this, my students and I (using games with cards, videos, TPR - about it) for each letter of the alphabet, remember its sound and one or two words that begin with this sound. For example, seeing the letter Bb, children immediately remember the ball, and therefore the sound /b/. At home you can additionally listen to these: phonics songs.

There are two ways to teach children to read. And the best effect will be if you use both methods at the same time.

Whole word method.

This method of teaching reading is offered by the authors of most children's textbooks. According to this method, new words are given as follows: picture + word. Children look in the textbook at pictures with words labeled on them, listen, repeat after the speaker, play with cards. Typically, the teacher uses two sets of cards: picture cards and word cards. In special educational games with these cards, children remember which word goes with which picture.

That is, the mechanism is this: the child does not parse the word into sounds, he correlates the visual image of the whole word with its sound (thanks to this, the method of whole words can begin to be used in parallel with the study of the alphabet and sounds, without waiting until all the letters are learned). Then, seeing the studied word in the text, the child remembers how it sounds and can read it. This method is good because almost half of the words in English are exceptions that are not read according to the rules and there is simply no other way to learn these words or remember them.

Phonics teaching method.

The whole word method alone is still not enough. In order for a child to really read well, it is better to supplement the textbook with its whole-word method by studying reading according to the rules. For this purpose, phonics are used with children from 6 years of age - these are manuals where words are collected in groups, depending on what rule it is read by. By listening and reading these groups of words, the child develops reading patterns. For example, after listening, repeating after the speaker and, perhaps, playing the words cat-fat-mat-bat in games, most children themselves will be able to read the word sat and similar ones.

Usually, phonics are beautiful books with pictures, audio and sometimes video applications (the ones I like are Oxford Phonics World for preschoolers and Sounds Great for starters, both in 5 parts), there are also interactive programs (Starfall, Teach Your Monster to Read) and video courses (for example, an amazing course Hooked on Phonics). Some authors provide phonics directly in the textbook, for example, the Family and Friends textbook contains phonics, but they are spread out over several years (!) of study. In fact, one school year is enough to learn all the rules of reading for children.

Introduction
Chapter 1. Teaching reading in an English lesson in grades 5-9
Reading as a type of speech activity
Methods of teaching reading
Characteristics of the main types of reading
Chapter 2. Modern technologies for teaching reading
2.1. Teaching Reading to Students
2.2. Introductory reading training
2.4. Search reading training
Conclusion
List of used literature

Introduction

As is known, children’s activity in assimilation of information occurs on the basis of their own views and interests, which is the main means of motivating learning activities. In this case, it is necessary to take into account the personal individualization of students, to correlate speech actions with their real feelings, thoughts and interests.

As lexical units accumulate, many children need visual support, because It is extremely difficult to perceive speech only by ear. This is especially true for those children whose visual memory is better developed than auditory memory. That's why reading is so important.

Reading is one of the most important types of communicative and cognitive activity of students. This activity is aimed at extracting information from written text. Reading performs various functions: it serves for practical mastery of a foreign language, is a means of studying language and culture, a means of information and educational activities, and a means of self-education. As you know, reading contributes to the development of other types of communicative activities. It is reading that provides the greatest opportunities for the education and comprehensive development of schoolchildren through the means of a foreign language.

The object of study of this course work is the process of teaching a foreign language in a secondary school.

The subject of the study is teaching reading in English in a secondary school at the middle stage of education.

The purpose of the study is to summarize and analyze the available methodological data relating to teaching foreign language reading and to consider modern technologies for teaching reading in a foreign language.

Based on this goal, we can highlight the following tasks:

1) Define what reading is as a type of speech activity;

2) Consider what methods of teaching reading existed;

3) Describe the main types of reading;

4) Reveal the content of technologies for teaching reading at the middle stage of education in a secondary school.

Chapter 1. Teaching reading in an English lesson in grades 5-9

Reading as a type of speech activity

Reading is a speech activity aimed at visual perception and understanding of written speech.

Understanding a foreign language text requires mastery of a set of phonetic, lexical and grammatical informative features that make the recognition process instantaneous.

Although in the real act of reading the processes of perception and comprehension occur simultaneously and are closely interconnected, the skills and abilities that ensure this process are usually divided into two groups: a) associated with the “technical” side of reading (they provide perceptual processing of the text (perception of graphic signs and correlating them with certain meanings or recoding visual signals into semantic units) and b) providing semantic processing of what is perceived - establishing semantic connections between linguistic units of different levels and thereby the content of the text, the author’s intention, etc. (these skills lead to understanding the text as a complete speech utterance).

It is known that the reader’s eye normally makes short jumps, between which stable fixations occur on the object in order to extract information. Observations of eye movements show that they are divided into two types:

1) search, installation and corrective movements;

2) movements involved in constructing an image and recognizing a perceived object.

If we turn to the speech mechanisms of reading, then, just as in oral communication, speech hearing, prediction and memory will play a huge role here, although they manifest themselves somewhat differently. The role of speech hearing in the reading process is determined by the peculiarities of the sound-letter system of printed text.

Probabilistic forecasting - “mental overtaking in the reading process” - as an integral component of active mental activity, also determines the success of perception and understanding in any type of reading.

Forecasting helps create an emotional mood in students and readiness to read.

The success of probabilistic forecasting depends on the relationship between known and unknown words, on the degree of familiarity with the topic, on the ability to use an instantaneous choice of solution from a number of probabilistic hypotheses. Hypotheses constitute one of the search mechanisms.

The stepwise nature of understanding in relation to a foreign language was described by Z. I. Klychnikova, who identified four types of information extracted from the text and seven levels of understanding.

The first two levels (level of words, level of phrases) indicate approximate understanding. By learning the meaning of words and phrases in context, the reader gets an idea of ​​the topic the text is dedicated to. The operations that a novice reader performs are of a certain complexity. It arises not only due to the quantitative discrepancy between the reader’s vocabulary and the vocabulary present in the text, but also due to the fact that many words are used in a figurative meaning and do not have motivation. Polysemantic words, homographs, antonyms and synonyms are also of great difficulty.

The third level (understanding sentences) is more advanced, although it is also fragmented. Perceiving a sentence, the student must break it down into separate elements, establish the connection between them and their role in the statement, recognize grammatical homonyms, especially in function words, etc.

The author connects the fourth and fifth levels (understanding of the text) with types of reading and with what types of information the content extracted from the text belongs to.

The sixth level is the understanding of content and emotional-volitional information, the seventh is the understanding of all four types of information, including incentive-volitional information.

The last two levels should indicate complete development of technical skills. To perform this last communicative task, the reader must be able to generalize, find connections between semantic pieces, highlight the most important, “move into the subtext,” and achieve completeness, accuracy and depth of understanding. As a result of all these operations, the reader evaluates the text in a broad social and cultural context, and the reading itself is characterized by maturity.

Reading is considered as a receptive speech activity, which consists of the perception and comprehension of written speech. Unlike the perception of oral speech, when reading, information comes not through the auditory, but through the visual channel. The role of various sensations changes accordingly. Visual sensations play a decisive role when reading. Both listening to speech and reading are accompanied by pronunciation of the perceived material in the form of internal speech, which becomes full expanded speech when reading aloud. Therefore, when reading, motor sensations play an important role. The reader hears himself, therefore auditory sensations are an essential element of reading. They make it possible to check the correctness of your own reading. However, when reading, they play a subordinate role, in contrast to listening to speech, where they dominate.

Simultaneously with the perception of what is being read, its comprehension also occurs. These two aspects of the reading process are inextricably linked. The availability of conditions for its understanding depends on the quality of perception of the text. Errors in perception, such as comparing words with similar shapes or incorrectly reading words, lead to a distortion of meaning. At the same time, an incorrect understanding of the meaning leads to a false guessing of the form of the word, etc.

But some features that are unique to reading still need to be noted. Comprehension when reading is carried out under slightly more favorable conditions, which are determined by the greater clarity of visual images compared to auditory ones and the longer duration of their influence. At the same time, the content of the material when reading is, as a rule, more complex. The topic of oral speech usually covers subjects that are close to the speaker and directly concern him. When reading, the range of questions is much wider, especially at the middle and senior stages of learning a foreign language. Texts borrowed from popular science, political and fiction literature of the country of the language being studied are characterized, in particular, by turning to topics that reflect the life and history of a given country, which leads to familiarization with facts and objects that are not in the reader’s experience.

Methods of teaching reading

Every century comes up with its own methods of teaching reading. Then he forgets them, only to “rediscover” them a few decades later and admire them again. Each has its own charm. However, let's understand all this diversity.

There are two main, fundamentally opposite methods of teaching reading. One is called the whole word method, the other is called the phonological method.

For a long time there were discussions about whether it was necessary to teach phonetics at all. By 1930, a number of studies had been conducted on this topic, and everyone came to the conclusion that phonetics is necessary, the only question is how and in what volume to give it to children.

For example, the following experiment was carried out. A group of five- to six-year-old children was divided in half, with the first subgroup taught reading using the whole word method, the second subgroup using the phonological method. When the children began to read, they were tested. At the first stage, children from the first group read aloud and silently better. “Phonological” children coped with unfamiliar words more easily and by the end of the second grade they surpassed their classmates in terms of perception level and richness of vocabulary.

According to scientists' observations, "integer" children made typical mistakes. For example, when reading the caption under a picture, they replaced words that were similar in meaning. Instead of "tiger" they could say "lion", instead of "girl" - "children", instead of "car" - "wheels". The desire to assign a word to a strictly defined meaning led to the fact that during the entire year of study, these children were never able to learn to read new words without anyone’s help.

In fairness, it must be said that “phonological” children experienced difficulties in reading those words where the letters were rearranged or replaced with similar ones.

Thus, it became clear that most young readers need phonetics. Recent studies have confirmed that people spell words. But due to the fact that this process occurs instantly, it seems that we perceive the word as a whole.

Going further in research, psychologists realized that reading is pronouncing text to oneself. Proponents of the theory of perception of the text as a whole believed and believe that we perceive words from the text directly. But experiments have shown that when reading silently, the same part of the brain is used as when reading aloud.

Do we need an alphabet?

Oddly enough, you can learn to read without knowing the alphabet. Followers of the “whole words” method urge not to teach children letters. And only recently the final conclusions of scientists became known: only knowledge of letters makes the process of learning to read as successful as possible.

An experiment was conducted. The children were shown cards with words. Only in one group these words were captions under the pictures, and in the other the same words were given without illustration. Each group was presented with the same four words. Then the children were brought together, the cards were shuffled and shown again. It turned out that children only recognized words on the cards they learned from. That is, a child who memorizes a word with an illustration is much less likely to recognize the graphic appearance of the word than one who memorized the spelling in its “pure form.”

This indirectly confirms the fact that the alphabet is necessary. But the main thing is not what the letters are called, but what they mean. Children should not only know the names and sequence of letters, but learn to pay attention to the letters and perceive them as part of the whole.

Moreover, the alphabet is an abstract code. The child, who previously dealt with real things, begins to use symbols, and this is the first step towards the development of abstract thinking.

There cannot be one universal method of teaching reading in any language. But a general approach may be: start learning with an understanding of letters and sounds, with phonetics. This principle works in almost any language. Even in China, where hieroglyphs are traditionally used in writing, for the last 50 years children have been taught to read words using the Latin alphabet first, and then move on to traditional writing.

In some languages, the relationship between letters and phonemes is very, very complex. For example, in English many words are read completely differently than they are written. The rules of reading depend on whether the syllable is closed or open, on the order of the letters and on their combinations with each other. Some sounds can affect the pronunciation of others, and so on. That is why in English the alphabet for initial learning to read by James Pitman and the whole-language method (perception of the text as a whole) used to be very popular. Today in America, at the state level, a project is being considered for the mandatory introduction of phonetics into the curriculum in all states.

In Russian everything is much simpler. Most words are read as they are written. The exception is cases of so-called "laziness" of the language, when the historical appearance of the word is changed by modern pronunciation ("malako" instead of "milk", "krof" instead of "krov", "sonce" instead of "sun", etc.) But even if we will read as it is written - it will not be a mistake and will not change the meaning.

A few decades ago, there was only one method: first, children learned the names of letters, then sounds, and then connected the letters into syllables. The difficulty was that first-graders for a long time could not learn the difference between how a letter is called and how it is pronounced. The syllables turned out to be long, and it was very difficult for the child to keep several letters in his head. In recent years, the principle of warehouses - phonemes - has been successfully used. There are not many warehouses in the Russian language, and they are easy to manipulate. Especially if they are placed on cubes, which means you can touch and turn them in your hands. Zaitsev's cubes, which use the principle of warehouses, fit very well with the structure of the Russian language.

So, we found out that a child needs to know phonetics. But this does not mean that the child should cram boring rules and distinguish between qualitative and quantitative reduction. The main thing that needs to be maintained is interest in learning. But there is only one rule: the child is interested as long as his capabilities coincide with the assigned tasks.

We need to make sure that the child succeeds, so that his successes are obvious. For example, take a couple of dozen words to master that denote objects in the house. If you hang signs with words on these objects, your baby will soon begin to recognize familiar inscriptions.

Then you can play a guessing game or lotto with the same words - and the child will feel confident in his abilities.

Only against the backdrop of positive emotions will further learning be effective.

But it is not a sin to prepare the youngest children for learning to read in the future. The recipe here is simple: read aloud to them as much as possible.

Moreover, the texts must exceed the child’s language level in terms of vocabulary. In addition, correct reading, according to experts, involves pauses, unfinished thoughts, and complex questions that require reflection. One-and-a-half-year-old children whose parents read books in this way were eight months ahead of their peers in development!

So, despite the ongoing debate about ways to teach reading, a mandatory element has been identified that does not depend on a particular language: mastering the correspondence between letters and sounds.

This step is the first, but not the last on the path to deep and complete mastery of your native speech.

Another method of teaching reading is the phonetic method. It is based on the alphabetic principle. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves on to syllables, and then to whole words. There are two directions in the phonetic approach:

Method of systematic phonetics. Before reading whole words, children are sequentially taught the sounds that correspond to letters and are trained to connect these sounds. Sometimes the program also includes phonetic analysis - the ability to manipulate phonemes.

The internal phonics method focuses on visual and semantic reading. That is, children are taught to recognize or identify words not through letters, but through a picture or context. And only then, analyzing familiar words, the sounds denoted by letters are studied. In general, this method has lower efficiency than the systematic phonetics method. This is due to some features of our thinking. Scientists have found that reading ability is directly related to knowledge of letters and sounds, and the ability to identify phonemes in oral speech. These skills are even more important in initial reading learning than the general level of intelligence.

Another method of teaching children to read is the linguistic method.

Linguistics is the science of the nature and structure of language. Some of it is used in teaching reading.

Children come to school with a large vocabulary, and this method suggests starting learning with those words that are often used, as well as those that are read as they are written.

It is through the example of the latter that the child learns the correspondence between letters and sounds.

Using the whole word method, children are taught to recognize words as whole units, without breaking them down into components. This method does not teach letter names or sounds. The child is shown the word and pronounced. After 50-100 words have been learned, he is given a text in which these words appear frequently.

In Russia this method is known as the Glen Doman method. Advocates of early childhood development became interested in it in the 90s.

Whole text method is somewhat similar to the whole word method, but appeals more to the child’s language experience. For example, a book with a fascinating plot is given. The child reads and encounters unfamiliar words, the meaning of which he needs to guess with the help of context or illustrations. At the same time, not only reading is encouraged, but also writing your own stories.

The goal of this approach is to make the reading experience enjoyable. One of the peculiarities is that phonetic rules are not explained at all. The connection between letters and sounds is established in the process of reading, in an implicit way. If a child reads a word incorrectly, it is not corrected. The dominant argument: reading, like mastering spoken language, is a natural process, and children are able to master all the subtleties of this process on their own.

The method developed by Nikolai Zaitsev defines the warehouse as a unit of language structure. A warehouse is a pair of a consonant and a vowel, or a consonant and a hard or soft sign, or one letter. Zaitsev wrote warehouses on the faces of the cubes. He made the cubes different in color, size and the sound they made. This helps children feel the difference between vowels and consonants, voiced and soft. Using these warehouses, the child composes words.

The technique refers to phonetic methods, because a warehouse is either a syllable or a phoneme. Thus, the child learns to read immediately by phonemes, but at the same time unobtrusively receives the concept of letter-sound correspondences, since on the faces of the cubes he encounters not only letters, but letters “one by one.”

James Pitman, as part of his method, developed a special alphabet for initial teaching of reading in English (Initial Teaching Alphabet (ITA)). He expanded the English alphabet to 44 letters so that each letter was pronounced in only one way, so that all words were read as they were written . As reading is mastered, the letters are replaced with regular ones.

Another method, the Moore method, begins by teaching the child letters and sounds. He is brought into the laboratory, where there is a special typewriter. She pronounces sounds, as well as the names of punctuation marks and numbers, when you press the corresponding key. At the next stage, the child is shown combinations of letters, for example, simple words, and asked to type them on a typewriter. And so on - write, read and print.

Characteristics of the main types of reading

Depending on the target setting, viewing, introductory, studying, and search reading are distinguished. Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.

Study reading involves the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is being read, based on the linguistic and logical connections of the text. Its task is also to develop the student’s ability to independently overcome difficulties in understanding a foreign text. The object of “study” in this type of reading is the information contained in the text, but not the language material. Study reading is characterized by a large number of regressions: repeated reading of parts of the text, sometimes with a clear pronunciation of the text to oneself or out loud, establishing the meaning of the text by analyzing linguistic forms, deliberately highlighting the most important theses and repeatedly speaking them out loud in order to better remember the content for subsequent retelling and discussion , use at work. It is studying reading that teaches a careful attitude towards the text.

Although learning reading unfolds at a leisurely pace, one should point out its approximate lower limit, which, according to S.K. Folomkina, is 50 - 60 words per minute.

For this type of reading, texts are selected that have educational value, informative significance and that present the greatest difficulty for this stage of learning, both in content and in language terms. [Maslyko E.A., 1997:96]

Introductory reading is cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is “reading for yourself,” without any prior special intention for subsequent use or reproduction of the information received.

During introductory reading, the main communicative task that the reader faces is to, as a result of quickly reading the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text, what exactly it says according to the data questions, etc. It requires the ability to distinguish between primary and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent a subject of special study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded. To achieve the goals of introductory reading, according to S.K. Folomkina, understanding 75% of the content of the text is sufficient if the remaining 25% does not include key provisions of the text that are essential for its understanding.

The pace of introductory reading should not be lower than 180 words per minute for English.

For practice in this type of reading, relatively long texts are used, linguistically easy, containing at least 25 - 30% of redundant secondary information. [Maslyko E.A., 1997:95-96]

Scanning reading involves obtaining a general idea of ​​the material being read. Its goal is to obtain the most general idea of ​​the topic and range of issues discussed in the text. This is a quick, selective reading, reading the text in blocks for a more detailed acquaintance with its “focusing” details and parts.

It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information that interests the reader, and on this basis make a decision whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract.

When skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.

The completeness of understanding during skimming is determined by the ability to answer the question of whether a given text is of interest to the reader, which parts of the text may turn out to be the most informative in this regard and should subsequently become the subject of processing and comprehension with the involvement of other types of reading.

To teach scanning reading, it is necessary to select a number of thematically related text materials and create viewing situations. The scanning reading speed should not be lower than 500 words per minute, and educational tasks should be aimed at developing the skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use source text material in accordance with a specific communicative task. [Maslyko E.A., 1997:94-95]

Search reading is focused on reading, for example, newspapers and literature in the specialty. Its goal is to quickly find well-defined data (facts, characteristics, digital indicators, instructions) in a text or in an array of texts. It is aimed at finding specific information in the text. The reader knows from other sources that such information is contained in this book or article. Therefore, based on the typical structure of these texts, he immediately turns to certain parts or sections, which he subjects to student reading without detailed analysis. During search reading, the extraction of semantic information does not require discursive processes and occurs automatically. Such reading, like skimming, presupposes the ability to navigate the logical and semantic structure of the text, select from it the necessary information on a specific issue, select and combine information from several texts on individual issues.

Mastery of reading technology is carried out as a result of completing pre-text, text and post-text tasks.

Pre-text tasks are aimed at modeling background knowledge necessary and sufficient for the reception of a specific text, at eliminating semantic and linguistic difficulties in its understanding and at the same time at developing reading skills and abilities, developing a “comprehension strategy”. They take into account the lexico-grammatical, structural-semantic, linguostylistic and linguistic-cultural features of the text to be read.

In text tasks, students are offered communicative guidelines that contain instructions on the type of reading (studying, introductory, viewing, searching), speed and the need to solve certain cognitive and communicative tasks in the reading process.

Students perform a number of exercises with text, ensuring the formation of skills and abilities appropriate to a specific type of reading.

Post-text tasks are designed to test reading comprehension and to monitor the degree of development of reading skills. As for the sequence of types of reading, two options are used in teaching practice:

The latter option seems to be more effective, since it prepares all other types of reading to a greater extent. [Maslyko E.A., 1997:97-98]

Conclusions on the first chapter

Learning to read in a foreign language is an important stage both from the point of view of learning and mastering a foreign language, and from the point of view of the child’s overall development. Interest in reading as a type of speech activity arose a long time ago, and today there are a huge number of methods for teaching reading. In addition, scientists distinguish different types of reading: studying, introductory, viewing and searching.