Communicative-visual methods of home reading at the senior stage of the english language teaching

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MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

L. N. GUMILYOV EURASIAN NATIONAL UNIVERSITY

SCHOOL OF PHILOLOGY

DEPARTMENT OF THEORY AND PRACTICE OF FOREIGN LANGUAGE

TERM PAPER ON TEACHING METHODS OF THE FOREIGN LANGUAGE

COMMUNICATIVE-VISUAL METHODS OF HOME READING AT THE SENIOR STAGE OF THE ENGLISH LANGUAGE TEACHING

THEME

Done by: Student of FL- 31,

Bakytzhanov A.

Scientific advisor: Senior lecturer,

Anasheva D. K.

Astana 2016



Introduction. General issues of home reading teaching

language teaching reading

This paper is about communicative-visual ways of home reading teaching at the senior stage of teaching English. The information given in this paper will be of value to anyone involved in teaching English language; to anyone interested in communicative-visual methods of home reading and how to use them during the lessons correctly; to anyone interested in methods of teaching foreign language.

Reading original literature in the learning language contributes to the development of oral language, enriching vocabulary, introduces the culture and literature of the learning language country, helps to improve analytical thinking. Therefore, home reading lessons needed in the educational process. These lessons are undoubtedly valuable: firstly, student contacts with the contemporary living language, not conditional training; Secondly, there is an opportunity to express their views and to evaluate the product, characters and situations. But in order to reading was exciting and at the same time developing language skills, it is necessary to work on the text as before reading the passage, and after, to help students understand the text and activate the new language phenomena. Consequently, the teacher needs to know different exercises to work with the texts.

In this research, we proceed from the definition proposed by V.M. Fadeev, who understands home reading as compulsory for all pupils, additional in relation to the textbook, constant and copious reading in order to extract meaningful information

Methodists such as I.L. Bim, N.I. Gez, G.V. Rogov, R.K. Mignard-Beloruchev, E.I. Passov, S.K. Folomkina studied issues, relating to the role of reading in the system of teaching foreign languages and the classification of types of reading.

The topicality of the research stems from the fact that the practical aspects of reading teaching methods to students are not disclosed sufficiently. Recently, due to a focus on speech training attention to reading is weakened. Many issues are still not sufficiently covered in the theory, which leads to errors in the practice of teaching reading.

The aim of the work is to identify the characteristics of the teaching home reading at the senior stage of training.

We have set the following objectives:

1. To consider home reading as a goal and means of foreign language learning.

2. To study out communicative-visual method in home reading teaching

3. To create and describe the classification of exercises to work on the texts of home reading.

The object of paper is the introduction of home reading lessons while teaching English, methods of control of understanding the meaning and content of reading;

The subject of the research: methods of home reading teaching at the senior stage of training.

There were applied theoretical methods of research: descriptive, including the monitoring and classification of the material, rather-typological analysis and synthesis of the material; formulation of conclusions.

The structure of the work: The term paper consists of an introduction,

2 chapters, conclusion and the list of references. The first chapter is devoted to the study of general concepts of home reading teaching, as a goal and means of foreign language learning, communicative-visual means in home reading teaching and their difficulties in using. The second chapter has developed a set of exercises to read for the older phase of foreign language training. The significance of the theme, aims, objectives, the theoretical and practical significance of the term paper are found in the preface of our work.



1. Home reading as a goal and means of foreign language learning

Many researchers have noted that due to reading, during which there occurs an extraction of information from the text, there may happen transfer and assignment of the experience acquired by mankind in various fields of social, labor, and cultural activities.

Developing the idea of the role of reading in the learning process, G.V. Rogova points out: "the reading process itself, involving analysis, synthesis, generalization, inference and prediction carries a significant educative role" [2, p. 139].

An interesting position offers Methodist B.V. Belyaev and R.K. Mignard-Beloruchev by giving the following definition: "Reading is actually a written language, i.e., graphic recording of the sound shell thoughts "[3, p. 175].

I.L. Beam notes that reading is one of the most important types of communicative activities of students, which is aimed at extracting information from written anchor text [4, p. 202].

As I.I. Mihaylevskaya writes that reading is a kind of receptive speech activity on the perception and understanding of the written text, this is an interpretation of written characters and translation into the equivalent of an oral and also written comprehension. From a psychological point of view, reading is a process consisting of the art of reading and understanding (information extraction) [5, p. 61].

R.C. Mignard-Beloruchev in learning to read highlights:

1) reading technique (action to identify letters and their connection to the word for understanding the relationship between written and spoken);

2) educational reading (pronunciation perceived written text);

3) informative reading (act of extraction information from the text) [6, p. 176].

Reading is a receptive activity, as based on the perception of speech signs. According to E.I. Pass the reading process takes place on a subliminal level (perception of language signs), and some - on the level of current awareness (processing content information) [7, p. 180].

N.D. Galskova pays special attention to the fact that, to understand the foreign language text, you must have a certain perceptual-semantic base, i.e., possession of a set of phonetic, lexical and grammatical informative features, which make the process of identification instantaneous [8, p. 224].

As N.I. Gez notes, in reading there are two plans: informative (the components of the objective content of activity) and procedural (elements of the process activities), with the leading role always belongs to the first. To the content of activity include primarily its purpose - to result in the attainment of which it is directed. The reading of such a purpose is the disclosure of semantic relationships - understanding speech works submitted in writing (text) [9, p. 264].

Thus, reading is seen as receptive speech activity, which consists of perception and comprehension of written language. A crucial role is played while reading the visual, motor and auditory sensations. At the same time there is the perception of being read and its interpretation. These two sides of the reading process are inextricably linked. The quality perception of the text depends on the conditions for its understanding.

Errors in perception, such as the assimilation of similar in the form of words, words read incorrectly, leading to a distortion of meaning. At the same time, a wrong understanding of the meaning tempting to guess the false form of expression and so on.

As both a goal and a means of learning a foreign language, reading plays an important role in the educational process. Mastering the students the ability to read a foreign language is one of the practical purposes of studying this subject in the school.

Reading is one of the most important sources of linguistic and socio-cultural information in the process of learning a foreign language. Using books for reading can not only transform the process of learning a foreign language in an exciting experience, but also helps students to get acquainted with the modern realities of the country of the spoken language. Home reading lessons are undeniably valuable: first of all, the student contacts with the modern language, rather than opportunistic learning; secondly, there is an opportunity to express their views and to evaluate the product, characters and situations. [10, p. 15]

On the part of the goal in organizing home reading now designated two trends:

1) Reading in order to understand the text, i.e., the actual reading;

2) Reading as a preparation for an interview.

Some Methodists (E.P. Shubin, A.A. Weisz and etc.) indicate that home reading should be an exercise only in reading, and that should not be complicated with other types of linguistic activity, such as discussion in a foreign language. However, current rejection of the home reading material as a source of development of spoken language would hardly have been appropriated. In the context of school education in foreign languages, in our view, there is no more real source of stimulating speech activity than texts. Exactly during a conversation on texts which read at home, students are being free from "the shackles of the training" and freely express their opinions and emotions [11, p. 28-30].

N. Ishcuk argues that reading is one of the most important language skills that students must master in the process of learning a foreign language. Reading - is not only the goal of learning as an independent kind of speech activity, but also a means of developing skills. While reading the text, the person repeats the sounds, letters, words and grammar of a foreign language, remembers the spelling of words, the meaning of phrases, and thus, improves his knowledge of the target language. So reading is the ultimate goal, and the means to achieve this goal [12].

Home reading is complex: it's kind of reading, which involves the mastery of specific skills and abilities extract information from a written text, and a special form of training (with support for various instructional strategies), as well as specific technology training, which includes a set of exercises, so and training methods and control techniques. An analysis of the scientific literature shows that home reading can be viewed either as a component of the training content of foreign language, either as a separate aspect of the training. We agree with the second point of view, and we believe that:

"Home Reading" is a broader concept than one of the components of the content of learning a foreign language, because it covers all kinds of speech activity (reading, listening, speaking and writing), and suggests a close relationship with the various aspects of foreign language teaching (vocabulary, grammar,).

1.1 Communicative-visual means as the essential part in home reading teaching

In the process of learning a foreign language, home reading is one of the most important sources of linguistic and socio-cultural information. Using books for home reading can not only transform the process of learning a foreign language in an exciting experience, but also helps students to get acquainted with the modern realities of the country.

In the context of new approaches and changes in the strategies of foreign language teaching and language education in general, home reading of imaginative literature of the country of studied language becomes an important and essential aspect of the process of foreign language teaching.

Reading original literature in the target language contributes to the development of oral language, enriching vocabulary, introduces the culture and literature of the target language country, develops analytical thinking. Teaching for natural language is possible only if the materials are taken from the life of native speakers and compiled by taking into account the peculiarities of their culture and mentality in line with the accepted norms of speech. Methodically authentic text of the speech is a natural product created for methodological purposes. It seems that the development of these educational texts will allow more effectively carry out training in all kinds of speech activity, to simulate immersion in natural language environment in the classroom of English.

Therefore, home reading lessons needed in the educational process. These lessons are undeniably valuable: firstly, because the student in contact with the contemporary living language, and not conditional training; Secondly, there is the opportunity to express their views and to evaluate the product, characters and situations.

Communicative-visual methods of home reading learning calls on to solve one of the main tasks of a teacher - to bring up a certain culture of self-study and rationally directing it, to form the methodology of students in the development of a variety of speech skills in mastering linguistic material.

The task of training the parties is to select the learning content, to ensure rational organization of self. It has been proved that excessive teacher's activity in the transferring knowledge and detailed explanation often leads to inhibition in the perception of students.

Home reading is meant as a compulsory reading for all students, additional in relation to the book, the constant reading in order to extract meaningful information.

By the nature of understanding to read - a synthetic reading as a form of linguistic texts in the present case does not require from the reader intellectually significant and strong-willed effort to expand it and focus the reader is directed to the extraction of information encrypted in the text. By the way of reading - reading silently or in an ideal form - visual reading, as " the most advanced and mature reading"

[13, p 131]. By the place and time of reading - it is extracurricular, home reading.

So, the main purpose of home reading is to obtain information from texts in a foreign language. At the same time systematic and home reading is an important source and means of increasing the vocabulary and development of oral communication skills of students.

Home reading we understand as compulsory for all pupils, additional in relation to the textbook, constant and copious reading in order to extract meaningful information. In order to reading was constant and binding, it should be feasible. Therefore, the text should be easy (adapted) from the artistic, social, political, scientific and popular literature, containing mostly familiar lexical and grammatical material.

In the development of skills and lingual reading needs, the formation of students' psychophysiological mechanisms of reading as an activity, process, and also in improving the oral-language skills of students through reading home reading must play a leading role.

Home reading allows students in the school to join the reading in a foreign language as a real speech activity. [14].

1.2 Difficulties in using communicative-visual means in home reading teaching

The study of home reading teaching begins from reading it. Often in the middle grades, it is advisable to carry out not only the expressive reading, and read a few chapters in the class, only then offer the students read the whole composition.

Such a joint reading of the first chapters of works is accompanied by commentary. These comments should not be excessively detailed, should not duplicate explanations of textbooks and anthologies. Comments should be merged with reading and act as a "thinking aloud", gently tapping the most important thing in every work, without understanding that it is difficult to perceive it with interest.

Practice-teachers distinguish the following types of comments: preliminary, historical-household, historic, historical, literary, lexical, lexical-phraseological, ideological and stylistic, connotative (contextual), summarizing

These classes require teacher not only thorough knowledge, but also specific creative and executive powers, as teacher of literature should convey to children "flavor" of the work, its originality. A joint reading at the beginning resonates with students and when such training is carried out to the perception, the product should be read completely disciple. The initial reading is superficial at first, but still has an impact on the reader's personality.

Reading can be home and classroom. In the middle grades teachers give preference to the class reading, because while reading in the classroom, the teacher can be sure that the class got acquainted with the book and heard her expressive sound. However, we should not underestimate home reading. It is a private, intimate. By reading aloud, the teacher inadvertently affects his perception of his interpretation, at independent reading is no intermediary between the work and the student.

In practice of the work it is important to combine both types of reading. In junior class reading aloud is practiced more frequently than in older ones. It is not only in the volume of work, but also in the preparation of the student. In the 1- class reading technique of children is not sufficiently high, and while silent reading, children do not feel pleasure. And the class reading in these classes involves a number of difficulties. 10 -11 - year students cannot listen for a long time carefully and tensely. They like to be read aloud, but after 20-25 minutes their attention is scattered, they begin to get distracted. In addition to these classes, an urgent need to improve reading techniques. Therefore, there is a tendency to merge the initial reading with analytical work. However, this is not true. You cannot change meeting with a work of art with the work on the technique of reading. The work is in full force should be played in the classroom and reading technique should be addressed in the review process, in part individually.

In high school, reading becomes basically home. The curriculum includes such great works in terms of what they read in the classroom is entirely impossible. Therefore, the teacher should consider how to encourage children to read the book and how to help them in reading, and then find out how far they embraced it.

First of all, students should know that his teacher is interested in reading, watching him, and relies on the analysis of self-perception of students. Therefore, one of the most effective means of reading organization is friendly, interested and serious analysis of the reading results.

It is desirable to control, for the reading course, translate into a variety of forms:

1. Quiz (the teacher reads a passage, students have to write, who uttered these words, or where the action takes place, etc.). This quiz pulls students, encourage them to read, because they know that everyone has to give a report about the read.

2. Execution of tasks. For example: call your favorite pages, the most memorable episodes, to express the impression from reading the book; put the questions that I would like to discuss in class.

3. Self-formulation questions that you would like to discuss in class.

4. Tasks that focus students' attention on the emotional tone of a work such as: name the most sad or joyful scenes and retell them. Only after the teacher will be sure that the work of the students read, you can begin to study it. [15].



2. Practical usage of communicative-visual means in home reading teaching

2.1 The development of the lesson

Lesson development plan:

Book: Ayapova T., Abildayeva Z., Tutbayeva Zh. “English” Student's book. “Mektep”. 2008

Theme: Home reading.

Vocabulary: Fool, foolish, a coward, a playwright, respectable, to marry.

Type of the lesson: new lesson

Form of the lesson: traditional

Aims of the lesson:

Educational 1:

1. To ensure that during the lesson the students mastering a new language.

2. To educate students to respect the poetry of the country of learning language

3. To develop reading and speaking skills.

Educational 2:

1. To form pupils' knowledge on the theme "Writers of United Kingdom: William Shakespeare."

Developmental:

to develop critical thinking;

Lesson objectives: to learn new words through the activities.

Visual aids: a projector, a book, pictures, computer.

The procedure of the lesson:

	Procedure	Tasks	time
1. Organization moment. Lesson starts from greeting with students, conversation with a pupil on duty and checking home tasks. 2. Warm up. Presenting theme and revising previous lesson.	T: Good morning, dear students! S: Good morning, teacher! T: I'm glad to see you. Sit down, please! Let's begin our lesson. So, today is 5th of May. Who is on duty and who is absent today? Pupil on duty: I am on duty today. All are present. T: What was your home task? Pupil on duty: Ex. 3 for revision on copybooks and to read the text aboutWilliam Shakespeare, unit 24, page 56 T: Ok, thank you. Guys, submit your copybooks. After taking all copybooks: T: Thank you for your help, Adele. Now you can take your place. T: Alright, students! Now, let's revise previous lesson. As you know, I asked you to write comical ?ve-line poem called “Limericks”. So, who wants to read? S: Teacher, may I try? T: Sure! S: There was a fat doctor called Sue Who went to visit the zoo As soon as she got there, The elephant said To see me, just wait in the queue. T: Good job, Tileukabyl! Thanks, you may sit.	Revision task on page 55; To read the text about William Shakespeare To write comical ?ve-line poem “Limericks”	5 min. 5 min.
3. New lesson. Introducing new words.	T: Today we are going to read and talk about famous English playwrightWilliam Shakespeare. First let's read and write down the new words.	To read and write down the new words	5 min.
	T: Now let's watch the presentation aboutWilliam Shakespeare and read the text about him. T: Okay students, now read the text again and answer the following questions: 1. Who wasWilliam Shakespeare? 2. When and where was he born? 3.Who was his father? 4. Where did he study? 5. When did he start writing plays? 6. How many plays and sonnets did he write? 7. What are his most famous works? T: Well done! Now let's have a little activity. You need to divide into 4 groups and I will give each group a jumbled set of pictures. Then I will read a poem out loud and you have to listen and, in your groups, move the pictures into the order in which the actions are mentioned in the poem. Showing an example. T: Let's begin! The group who finishes first will get sweets: Cats sleep Anywhere, Any table, Any chair, Top of piano, Window-ledge, In the middle, On the edge, Open drawer, Empty shoe, Anybody's Lap will do, Fitted in a Cardboard box, In the cupboard With your frocks - Anywhere! They don't care! Cats sleep Anywhere. While students are working, teacher is walking through the desks and checking how they work, helping and answering the questions. Results of activity. Teacher checks first all 3 works T: You all did a great job! That was really awesome!	To watch the presentation about William Shakespeare, to read the text about him and to answer the questions, to play a game “Picture poem”	25 min
4. The end of the lesson	T: Well done, children! Did you like it? Do you want more games? S: Yeees! T: Ok! At the next lesson we will play more games, but now our time is up. Open you diaries and write down the home task: To retell the text; to read the text about Jack London. The marks for the lesson are … T: The lesson is over. You are free. S: Good bye, teacher.	To write down home task	5 min

2.2 Different types of exercises

A typical contemporary general English student's book is a good source of standard ideas on how to help students become better readers. In using such a book you are bound to come across a range of pre-reading and post-reading tasks as well as tasks for developing learners' pro?ciency in core sub-skills of reading such as scanning for speci?c bits of information, reading for gist, reading with attention to details of fact, reading for information that is implied or assumed and reading with attention to details of form. The activities which follow exercise skills besides that of reading,in each the reading phase is prominent. In most, this is brought about through use of one of the most effective elements in the armory of the communicative language teacher: the technique of the `jigsaw' reading.

2.3 Basic steps of a jigsaw reading

1 Different students read either different texts or different parts of the same text.

2 They each answer comprehension questions on their text.

3 Students who have read the same text sit together and compare their answers. (You may give them the correct answers when they have ?nished this stage.)

4 Students who have read different texts, or different passages, sit together and tell each other what they have read.

2.4 Pre-reading tasks (work on words and grammar used in the text).

1. To find, write and translate sentences with certain words.

2. To find a pair of the word and its definition. There are given 2 columns, their task is to connect the pair of arrows.

3. Choose the antonym of suggested word. For example, dull is the opposite of deep, bright, little, wide, narrow.

4. Select a synonym of the proposed group. For example, A common synonym of barely is only, hardly, difficult.

5. Explain the word or phrase without translating it. For example, eat like a horse, to sleep like a log, to stand on one's head or one's heels.

6. Connect pairs of words by the meaning. For example, match the words for jobs with the words for places. Jobs: watchman, lawyer, vicar. Places: police station, court, church.

7. Work on the root words. For example, give the corresponding noun form of these verbs: decide, reduce, arrive, discover, disappear, admit, believe.

8. Work with prepositions. For example, fill in the gaps with necessary prepositions.

Pete sat up working ______ his lecture. There was only one hotel to stay ____ in Stamford.

2.5 Mind-map the text

Age: 12 and up

Level: Pre-intermediate-Advanced

Time: 30 minutes

Focus: The study skill of organized note-taking, reading

Material: A text that covers various aspects of a single topic

Preparation: Make a class set of a reading text, or use one from book.

Procedure:

Tell your class the topic of the text.

Introduce the method of mind-mapping by eliciting information relating to the topic and incorporating it into a mind-map on the board (see the example opposite).

Divide the class into pairs and ask them to copy and extend the mind-map.

Combine pairs into fours. They compare their mind-maps.

Bring the class together to pool ideas. As ideas come, add them to the mind-map on the board.

Ask the pairs to get back together.

Hand out copies of the text. Each pair should read the text and add what they learn from it to their mind-map.

Bring the class together and discuss their additions.

Put it in order

Age: 13 and up

Level: Pre-intermediate-Upper-intermediate

Time: 30-45 minutes

Focus: Reading, writing, speaking

Material: Three news-in-brief articles - class sets of two

Preparation: Find three news-in-brief articles that do not report events in strict chronological order. This should be fairly easy since most such articles are like this. One will serve as an example. Make a class set of each of the other two.

EXAMPLE ARTICLE

Police thwart hacker gang

Milan police have charged 14 minors with information piracy for hacking secret websites in Italy and abroad. Italian police said the sites included those of the US Army, NASA, and a ?rm specialising in computer ?rewalls. The hackers also broke into Italian websites, including that of the National Institute for Nuclear Physics.

Procedure

1. Display your example news-in-brief article on the board or via OHP and give your students time to read it.

2. Ask them what happened ?rst, second and so on and write this on the board in brief form. Include only what the article explicitly mentions, e.g.

Hackers broke into Italian and foreign websites. M. police arrested the hackers. They charged h. with info piracy.

3. Ask them what happened between the items you have listed. In our example, that could be:

Hackers broke into Italian and foreign websites.

Someone contacted the police.

The police investigated.

They collected evidence.

M. police arrested the hackers.

They charged h. with info piracy.

4. Rub out everything but the verbs from the new version and ask your class (working individually or in pairs, as they like) to write the new version out in full and then tell it back to you.

5. Rub out the original version and ask them what information in the original version was missing from the new version. In our example, that would include the number of hackers and the sites that were hacked.

6. Hand out your other two articles: half the students get one article and half get the other.

7. Ask everyone to read their article and then, on a separate sheet of paper, note the events in time order. Ask them to include things that are explicitly mentioned and also things that are not mentioned but which must have happened. Add that:

* they should not mention which is which

* they can work in pairs if they like just so long as each person produces their own list

8. Students A and B swap both articles and lists of events.

9. Ask everyone (still in pairs) to:

a read the other article and the list of events that goes with it

b put an X in front of each event in the list that is not mentioned in the original article

c see if they agree with the ordering of the events in the list

d see if they can think of any other events that must have happened and decide where they should go in the list

10. Bring the class together and, for each article, elicit an ordered list of both mentioned and implied events.

Find the poem

Age: 11 and up

Level: Pre-intermediate-Advanced

Time: 5-10 minutes

Focus: Listening, reading

Material: A class set of a handout (see Preparation)

Preparation:

1 Find a four- to eight-line poem (or an equivalent passage of a long poem) whose individual lines are fairly short.

2 Type up the poem and then add sentences, words and phrases around and within it as shown in the examples on pp. 170-171.

Procedure:

1. Read out the poem (or play a recording), leave a period of ten seconds or so of silence, and then read the poem again.

2. Distribute the handouts and ask students to underline or highlight only the words that they remember you saying. Deal with any questions about vocabulary.

3. Put students in groups of four or so and ask them to take turns reading out to each other what they have underlined.

4. Read the poem for ?nal time.

5. Elicit various versions of the poem from the groups.

6. Write the poem on the board.

Follow on:

Proceed to work on a song that is about the same topic as the poem.

Variation:

Use short texts of other sorts, e.g. stanzas of songs, a bit of dialogue from a play, the opening of a short story or novel, news-in-brief articles.

Comment:

One aim is to help students notice how the poem is put together at a fairly basic level: what are its words and where are they? A subsidiary aim is to exemplify how the expressive power of writing may be enhanced through the judicious removal of the super?uous.

Intermediate

From `Sing-Song' (Christina Rossetti, on the Internet)

Original:

O Lady Moon, your horns point toward the east;

Shine, be increased:

O Lady Moon, your horns point toward the west;

Wane, be at rest.

Padded out version:

I see, O Lady Moon, how your two horns point toward the east;

So shine, this means you will be increased:

Now it's two weeks later and, O Lady Moon, your horns both point toward the west;

This means you will wane, and be at rest.

UPPER-INTERMEDIATE

`Love without hope' by Robert Graves (from Collected Poems. 1975. A.P.Watt)

Original:

Love without hope, as when the young bird-catcher

Swept off his tall hat to the Squire's own daughter,

So let the imprisoned larks escape and ?y

Singing about her head, as she rode by.

Padded out version:

This is about love without hope, as when, for example, the young bird-catcher

Swept off his tall hat to the Squire's own daughter when he saw her coming on her horse,

And so let the imprisoned larks, which he had been keeping under his hat, escape and ?y up

Singing about her head, as she rode by looking at him with great surprise.

CARD QUIZ GAME ON A NOVEL

Age: 15 and up

Level: Intermediate-Upper-intermediate

Time: 45 minutes (this usually allows the groups to play the game twice)

Focus: Reviewing a fairly long literary text, reading, speaking

Material: A set of cards (see below) plus (optionally) a die for every group, small objects as counters, one sheet of A3paper for each group, small prizes, e.g. seedless grapes, small chocolates

Preparation

Make up sets of three or four dozen questions about the text (novel, short story or long poem such as `The Rime of the Ancient Mariner') and write each one on a card. Perhaps include a few cards saying Collect a prize and also a few bearing general knowledge questions with no connection to the text or ones such as What is the date of our next test?

Procedure

1. Divide the class into groups of four or ?ve and say that they are going toplay a game to review what they have just read. Make sure that eachgroup has at least one copy of the novel or short story being reviewed.

2. Give each group a set of cards to be placed face down in a pile in the middle of the group.

3. In turn, each player takes a card and tries to answer the question that is on it. If they can, they get the card. If they cannot, or if they get the question wrong (the other players have to judge), they put the card back face down at the bottom of the pile. The game goes on until all the cards have been collected, or the group is left with one or more that nobody can answer - at which point they ask you what the answers are to the cards they did not know. The winner is the one with the most cards at the end of the game.



Conclusion

So, learning the natural, lively language is possible only if the use of materials taken from the life of native speakers and compiled by taking into account the peculiarities of their culture and mentality in line with the accepted norms of speech. It seems that the development of these educational texts will allow more effectively carry out training in all kinds of speech activity, to simulate immersion in natural language environment in the classroom of a foreign language.

On the part of the goal in organizing home reading now designated two trends:

1) reading in order to understand the text, i.e., the actual reading..; reading as a preparation for an interview

2) reading as preparation for an interview

In any approach home reading lessons are invaluable, because students have the opportunity to come into contact with contemporary living language, as well as get acquainted with the culture of the target language country

In selecting texts for home reading emphasis on literary and regional studies approach as the only way to keep the material to read all of the components of authenticity, which leads to the formation of cultural and communicative competence.

Integrative and integrated home reading (when properly tasking, optimal organization of training activities for their implementation and the availability of appropriate methodical maintenance) can significantly improve the efficiency of foreign language teaching in secondary schools, expand meaningful context of the dialogue of cultures. It is desirable that lessons home reading were systematic and systemic nature were graded system, where each new stage of the actual reading is carried out on a new, more perfect level, each time building on previously learned skills, developing them and creating new ones.



References

1. V.M. Fadeev, “Home reading in high school, its organization and control techniques”, 1979. - №6.

2. G.V. Rogova , “Methods of teaching foreign languages in high school”, 1991, 287 p.

3. R.K. Mignard Beloruchev, “Methods of the French language teaching”, 2006, 224 p.

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