"How to teach a student
work independently with the text of the KRK textbook.”
One solution to this problem is to organize systematic work with the KRK textbook at each lesson and at home in three stages: before reading, during reading and after reading. The skills and abilities to work with books are subsequently designed to help each child in successful self-education.
Stage 1: work before reading.
Working with paragraph or chapter headings. At this stage, it is necessary to internally include each child in reading. A big “plus” in working with the book will be if it is not difficult for students to tell by the title what will be studied today. When “parsing” the title, schoolchildren may have a desire for certain knowledge. All this preliminary work should set students up for further acquisition of knowledge, that is, it should serve as an internal motive and then help students highlight the main thing in the text. The main technique that a teacher can use at this stage of working with a book is the “Bank of Ideas” technique, where students “put” their thoughts about what will be studied in the lesson today. At the same time, the teacher hangs prepared notes of students’ statements on the board (or writes them down) in order to check at the end of the lesson whether the hypotheses they put forward were true or false. This technique will teach students to put forward research hypotheses and determine whether they are proven or disproved, which is very important for developing students’ research skills when working with literature.
The teacher needs to show in the very first lessons how to read a text expressively, formulate rules, and in the future constantly strive to achieve the same expressive reading from students. This highlighting of the main thing should teach children to first see the semantic parts, the key points of the paragraph, and then find and highlight them themselves in the text of the textbook.
Stage 2: while reading.
Direct work with the textbook, reading itself. Here it is necessary to emphasize that working with a textbook must necessarily pursue a specific goal, which the teacher first tells the students, and subsequently they themselves will begin to set goals for reading the textbook, paragraph, chapter.
Main goals Reading a paragraph of a textbook can be: getting to know the information contained in a selected fragment of text, understanding information, memorizing, using information in various educational and life situations, confirming what has been learned or what was known before, finding examples, confirming scientific facts, working with illustrations.
Depending on the goal, the teacher should organize the reading of the paragraph in one of the following ways. Reading methods:
Read ahead,
In-depth reading (for example, during independent work),
Selective reading
Reading-scanning (find examples confirming this or that fact reported by the teacher),
Reading aloud
Reading to yourself
Reading by role (further reading),
Reading-study,
Selective reading, viewing.
Working with the book to better understand the text:
dialogue with the text, questions to the text, putting forward hypotheses and testing them, self-control, filling in the gaps in the text, working with examples, writing out and underlining, highlighting the main thing, drawing up a plan, taking notes, drawing up diagrams, drawings and tables.
A dialogue with a book should be a full-fledged conversation; it is necessary that students have questions while reading. To do this, it is possible to have a consultation lesson, in which children do a certain amount of work using a textbook, and the teacher acts as a consultant, or a discussion lesson, in which students discuss a fragment of a read paragraph from the textbook based on the teacher’s questions and independently compose questions for the text. To teach students to make up questions for the text themselves, the teacher must, after reading parts of the text, ask questions: “What is new in this fragment of text? What words are unclear? What seems most important? What do you need to remember?” You can use several techniques for working with textbook text.
When doing homework, you first need to repeat the explanatory text of the textbook and the answers to its questions, and only after that begin to complete the written assignment.
- With each grade, the techniques for working with text become more complex. Drawing up a plan and theses should begin in the 7th grade, and note-taking and quoting should begin in the 8th-9th grades. This should not be taken in the literal sense that children enter 7th grade and begin to make a plan. No, in the 7th grade this technique should become the main one when working with text, and in previous grades preliminary work should be carried out that will help students quickly and easily draw up paragraph plans for the KRK textbooks.
When reading a textbook, it is necessary to teach students to make notes (pencil!), notes or extracts. The student can write down the “ambiguities” in his notebook. These notes can subsequently become the headings of future plans, notes, theses and comments for discussing issues. Extracts also make it easier to memorize text. With them it will be more convenient to compare the texts of several textbooks or teaching aids. All these are the first skills to perform research work. Another way to take notes without damaging books is with transparent loose-leaf papers. They are more convenient to use for analyzing maps, charts and graphs. The use of these loose leaves allows you to mark the necessary details, providing the illustrations in the book with their own elements. Also, with the help of these sheets, key words in the text are marked and underlined. Here you can conduct a lesson on instilling the skills of finding key points. During class work with the textbook, students sitting in the first version review and underline key points in one paragraph, and students sitting in the second version review and underline the key points in the second. Then the students exchange their transparent pieces of paper and check the correctness of the task with their desk mate.
- Making a plan for what you read. A successfully drawn up plan speaks about the end result, the ability to analyze the text, and the degree of assimilation of the content. An outline is a short record that conveys the meaning of a voluminous text. It reflects the sequence of presentation and summarizes the material presented in the textbook, revealing its content. According to the plan, it will be easy for students to recall the content of what they read. When working with a plan, attention is focused and memory is stimulated.
- The table of contents is the same plan. During the first KRK lessons in 5th grade, you can play a game where the teacher or one of the students guesses the name of the paragraph and tells the students. The rest of the students, in turn, must quickly use the table of contents to find the intended paragraph or its point, reading a few lines from it. This technique develops attentiveness and speed of reaction.
An important way to record what you read, especially for high school students, is note-taking. Notes can be classified depending on the purpose of the work: planned, textual, free, thematic, review thematic, chronological. It is important that the notes can be used not only by those who compiled them, but also by other students.
Writing abstracts. Theses are the most important thing that is contained in a paragraph of a textbook. This is also a position that absorbs the essence of a significant part of the text, what the author proves or disproves, what he strives to convince the reader of. Abstracts are valuable for critical text analysis. When used, the essence of the issue is emphasized or sharpened.
Stage 3: work after reading.
After reading a paragraph or chapter from a textbook, students must express their attitude, their opinion, their thoughts about what they read, give their characteristics, give their examples. It is important that students are able to compare what they read with what they already knew. At this stage of working with the book, it is necessary to return to the title and check the hypotheses put forward before reading.
You can use several techniques for working with textbook text. For example, the game “Guess!” The class is divided into 2 teams: one says word tags related to a specific paragraph or sentence of a paragraph (any three words), and the second must quickly find this information in the text of the textbook.
According to the plan, theses, and notes drawn up at the second stage, students must repeatedly reproduce the material they read. After reading, processing the text and taking notes, students should proceed to generalization in the form of diagrams, tables and figures.
Working with a paragraph from the KRK textbook for students in grades 5-6.
1. Read the title and try to answer the question: “What will this paragraph talk about?”
2. Look through the text of the paragraph, paying attention to illustrations, rules, and examples.
3. Read the text. Establish a connection between the text and illustrations, rules, and examples discussed earlier.
4. How is the main thing highlighted in the text?
5. Give your examples to the text.
6. Divide the text into semantic parts. How many of them did you get?
7. Title the parts of the text and make an outline.
8. Complete the assignment in the workbook, use the textbook if necessary.
9. Repeat what you read according to the plan, then without it.
Memo for working with a paragraph from a mathematics textbook for students in grades 7-9.
1. Read the title of the paragraph. What do you already know about this? What did you say in class about this?
2. Read the text of the paragraph.
3. Make connections between illustrations, drawings and text. Look at the illustrations and try to explain them.
4. Divide the text into parts, title them, write down the plan in a notebook.
5. Retell the theoretical information read from the paragraph according to your plan.
6. Give your own examples to prove what you read.
7. Make a diagram of the material you read or a tabular version.
Literature:
Demidava model in the MPI project: problems, doubts, discoveries. Guidelines for teachers. – Tomsk: Tomsk University Publishing House, 1998.
Zhokhov mathematics in grades 5 and 6. Methodological recommendations for teachers for the textbook, etc. - M.: Russian Word, 1999.
Nikolaev to be a reader: For high school students about the culture of working with science. and scientific-popular books. - M.: Education, 1982.
Cold intelligence. Paradoxes of research. St. Petersburg: Peter, 2002.
Farm didactics: Textbook for universities. St. Petersburg: Peter, 2001.
Mar 28, 2016
Live and learn! Keep tricks and secrets for working with dough. 🙂
1. The main condition for delicious pies is a fluffy, well-risen dough. Flour for dough must be sifted: foreign impurities are removed from it and it is enriched with oxygen. Always add diluted potato starch to the dough - buns and pies will be fluffy and soft even the next day.
2. In any dough (except for dumplings, puff pastry, choux, shortbread), that is, in the dough for pies, pancakes, bread, pancakes - always add 1 heaped tablespoon of semolina per 0.5 liter of liquid. The nuns taught: “Previously, the highest quality bread was made from semolina. It did not dry out for a long time and was lush. Now there is no grit. Now add semolina, and you will always have good baked goods.”
3. There should be no draft in the room where the dough is cut: it contributes to the formation of a very dense crust on the pie.
4. When kneading yeast dough, all products should be warm or at room temperature; products from the refrigerator will slow down the rise of the dough.
5. For yeast products, the liquid should always be heated to 30 - 35ºС, since yeast fungi in a liquid that has a lower or higher temperature lose their activity.
6. When you knead the dough, your hands should be dry.
7. Before putting the product in the oven, let it rise for 15-20 minutes. Allow the dough to proof completely before baking. If the proofing is not complete, it does not rise well, and the pies will not bake for a long time.
8. Bake pies on a baking sheet over medium heat so that the filling does not dry out.
9. It is best to add unmelted butter to the dough (yeast and unleavened butter), since melted butter worsens the structure of the dough.
10. Pies made with milk are more tasty and aromatic, the crust after baking is shiny with a beautiful color.
11. Yeast for dough should be fresh, with a pleasant alcoholic smell. Test the yeast in advance. To do this, prepare a small portion of the dough and sprinkle with a layer of flour. If no cracks appear after 30 minutes, then the quality of the yeast is poor.
12. If there is excess sugar in the dough, the pies quickly “brown” and even burn. The fermentation of yeast dough slows down, and the pies turn out less fluffy.
13. Fats, softened to the consistency of sour cream, are added at the end of kneading the dough or when kneading it, this improves the fermentation of the dough.
14. To make the finished pies more tender and crumbly, add only yolks to the dough.
15. Tall pies are baked over low heat so that they cook evenly.
16. The dough for a pie baked on a baking sheet is rolled out as thin as possible so that the taste of the filling can be clearly felt.
17. To keep the bottom of the pie dry, lightly sprinkle the bottom layer of the pie with starch, and then add the filling.
18. Neither the dough nor the dough should be allowed to rest, as this causes a deterioration in the quality of the dough. 3 hours is enough, but be sure to stay warm.
19. Yeast dough pies can be greased with milk and, if desired, sprinkled with salt, poppy seeds, and caraway seeds.
20. Covered pies are brushed with beaten egg, milk, and sugar water before baking. Thanks to this, an appetizing gloss appears on the finished cake. The best shine is obtained when lubricated with yolks.
21. Pies that are sprinkled with powdered sugar are also greased with butter - it gives them a pleasant aroma.
22. Pies brushed with egg white acquire a shiny golden brown crust during baking.
23. The more fat and less liquid in the dough, the more crumbly the products are.
24. If you add soda to the dough, the cake will turn out to be darker in color with an unpleasant odor.
25. Roll out the thin dough easily by wrapping the rolling pin in a clean linen rag.
26. If the dough is too wet, place a piece of parchment paper on it and roll it straight through the paper.
27. Shortcrust pastry pies should be removed from pans when cooled.
28. Before adding raisins to the dough, they need to be rolled in flour.
29. Salt is always added to flour only when the dough has already fermented.
30. If the dough has already risen and you don’t have time to put it in the oven, cover the dough with well-moistened paper, first shaking off the water.
31. It’s better not to cut a hot pie. But if this is necessary, you need to heat the knife in hot water, quickly wipe it and cut it.
32. If the cake does not come off the baking sheet, separate it from the baking sheet with a thread.
Enjoy your tea!
Advice for schoolchildren
HOW TO WORK WITH TEXT
1. Work with the title.
- Stop after reading the title! Formulate for yourself what the text will be about.
- Remember everything you already know on this topic.
- Make up questions that you think will be answered in the text.
- Try, as far as possible, to give tentative answers to these questions before reading the text.
- After that, start reading. As you read, compare the assumptions with the actual content of the text.
2. Working with text
- As you read, check if there are any incomprehensible words or expressions in the text. If there is, find an explanation for them in dictionaries or reference books, or contact those who know it.
- The content of the text itself may be unclear. Think about whether this misunderstanding is related to the material you have covered but poorly mastered. Think about what exactly
Of old material interferes with understanding, and repeat it. Consider whether the text would become clearer if you looked at specific examples.
3. Conduct a dialogue with the author.
- While reading, ask questions about the text and make your assumptions about further content.
- Be sure to check your assumptions as you read. If you cannot give a tentative answer to your questions, look for them in the text. If you didn’t find the answer in the text, look in other sources.
4. Highlight the main thing!
- When reading the text, try to separate the main from the secondary. Think about which part of the text expresses the main idea, what complements and substantiates this main idea.
- As you read, make an oral or written plan.
- Make diagrams, drawings, tables that reflect the essential points.
- If necessary, make extracts.
- Consider all the examples given in the text, come up with similar ones.
- Throughout the reading, imagine what you are reading about.
5. Remember the material you studied.
- Explain the connection between the thoughts and points of your plan.
– Retell the text according to plan.
– Answer the questions to the text, if any.
6. Test yourself!
- After answering the questions, check the text for the correctness of your answer.
HAVING MASTERED THESE TECHNIQUES, YOU WILL LEARN TO: PENETRATE THE CONTENT OF EDUCATIONAL BOOKS, COMMUNICATION WITH WHICH WILL BE COMPLETE, DEEPER, MORE INTERESTING FOR YOU!!!
Understanding the Text
Any text you read is divided into paragraphs. And this is not just like that.
Each paragraph contains one main idea, for the sake of which the author wrote this paragraph.
The texts are redundant, 75% is water that frames the main idea. In principle, it would be possible to write texts with only main thoughts, but it is inconvenient to read them that way.
The main idea in its pure form is an aphorism.
To better understand what the main idea is, let's look at one paragraph together. Read the given text and formulate its main idea.
Text:
“The European railway gauge was adopted long before the invention of the steam locomotive. It exactly corresponds to the distance between the wheels of the ancient Roman chariots with which the Romans carried out their campaigns of conquest across the territory of modern England and France. The peoples of Europe made their chariots according to Roman models. The same standard was taken into account during the construction of railways.” .
The main idea will be the answer to the question: “What did the author want to say with this text?” or “What new things did I learn from the text after reading it?”
How to work with texts
Before searching for the main idea in a paragraph, you need to learn how to highlight key words - these are words that carry meaning and cannot be excluded from the text in any way.
To master the skill of highlighting keywords, they should be underlined in texts. For example, you read a newspaper and underline key words with a pencil. It is quite difficult to explain what keywords are. To put it simply: do not emphasize those words without which it is already clear what is being said.
Here's what I came up with (it may work out differently for you) for our text:
“ was accepted long ago before inventions locomotive. She definitely corresponds to distance between wheels of ancient Roman chariots, with which the Romans carried out campaigns of conquest across the territory of modern England and France. Peoples of Europe made their own chariots by Roman samples. The same standard was taken into account during construction railways” .
Reading only the underlined words, we get: “The width of the European railway gauge adopted to the locomotive corresponds to the distance of the wheels of the ancient Roman chariots. The peoples of Europe chariots according to models. Railway Standard". The text was shortened, but the meaning remained.
We underlined 20 words - this is 42% of the original text (48 words in total). Already at this stage we have eliminated 58% of the text.
You need to underline as you read, perhaps later (when you read the text completely) the underlined will turn out to be not so important. But it’s better to emphasize more in the first stages.
Over time, you will no longer need to underline words - the brain itself will automatically highlight key words in the text.
Consider the underlining of the first sentence: “ European railway gauge was accepted long ago before inventions locomotive”.
Why did I emphasize so much: we are talking about width(not height or length), European(not American) railway track(not highways), accepted(it’s not clear without him) to the locomotive(not after or on time).
Now analyze this proposal and you will see one nuance that you did not immediately pay attention to. A nuance: how could the railway gauge be adopted if the steam locomotive had not yet been invented?!!
With this sentence, the author simply wants to interest us, according to the principle: do you know what? The proposal is erroneous, since the railway gauge could not have been “adopted” before the invention of the steam locomotive.
As you can see, there are so many interesting things in one small text, if you think about it.
So, I got the main idea of the text: the width of the railway track in Europe is equal to the distance between the wheels of the ancient Roman chariot (12 words – 25% of the original text). 75% redundancy - which was what needed to be proven.
It can be even shorter: the distance between the rails is equal to the distance between the wheels of the chariot. (8 words – 17% of the text)
You can imagine: a chariot on rails
(image of the main idea). By remembering this image, you will remember all the information from the text. Try it!
Finding the main idea is like solving riddles. But only riddles have answers. But no one will give them to you in the text.
One way to learn to understand what main ideas are is to try to write something yourself. For example, when preparing an essay, students can not just copy it completely from the Internet, but write something in there from themselves. This way you will immediately understand what paragraphs are and what they are needed for. Another option is to read and think more.
Let's summarize: Each paragraph is 1 thought. And this is the author’s thought and it needs to be found. Procedure: we emphasize the key words - we find the main idea - we create its image.
Any dough requires skill and skillful hands. Not every housewife will be able to prepare a fluffy, aromatic flour product the first time. To cope with this task, we suggest that you familiarize yourself with the basic rules for working with the test.
1. To ensure that the baked goods are fluffy and soft even the next day, you need to add diluted potato starch to the dough. Another necessary condition that helps make pies even tastier is a well-risen dough. A prerequisite is sifted flour enriched with oxygen.
2. In dough for pies, bread, pancakes, and any other dough with the exception of dumplings, puff pastry, custard, shortbread, it is recommended to add a handful or a tablespoon of semolina per half liter of liquid. Try it and you will definitely see that this is simply invaluable advice.
4. Make sure there is no draft in the room. Otherwise, subsequently, a dense crust will form on your pie.
5. If you are kneading yeast dough, then all products should be at room temperature, but not cold, since cold slows down the rise of the dough.
6. Moreover, it is necessary to add warm liquid to the yeast dough, heated to approximately 30-35ºС. This is necessary so that the yeast in the liquid loses its activity. 
7. Knead the dough with dry hands.
8. Do not rush to put the product in the oven immediately. Let it rise for 15-20 minutes. Otherwise, the dough will not rise well and will probably not bake well.
9. To prevent the filling in the pies from drying out, bake them over medium heat.
10. It is better to add unmelted butter to any dough, because... melted butter significantly worsens the structure of the dough.
11. All baked goods that contain milk are much tastier, more aromatic, and the crust is more shiny and beautiful.
12. High-quality yeast for dough should be fresh and have a pleasant alcoholic smell. To check the quality of the yeast, prepare a dough. Sprinkle lightly with flour. If after 30 minutes no cracks appear, this means that the quality of the yeast leaves much to be desired.
13. Remember that if there is an excess of sugar in the dough, the pies quickly “brown” and burn, and the fermentation of the yeast dough also slows down, and, consequently, the pies turn out less fluffy.
14. Fats that are softened to a creamy state and added at the end of kneading the dough will help improve the fermentation of the dough.
15. To ensure that the finished pie is crumbly and tender, it is recommended to add only yolks to the dough.
16. For pies that are better baked, it is better to bake them over low heat.
17. The filling will be better felt in the pie if the dough is rolled out as thin as possible.
18. Before putting the filling on the dough, lightly sprinkle the bottom layer of dough with starch, so the bottom of the pie will be dry. 
19. Never overcook the dough; three hours in a warm place is enough for the dough to rise, otherwise the quality of the baked goods will be much worse.
20. Baked goods made from yeast dough can be greased with milk and, if desired, sprinkled with poppy seeds, salt, and caraway seeds.
21. To achieve a delicious gloss on baked goods, brush them with sugar water, milk or beaten egg. Yolks give a more beautiful shine.
22. All rich baked goods, which are sprinkled with powdered sugar, can be greased with butter, which will add a special aroma.
23. If you brush the pie with egg white, a shiny golden brown crust will form during baking.
24. Take note, the more fat and less liquid in the dough, the more crumbly the flour products will be.
25. Excess baking soda gives baked goods an unpleasant dark color and an unpleasant odor.
26. If suddenly the dough turns out to be too wet, then you can put parchment paper on it and roll it through it.
27. It is better to remove shortcrust pastry from the molds when cooled.
28. If you chose raisins as the filling, then before adding them to the dough, you need to roll them in flour.
30. If it’s time to put the dough in the oven, and you are busy, then you can cover the dough with paper soaked in water, shaking off the water thoroughly.
31. Take your time cutting into a hot pie. In case of emergency, keep the knife in hot water and then quickly wipe it off, or heat the knife over gas. Hot pastries must be cut with a hot knife.
32. If you can't remove the cake from the baking sheet, use a string.
Fortune Cookie Recipe
Ingredients:
2 egg whites4 tsp water
3 tbsp. vegetable oil
0.5 cups sugar
0.5 cups flour
0.5 tsp corn starch
1/4 tsp. salt
3/4 tsp. vanillin
Cooking method:
At the preparatory stage, you need to cut out strips of regular paper approximately 6-7 centimeters long and 1 cm wide. On these paper strips you can write wishes, congratulations, whatever your heart desires. Next we start preparing the dough. The whites must be separated from the yolks. Beat the whites thoroughly. Add vanillin, vegetable oil and continue beating everything together. The mixture should begin to foam.In a separate bowl, combine salt, sugar, starch, flour and water. Stir until smooth. While whisking, gradually add eggs. The result should be a thick mass. Preheat the oven to 180C. Grease baking paper with butter. Using a spoon, drop the dough into small circles onto the paper. Leave enough space between the circles.
Bake the product until golden brown, about 10-13 minutes. After this, you can insert paper notes. To give the cookies the desired shape, use the rim of a mug. Try to bend the liver in half so that the ends visually touch through the mug. Fix the cookies in this state for a while, so they will retain the desired shape.
Then the rolled cookies need to be placed in muffin tins. If it doesn’t fit, the shape can be adjusted. Bake the cookies for another 5-10 minutes until done.
Most teachers in their lessons are faced with the fact that students do not know how to work with text.
Possible reasons:
- Modern children, in an oversaturated information environment, read little educational and additional literature.
- The textbooks contain a fairly large amount of material.
- The educational process is aimed at independent acquisition of knowledge.
Working with text is one of the tasks in any lesson. It is not enough to simply ask students to open the book to the correct page, read the material, and answer the question. This will lead to a lack of the required result and a pointless waste of time in the lesson.
The same type of activity within a lesson can be structured in different ways so that it becomes not just effective, but interesting and motivating for students. For reading to become productive, students must take an active position, carrying out a variety of mental operations. When working on a text, it is important to consider types of reading that serve different purposes.
Types of reading
- Scanning reading is the most superficial type, giving the most general idea of the content and meaning of the text. The end result is a decision whether to read the text or not.
- Introductory reading is more detailed compared to browsing. This type is characterized by the extraction of basic, but not additional information from the text being read. As a result, students determine whether the text contains enough information or whether it needs to be reread or analyzed.
- Study reading- the most detailed type of reading. The purpose of this type is not just a thorough study, but also insight into the meaning of the text, a detailed analysis of the text. The final result is aimed at understanding all levels of the text, as well as the perception of various information presented in the text (factual, conceptual and subtextual).
Reading goals are achieved using a variety of techniques for each type of reading.
Techniques for working with text used for skimming reading
- Analyze the subtitle and predict the topic of the text.
- Analyze subheadings if they are present in the text. As an additional task, you can view pictures and various highlights in the text.
- Get to know the structure of the text.
- View the first and last paragraph of the text being read.
- Introduction to the table of contents.
- Use annotations for texts.
Techniques for working with text used for introductory reading
- Students read the text paragraph by paragraph. It is important to focus on the nouns, first and last sentence of each individual paragraph.
- Highlighting important information. You can determine the main thing while reading the text.
- Arrangement of graphic signs adopted by the students themselves: ? - I don’t understand or! - this is interesting.
Techniques for working with text used for learning reading
- Isolating semantic parts of the text being read.
- Predicting the content and meaning of subsequent parts of the text based on what has been read.
- Highlighting key words in the text as you read.
- Replacement of semantic parts of the text with their equivalents.
- Identifying details, as well as subtextual information contained in the text.
- Determining whether a text belongs to a specific functional style.
- Preparation of questions that are problematic in nature, both during and after reading the text.
- Making student judgments.
- Drawing up a plan or graphic diagram that will help identify the structure of the text, as well as the relationship of its individual parts. Students love this type of assignment.
- Processing text, creating new texts based on what you read.
- Composing a commentary is the final stage of working on a text for learning reading.
The listed techniques for working with text are basic, but far from the only ones. Their use is largely determined by the teacher’s experience, his desire to work creatively and look for new effective ways to solve problems in the classroom. The choice of certain techniques also depends on the level of preparedness of students and their learning motivation.
Fragment of an English lesson aimed at teaching the student the type of reading
Working on any text in a foreign language consists of three stages:
- pretextual;
- text;
- post-textual.
The pre-text stage involves familiarization with lexical units that may cause difficulty, as well as predicting the content of the text.
Exercises for the pre-text stage
- Correlating the meaning of a word with the topic: filling in the gaps in a sentence from a number of suggested words.
- Expanding students' potential vocabulary: reviewing text and finding common root words.
- Recognizing the meaning of grammatical phenomena: identifying certain parts of speech and selectively translating them.
- Predicting linguistic means and text content: reading aloud only those parts of sentences that answer the teacher’s question.
The text stage involves reading the text and working on its lexical and grammatical material.
Exercises for the text stage
- Reading the text and highlighting key sentences and words.
- Checking the understanding of the text: identifying true and false statements; answers on questions.
- Highlighting the main parts of the text.
- Matching parts of a text: reading specific paragraphs to support facts.
- Abbreviation or paraphrase of the text: replacing sentences with synonymous phrases.
- Selective text translation.
The post-text stage is needed to improve the skills of monologue and dialogic speech.
Exercises for the post-text stage
- Determining the cognitive value of what you read: commentary on certain parts of the text.
- Development of monologue and dialogic speech skills based on text: compose a dialogue or situation on the topic of the text. It is possible to use Passov's functional tables and logical-semantic maps of the problem.
- Writing an annotation, summary of the text.
To work with text to become productive, you need to:
- Carefully build an algorithm for the lesson, think through its course down to the smallest detail.
- Clearly set tasks for students.
- Focus on the level of preparedness of students and their learning motivation;
- Do not forget about a differentiated and person-oriented approach.
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