Теория и методика обучения иностранному языку (стр. 11 )

Which reading strategies are effective?

Reading strategies	Effective or Ineffective	Reasons
a use my finger to help my eyes follow lines of text
b read each word very carefully in order to understand the entire text
с keep my eyes moving past the unfamiliar words and thus try to understand the main ideas
d say words quietly to myself
e write the meaning of new words in LI in margin of page
f look up unfamiliar words in a bilingual dictionary
g start reading without panicking or thinking Help! I'm not going to understand
h look for linking words that help explain relationship between sentences (e. g. in contrast, for example)
1 ask my teacher for help whenever I meet an unfamiliar word
/ use different reading strategies to rend different types of texts
к translate a difficult section of text into Ll
/ think of other words I already know that are similar to the unknown word(s) 1 come across
m find the sentence that contains the main idea
n read a lot of different things in order to expand my vocabulary and improve my general comprehension
о study or write vocabulary lists and translations of words into Ll
p try to understand the relationship between the main ideas and supporting details
q look at titles, subtitles, pictures and other visuals before reading		Can help orient the reader
r read a text very quickly the first time to get the gist (main idea)
s underline or highlight words 1 don't understand
f create some questions for myself before I read which I think or hope the text will answer
и limit myself to looking up in the dictionary only a few unknown words
v circle or highlight key words in a bright colour

Task 4

Read and identify activities for different stages of a reading lesson.

Stages and activities for a reading lesson

Activities	Pre-reading Activity 1	While-reading Activity 2	Post-reading Activity 3
a) Brainstorming (expressing ideas about the topic/ content of the text based on background knowledge and experience) is a...
b) Elicitation (eliciting something, associated with the topic), vocabulary work
c) Discussion (encouraging students to exchange ideas/ opinions
d) Memory games (for warming up relaxation)
e) Introducing the task (giving instructions)
t) Matching
g) Filling in gaps
h) Information transfer (maps, plans, grids, forms, etc.)
i) Sequencing
j) Ticking of items true/false (yes/no) etc.
k) Identifying the main idea
1) Answering questions to show comprehension
m) Writing answers (letters, telegrammes, messages, etc.)
n) Speaking (e. g. debate, interview, discussion, role play, summarizing, problem solving, etc.)
o) Summarizing the text

Activities for a Reading Lesson

Stages	Activities	Explanation / Demonstration
PRE - READING	Warm-up exercises:
	elicitation / discussion about the topic (perhaps based on visuals, title)	a. to elicit something associated with the topic b. to encourage students to exchange ideas / opinions about the topic
	brainstorming	a. word - star: ask students to predict the words and expressions likely to appear in the passage. Teacher writes them on the blackboard, b. expressing hypotheses about the content of the passage, based on previous knowledge, by writing notes down
	games	a. for warming-up relaxation b. for training in basic reading
	guiding questions	teacher asks / writes questions that help students exploit passages
WHILE - READING	comparing	to compare passage with prediction in pre-reading
	obeying instructions	students are given instructions and show comprehension by physical movement, finishing a task, etc.
	filling in gaps	e. g., students read utterances of only one of the participants and are asked to reconstruct those of the others
	detecting differences or mistakes	students read passages, responding only when they come across something different or wrong
	ticking off items (bingo)	students read a list of words and tick off or categorize them as they read them
	information transfer	maps, plans, gifts, forms, lists, pictures, etc.
	paraphrase	students are asked to focus on certain sentences and paraphrase them
	sequencing	e. g., students are asked to give the right order for a series of pictures
	information search	students read a passage and take notes on the segments that answer a particular question
	filling in blanks	students are given a passage with some words missing and must fill in the blanks while reading
	matching	e. g., students are asked to match items that have the same meaning as those they read
	answering to show comprehension of messages	e. g., multiple choice or true / false questions, open-ended questions, short questions
	problem solving	students read the information relevant to a particular problem and then set themselves to solve it
	summarizing	students are given several possible summary - sentence and asked to say which of them fits a text
	jigsaw reading	different groups of students read different but connected passages, each of which supplies some part of what they need to know. Then they come together to exchange information in order to complete a story or perform a task
	writing as a follow-up to reading activities	e. g., letters, telegrams, postcards, messages, etc. related to passages
	speaking as follow-up to reading activities	e. g., debate, interview, discussion, role-play, dramatization
	translation
	projects

3.3 Teaching Speaking