INTRODUCTION

This thesis is devoted to the study of methods of organizing work on teaching the technique of reading in grades 5-6 of a general secondary school. In a modern school, the main task in this vein is to teach how to read and understand authentic foreign texts of medium difficulty with the help of a dictionary. The texts should cover a fairly wide range of topics. It should be excerpts from original fiction, texts on socio-political, general technical and popular science topics. Under the texts of medium difficulty, we mean those that are not complicated stylistically and do not contain a large number of highly specialized and little used words.

The program provides clear reading standards that the student must master in each grade upon graduation. These reading norms are given in printed characters per hour three to a certain percentage of unfamiliar vocabulary.

For the correct teaching of reading in a foreign language (FL), first of all, it is necessary to clearly imagine the essence, nature of reading skills and abilities.

In a modern general education school, the initial period of teaching a foreign language is based on the phonetically-spelling principle, which means that the setting of pronunciations and work on developing the necessary pronunciation skills is carried out simultaneously with familiarization with traditional spelling.

The initial stage of learning to read, i.e. teaching the pronunciation of individual letters and letter combinations can have at least two ways.

Teaching pronunciation can be based on the syllabic principle. In this case, the rules for reading vowels become dependent on whether the given vowel is in an open, closed, or conditionally open syllable.

It is possible to put the definition of the sound meaning of a vowel depending on the letters surrounding it and the stress in the word on the basis of studying the elements of word formation as the basis for teaching reading.

The second way of learning to read is more accurate. It allows you to accurately determine the sound meaning of vowels, but it is difficult, as it requires knowledge of the rules of word stress and word formation.

Therefore, the school applies the syllabic principle.

It is easy to imagine that at different levels of mastering the process of reading, the participation of consciousness in the technical side is different. In grades 5-6, when mastering the process of reading, the reader's attention is completely absorbed by the perception of letters, letter combination, i.e. process technique. This situation is natural, since at the middle stage of learning to read it is to some extent an end in itself, and understanding depends on the tone of visual perception, the role of which at this stage of learning is especially great.

In order for the attention of students not to be completely absorbed only by the technique of reading, it is necessary to give them an attitude to understanding what they read already at the initial stage of learning to read, it is necessary to educate students about the relationship between reading skills and understanding the content of what is read.

As the technical side of the process is mastered, this latter is more and more turned off from the consciousness of the reader and its place is increasingly occupied by the process of penetration into the content of the text. Opportunity for imagination, emotion, critical analysis, etc. is constantly being created.

Reading, perhaps more than any other type of work on the language, is associated with the whole variety of language activities. As a result, when teaching a foreign language, the role and functions of reading change depending on the stage of learning a foreign language.

Pupils in grades 5-6 tend to ignore the context as a mandatory means for determining the meaning of a word. If students come across a number of unfamiliar words and are forced to turn to the dictionary, then they first write out one or another meaning of each of these incomprehensible words and then try to somehow comprehend the sentence. This approach to translation either leads to ridiculous options, or simply does not make it possible to translate the sentence.

In grades 5-6, where students cannot directly perceive textual material in a foreign language, from the very first lessons they get used to an analytical approach to each language fact. This direction continues in the work in the future, since the student learns something new at each lesson, and the assimilation of the new (words, grammar rules, letter combinations, etc.) necessarily includes an element of analysis that contributes to the understanding of new material and its assimilation . The absence of a direct connection between the words of a foreign language and the concepts that are fixed in them, since these concepts were acquired by students on the basis of their native language, interferes with the direct perception of a thought expressed in a foreign language, even in cases where the words are known to students. Two factors prevent this: the inability to combine purely sensory processes with the processes of comprehending what is being read, and disbelief in one's ability to directly understand the thought, expression in FL.

1.The student reads part of the given passage and makes a selective translation.

2.The student reads a passage of text, others translate, selectively - one or two sentences.

.One student reads a passage of text, the other translates, the third highlights the main idea of ​​the passage.

.The teacher asks students questions on the text in a foreign language, students answer in their native language.

.The teacher asks questions on the text in FL, the students answer them in FL.

.Several students read the entire given text in sequence, after which two or three students retell it in Russian.

These exercises and others like them allow, firstly, to control the understanding of the text, and secondly, they contribute to its better understanding. However, the degree of understanding of the text is controlled only in general terms and quick orientation in the text is not yet achieved. The presence of such shortcomings, which are also widespread in other areas of developing reading skills in grades 5-6 in a broad sense, prompted us to study the methods of organizing reading skills at the middle stage of schooling.

The formation of these qualities of communicative reading skills depends on the level of proficiency in both active and passive language material. When teaching this quality of reading, it is necessary to take into account the nature of the texts (light, medium, difficult), the nature of material possession (active or passive, or passive-active or active-passive possession).

The object of the research is the process of formation and development of skills and abilities of reading technique in English in a mass school at the middle level of education.

The subject of the research of this development is the methodology for the formation of skills and abilities of reading technique in English among students in grades 5-6 of the basic school.

Based on the foregoing, we defined the purpose of our study as “expanding and deepening theoretical knowledge on the methods of organizing work on the reading process in grades 5-6 of secondary school, solving practical problems in the course of independent observations carried out during teaching practice.

Research hypothesis:

Teaching reading techniques in English in grades 5-6 of the main mass school can be effective if it:

will be based on preventing and overcoming the interfering influence of skills from the native and Russian languages ​​on the formed stereotypes of reading technique in English;

will be focused on a specially developed system of exercises for teaching reading in grades 5-6 of the basic school.

And the task of our study is to create and conduct the most effective method of organizing work in the process of reading technique in grades 5-6 of secondary school.

In solving the tasks set, the following research methods were used:

monitoring the process of teaching English in general education (basic and complete) schools;

questioning, timing, interviews and testing in order to determine the reliability of the results obtained, as well as to identify data on the competence of trainees;

Pedagogical experimental measures to test the results of teaching reading at the middle stage of the main mass school.

Above we outlined the general features (characteristics) of reading at all stages of learning, and in our study we should pay special attention to reading at the middle stage of learning.

At the middle stage of learning, reading becomes an important type of speech activity. Oral speech acquires a certain qualitative development in terms of content, greater naturalness, motivation and information content.

The secondary school curriculum formulates the following requirements for the reading skills of ninth grade students: “In order to extract basic information, students should be able to read to themselves for the first time presented simple texts from adapted literature of foreign authors, built on the program language material of these classes and containing up to 2-4% unfamiliar words, the meaning of which can be guessed. Reading speed - at least 200 printed words per minute.

Students should, in addition, "in order to extract complete information, be able to read to themselves for the first time simple texts from fiction containing up to 4% of unfamiliar vocabulary."

Having briefly described reading at the middle stage of education, we will consider the indicative plan of research developed by us for our thesis.

The plan consists of: an introduction, two theoretical, one practical chapters, a conclusion and a list of references.

In the first theoretical chapter, we will consider the psychological and linguistic foundations of teaching reading, in the second - the teaching methodology and the organization of the process of reading story texts, and in the third, practical chapter, we will summarize the experimental work on approbation. From the means of teaching a foreign language, in the course of the study, we will use: a textbook, "Book for reading", plot and thematic pictures.

We know that research methods are aimed at obtaining scientific data on the patterns of learning foreign languages, on the effectiveness of the teaching materials used, methods and forms of the educational process.

Research methods in pedagogical sciences include (according to Shatilov S.F.): a retrospective study of the experience of domestic and foreign schools (educational materials and documents), pedagogical and methodological theories in the past and at the present stage, generalization of the positive experience of teaching foreign languages ​​in schools, observations, conversations, questioning, testing, experiment [S.F. Shatilov: 48].

Using these methods in conjunction, we will increase the degree of reliability and scientific objectivity of the results of our study.

In order to increase the effectiveness of the study, we need to do a colossal job, which consists in (by introducing new, developed exercises) to increase the level of students' progress in one of the leading types of speech activity - in reading, while using the teaching aids mentioned above. and research methods.

In our thesis work, the works of such authors as Artemyev V.A., Baryshnikov N.V., Belyaev B.V., Benediktov B.A., Bogoyavlensky D.N., Bukhbinder V.A., Vedel G. E., Ganshina K.A., Gez N.I., Denken M.Kh., Karpov I.A., Klychnikova Z.I., Kolker Ya.M., Komkov I.F., Lapidus B.A. , Leontiev A.A., Nikitin M.V., Folomkina S.K., Rabinovich F.M., Rogova G.V., Sakharova T.E., Skalkin V.L., Strakhova M.P., Ustinova E.S., Ushinsky K.D., Shatilov S.F., and others.

We have developed a series of exercises through which we hope to obtain positive results during the experiment, that is, to increase the performance indicators of the process at the middle stage of education in grades 5-6.

learning speech reading english

CHAPTER I. Psychological and linguistic foundations of teaching reading as a type of speech activity

The experience of "joint work" of psychology and linguistics is very long: their union is more than a hundred years old. It begins with the works of the most prominent German linguist, the closest student of W. Humboldt - G. Steinthal.

The most important thing in Humboldt's linguistic concept, the most important thing that he introduced into the linguistic science of the 19th century, and subsequently this science was largely lost, is a clear understanding of the dialectic of the relationship between the social and the individual in speech activity. Language for Humboldt is the link between the "public" and the individual. The form of language is social in nature: in speech activity, it serves as an organizing principle for the “matter of language”. And this latter is “on the one hand, sound in general, on the other hand, the totality of sensory impressions and spontaneous mental movements that precede the formation of a concept with the help of language.” Both of these are individual phenomena. Language, therefore, “forms a peculiar essence, which, although it can always retain its significance only in a transitory act of thinking, is in its totality independent of it”; although the form of language reveals its specificity only in the process of organizing linguistic matter, it has its own "independent, external, controlling being by the person himself."

Humboldt looked for reasons for the similarity of language in different people in the unity of sound and the unity of mental content. He explained the unity of sound material by hereditary predisposition, and in the unity of the psyche - by the unity of society, the social factor.

Steinthal argued differently. If Humboldt considered language both as a process and as an ontological given, and as the most important part of a person’s mental activity, and as a property of society, then Steinthal could not rise to such a dialectical understanding and faced an alternative: either an ontological given or a process. But having made this choice, Steinthal, logically reasoning, went further along the path, which, in the end, leads him to a subjective-psychological understanding of language. P.O. Shor correctly noted in her time that Steinthal “substantially restructures” Humboldt’s ideas, “replacing the epistemological problem, the problem of the relationship between language, consciousness and being, posed by Humboldt, with a psychological problem, the problem of the development of individual speech and individual thinking [R.O. Shor: 49 ] One cannot but agree with one of the patriarchs of modern linguistics - Marcel Cohen, who said that "it is impossible to imagine the progress of linguistics without its close connection with scientific psychology" [M. Cohen: 27].

1.1 Psychological foundations of teaching reading

Psychological issues of teaching reading are solved on the basis of the analysis of a number of issues:

1)psychological and linguistic features of the perception of the text as the main unit of written speech;

2)psychological features of the links of speech communication when reading;

3)features associated with the scheme of semantic perception;

4)features of the action of the main mechanisms of speech activity. We will begin our consideration of the psychological foundations of teaching reading from an analysis of those features of the text that determine its perception. With the perception of the text, we, following B.V. Belyaev we will consider sensory understanding limited by the activity of the first signal system, and understanding - conscious perception, due to the activity of the second signal system. The perception of oral or written speech is associated with the direct impact of its physical properties on the sense organs, proceeding in unity with the impact on the reader or listener of its semantic content. The recipient of visual signals must convert them into thoughts based on knowledge of the system of meanings of the corresponding language and his life experience. Perceiving a written (printed) text, we do not realize that this process begins under the influence of signals (physical properties of printed or written symbols) on our organ of vision. It seems to us that we are directly revealing the content of the text. An analysis of this process shows that reading is primarily determined by the physical properties of the text.

Text as some physical object to be perceived is a sequence of graphemes (letters). From the point of view of their physical properties, optical signals have several modulations: the number of oscillations of radiant energy waves, their intensity and duration, which in sensation correspond to tonality (hue), saturation and lightness.

The letters are, as it were, a trigger mechanism, under the influence of which the physiological process of excitation in the organs of vision begins. It ends with complex physiological phenomena in the cerebral cortex, the function of which is a mental phenomenon - the perception of graphic symbols of printed and written text and the mental activity of the reader. In other words, under the influence of the physical properties of the object, a physiological phenomenon arises, and on its basis, a mental one, which is inextricably linked with it.

By analogy with the physical (acoustic) properties of an oral speech signal, we can talk about the bifunctionality of the physical (optical) properties of the text, that is, the primary and secondary physical properties of graphemes. The primary physical (optical) properties of printed (or written) text determine the visibility and readability of the text. These physical characteristics of the text, although they contribute to the distinction of polygraphic signals, do not lead to their distinction in semantic opposition. Without directly affecting the recognition of the linguistic and semantic features of the text, the primary optical properties are not relevant in linguistic and semantic terms. The secondary properties of graphemes contribute to distinguishing them from one another. It seems to us that the secondary physical properties of letters should include the features of their style, which cause the integral effect of the above physical properties. Secondary physical properties begin to serve as a material means of distinguishing between alphabetic and graphic forms and, naturally, affect the adequacy of perception and understanding of the linguistic and semantic features of the text. The study of visual signal recognition showed that it depends to a very large extent on the configuration of the presented sign.

The selective nature of the mixing of visual signals

In domestic studies, the selective nature of the mixing of visual signals is distinguished. Some signs mix with certain signs more often than others, and some don't mix at all. It was also suggested that the different probability of the appearance of signs will affect their memorization, and, consequently, recognition.

From the practice of teaching it is known that the most difficult to assimilate and recognize are letters similar to the letters of the native language. Very often, students incorrectly read the capital Latin letters H, P, C, lowercase letters q, p, d, b, c, t. An illustration of this can be the reading of the English sentence Did not know where to go.

The students confused the Latin letter "g" with the Russian letter "d" and read the word as.

A few more examples of the interference of the Russian alphabet: the word how is read as [pai], boy as [boi], tu as, cap as. Interference is observed both in relation to completely identical letters, and letters that have a slight difference in spelling.

Psychologically, this is explained by the fact that the “letter -> sound” connection in the native language is so strong that it serves as an obstacle to the formation of a new letter-sound connection. Interference can also appear in handwritten lettering. Students make similar mistakes when teaching German and French. It should be borne in mind that when learning to read in different languages, interference with images of the letters of the native alphabet manifests itself in different ways, occurring more often in relation to some letters than others.

Taking into account the interference in the recognition of letters and the importance of the strength of the “letter-sound” connection, it is advisable to place appropriate instructions in the textbook or in the book for the teacher for the letters of the alphabet, which are especially susceptible to it. Exercises should also be provided to help students remove possible interference. When explaining the new alphabet, one should pay attention to the letters of a common style, note their similarities and differences, and train students more in reading words that may interfere with their native language. In addition, it is obviously necessary to pay attention to letters similar in external outline within the system being studied, since students may not develop the necessary differentiation during perception for a long time. Students do not notice the differences in similar letters, for example, the difference in the letters l and t in the German alphabet. Therefore, it is advisable to exercise them in the visual choice of one or another letter from a number of letters similar in outline and in the pronunciation of the sound corresponding to it.

Dependence of perception on the font features of the optical signal

The physical characteristics of the text provide the act of reading as they facilitate or hinder its perception. This, in turn, positively or negatively affects the understanding of the text, without which reading does not fulfill its main function - to serve as a source of communication.

The visibility of the text and its readability are the conditions for productive reading. The concept of readability is broader than the concept of visibility. The visibility of the text depends only on the quality of the visual signal itself. Readability is affected not only by the shape, size, color of the font, but also by a number of conditions associated with the specifics of the design of printed material, for example, a different ratio of material, location on the page (line length, line spacing, letter spaces, the nature of the layout of the text of the publication), color paper, the method of printing, as well as the subjective characteristics of the reader, due to his profession, qualifications, attention, fatigue, etc. You need to know about some patterns of readability because this will determine the attitude to the text offered for reading by students. Readable text will make it much easier for them to read. When choosing books for extracurricular reading, this is sometimes crucial. After all, it is precisely because of the unreadability of the text that the student is often reluctant to read sometimes even a textbook.

When we pick up a book, and in particular a book for reading in a foreign language, we, first of all, pay attention to its font. The composition of the font includes letters of the alphabet, numbers, punctuation marks, as well as some other characters of the font.

Color Readability

Knowledge of the legibility patterns of color printing is of great importance for the school in general and for a foreign language in particular. Currently, color printing is increasingly included in books, textbooks, popular science magazines and even newspapers. Therefore, the problem of its readability occupies many psychologists. However, despite the interest in this issue, a number of problems related to the legibility of color printing remain unexplored. And this is understandable. For example, in newspapers and magazines in a foreign language, green, purple, orange and blue colored fonts are widely used. This is done in order to draw attention to the material being read. And which of these colors is more readable? What is the readability of text typed in color type? Why are students more likely to read text typed in blue or brown than light green? These and many other questions arise before the researcher. They are not indifferent to the teacher of a foreign language. For example, in the USA this technique is used at the initial stage of learning to read in one's native language; it is called "color reading" or "color dictation".

As you know, the main difficulty in mastering reading in English is the discrepancy between the spelling of words and their pronunciation. Many children sometimes cannot overcome the confusion that arises because the same letter in one word is pronounced differently than in another, and different letters in different words denote the same sound. An example is the letter a in the words cat, Kate, car, in which it is pronounced in three different ways: [x], , [a:], and the sound, which has eight different spellings, illustrated by the words to, too, two, crew, through, true, fruit, shoe.

Naturally, the student is lost in the face of all this variety of reading facts. And then color comes to the rescue. One of the developed systems for teaching reading in English as a foreign language uses 47 colors that are assigned to certain speech sounds.

Teachers who use this system of teaching should have 47 colored crayons, and with chalk of the same color they indicate letters and combinations of letters that give the same sound when reading aloud words from the board. So, the letter o (to) and a combination of letters oo, wo, ew,. ough, ue, oe, which are read as sound, are colored green. The letter p in the word by, the combination on in the word phone, the combination kp in the word know, the combination rp in the word pneumonia are also given in one color - lavender. In this system of education, only the teacher uses color designations. Books for reading are typed in black, and when writing on the board, students use only white.

Incidentally, color is also used to teach the grammar of a language. Each part of speech is assigned a certain color. Words are put on cards corresponding in color to this part of speech. Putting sentences out of these words, children, without realizing it, learn their structure. Color printing is also used for the purpose of distinguishing grammatical forms in the process of reading.

The foregoing testifies to the conditionality of reading by the properties of the text. The teacher must always keep this objective factor in mind and, if possible, choose the most optically favorable texts if he wants to make reading an enjoyable activity.

PHYSIOLOGICAL LINK OF READING

The conditionality of the process of eye-motor activity of the reader.

Considering reading as a process of communication through language on the material of written speech, we understand that it is also determined by the mechanisms of visual decoding of optical signals.

Consideration of reading as a type of speech activity makes it possible to consider N.K. Anokhin about the functional system. It can be assumed that the role of a trigger mechanism in reading is played by familiar graphic images.

It has been established that in the contour of the grapheme, parts are distinguished that serve as identification signs in the perception of letters. The nature and number of such signs for each letter is different. Depending on the conditions of perception, they change. To determine the letters of the alphabet, there are a number of parts of the letters that are not divided, in particular, for the Russian alphabet there are 24 of them.

Recordings of eye movement show that it occurs in inconsistent (arrhythmic) jumps of a progressive nature. Visual decoding of optical signals occurs during the stop (fixation) of the eyes. The change of eye fixations as a result of their movement makes it possible not to mix the signals.

What happens when the eyes move from one fixation to another? It has been established that about three letters in the center of each visually perceived letter complex are imprinted on the retina with the utmost clarity, the remaining letters are less and less clear as the number of perceived graphic signals increases, that is, as the recognition field increases. If we compare the records of eye movement, which reflect the duration and number of fixations per line, with the facts characterizing vision, it becomes clear that an unclear, indistinct vision is sufficient to recognize a word. The eye retains impressions only from special features, as mentioned above, the most characteristic of a given letter, a conspicuous form, from the dominant features of letters and words. The rest falls on the compensatory role of consciousness. This process has been compared to the process of recognizing a familiar landscape. One glance is enough for us to call up a mental image of all its details. A closer examination of the landscape reveals a thousand details that we were sure we saw at first glance. But if we were asked immediately after the first glance to describe these details, we would not do it. With regard to many of the more familiar details of a familiar landscape, we cannot say whether we saw them or imagined them mentally. When we look at the landscape a second time, we often notice that the details that we thought we saw the first time have changed a lot or completely disappeared. At present, it has been experimentally proven that the reader grasps 7 ± 2 graphic images in one fixation and makes an average of 4 - 5 fixations per line, and he can recognize the whole word, or a significant part of the word, or several words in one fixation (M.Ya . Goshev).

The difference between a "good" and a "bad" reader is not in the speed with which the eye moves, but in the quantity and quality of the information that it perceives at each fixation. In addition, this difference is expressed in the number of regressive eye movements. It has been experimentally established that elements smaller than a word are probabilistically organized in human memory. In the course of reading, the reader forms a model of future results, therefore, if what is expected and what has actually appeared do not correspond to each other, a mismatch occurs and the reader returns with his eyes in the text back (makes regressive movements). When studying reading in their native (English) language, it was found that 23% of all eye movements that first grade students make are regressive. In high school, regressive movements are observed in 15% of students. It is believed that regressive movements are associated with difficulties in understanding the text. When reading a difficult text, there is a discrepancy between the time of reading individual words and the time required for the reader to comprehend them. As a result, the reader has more regressions, and the number of fixations increases. Accordingly, the reading speed slows down. Moreover, the difficulties of the material have a great influence on people who do not read well. This is manifested in a violation of the regularity of the reading process. An increase in the number of regressions and the number of fixations, as well as an increase in their duration, was also observed in good readers, but these changes are more ordered.

In a normal reader, regressive eye movements do not disturb the order of the words of a sentence when perceiving a test. This makes us think that some process is going on, parallel to the visual recognition of printed text. This is supposed to be a process of keeping in mind what has already been perceived while the eye goes back to another piece of information. Therefore, at the moment of regressive fixation, the information that the reader receives is not disturbed when reading.

It can be assumed that at the moment of fixation, that is, the reception of information, an “image of the future” is formed, and the time the eye slides along the line is necessary for the body for the gigantic work of processing the information received. If the result obtained corresponds to the image, then the next reception of information occurs. As noted above, a “good” reader differs from a “bad” one in that he perceives more information in one fixation and makes fewer regressive movements. Considering reading from this point of view, its external characteristic can be called a reading technique, and the semantic interpretation of the text will be an internal characteristic. The result of this unified process will be a level of understanding achieved to varying degrees.

Considering the foregoing, when teaching reading and, in particular, when teaching reading in a foreign language, one should strive to ensure that the student's eyes make fewer fixations per line, that is, to increase the reading field so that the fixations are short-term, and regressive movements are minimized. .

It has been experimentally established that the higher the achieved level of understanding, the less the subjects make fixations and regressions per line, the larger their reading field or, conversely, the fewer fixations and regressions the subjects make per line, the larger the reading field they have, the higher the high level of understanding is reached by them.

Experiments thus confirm the rule of interaction between understanding and perception in reading and show that this interaction is also associated with the nature of eye movement, that is, changes in eye motility.

Speech movements and their influence on the reading process

The role of articulation is different at various stages of learning to read, ranging from complete subordination of this process of articulation to complete liberation from it. The perfection of articulation determines the perfection of the reading process.

Based on long-term observations, it seems possible for us to distinguish the following six pronunciation levels:

1.The level of pronunciation of a single sound. This level is characterized by the fact that the learner of a foreign language can correctly pronounce the sound upon presentation of a transcriptional sign or letter denoting this sound. In combination with other sounds (syllable, word), the correct pronunciation of this sound is violated. In this case, the student does not have the skill of reading, he cannot correctly articulate the words of the text.

2.The level of pronunciation of a single syllable. A foreign language learner can correctly pronounce sound combinations consisting of the sounds he has learned. In a wider complex (two-syllable and polysyllabic word), the pronunciation of these sound combinations when speaking or reading is difficult.

3.Word pronunciation level. This level is characterized by the ability to correctly articulate individual new or learned words. When pronouncing or reading these words in combination with other words, their correct articulation is disturbed.

1. The level of pronunciation of the syntagma. At this level, there is a higher development of pronunciation technique. The speaker or reader correctly articulates the sounds within the syntagma, can formulate it intonationally, correctly place the logical stress in the syntagma, make the necessary changes in the movement of the main tone, read, pronounce the syntagma at the required speed. However, when two or more syntagmas are combined, which takes place when reading a more complex sentence (simply common, compound or complex), the pronunciation of individual sounds (sound combinations), words, or the intonation pattern of the syntagma is violated.
2. Speech level. This level is characterized by the correct pronunciation of sounds and the correct intonation of individual phrases. However, as soon as the reader has to read a coherent text, pronunciation, even at the level of individual phrases, is violated.
3. The level of pronunciation of the text. This is the highest level of pronunciation skills in reading. It is characterized by perfect mastery of the sound intonation structure of phrases in a coherent text.

When teaching reading in a foreign language, we can sometimes observe the long-term persistence of "whisperers" among students. This is due to their undeveloped reading technique or difficulties in understanding the content of the text. At more advanced stages of learning, "whispered" reading is manifested when reading parts of the text that are difficult in pronunciation or semantic Relation. Consequently, the work of the articulatory apparatus is an indispensable component not only of reading aloud, but also of reading to oneself.

From the psychological literature it is known that when reading to oneself, the motor component appears in the form of a hidden, folded, internal articulation or internal pronunciation, which is a bioelectrical and sometimes mechanical activity of the muscles of the speech apparatus. Research by A.N. Sokolova show that with the complication of the perceived material, both when reading and when listening, the recorded electrical activity of the articulatory muscles increases. Similar data regarding reading were obtained by the Swedish scientist Edfeldt. This confirms the general pattern, according to which hidden articulation manifests itself the stronger, the more difficult was the mental task that the subject had to solve. If the skill of solving a mental problem became strong and turned into an automatic action, hidden articulation disappeared. The study of latent speech motor reactions showed that when reading texts in one's native and foreign languages ​​to oneself or when mentally solving arithmetic examples, there were very significant excitations. At the same time, it was noted that the transition to new actions, even if they are sufficiently automated, causes an increase in motor speech excitation. In these works, it is noted that the repeated reading of the text (in the native language) occurs with a very weak, and at some moments completely disappearing speech motor excitation. This indicates the possibility of having, under certain conditions, the so-called "visual reading". When reading with the instruction “read more carefully” or “remember more accurately”, there was an increase in verbal motor excitation compared to the first reading, but without such instructions. It is interesting to note that reading non-adapted texts compared with reading adapted texts in foreign languages ​​was accompanied by more pronounced excitations in the speech apparatus. Obviously, this is due to the fact that the unadapted texts turned out to be too complicated for the subjects and required the use of a dictionary. Without a dictionary, the subjects could only read the text, highlighting only familiar words, without understanding the semantic content of the text.

PERCEPTIVE LINK OF READING

Recognition of alphabetic signals. Recognition of letter images and their combinations.

Identification is the result of the selection and comparison of objects with the standard embedded in the long-term memory of a person, and on this basis their identification.

The optical component of reading is only a means of providing it. Eye movement does not determine, but reflects the process of reading, because reading is a thought process. The importance of the visual mechanism in reading cannot be exaggerated, although it depends on it. Recognition is a constructive, not a reproductive, process in which the reader constructs the perceived object through mental operations.

According to K. Wikelgren, the mixing of letters based on the similarity of the corresponding sounds occurs in short-term memory. It is clear from experiments that the operator makes more mistakes when it is required to remember only two letters with similar phonetic images than when reproducing 6-8 letters that differ greatly in the features of articular-acoustic images. Thus, the results of identification depend on the phonetic structure of the code chains stored in the short-term memory: the less the similarity of the phonetic characteristics of the sequence of letters perceived through the visual analyzer, the less the probability of errors due to interference during their reproduction.

Very interesting data to understand this side of the reading mechanism is the work of Wenzel, who studied the "reading time" of a letter signal. Reading time is the time from the moment a letter is presented to its naming. It includes, according to this study, the following steps:

1. Primary imprinting of the visual signal.
2. Letter recognition.
3. Preparation of organs of articulation for pronunciation. 4) Pronunciation.

Experiments have shown that letters combined into syllables are read faster than isolated letters; the speed of reading letters in combinations imitating a word increases compared to the speed of reading them in syllables; while meaningful words are read faster than meaningless letters or phrases.

The relatively large reduction in the time of reading a letter in a syllable compared to the time of reading an isolated letter is explained by the use in speech in the native language of all letter combinations used in these experiments. Artificial words, consisting of syllables, were in the nature of unusual combinations (they had an unusual spelling and phonetic appearance). This is why artificial word formation has little effect on reading speed. The habitual combinations explain the difference in the time of reading a letter in four-syllable artificial words and in texts in which the semantic content was violated by replacing letters in words. However, the latter were perceived much more naturally than meaningless words. There were no significant differences in the time of reading a letter in meaningful words and in a meaningful text. This is explained by the fact that the opinion of this author that the linguistic connection in meaningful polysyllabic words and meaningful text is almost the same. The habituality of meaningful words is much greater than words devoid of meaning, which is expressed in a much higher rate of reading the former. The latter is confirmed by experiments carried out on the material of the English language.

Word recognition while reading

The transformation of the physical (optical) properties of the text into perceived qualities, that is, the process of reading the text, as well as its understanding, is determined by the linguistic and semantic system, the linguistic structure and thoughts realized in the text through the language. This is a very complex process, the psychological laws of which are still far from being disclosed. However, the literature data and the results of experimental studies give grounds for stating some fundamental provisions on this issue. First of all, it should be noted that the determinability of reading by the language system begins with the recognition condition, that is, the reading of letters (graphemes). Only by analytically realizing the sound and alphabetic-graphical systems of a given language and establishing visual-auditory-motor relationships between them based on feedback, a person learns to read. In this case, it is not so important which way these connections are formed: from sound to graphic form or from an optical signal to sound.

When recognizing words, part of the word falls into the field of peripheral, unclear vision. The reader supplements his vision, as it were, mentally, on the basis of the standards laid down in his memory. Instantaneous or rapid recognition is possible only in relation to words that are well known to us due to the fact that they often met us in the past reading. Words that are less common are recognized more slowly. These words require a more accurate vision of all their elements, as well as analysis. In addition, they require voicing.

After the identification of the visual image and the internal articulation of the perceived word, searches begin in the field of its linguistic meaning.

The assumption that reading is a sequential addition of letters is rejected by most researchers of this process. It was experimentally established that recognition occurs in whole words, and not letter by letter. Learned by students in a certain order and with the same firmness with which they knew the alphabet, words presented at a distance more distant than that from which the letters were recognized were recognized and recognized in almost all cases.

Age-related changes in the recognition of optical signals.

With age, the recognition field increases, which is expressed in an increase in the average number of recognized letters and words per minute. It has been established that an adult person perceives from two to four words in one fixation. When reading in the native (English) language, the recognition field of adults is equal to 8-13 letters; in children, the recognition field is correspondingly smaller.

Features of identification of optical systems in a foreign language.

The letters of the foreign alphabet are unusual for our students at the beginning of their studies. The connection "letter - sound" is not yet strong. As a result, letter recognition is delayed. The preparation of the organs of articulation for their pronunciation is also delayed. For them, combinations of letters are also unusual. In the language experience of students, individual words are not often found. The word is perceived as a simple set of letters, the mechanism of comparison of each letter works, and not the mechanism of comparison of their complex. The mechanism of comparison of a complex of letters operates when the image of a word enters long-term memory as an indecomposable whole that has a linguistic meaning. So far, they are perceived only as physical stimuli. All this interferes with the normal reading of words, phrases, text. As a result, reading in a foreign language is slower than reading in a native language. When reading, students not only see the text and say it aloud or to themselves, but also, as it were, hear themselves. The organs of vision, hearing, and speech interact. Auditory images control and reinforce the correctness of speech movements and their correspondence to visual images.

With the currently existing method of oral anticipation, students begin to read already when they have worked out the articulation of sounds, syllables, words, and even small phrases. And yet, observations show that, when moving on to reading, students make errors of articulation and intonation where they do not make them orally.

This is explained by the fact that when reading, one more difficulty is connected - the comparison of alphabetic signals and their conversion into articulatory systems. The inclusion of the visual component violates the insufficiently developed pronunciation skill, there is a delay in the stage of comparing the perceived with the standard, and hence the violation of articulation. The lack of development of the alpha-sound connection acts as a brake. This requires the teacher to pay special attention to the initial stage of learning to read.

Probabilistic forecasting as one of the reading mechanisms

As is known, the phenomenon of forecasting (anticipatory synthesis) is one of the forms of adaptation of the organism to the environment. From a biological point of view, prediction is very useful and contributes to the survival of the organism. It is the result of adaptive acts of a living organism to repeated events in the environment. The basis of forecasting is the traces of time relationships stored by the brain that took place in the past. If event A was followed by event B, then event A becomes a signal by which the organism predicts event B, as if preparing in advance for the onset of event C, forestalls it.

In the life of an organism, each event occurs in various combinations with others. Moreover, there are combinations, some of which are repeated, in other words, actually stable, and combinations are random. Therefore, event A is not always an absolute signal of the appearance of event B. Because of this, the expediency of the organism's behavior is to "react" to event A in accordance with the event that in the past experience of this organism most often followed event A, in other words, react in accordance with the event that is most likely to occur after event A. Therefore, forecasting based on past experience cannot be absolute and, according to I.M. Feigenberg, probabilistic forecasting. Probabilistic forecasting is understood as anticipation of the future, based on the probabilistic structure of past experience and information from the current situation. Past experience and the current situation provide a basis for creating hypotheses about the upcoming future, and each of them is assigned a certain probability. In accordance with such a forecast, pre-adjustment is carried out - preparation for actions in the upcoming situation, leading to the achievement of a certain goal with the greatest probability.

In humans, probabilistic forecasting can be conscious and unconscious. Forecasting allows the body to drastically reduce the number of erroneous reactions that do not correspond to the actual development of events. On the basis of observations and experimental study of probabilistic forecasting in speech, the following features can be pointed out.

Firstly, it is the reader's knowledge of the words that are used to express a given thought. The more familiar the student is with the word used in the text, the sooner he will guess about it, even if he perceives it only partially. The same is observed in relation to the phrase and even the whole phrase. An experienced reader follows, first of all, the development of thought and already from this angle perceives the words of the text. Previously read tells the reader what will be discussed next. The prediction of words corresponds to the frequency of their occurrence in the speech experience of the reader.

Secondly, a significant role in forecasting is played by the number of derivative words that can be formed from a certain stem. For example, the reader perceived in the German text for one fixation 4 characters - hang-. His language experience can tell him several forecasting options: hangen, abh "dngen, abhangig. But now he took the combination -fahr-. Obviously, it could be fahren, abfahren, etc. Obviously, the more options can arise from the perceived with one fixation of a part of the words, the less chance of forecasting strength.

Thirdly, the prediction of words in a readable text is influenced by semantic associations that are involuntarily taken into account in the individual language experience of the reader.

Forecasting within a sentence is due to: 1) the strength and unambiguity of other words associated with a given word; 2) the presence of a definition and other dependent words at the word; 3) the position of the word in the sentence; 4) the depth of the sentence; and 5) the defining context that develops on the basis of the words read. All these factors determine the speed and speed of guessing when reading. If a student reads in a foreign language, then the effect of these factors is weakened due to the limitedness of his language experience.

The determinability of reading by the language system at higher levels, that is, when reading a line, phrase, paragraph and the entire text as a whole, as is clear from the above, is also closely related to the mechanism of probabilistic prediction of the semantic content of the text and its individual sections. At some stage of reading, the reader accurately reconstructs in his mind those parts of the printed material that were not objectively perceived by him. In other words, he predicts words based on the perceived part, guesses about the next word and about the combination of words. When perceiving speech, not only the word is predicted, but also whole sentences. Therefore, those researchers who pointed out that a person reads a text not only, and perhaps not so much with his eyes as with his head, are right.

All of the above is especially important when teaching reading in a foreign language. It is the lack of relevant experience that does not prompt the student to solve the problem - the correct guessing of each word.

The significance of the familiarity of the visual image for reading leads to the conclusion that students need to perceive the graphic image of foreign words quite often. This will ensure their recognition in the process of reading. Students should not be expected to read well if they only have good speaking skills.

Experiments have shown, for example, that success in mastering unprepared oral speech is observed in cases of intensive training in this particular type of speech activity. Obviously, this provision is also valid for reading. If we want our students to read well, we must devote sufficient time to this activity. Moreover, the optimal learning to read should combine the techniques of letter-by-letter learning with learning to read in whole words. The predominance of the first over the second, or the second over the first, must be established experimentally for each language.

1.2 Linguistic foundations for teaching reading

Linguistics has always had a great influence on the practice of teaching a foreign language in high school.

Thanks to the achievements of linguistics in teaching methods, they began to take a different approach to teaching language material and speech activity, the systems of exercises designed for different learning conditions and with different contingents of students became more motivated.

In terms of rationalizing the teaching of a foreign language, the problem of selecting educational material at different levels has always been and remains relevant now: sounds, words, sample sentences, speech patterns, typical texts, etc.

The selection of the linguistic content of teaching a foreign language is also influenced by such a branch of linguistics as sociolinguistics, which studies the relationship between language and culture, language and society. The language is the guardian of the national culture of the people who speak it. Therefore, it is necessary to teach a foreign language not only as a way of expressing thoughts, but also as a source of information about the national culture of the people who are native speakers of the language being studied by students, based on the fact that the language performs two main functions: communicative - it provides communication between people and cumulative cultural. The modern methodology of teaching a foreign language is characterized by the desire to include country-specific information from geography, history, social life in the content of training - in speech material and, in particular, in texts for reading.

Attention should also be paid to the importance of the recently intensively developing linguistics of the text, the theoretical solutions of which can play an important role in significantly increasing the effectiveness of teaching reading in a foreign language of literature of various styles and genres.

The ideas of linguistics of the whole text, which are gaining more and more of their adherents, allow us to consider the text as a semantic indivisible whole. Such positions stimulate methodologists to look for new ways of working on the text when teaching reading. One of the new approaches in this regard can be considered the desire to determine the complexity of texts of different types, which subsequently will allow building graded exercises adapted specifically to this level of complexity and aimed at significantly reducing the difficulty of reading.

The complexity of the text is determined by the way of expressing compositional-speech forms. Is each text characterized by structural design, thematic unity, information completeness? logical interdependence of all its components. Therefore, students need to be taught not only to penetrate into the essence of each word, phrase, used grammatical phenomenon, but also to cover the entire text, to understand its total compositional and content essence.

Thus, without a carefully developed linguistic basis, not a single solid method of teaching a foreign language can be created, and this is now well understood by all methodologists. Proof of this can be the methodological studies carried out in recent years, in which the philological component is necessarily presented, either borrowed or proposed by the author in the form of an independent development.

CHAPTER II. Methods of teaching and organization of the reading process at the middle level of teaching a foreign language in school conditions.

1 The problem of selecting educational material for studying reading

In order to introduce students to reading in a foreign language, it is necessary, firstly, to stimulate the motivation of reading, and secondly, to ensure the success of its flow with the help of appropriate assignments for exercises. These moments are interconnected and interdependent. For the development of reading motivation, the quality of texts plays an exceptional role. Their practical, general educational, educational value can be manifested only if they impress students. Many methodologists believe that “the text acquires meaning for the student when he can establish a certain relationship between his life experience and the content of this text” [M.Kh. Duncan: 19].

Michael West believed that an interesting text is the main prerequisite for students to turn to reading in a foreign language. In his famous study series, he included the most fascinating works of world literature.

Methodist researchers have noticed that students cope better with more difficult but fascinating texts than with light but meaningless ones.

Texts should be adventure and detective so that students read with pleasure. Texts must meet certain requirements:

The first requirement is that the stories presented to students for reading should not be too long. No matter how interesting these texts may be, they will still become uninteresting in the end if students read the same work for half a year, or even the entire academic year. This implies the requirement for the authors of books for home reading - to compose texts in such a way that each story does not exceed the norm established by the program.

The second requirement is that these texts be accessible, that is, that their language be at the level of real knowledge of students in the corresponding class. After all, an objectively interesting text, if it contains insurmountable difficulties, loses all attractiveness. It should be taken into account that the real knowledge of students in English, with a few exceptions, is below the level indicated in the program. In this regard, the question of adaptation arises, without which it is impossible to imagine a school reading course.

It seems to us that adaptation is objective when reading to oneself in a foreign language; regardless of whether the text is adapted by the authors of the textbook to the abilities of students, the student himself adapts it in accordance with his linguistic and life experience, skipping the incomprehensible or interpreting it approximately, in his own way.

Self-adaptation also takes place when reading in one's native language. Reading, for example, in adolescence "War and Peace", the reader sets his own accents: he reads "peace" or "war" more carefully. In this case, an involuntary contraction or self-adaptation occurs, corresponding to age and psychological interests, as well as preliminary knowledge. Self-adaptation also occurs in the sphere of language: the reader omits unknown words related, for example, to military art, etc.

It must be said that adaptation develops in parallel with the compensation of meaning, which is also of an individual nature, due to which the "leakage" of meaning is not so great. It is clear that even more so the right to exist has a controlled, rational adaptation, which facilitates the perception and understanding of a foreign language text. Adaptation bridges the gap between the text in a foreign language and the reader. It is important to emphasize that it is a flexible phenomenon, its measure decreases due to the progress of students in a foreign language in general and in reading in particular.

Adaptation methods can be ranked as follows, if we consider reading original works of medium difficulty as the goal:

1. artificial texts written by the authors of the teaching materials on the basis of an active language minimum, representing a free transcription of the original text;
2. lightened original texts at the expense of banknotes; at the same time, both the composition and the language material are simplified;
3. original texts of medium difficulty, the perception and understanding of which is facilitated by the commentary.

If the first two methods involve facilitating the text and adapting it to the level of the reader, then the latter raises the reader to the level of understanding of the original text.

Third requirement. The stories offered to students should meet the age requirements of students, not only contribute to the assimilation of certain grammar vocabulary, but also be cognitive in the true sense of the word.

Suitable in this sense are stories about Robin Hood, processed for students in the middle stage of education.

Stories about various English scientists and writers who left behind classic works, both in the field of literature and in the field of science, can also be useful.

So, stories describing individual episodes from the life of such representatives of the English people as Shakespeare, Byron, Shelley, Dickens, Darwin, Newton, could be of great cognitive interest for students at the middle level of education.

Of great interest to themselves would be the stories of a country-specific nature.

It goes without saying that acquaintance with excerpts from the works of English and American writers could provide very valuable materials for satisfying the cognitive needs of students.

The point of view of another methodologist - Rogov G.V. opposite to the opinion of Arakin regarding the volume of texts.

According to Rogov G.V. Motivation is directly dependent on the awareness of the success of the work performed. Students should feel their progress, which consists not only in their understanding of increasingly complex texts, but also in the desire to read large texts. It seems that it is possible to form a complex reading skill, including all the private skills that provide it, only on extended texts. There is a seeming paradox here: the greater the length of the text, the easier it is to understand (ceteris paribus). This paradox can be explained as follows: firstly, the context stimulating understanding comes into force, which introduces the reader into the content-semantic plan of the narrative, creating the prerequisites for forecasting, linguistic conjecture; secondly, redundancy appears, that is, the same fact / phenomenon or person is characterized from different angles, with details, while the density of information decreases; finally, as they progress in reading a larger text, students more often encounter words belonging to the same thematic area, which facilitates their semantization. Therefore, it is important to provide for a systematic increase in the volume of the text in the course of reading [G.V. Rogova: 37].

In our opinion, the opinion of Rogovoi G.V. is the most acceptable and reasonable.

Of course, it is impossible not to mention in this paragraph the requirements for the content and language of texts used in the process of teaching reading, which are formulated by S.K. Folomkina in her works. The requirements for the content of the texts are as follows:

a) ideological consistency of the content of texts, their ideological and educational value;

b) the cognitive value of texts and the scientific nature of their content;

in) compliance of the content of the texts with the age characteristics of students.

As for the linguistic side of the texts, the requirements are reduced to two points: in texts for reading with a general content coverage, up to 25% of unfamiliar significant words are allowed, and in texts for a complete and accurate understanding of the content, 2-3 unfamiliar words per page.

Consideration of the above requirements shows that they are not without drawbacks. So, without touching upon the ideological consistency of the texts, which was a tribute to the time, we note the absence of requirements in terms of country studies and linguistic and country studies.

2.2 Methodology for organizing classroom and home reading at the middle stage of schooling

The goal of secondary school reading instruction is for students to read silently to themselves with immediate comprehension of what they read. At an advanced stage, that is, in the upper grades, reading to oneself acquires the features of reading itself: it becomes a means of obtaining new information in the cognitive activity of students. The cognitive nature of reading at the final stage makes it possible to use it to the maximum for educational and educational purposes.

Mastering the reading of texts of various functional styles (socio-political, popular science and fiction) is the content of the advanced stage of mastering reading as a type of communicative activity. Here, in its entirety, the main purpose of reading as a means of extracting information from the text is manifested in its entirety. At this stage, the nature of reading changes dramatically. If before that, reading was a goal to which the activities of students were directed, and the texts were of an educational nature, and reading was educational, now reading is becoming a means of obtaining information for cognitive purposes, and the texts are becoming cognitive.

In accordance with the program requirements, students in grades 6-7 of secondary school master reading simple everyday and literary texts. The main attention, moreover, is aimed at teaching students to understand texts in the target language and extract information from them at the level of program requirements in grades 6-7.

With a functional approach to reading, it is necessary to take into account the amount of information extracted from texts, in accordance with the need for it. From this point of view, reading with the extraction of complete information from the text and reading with coverage of the general content of what is being read stand out.

In the first type of reading, students are required to penetrate deeply into the text with the extraction of the maximum information contained in the text. Such reading, called learning, can be extended to any text, depending on the required amount of information of a particular nature.

Reading covering the general content of what is being read, called introductory, is aimed at extracting the main content from the text. This type of reading can be used in cases where the task is to cover the general content of the text or find out the main idea of ​​the article, etc. without going into details.

Full Information Reading

Reading with the extraction of complete information from readable texts is an important type of reading in the middle stage of learning.

When set to complete extraction of information, students can resort to repeated reading of the text or its individual parts in cases where the first reading does not lead to an understanding of the text and the student cannot highlight the main, main idea, establish the logic of events and actions, understand the meaning of the content.

When working on a text, it is impossible to break it into parts and read it in parts, if these are not chapters or sections of the work, since this destroys the internal logic of the text and makes it difficult to extract information contained in the entire text.

Reading texts is the initial stage of educational work, which is supplemented by the performance of tasks on the content and understanding of what is read. Understanding of the read text is determined not by reproducing the text or its part by heart and not by translating it into Russian. A high degree of understanding it into Russian is manifested in the fact that the student can perform such actions as: identify the main thing and change the sequence of presentation; present it in a more abbreviated, or, conversely, expanded form.

General Reading

Reading with coverage of the general content of the text is used when the reader does not need details and details. This type of reading is carried out only in the classroom under the supervision of the teacher. This is due to the fact that during its implementation, as a rule, one-time reading to oneself is practiced, in which students must, despite the presence of unfamiliar words and some grammatical phenomena in the text, understand the main idea of ​​the text. At the same time, two reading modes are possible: without a time limit, when students spend as much time on the text as everyone needs for this (after reading the text, each student closes the book), and with a time limit at a more advanced stage, when the teacher sets the exact time in advance , for which all students must read the text (this period should be real for a weak student), and after its expiration, the teacher stops reading.

The second mode has a great educational effect, as it contributes to the development of the technique of reading to oneself with folded inner speech, in which students cover ever larger segments of the text with their eyes.

Reading with coverage of general content is carried out without the use of a dictionary or grammar reference; Moreover, unfamiliar words from such texts are not included in the textbook vocabulary at all, and students read texts based on linguistic and semantic guesses. Students guess the meaning of words by their shape; such words include the so-called international words formed from roots known to students with the help of familiar affixes, converted words, as well as compound words formed from elements learned by students. In cases where the student cannot guess the meaning of words and grammatical phenomena in the text, he resorts to a semantic guess based on understandable fragments of the text.

The development of the linguistic and semantic structure of a guess when reading is a special and very important task in teaching reading at the middle stage. For this purpose, special lexical exercises are also used to prepare such a guess.

Tasks for texts during such reading are small and carry control functions - to check that students were able to extract new things during a fluent one-time reading. For this, the following steps are used:

a) highlighting the main content of the text;

b) text interpretation;

in) assessment of its content by students.

Tasks are recommended to be offered first to less prepared students, whose statements are supplemented and expanded by more prepared students, which contributes to a better grasp of the meaning by less prepared students.

Reading with coverage of general content is supplemented by the search for necessary or interesting information by anticipating (anticipating) the content of texts by headings using selective reading of individual paragraphs of the text.

In grades 5-6, where students cannot yet directly perceive textual material in a foreign language, from the very first lessons they get used to an analytical approach to each linguistic fact. This direction in the work continues in the future, since the student learns something new at each lesson, and the assimilation of a new one (word, grammatical rule, combination of letters, etc.) necessarily includes an element of analysis that contributes to the understanding of new material and its assimilation. The lack of a direct connection between the words of a foreign language and the concepts that are fixed in them, since these concepts were acquired by students on the basis of their native language, prevents the direct perception of a thought expressed in a foreign language, even in cases where the words are known to students. Two factors prevent this: the inability to combine purely sensory processes with the processes of comprehending what is being read and disbelief in one's ability to directly understand the thought expressed in a foreign language.

The student reads part of the given passage and makes a selective translation.

The student reads a passage of text, others translate one or two sentences selectively.

One student reads a passage of text, the other translates, the third highlights the main idea of ​​the passage.

The teacher asks students questions on the text in a foreign language, students answer in their native language.

The teacher asks questions on the text in FL, the students answer them in FL.

Organization of home reading

Mastering reading to oneself is a sequence of steps, each of which is divided into two actions separated in time: students read the next text at home and control of reading comprehension, which is carried out by the teacher in the lesson.

In fact, the development of reading to oneself takes place in the process of reading texts when doing homework. The teacher determines in advance the task of home reading for the next week (in high school, such a task is given for two weeks). The volume of these tasks is defined in the "Book for reading", and they are scheduled for weeks, however, guided by the course of the educational process in the class, the teacher can change the reading rate in one direction or another.

Students read the proposed text to themselves, penetrating its content, once or, in extreme cases, twice. In the process of reading, all the attention of the student is drawn not to the language forms, but to the content of the text. At the same time, students write out unfamiliar words that they meet in the text in their vocabulary notebooks.

The teacher in his instructions guides the students so that when reading the text they resort to guessing based on the context when they encounter unfamiliar words.

After reading the text and understanding its content, students get acquainted with the control tasks for this text and prepare them.

Delayed control of home reading, carried out by the teacher in the classroom, aims, firstly, to establish whether the students have read the given text, and, secondly, whether they understood it.

This check should take a minimum of time in the lesson. To this end, the teacher selects and uses such forms of control that, with a minimum expenditure of time, give the teacher the opportunity to establish how the students worked at home and have a stimulating effect on them.

Control of home reading in the lesson is carried out in one of two possible forms:

) The teacher conducts in the class a quick frontal check of the maintenance of vocabulary notebooks by all students and understanding of the content of what they have read. For this, first of all, control tasks placed after the text are used.

They are made taking into account the increase in complexity, and therefore the answers to them should begin with weaker students, attracting more difficult tasks. In addition to control tasks (or instead of them), the teacher can use general control questions on the content of the reading, explaining the motives for the actions of the characters, listing major facts or events described in the read text, etc. Control is carried out in English in a form accessible to students.

) Combining checking home reading with work on oral speech, the teacher conducts oral exercises on the plot of the read text. The exercise is conducted in English in the form of a conversation on the text, a presentation of the content of the read, a discussion or expression of one's opinion about the read. Covering as many students as possible, such an exercise is aimed at developing oral speech, while at the same time giving the teacher the opportunity to judge the degree of students' understanding of the read text.

When checking the performance of students' homework in reading to themselves, it is necessary to clearly differentiate the degree of understanding of the read text by students and the ability of students to express their thoughts in English about the content of the read and evaluate them separately.

2.3 The system of exercises for teaching reading in grades 5-6

The system of exercise, according to pedagogical science, is the main factor that ensures success in mastering speech in both native and foreign languages. “... The systematic nature of the exercise,” wrote K.D. Ushinsky, is the first and most important basis for their success, and the lack of this systematicity is the main reason why numerous and long-term exercises give very poor results” [KD Ushinsky: 43].

I.A. Gruzinskaya linked insufficient knowledge and skills of students in foreign languages ​​with the defectiveness of the exercise system. The problem of creating a scientifically based and effective system of exercises for teaching a foreign language, taking into account the conditions of its teaching, is one of the most relevant in practical terms and the most difficult in theoretical terms [IA Gruzinskaya: 18].

Its relevance is determined by the fact that the practical methodology of teaching foreign languages ​​does not yet have a sufficiently effective, integral and complete system of exercises. Meanwhile, no matter how effective individual types or types of exercises may be, they do not determine the success of language learning in general. The success of training can only be guaranteed by a rational system of exercises.

In theoretical terms, this problem is one of the most difficult, since it is associated with such not fully solved problems of the methodology as questions of the interconnected development of speech skills, questions of the formation and improvement of skills as automated components of skills, questions of motivation in mastering a foreign language outside the language environment, and a lot others.

The concept of "system of exercises" is defined by different methodologists as:

“A set of types and types of exercises interconnected by purpose, material, method of execution and arranged according to the principle of composition and subordination (I.V. Rakhmanov)

"A natural combination of types of exercises in accordance with the stages of learning a foreign language by students" [I.F. Komkov:26]

"A set of necessary types, types and varieties of exercises performed in such a sequence and in such quantity that take into account the patterns of formation of skills and abilities in various types of speech activity in their interaction and provide the highest possible level of mastering a foreign language in given conditions."

Like other systems, the exercise system includes a number of subsystems. The components of the subsystem of exercises are the types of exercises, and the connections between them are determined by the sequence of formation of the individual stages of the assimilation process.

So, the exercise subsystem is a combination of types of exercises in accordance with the sequence of formation of the individual stages of the assimilation process.

A system of exercises based on a combination of language and speech exercises has become widespread in the methodology. The component composition and types of exercises in this system are completely the same. The sequence of presentation was determined on the basis of three stages of the assimilation process: comprehension, memorization and reproduction. Language exercises correlated with the first two stages of assimilation, speech exercises - with the last one. At the same time, the system of exercises has extended only to teaching certain aspects of the language and, to a certain extent, types of speech activity. The traditional method could not create a general system of exercises for teaching the language as a whole.

The current state of methodology and related sciences allows us to raise and resolve the issue of the general system and subsystems of exercises for teaching foreign languages.

The real basis of the general system of exercises
are two factors: psycholinguistic - types of exercises and psychological - the process of assimilation. When teaching foreign languages, it is advisable to distinguish between two types of exercises - training-communicative and communicative-cognitive (cognitive-communicative). When describing the process of assimilation, modern psychology uses such terms as knowledge, skills and abilities. To create a system of exercises, it is necessary to correlate the types of exercises and the stages of the assimilation process. For the stage of knowledge formation, the most adequate are cognitive-communicative exercises, for the stage of skills formation - training-communicative, for the stage of skills development - communicative-cognitive.

The subsystem of exercises is also built on the basis of two factors: psycholinguistic - types of exercises and psychological - the sequence of formation of individual stages of the assimilation process. The main types of exercises include differentiation, imitation, substitution and transformation. As for the formation of individual stages of assimilation, each of them has its own levels (substages). In the process of knowledge development, two points can be distinguished - the process of perception of new material and control over the correctness of its understanding. The formation of skills is also characterized by its own stages, namely: differentiation, imitation, substitution and transformation. And, finally, skills include two components - transfer to a new situation with the help of substitution and transformation.

Subsystems of exercises are created by analogy with the general system of exercises. The "knowledge" subsystem includes transformational exercises for the perception of the material and control of its understanding by students; the "skills" subsystem consists of four exercises: differentiation, imitation, substitution and transformation; the "skills" subsystem is based on substitution and transformation exercises.

Creating a rational system of exercises for teaching reading, as well as developing the most effective methodology for their application, is the key to solving the whole problem of teaching reading, which is still far from being resolved.

What main criterion should be taken into account when constructing a system of exercises for teaching reading?

Such a main criterion is, in our opinion, the goals that are set for teaching reading in secondary school.

The main and leading goal in teaching a foreign language is the communicative goal, which determines the entire educational process. The educational and upbringing goal in teaching this subject is realized in the process of fulfilling the communicative goal.

In the act of communication, as you know, all its aspects are inextricably linked and proceed synchronously.

Hence the need to simultaneously work on both reading skills (the so-called “reading technique”) and reading comprehension (reading comprehension). This is achieved if students read new texts all the time. When reading the same text repeatedly, students develop only reading skills, since in this case consciousness departs from its semantic content and, therefore, the ability to read with understanding is not developed.

Only reading without translation is authentic, communicative reading, so the most important thing is that students practice reading without translation. The untranslatability of reading as a type of speech activity is achieved with the simultaneous perception of linguistic means and understanding of the semantic content of the text. The latter is possible if the texts are accessible to students in form and content.

One of the important requirements for communicative exercises is that they must be situational, contextual in interpretation for reading. The practice of teaching suggests that it is impossible to teach reading on separate words, separate isolated sentences, and even small passages of 2-3 paragraphs, since reading parts of the text deprives the reader of the integrity of perception. It is possible to teach to read with a full understanding of the meaning and general content only on a single passage that contains interesting and sufficient information in terms of volume [N.I. Gez: 16].

Reading exercises are communicative in nature if they provide an active attitude of students to the text being read, that is, they are performed in connection with a certain psychological task. It is necessary that each text is preceded by a specific task that explains to the students the tasks that they face. For example, find answers to the questions posed in the text; select the necessary details; skim the text and select interesting facts; find the right link or help, etc. However, the exercises before the text should not reveal its content, so as not to extinguish the students' interest in reading itself.

Reading will be productive when the student constantly feels that he understands what he is reading correctly. It is known that the success of an action has a positive effect on the formation of skills and abilities. It follows that when teaching communicative reading, it is necessary to provide constant feedback. Students should be prompted when faced with difficulties, on the one hand, and reinforced in the form of a positive or negative assessment of their work, on the other.

As you know, in the process of mature reading, the main role is played by the organs of vision and inner speech in conjunction with thinking. Therefore, learning to read communicatively should be based on silent reading exercises. In addition, this will entail a deeper understanding of the text and an increase in reading speed.

The optimal rate of communicative reading in a foreign language is about the same as the normal rate of reading in the native language for a given individual. The development of such a tempo is, in our opinion, the result of fulfilling all the above requirements for communicative reading.

Based on the communicative goal of teaching, the entire system of exercises for teaching reading should be divided into groups, and each group of exercises should be aimed at solving a specific, specific problem.

The most rational in this regard seems to us the following three-component system of exercises: K \ ~ Kn ~ Kg, where K \ are communicative exercises for developing primary skills (introduction of new material); Kn-non-communicative, or training, exercises for the formation of language skills (consolidation of material) , TO G - communication exercises for the formation of speech skills.

Level 1 communication exercises

We put a coherent text or written speech as the basis for teaching reading according to this system of exercises. In this regard, communicative exercises of the 1st level are the introduction of new words through a written context, in other words, this is the presentation of a linguistic sign. As you know, the sound image is primary in the mechanisms of speech [N.I. Zhinkin: 20], in this regard, at the initial stage of the formation of an action, it is necessary to create a sound-motor image of this lexical material. This process must be active, since the sound-motor image is formed in the process of repeated listening and pronunciation of language material. Without this, it is impossible to memorize a linguistic sign, and, consequently, actions with it.

At this stage, in the process of doing the exercises, there is also an acquaintance with the meaning of new words. This should also include familiarization with the mechanism of using linguistic material (through context). Thus, at the first stage of performing communicative exercises, the student receives an orientation for subsequent actions on the use of new language material in speech.

Level 1 communication exercises may include the following types of reading:

1) reading with a guess (by context, word structure, related root), or untranslated reading;

2)reading with a dictionary, that is, translated reading;

3) reading according to a programmed manual (here both reading without translation and reading with elements of translation is possible).

However, in general, reading at this stage is educational, or training. Due to the fact that the text includes a significant number of new words, students should pay attention to the language form. Therefore, the reading time at this stage should not be limited. The vast majority of psychologists and methodologists are of the opinion that the benefits of greater reading speed will only be felt if the words are familiar. In all other cases, the average speed will be the most favorable, which allows students to understand the meaning of the material being read, to easily and correctly perceive its elements [G. Ebbinghaus: 50].

It should be noted that in the process of reading with the expansion of the dictionary, students must memorize new words.

In connection with the foregoing, at this stage of training, it is recommended to pay attention to the accuracy and accuracy with which the student reads, and not to increase the speed of reading.

Comprehension control for communicative reading of the 1st level is advisable to carry out in various ways (find answers to questions in the text, retell in the native language, give titles to individual parts of the text, determine the correctness and falsity of judgments, etc.) in order to establish whether the student understood the general the meaning of what is read. Due to the difficulty of mastering foreign vocabulary, it is not excluded at this stage to check the degree of assimilation and the correct understanding of individual words.

Training exercises.

The second stage in teaching communicative reading, or Cn, is training in the application of language material. It occupies the main place in the process of assimilation of this material, since during this stage skills are formed, which are then included in complex speech skills. It is known from psychology that the synthesis of individual skills and the formation of a complex skill on this basis requires a long training [V.A. Artemiev: 4].

At this stage, the reading technique is worked out, loud reading is practiced under the guidance of a teacher, with technical means, with a tape recorder, etc. At this stage, difficult phenomena of the language are trained. Basically, systematic exercises are used at this stage. Let's point out some of them:

Reading stories aloud by the teacher, followed by their retelling by students in their native and foreign languages ​​(depending on the complexity of the text).

Exercises to reveal the meaning of words by context, by word-formation and syntactic features.

Exercises in reading “silently” with subsequent retelling of the content in native and foreign languages ​​(depending on the complexity of the text). Reading "to yourself" should be regulated in time.

Exercises in the so-called "translated" reading. Their essence is as follows: the teacher invites students to take some long-studied and well-understood text and quickly find in it and read aloud sentences or phrases that the teacher gives in Russian. The teacher should give these sentences or phrases in a different order than they appear in the text, in order to force students to skim through the entire text (or sentence) in search of the correct equivalent. This technique, developing the skill of quickly capturing the text with the eyes, also helps to create in students the idea that often one or two words of the native language correspond to more or less of them in a foreign language.

Through exercises in reading related texts, but carrying new information, students are led to read the subsequent text without using a dictionary, the more advanced students are in foreign language, the greater the dose of material introduced for training can be and the faster, despite this, they can move from training to practice. The basic training requirements are summarized as follows:

1. For training to be successful, it must be aimed at mastering precisely defined operations with a specific material.
2. The success of training is also determined by the volume and difficulty of the material on which it is carried out.
3. Only knowing each time what results are achieved, we can properly regulate the training.

4.Students, starting training, should know the methods of actions to be performed, know how these actions can be carried out in the best way [ID Salistra: 39].

Communication exercises of the second level.

At this stage, Kn is the formation of secondary skills. In psychology, as is known, two types of skills are distinguished: primary skills, that is, skills associated with the conscious performance of an action while concentrating voluntary attention on this action, and secondary, complex skills in which certain actions are performed automatically [V.A. . Artemov: 3]. Speech activity in any of its forms is just a secondary skill and, therefore, reading as one of the types of speech activity is not a skill, but a skill that only relies on skills, but is not limited to these skills. Reading skills are actions that are automated as a result of repeated repetition. When reading, a person perceives and understands mainly new speech material.

Thus, the ability to read is the activity of the student in choosing, in accordance with the specific situation of communication, the necessary language material from everything he has learned. Therefore, at this stage (Kn) there should be a new creative combination of reading skills in the process of reading a new text, the transfer of acquired knowledge, skills and abilities to new objects, which is the main and most important result of learning.

So, let's briefly summarize everything that has been said above on the issue of our proposed system of exercises for teaching reading in grades 6-7 of secondary school:

The system of exercises K\~Kn~Kg represents three levels of information processing:

) K \ is the level of perception of new material, when all attention is concentrated on the semantic side;

2)Kn - this is the level of formation of ideas, attention is concentrated on the reproduction of material by students;

3)Kg conceptual level, the material is processed in such a way that it can be used in a different situation (context).

The stages of the process of teaching reading considered above are largely conditional, showing the path from the primary ability to use language material to speech skills. In the practice of teaching reading, all these phases can occur simultaneously in the same lesson, since the formation of speech skills is constantly intertwined with the assimilation of new language material.

A characteristic feature of this system of exercises is that these exercises are not of an aspect nature, but take all the teaching of reading as a whole. The system includes all stages of mastering the material: introduction, training and practice.

In addition to exercises, it also uses such methodological techniques as explanation and demonstration [A.A. Mirolyubov and others: 34]. Through this system, the main goal is realized, which is to correctly read and understand the text.

CHAPTER III Results of experimental work on testing the results of teaching reading in the middle stage at school

In this chapter, we will consider and reveal the effectiveness of the system of exercises developed by us during the experiment. The experiment was carried out during teaching practice at secondary school No. 17 in Makhachkala in grades 5-6.

The experiment involved 10 students. We carried out a pre-experimental section, the essence of which was to find out how high the level of understanding of the content of the read plot text is among students. The results of the pre-experimental section left much to be desired: six students understood the content of the literary text, i.e. 60%.

Mastering the technology of reading is carried out as a result of performing pre-text, text and post-text tasks.

Pre-text tasks are aimed at modeling background knowledge necessary and sufficient for the reception of a particular text, at eliminating the semantic and linguistic difficulties of understanding it and at the same time at developing reading skills and abilities, developing an “understanding strategy”. They take into account the lexical-grammatical, structural-semantic, linguistic and linguocultural features of the text to be read.

In text tasks, students are offered communicative settings, which contain indications of the speed of reading, the type and necessity of solving certain cognitive and communicative tasks in the process of reading.

Post-text tasks are designed to test reading comprehension, to control the degree of formation of reading skills.

Considering all of the above, we have developed a series of exercises for teaching the reading of plot texts in grades 5-6 of secondary school.

PRE-TEXT STAGE

Exercises for understanding the lexical and thematic basis

1. Read the basic words and phrases of the text and name its topic.
2. Read the text and the lexical units that make up its thematic basis. Determine if they are correct.

3.Read the text and complete the proposed thematic basis of the text with the necessary words.

4.Read the text and write down the key words and phrases that make up the thematic basis of the text.

5.Read the text and find repeated words in it that form the thematic basis of the text.

1. Get acquainted with new words and phrases (words and phrases are given with translation). Without reading the text, say what it might be about.
2. Based on the scheme, consisting of keywords, guess the content of the text and try to title it. As you read the text, underline the words in the diagram.
3. Underline the words and phrases in the text that can be identified as key.
4. Read the sentence and shorten it so that you can use the rest as the subject of your message.
5. Make a chain of the main facts of the text in which the key words would be related in meaning.

11.Based on the text, prepare a message in the form of a telegram.

12. Name and write out key words from the text that can be used as a support when discussing the problem covered in the text.

Exercises to determine the connecting means of the text

1. Read a pair of sentences. Name in the second pronouns that replace the subject of the first sentence.
2. Read a pair of sentences. In the second sentence, name the pronoun and the word it replaces.

3.Read the text with key sentences highlighted. Justify your own choice of key sentences, determine the structure of the paragraph.

4.Read a passage of text and write down the connecting elements of the text.

5.Read a passage of text with missing conjunctions and allied words. Fill in the gaps using the appropriate conjunctions and allied words from the ones below.

6.Name the sentence that serves to connect the semantic parts of the text.

7.Enter additional words in the text that indicate the semantic transition from one thought to another.

8.Find and correct errors in the connection of these proposals.

9.Make a short outline of the text. Find introductory phrases and connecting sentences in the text.

10.Review the first four paragraphs again. See how the main theme develops in them.

Exercises for understanding sentences containing unfamiliar words that do not affect the understanding of the general meaning

1. Read the paragraph and try to understand it without paying attention to unfamiliar words.
2. Delete from these sentences (paragraphs) words that carry an insignificant semantic load.
3. Shorten the sentences (paragraphs) of the text, leaving only the words that carry the main semantic load.
4. Read the paragraph (text) and try to understand it without a dictionary.

5.Read a paragraph of text and, ignoring unfamiliar words, find in it a sentence containing basic information.

Exercises to highlight and understand the structural and semantic components of the text

1. Determine which of the following pairs of sentences explains the cause of the event. Specify the words used for this in the text.
2. Indicate the sentence from the following, in which the constructions underlined in the text can be replaced.

3. Divide the text into an introductory part (beginning), an informational (main) part and a final (ending).

4. Divide the text into semantic parts and title each part.

5. Read the text, pay attention to the drawing (illustration) and its title.

6. Mark the title from the list below, which best reflects the main idea of ​​the text.

7. Read the text and try to identify its topic. Use the title, head lines, photograph, terms - international words as reference points.

8Try to determine the theme of the text from the illustration (drawing).

9. Choose from the data below the sentences (paragraphs) that complete the content with brief information.

10. In each paragraph of the text, identify the key sentence. Find a paragraph that contains the main idea of ​​the entire text.

Text Prediction Exercises

Say what, judging by the title, endings, pictures, can be discussed in this text. Read the text, find confirmation or refutation of your assumption.

1. Look carefully at the drawing. Using this guide, try to guess what the text will be about.
2. Read the text up to the indicated place. Tell me how you think the events ended. Read the text to the end to find out if you are right or not.
3. Read the final paragraphs of the text and, based on their content, say what the text is about. Read the entire text and check yourself. Read the paragraphs of the text marked by the teacher. Say what events (phenomena) are described in the text. Read the entire text and say if your guess is correct.
4. Read the text up to the indicated place (paragraph). Make an assumption about what aspects of the problem are considered in the second part of the text.
5. Express a preliminary narrowing about the topic of the text under the title.
6. After reading the title of the text, read the first paragraph. Based on the information received, guess what the text will be about.

9.Say what words can be used to determine what is being said

TEXT STAGE

Exercises to highlight semantic milestones in the text and understanding single facts

1.Read the first paragraph of the text and find in it a sentence containing the main (main) information.

1. Read the title and the first (last) paragraph of the text and say what the text is about.
2. Read the paragraph (text) and name the words that, in your opinion, carry the greatest semantic load.
3. Read the title of the text that represents the question. Say what, in your opinion, made the author put the question in the title of the text.
4. Read... and... paragraphs. Pay attention to the first sentences of each paragraph, as they express the main idea of ​​the paragraph.
5. Read... paragraph. Tell where (when) the described events take place. Add guide words.
6. Read carefully... and... paragraphs. Choose a title for them. (Optional titles are provided.)
7. Choose from these sentences the ones that best reflect...
8. Read the text in order to answer questions about the main content of the text.

10.Say which of the following statements correspond to the content of the text.

1. Indicate the number of the paragraph in which the following thought is expressed (The thought is formulated in Russian).
2. Indicate the sentence that most closely matches the meaning of the title.

Exercises to establish a semantic connection between single facts of the text

1.Arrange the following sentences of the text in a logical sequence and number them in order.

2.Read the following paragraphs and point out those in which the second part contradicts the first.

3.Regroup the proposed points of the plan in the sequence corresponding to the content of the read text.

4.Read the text and say how many parts it can be conditionally divided, what each separate part is devoted to.

1. Prepare a plan for retelling the text.
2. Divide the text into semantic parts and title them.

7.Read the text. Choose from the proposed titles the most relevant to the content

8.Read part of the text (on the card). Find a card with a continuation of the text.

9. Read the data in random parts of the story (sentences, paragraphs). Discuss the order in which they follow, connect the parts to make a coherent story.

10.Find evidence in the text to support...

Say which of the following sentences can serve as headings for parts of the text. State their sequence.

12. Make questions to the text, the answers to which could serve as a plan for retelling the text.

1. Make paragraphs into coherent text.

14.Arrange the following sentences in a logical order, reflecting the main facts of the text.

Exercises to combine individual facts of the text into a semantic whole

1.List the facts contained in the text that can serve as evidence for each of the following statements.

2.Read aloud a sentence from a text that explains the title of its topic.

3.Formulate the idea of ​​the text.

4.Keep the text short with details that can be left out without compromising the content.

1. Explain the main idea of ​​the text in your own words.

6. Give 2-3 sentences the main content of the text.

POST-TEXT STAGE

Exercises to control understanding of the main content of the read text

1. Read the text. Express your agreement (disagreement) with the following statements from the text.
2. Answer the questions to the text.

3.Choose the correct answer to the question to the text from several data.

4.Make a plan for the text you read.

5.Arrange the semantic parts of the text in a logical sequence.

1. Retell the text.
2. Make questions to the text.

Exercises to develop the ability to express value judgments about what has been read

1.Express your attitude to what you have read. Tell me if you agree with the author's assessment of events and facts.

2.Say what was most interesting for you to learn from the text and why.

1. Read aloud the sentences that explain the title of the text.
2. Say which of the following facts you learned for the first time from the text you read.
3. Say which of the provisions in the text you do not agree with and why.
4. Indicate facts and information from the text that you already knew.

After the experiment, during which the above developed exercises were used, we conducted a post-experimental cut, which gave positive results. During the post-experimental cut, as well as during the pre-experimental cut, the students were given an edited excerpt from the fairy tale with accessible content. Students read the text silently and familiarized themselves with the content of the text. We found out how much the guys understood the text through post-text tasks, tests, and conversations. The efficiency of the post-experimental cut was 90%.

CONCLUSION

Summing up the results of our thesis work, we note some, in our opinion, significant points that mark this work:

1. Among the means of linguistic communication (speaking, listening, writing), reading occupies a special place.
2. Reading is the most important type of receptive speech activity.
3. For the development of reading motivation, the quality and content of texts play an exceptional role.
4. The problem of creating a scientifically based and effective system of exercises for teaching a foreign language is one of the most relevant in practical terms and the most difficult in theoretical terms.
5. The problem of learning to read has not been fully studied.

In the course of this work, we have significantly expanded our thesaurus in the field of methods of teaching reading. The paper attempts to show that an effective system of exercises increases the efficiency of the entire process of teaching a foreign language. It is also interesting that the content of texts for the middle stage of education is of no small importance.

The question of the scope of the plot texts provided remains open, since various methodologists hold different opinions on this issue.

As a result of the work done, we came to the conclusion that reading is one of the most essential aspects of language activity and plays an important role in the development of thinking.

Mastering reading allows the student to extract the necessary information, and also gives him the means to master other types of speech activity.

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Education technique reading I on the English language

at the initial stage

Under the technique of reading in the methodology is understood the sum of techniques that ensure the perception and processing of formal language information (letters, letter combinations, words, punctuation marks, grammatical features and grammatical structures of sentences)

The first year of study provides for the identification and development of those abilities, without which successful language acquisition is impossible:

phonetic hearing;

ability to imitate;

a guess;

the ability to identify linguistic patterns;

ability to probabilistic forecasting;

After the oral introductory course, students move on to reading, which begins with its loud speech form - reading aloud.

Hshading aloud makes it possible to strengthen and strengthen the pronunciation base underlying all types of speech activity, which is especially important at the initial stage and does not lose relevance for subsequent stages. Therefore, reading aloud should accompany the entire process of learning a foreign language, however, its specific weight in comparison with reading to oneself changes from stage to stage.

When learning to read aloud at the initial stage, it is possible to conditionally distinguish pre-text and text periods. The purpose of the pre-text period is to work out the primary matter - graphics, i.e. the starting point in perception when reading; if in oral speech the absolute signifier is the phoneme, then in reading this role is played by the grapheme.

There are different approaches to determining when and how to start learning to read at an early stage.

Traditionally, in the methodology of teaching foreign languages, they talk about the formation of language skills and speech skills. It is believed that when teaching any type of speech activity, the teacher must form not just skills, but skills that are defined by a specific curriculum and correspond to the real needs of education and personal development. At the heart of any speech skill are certain skills, i.e. those actions that a person performs automatically, without thinking about how and what he does.

If we talk about reading, then speech skills in this case include the possession of various technologies for extracting information from the text, their adequate use depending on the task. However, the basis of all these skills is the technique of reading. If you do not develop it sufficiently, if you do not achieve automation of this skill, then all these technologies or types of reading will be endangered. Since skills are primary and skills are secondary, it is obvious that at the initial stage of learning to read, we are talking, first of all, about the formation of reading technique.

The following operations form the basis of the formation of reading technique:

correlation of the visual/graphic image of a speech unit with its auditory-motor image;

correlation of auditory-motor images of speech units with their meaning.

The tasks of the teacher in the formation of reading technique are to:

as soon as possible bypass this intermediate stage of pronunciation and establish a direct correspondence between the graphic image of the speech unit and its meaning;

consistently increase the unit of perceived text and bring it to at least a syntagma by the end of the first year of study;

to form normative reading in compliance with an acceptable tempo, norms of stress, pause and intonation.

Starting to form the technique of reading in a foreign language, especially in elementary school, it is difficult to assume that the need for an intermediate stage of pronunciation will disappear by itself and very quickly. Reading aloud provides not only the consistent formation of this skill, but also a sufficient degree of self- and mutual control.

At the middle stage, it is still impossible to ignore reading aloud, since the skill is being consolidated and without constant control it can very quickly “slide”. In addition to the formation of reading technique and control of these skills, reading aloud is necessary as a means of formation and control of other language and speech skills and abilities. Reading is increasingly acting as an independent type of speech activity, and reading aloud is replaced by reading to oneself.

At the senior stage, reading becomes one of the main sources of obtaining information, the emphasis shifts towards active independent work, but this does not mean that reading aloud completely disappears. At this stage, you can use reading aloud to form cause-and-effect relationships, logic, and argumentation.

When forming the reading technique at the initial stage, it is necessary to talk about reading mainly as a means of learning.

There are the following parameters for assessing reading technique:

1. reading pace (a certain number of words per minute);

2. compliance with the norms of stress (semantic, logical; do not hit official words, etc.);

3. observance of the norms of pause;

4.use of correct intonation patterns;

5. reading comprehension.

All parameters are equally important and determine the assessment in the aggregate. Any control for the child is sufficient stress. It is necessary to create an atmosphere of goodwill during the control, take into account the individual psychological characteristics of the child and make appropriate adjustments.

Actually reading begins with reading longer story texts. In addition to the formation of reading techniques, various reading technologies, compensatory skills, and independent work skills are already beginning to form at the initial stage. At the same time, all language and speech skills are improved, including reading technique. At this stage, you can already learn:

ignoring the unknown, if it does not interfere with the implementation of the task;

work with a dictionary;

the use of footnotes and comments offered in the text;

It is necessary to maintain the interest of schoolchildren and concentrate their attention on the content of the texts. At the same time, the motive for reading arises through interest in the task, since the content of the text itself can still to a very weak extent attract the attention of younger students.

Literature

1. Panova L.S. . Teaching a foreign language at school. A guide for teachers.- K .: Glad. school., 1989.- 144s.

2. Litvinyuk O.I. Teaching Reading in the Classroom /Litvinyuk O.I. // Foreign languages ​​at school. 1991. No. 3.

3. Rogova G.V., Vereshchagina, I.N. Methods of teaching English at the initial stage in educational institutions: a manual for teachers and students ped. universities; 3rd ed. M.: Education, 2000.

4. Rogova F.M. Rabinovich T.E. Sakharova T.E. Methods of teaching foreign languages ​​in high school. M.: Education, 1991.

Talakh Lyubov Sergeevna

English teacher

One of the most difficult tasks in teaching English to schoolchildren is learning to read.

At the initial stage of learning a foreign language, it is very important to learn how to read correctly in order to extract the maximum information from what you read. But, having seen a graphic representation of English words in the textbook, having read them after the teacher, while reading independently, the students, nevertheless, try to spell the words, as in Russian. Many students, even in high school, make many mistakes when reading, unconsciously transferring the way of reading from their native language to a foreign one. In addition, in most of the current teaching materials, the teaching material for teaching reading is chosen in such a way that it requires a lot of help from the teacher; it is presented in a traditional form and does not meet the interests of schoolchildren.

In order to facilitate the tasks of students, increase their interest in reading, it is necessary to make the exercises communicative, by creating interesting game situations and formulating cognitive speech tasks.

The communicative method requires that the teaching aids be adequate to the goal, which in our case is the skills of reading technique. Therefore, it is quite logical to assume that the exercises for their formation should be adequate in their qualities to the skills of reading technique, taking into account the conditions for their functioning in reading as a form of speech activity. The effectiveness of these exercises is also determined by their number and sequence, which can be established taking into account the level of training and psychological and pedagogical characteristics of students at the lower stage of teaching foreign languages.

Reading as a type of speech activity is a perceptual and mental activity and is correlated with a skill that is based on the following skills:

• the skills of correlating the visual image of a speech unit with its auditory-speech-motor image;
• skills of correlating auditory-speech-motor images of speech units with their meaning, including: skills of correlating sound images of words and phrases with their meanings; skills of correlating grammatical structures with their meanings;

The effect of reading technique skills is determined by the purpose of reading, i.e. extracting information from what is being read, which manifests itself in a certain reading situation and speech task. Reading skills are determined by the functioning of such mechanisms as: visual perception of the material, correlation of the received auditory-motor complex with a certain value, semantic processing of the information received. The unit of perception is considered to be the word, because it is the minimum linguistic unit that has a certain meaning. Syntagma is taken as a unit of semantic processing, as it ensures the joint flow of processes of perception and comprehension.

Reading skills are characterized by certain qualities:

• automation
• stability (the ability of a skill to retain its properties under the influence of other skills when it is included in speech activity)
• flexibility (ability to engage in a variety of situations)

The condition for the functioning of the skill is the reader's knowledge of the purpose or result of reading, which determine the speed of reading, the field of coverage, the accuracy and completeness of understanding. Therefore, it is these conditions that should be modeled in exercises for teaching reading techniques.

The data of the analysis of the exercises proposed in the methodological literature showed that they are purely educational in nature, not aiming to extract information from what they have read.

All exercises are divided into 3 groups:

• exercises for teaching accuracy or error-free reading (aimed at teaching students the correct recognition of speech units in different reading situations, as well as overcoming the interference of the students' native language).
• reading speed training exercises (designed to teach students to read at normal speed and lead them to speed reading, in which there is no operation of internal pronunciation of what is being read).
• exercises to expand the field of reading (aimed at developing the mechanism of anticipation and logical understanding).

Using the idea of ​​the adequacy of exercises to the skills of reading technique, it can be concluded that for the effectiveness of training, a set of exercises containing a communicative task and a reading situation is needed, which will allow students to form reading technique skills that can act in this type of speech activity.

By a set of exercises, we mean a set of exercises of a certain quality, the quantitative correlation and sequence of which ensures the acquisition of skills of all the characteristics necessary for its functioning in speaking. The purpose of a set of exercises for the formation of reading skills is to provide the best way for a solid assimilation of a certain dose of speech material to the level of skill. The qualitative side of the exercises that should be included in the complex for the formation of reading technique skills is determined by us, taking into account the criterion of their adequacy to reading technique skills (we mean exercises designed to teach reading accuracy or error-free reading, reading speed and expanding the reading field).

Such exercises are those exercises that contain a reading situation and a communicative task. As for the sequence of exercises, it is advisable to arrange them according to the degree of increasing difficulties, namely, first to include exercises for teaching error-free reading, then to expand the field of reading and, finally, increase its speed. When developing a set of exercises for teaching reading technique, one should proceed from the need to create conditions for the formation of reading skills. As such conditions, the uniformity of examples per rule of reading, the regularity of their receipt in a diverse environment, and the focus of tasks on extracting information are singled out. At the same time, the arrangement of these exercises is of a stepped nature, which allows them to be used in a number of lessons. The form of these exercises and their number are established taking into account the psychological and pedagogical characteristics of younger students. In the majority of schoolchildren of this age, the predominant type of attention is still involuntary attention, which is characterized by such distinctive features as instability and easy distractibility. It has been established that the attention of schoolchildren is stable when students are fully occupied with work that requires maximum mental activity from them, activating thinking. At this age, a person has not yet fully developed the ability to independently think creatively, draw generalizations and conclusions. As for comparison, younger students find differences more easily than similarities. The processes associated with memorization still depend on the presence or absence of visibility. Thus, students firmly retain in their memory specific material that is presented to them repeatedly (which is explained by rapid forgetfulness) and based on clarity. It is also important that schoolchildren of this age still respond with great interest to such an activity as a game, so it is logical to assume that exercises for teaching reading should also contain game elements. However, at the same time, these exercises should allow students to exercise their independence, thereby giving them the opportunity to feel like adults. Based on the above description of the structure of the complex of exercises for the formation of reading skills, it can be concluded that when compiling it, it is necessary to strictly take into account the quality of the exercises included in the complex, their sequence, quantity, form and method of their implementation, which will allow you to quickly and efficiently form the necessary skills.

An example of such a complex, consisting of 9 exercises, is presented in the form of an Appendix.

Practice shows that most students, in the course of working with such complexes, quickly memorize the rules of reading (for example: reading vowels in open and closed types of syllables) and then read small texts at a normal pace with virtually no errors. It is also important that the students read the exercises with a pronounced interest. The presence of symbols and pictures there, illustrating tasks for exercises, allows you to relieve the fatigue of schoolchildren and attract their attention for a long time, as well as speed up the process of perception and memorization of linguistic information, facilitate the process of reading and overcome the barrier of fear. Finally, the joy of the results of mental activity and positive marks for reading technique forms a positive attitude towards further study of the English language, maintains interest in the subject. And the presence of interest in the process of learning activity indicates its proper organization.

Let us consider the tasks of teaching reading at the present stage of development of the education system.

Reading is an independent type of speech activity associated with the perception (reception) and understanding of information encoded by graphic signs.

At the initial stage of education (1 - 2 years of systematic language learning), students must master the letters of the English alphabet, learn sound-letter correspondences, be able to read aloud and to themselves words, word combinations, individual phrases and short connected texts built on program language material. One of the leading modern methodologists is E. I. Passov, who wrote a number of works on the methodology of teaching foreign languages, speech activity, planning a foreign language lesson, created a number of educational and methodological complexes for learning the German language. Since this paper is supposed to consider the teaching of reading techniques based on the English language, it is advisable to consider only the general recommendations given by Passov in his works.

“From the point of view of psychology,” writes O. A. Rozov, “reading is an extremely complex process of the activity of the human nervous system, characterized by a huge amount of subconscious and conscious work of the brain.” The ability to read is based on certain skills that must be formed by the teacher in the process of working in the classroom and at home. And the first of these skills is “the correlation of the visual image of a speech unit with its auditory-speech-motor image”. The sum of these skills is the reading technique.

In order to correctly plan reading lessons, you need to know two things: firstly, what does it mean to be able to read, and secondly, by what means can this skill be developed. Let us turn to the opinion of Professor E. I. Passov.

“To be able to read is, first of all, to master the technique of reading, that is, to instantly recognize the 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 (with poor reading technique), or a phrase of two or more words (syntagma) and even a whole complex phrase (and a paragraph in case of speed reading), 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.

To be able to read also means to instantly correlate lexical units and grammatical arrangements with their meaning. Moreover, this refers to a direct understanding of the semantic side of speech units. Such an understanding is largely based on the extent to which the reader is able to anticipate (anticipate) both the semantic content of the text being read (meaningful anticipation) and individual grammatical forms (structural anticipation).

Passov identifies several methods of teaching reading techniques at the present stage of development of the methodology of teaching foreign languages: alphabetical(learning the names of letters, and then their combinations of two or three letters), sound(learning sounds with their subsequent combination into words), syllabic(learning combinations of syllables), whole word method(learning by heart whole words, sometimes phrases and even sentences is a direct method), sound analytic-synthetic method, phonemic-graphic method. Consider the advantages and disadvantages of these methods.

The alphabetical method involves the study of reading individual letters and their combinations without taking into account the fact that words consist of syllables and the reading of letter combinations depends on which syllable it is in. In addition, it is very difficult for elementary school students to memorize a huge number of rules without their specific application in reading.

Sound method training They start by learning the sounds of a foreign language and then putting them into words. Unfortunately, this method is not applicable to English, where the same sound can be represented by different graphemes.

Methods of whole words, phrases, sentences- these are echoes of the direct method that existed back in the 19th century, students learn words without "boring spelling", they immediately understand the meaning of the word and have the opportunity to analyze various texts from the first lessons. True, reading aloud in this case turns into guessing the correct reading of the word. Students do not understand the mechanism of composing words, make a lot of mistakes when reading and can only read familiar words.

In England, there was a period of enthusiasm for teaching a "holistic language" (whole-language approach). This extended to learning to read whole words and even phrases: listened - remembered and learned / read. This long-term experiment has led to a decrease in the literacy rate of students and school leavers. By a decision of the British government ten years ago, a decision was made to educate schoolchildren sound-letter correspondences or so-called "phonics". Of course, there are many words in English that need to be memorized, but even such cases are systematized and remembered as groups of special cases.

Sound analytic-synthetic method is the most attractive against the background of all of the above. In this case, the teacher not only teaches children to pronounce sounds correctly, shows articulation, but also teaches them to analyze these words, reinforcing this process with the most common reading rules in such a way that the student, faced with an unfamiliar word, can guess for himself, based on his knowledge, how it is read.

It is advisable to dwell on the most used methods of teaching the technique of reading.

In modern methods, in parallel, they also distinguish verbal advance method, when students first learn the basic colloquial phrases of a foreign language and only then proceed to the study of the rules for reading and writing letters and letter combinations. Which does not interfere with the use of all the methods listed above, since it is carried out before the study of letters and sounds. As S. F. Shatilov writes, this method eliminates two of the three difficulties: mastering the sound image of a word and its meaning; the student only has to associate a graphic image with a sound image, but not everyone can do this; the transition to reading after a long oral introductory course is especially difficult. Approximately oral introductory course should take no more than 2-3 months.

In accordance with the proposed methodology, reading aloud is taught on an oral basis and is carried out using the following exercises:

Acquaintance with the letters of the alphabet and their voicing;
- reading individual words by keywords;
- reading grammatical structures with different lexical design;
- reading various structures organized in a logical sequence, etc.

This technique provides for several more points of exercises, but we are interested in the very first ones. During the first quarter, only the study of the rules for pronunciation of sounds is provided after the teacher, or after the announcer. Students learn the correct articulation of a particular sound, perform gymnastics for the tongue and lips, which subsequently helps them cope with the pronunciation of difficult sounds of the English language. The study takes place in several stages, first the students listen to the sounds, then repeat them after the teacher, then repeat after the teacher the words, the meanings of which the teacher does not translate. Whenever possible, expressions are used in the lessons that allow you to consolidate the sounds you have passed - these are commands, teacher requests, appropriate vocabulary and grammar. The study of the letters of the English alphabet and the rules for reading and writing them begins only at the end of the first quarter and continues during the second and third quarters. Students begin to get acquainted with vowels and the rules for reading them in open and closed syllables, learning is carried out using keywords. A card with a keyword is placed on the board, where the letter that is being studied is highlighted in red, and the unpronounceable e, if any, is blue. The teacher explains the reading of this word, reads it, the students read after him, after which, by analogy, they read words that are read in the same way (for example, plate, name, table, place, etc.). At the same time, words should be chosen in such a way that they are known to all students by this moment. Next, students read special exercises from the textbook. Learning to read vowels is based on four different types of syllables.

Stages of work on the formation of reading technique

Stage one. Oral introductory phonetic course. Development and consolidation of auditory-speech-motor skills when pronouncing individual phonemes in conjunction with transcription signs. Training of speaking skills (dialogical speech based on transcription). Development and consolidation of transcription reading skills. Lesson control of speaking and reading transcription. Control reading of unfamiliar words in the transcription at the end of this stage. Number of lessons 8-10.

Stage two. Names of letters and their graphic images. The first skills of writing in semi-print type. English alphabet. The first experience with the textbook dictionary. Number of lessons 3-4.

Stage three. Acquaintance with the rules of reading in conjunction with the graphic image of the words studied in the oral introductory course. Development and consolidation of reading skills in the textbook of speech units (words and dialogues), the meaning and pronunciation of which are known to students from the oral introductory course. Consolidation of writing skills at the level of copying. Letter and alphabet test at the end of this stage. Number of lessons 5-6.

Stage four. Consolidation of reading skills on speech units, dialogues and texts that were not included in the oral introductory course. Introduction of new, retraining of known rules of reading.
Consider the types of exercises that a teacher can use in teaching reading lessons.

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

Writing letters, letter combinations, words according to the model;
- finding pairs of letters (lowercase and capital);
- entering the missing ones; missing letters;
- writing off - recording - reading words in accordance with a certain sign (in alphabetical order, in the original form of the word, filling in the missing letters in the word, etc.);
- construction of words from disparate letters;
- search (reading, writing out, underlining) in the text of familiar, unfamiliar, international and other words (in different speed modes);
- reading text with missing letters/words, etc.

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

The most desirable exercise many methodologists consider reading expanding syntagmas. This exercise has the following goals:

a) increases the operational unit of perception of the text;
b) develops structural anticipation;
c) promotes the assimilation of new words, which can then be found in the text (develops a contextual guess);
d) insists students to read the text, because it 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 scope of reading: the student gets used to reading not by syllables, not word by word, but by syntagmas, moreover, each time more and more large. And the larger the unit of perception of the text becomes, the better the syntagmism of reading, the semantic articulation of the text, and, consequently, the higher the speed and better understanding.

As can be seen from the examples, the syntagma (any phrase that has an independent meaning in speech) in each subsequent phrase spreads and expands, but not in a straight line, but transforming. However, the keyword is repeated in every phrase, albeit in a new setting. In the first phrase, the meaning of the new word is given, in the subsequent ones 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 under the phonogram in an undertone or whisper. Expanding syntagmas can be read in different modes:

1) students listen to the recording and repeat one syntagma loudly in chorus in pauses after the announcer (teacher);
2) students repeat one phrase loudly in chorus in pauses after the announcer (teacher);
3) students read the entire block of syntagmas to themselves;
4) students read individually (2-3 people) one phrase loudly after the announcer (teacher) and compare each phrase with a reading sample;
5) two - three students read the entire block of syntagmas individually (they check their reading of phrases with the reading of the announcer, or the teacher himself corrects their mistakes);
6) students read everything together in chorus simultaneously with the announcer;
7) three - four students read individually with the announcer.

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

It is recommended to start work with option 1) as the easiest, and then, having gone through all the other options, it will be possible to reach a level where the student can read along with the speaker, somewhat behind him (option 5), or even simultaneously (synchronously) (option 6). But for this it is necessary to observe an obligatory rule: the pauses in which the student reads should gradually but steadily decrease, forcing him to speed up reading, to cover as many words as possible with one glance.

First, the pause for the student should be two or even three times compared to the time during which the speaker (teacher) reads the given syntagma (phrase). But it should decrease slightly even within the same block.

Another important condition: the first phrase must be spoken aloud, the second - in a whisper, the third - to yourself. And so in each block. If the pronunciation of the students is not good, you can spend more time speaking out loud at the beginning.

Do this exercise for no more than five minutes. As a rule, it contains those words that are then subject to purposeful use in the lesson. In my work, I use reading expanding syntagmas not only from the textbook, but also by making notes on the board. Sometimes children receive a home (additional) task for those who wish: to make a block of similar sentences according to the model given in the textbook for their classmate. Completed assignments can be checked in class. This develops interest in the subject, makes it possible to practice spelling.

For the development of reading technique, reading to a phonogram is often used. Reading technique is closely related to reading comprehension. The better we understand, the faster we read (that is, students read familiar words and expressions much easier than unknown and incomprehensible ones). The faster we read, the better we grasp the content. The well-known fact is not accidental, which says that in middle and high school, those children who have good technique and speed of reading in their native language study better. They work faster with the information received, highlight the main and secondary, make a plan for presenting the text. By developing the reading technique, the student also improves the syntagmatic nature of reading, that is, its correct semantic division, and this contributes to the correct understanding.

Reading to a phonogram also helps the development of listening, because it teaches students to a certain predetermined tempo of sound, and contributes to the formation of correct auditory images of speech units.

Reading to a phonogram also contributes to teaching speaking, especially the pronunciation of sounds (as part of speech units), as well as the 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 (that is, the student uses different types of memory: visual, auditory, motor speech).

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

To master 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 English there is a special record - sound, some of its signs coincide with the letters that give this sound when reading: [b], [p], [m], [n], [s], [t ], [d], [v], [f], etc. They can not be memorized on purpose. But there are also specific icons, the memorization of which will require effort. The development of the ability to read transcription signs, which is necessary for the further use of the dictionary, is one of the tasks of the initial stage.

Learning the rules of reading is part of teaching the procedural component of reading. Based on the principle of the secondary practical application of reading rules, I conclude that the rule itself does not require long-term special training, it is enough to show its application on a few unfamiliar words and then enter the letter notation of a particular word included in the vocabulary set of this lesson. In the future, for consolidation, I use lists of new vocabulary, highlighting the rules of reading underlining and drawing the attention of students to them. In addition, posters with numbered lists of reading rules hanging above the blackboard are useful when correcting students' reading errors.

Despite the difference in concepts in early education, it is necessary to take into account the psychological characteristics of children of primary school age and use teaching methods that are adequate to the age of the students. One of the main techniques in teaching a foreign language in primary school, no doubt, is a learning game and / or game exercise, since the game most fully and sometimes from an unexpected side manifests the child's abilities, with its help it is easy to overcome the psychological barrier in communicating in a foreign language. language. The atmosphere of enthusiasm, joy, a sense of the feasibility of tasks and fascination allows you to solve serious didactic and communicative tasks.

Thus, the main tasks of teaching reading in English in primary school are:

Strong assimilation of letter-sound correspondences;
- formation of technical reading skills (reading technique), in particular reading speed; formation of the skill of correlating the graphic image of a word with its sound image based on knowledge of the basic rules of reading, observing the correct stress in words and phrases, intonation in general;
- formation of the foundations of the communicative ability to read.

When mastering reading, younger students learn:

Read expressively aloud small texts containing only the studied material;
- read to yourself and understand fully educational texts containing only the studied language material, as well as texts that include separate new words, using learning reading techniques;
- read to yourself and understand the main content of simple texts accessible by content to elementary school students, find in them the necessary or interesting information (the name of the main character / characters, the place of action, the time of action, the characteristics of the characters, etc.), using familiarization techniques and exploratory reading. In the process of reading, it is possible to use the English-Russian dictionary of the textbook.

When learning English, at the initial stage, an integration process is carried out, which consists in the fact that learning language means of communication does not occur separately, but is interconnected: children master sounds, intonation, words, grammatical forms, performing speech actions with language material and solving various communication tasks. All forms and types of communication interact with each other, and their learning is also interconnected: children read what they have learned in oral speech (listening and speaking), talk about what they read. Therefore, it is recommended to teach reading on the basis of oral speech and in close connection with reading, as well as to teach children to use writing to better master vocabulary and grammar and master oral speech and reading.