Чтение – это одно из основопологающих учебных умений, которое является основой для всего школьного обучения. Поскольку коммуникативный подход к обучению иностранным языкам основывается на новой цели обучения, которая представляет собой овладение языком как средством общения, то в данных методических указаниях по применению предтекстовых заданий предоставлены подобранные, адаптированные и/ или разработанные предтекстовые задания к 3-ему разделу УМК Кузовлева В.П. (English 9) для развития навыков поискового чтения, к которому читающие прибегают в реальных ситуациях общения. Также данное приложение методических указаний поможет учителям применить на практике предтекстовые задания, что будет способствовать развитию навыка поискового чтения, а также позволит снять различные трудности восприятия и понимания текста на иностранном языке.
PRE-READING TASKS
Adopted text №1 to the sub-unit What’s your favourite programme? (p.76):
- What TV programmes do you like to watch most of all, Kate?
- There are quite a lot of brilliant programmes on Russian TV: talk and game shows, comedies and cartoons, police series and soap operas. I can’t say which programme I like best of all. Perhaps it’s “Anshlag”.
- “Anshlag”? What is it about?
- Oh, it’s a very funny proramme which consists of humorous stories and songs presented by Russian humorists. This programme is now hosted by Regina Dubovtskaya. I like humour programmes, too. Does Russian TV show British humour programmes?
- Of course it does. We always watch such British programmes as “Mister Bin” and “Benny Hill’s Show”. And what is your favourite programme, Gloria?
- I am fond of soap operas. British TV broadcasts a lot of different soaps, but my favourite one is “Neighbours”.
- Why do you like it?
- Well, it is about the life of Australian teenagers. I like to watch it after school. It is very exciting and helps me to relax. Besides, I like to discuss with my friends what will happen to characters.
- We have a lot of soaps on Russian TV, too. My mum really enjoys watching soaps. As for me, I prefer detective series. In my opinion, they are more fascinating.
- Tastes differ.
Adopted text №1 to the sub-unit Here’s the news (p.79 -80):
- Do you like to read newspapers?
- No, not really. They usually have long boring articles. The only thing to read in the newspapers is TV programme.
- I completely agree with you. Newspapers are for adults. My father says that newspapers help him to be informed about all the latest events. But I prefer to read magazines. They are more interesting.
- You’re quit right! Whatever your interest is, you can find a magazine about it. As for me, I’m keen on computers and computer games. That’s why I like to read such magazines as “Chip” and “Game.exe”. They are packed with the latest information about computer and computer games.
- I agree with you, but I wish there were more magazines for boys. If you don’t like football magazines or computer games magazines, there is nothing for you to read.
- That’s because boys are usually interested in sports and computers. But I’m sure new magazines will appear soon.
ПРИЛОЖЕНИЕ 12
Методические указания по применению подобранных, адаптированных и/ или разработанных предтекстовых заданий
Чтение – это одно из основополагающих учебных умений, которое является основой для всего школьного обучения. Поскольку коммуникативный подход к обучению иностранным языкам основывается на новой цели обучения, которая представляет собой овладение языком как средством общения, то в данных методических указаниях по применению предтекстовых заданий предоставлены подобранные, адаптированные и/ или разработанные предтекстовые задания к 3-ему разделу УМК Кузовлева В.П. (English 9) для развития навыков поискового чтения, к которому читающие прибегают в реальных ситуациях общения. Также данное приложение методических указаний имеет определенную практическую ценность, поскольку оно предназначено помочь учителям применить на практике предтекстовые задания. Это будет способствовать развитию навыка поискового чтения, а также позволит снять различные трудности восприятия и понимания текста на иностранном языке.
PRE-READING TASKS
1. Topic of the lesson: TV or not TV? Which rest is best? (p.67)
Aim: Decrease the level of linguistic problems of perceiving and understanding of the text
Level: pre-intermediate
Resources: Reader, ex.5.1, p.38, blackboard (b/b), chalk, handouts
Procedure:
Step 1 (1 min) T asks Ss to look through the poem (ex.5.1) and enumerate the unknown words in it. T writes them down on the b/b: rots, clogs, clutters, ruts
Step 2 (1 min) T elicits from the students that –s ending in this case deals with the verb, not with the plural form of the noun.
Step 3 (3 min) T gives Ss handouts with these 4 verbs and asks to find their synonyms in pairs. Then Ss check it in the whole class
Step 4 (2 min) T asks to scan the first 4 lines and find out what is “it” in connection with these 4 verbs. Ss explain their points of view.
Handouts:
rot – to decay, religious, conversation
clog – interesting, chatterbox, to disturb
clutter – necessary, to disorder, educational
rut – almost, to go one’s way, argument
2. Topic of the lesson: Which channel to choose? (pp.68 – 69)
Aim and objectives: Involve Ss into the topic, decrease the level of linguistic difficulties, enrich Ss’ vocabulary
Level: pre-intermediate
Resources: Student’s Book, ex.4.1, p.68, vocabularies
Procedure:
Step 1 (1 min) T asks Ss about the channels they usually watch. Ss name the channels and explain why they watch them.
Step 2 (2 min) T points to the words one may use while describing a channel in the left hand column of the ex.4.1, p.68. Ss read the words and their translations in a chain. Ss notice that some new words have no translation.
Step 3 (4 min) Ss are formed in groups of 3. They find the words without translation in the dictionaries and write sentences with them as quickly as they can. The quickest group tells it to the class.
Words to search: channel, documentary, a commercial, a satellite, a TV viewer, currently, cable.
3. Topic of the lesson: Are you a telly addict? (pp.73 – 74)
Aim and objectives: Decrease the level of psychological difficulties of perceiving the texts, increase the level of motivation to read the text
Level: pre-intermediate
Resources: Student’s Book, ex.7.1, p.73, b/d, chalk
Procedure:
Step 1 (2 min) Ss are asked to name some famous Russian TV programmes. Then T asks Ss to look at the names of famous British TV programmes and to make predictions what these programmes are about according to their names. The first name is discussed in the whole class.
Step 2 (2 min) Ss make predictions about all the rest names in pairs.
Step 3 (2 min) T encourages Ss to tell the class their programme choice with its reasoning. Then Ss read the text to check whether their predictions were right or not.
B/b:
- Family Matters (Discussion)
- Blind Date (Game show)
- Network 7
- Miami Vice (American imports)
- EastEnders and Neighbours
- Top of the Pops
4. Topic of the lesson: I like it! Do you? (p.75)
Aim and objectives: Involve Ss into the topic, make Ss use their background knowledge
Level: pre-intermediate
Resources: Reader, ex. 1.3, p.39, Russian TV schedules
Procedure:
Step 1 (1 min) T elicits from Ss what programmes they watched yesterday and leads Ss to TV schedules.
Step 2 (3 min) T gives TV schedules to Ss. They work in pairs and tell the partner the time their favorite channel starts working and the well-known programmes of the channel.
Step 3 (1 min) Two students tell the class about their partner’s viewing preferences.
Step 4 (1 min) T asks Ss to name British TV channels and their programmes (Ss remember it from ex. 4.1, p.68). Ss guess at what time British channels start working and what are their programmes.
Step 5 (1 min) Ss scan the text to find out whether their predictions are right or wrong.
5. Topic of the lesson: What’s your favorite programme? (p.76)
Aim: Decrease the level of lexical difficulties of perceiving and understanding of the texts
Level: pre-intermediate
Resources: Adopted dialogue, wordbox
Procedure:
Step 1 (1 min) Ss are asked to brainstorm the word combination “favorite programme” in the whole class
Step 2 (2 min) T divides class into 2 or 3 groups and asks them to find words (7 words) on the topic in the wordbox. Ss who find words and are able to explain their meaning to others circle it in the wordbox.
Step 3 (1 min) T asks Ss to put the words from the wordbox into 2 columns: types of programmes and TV persons. Ss work in pairs.
Wordbox: programme, talk show, comedy, cartoon, soaps, host, humorist
| t | u | h | u | m | o | r | i | s | t |
| a | o | c | o | m | e | d | y | e | q |
| l | p | a | s | s | f | g | h | j | k |
| k | p | r | o | g | r | a | m | m | e |
| s | w | t | h | j | l | n | b | v | x |
| h | z | o | a | s | o | a | p | s | d |
| o | o | o | s | w | x | c | v | f | r |
| w | g | n | j | k | o | h | o | s | t |
Adopted text №1 to the sub-unit What’s your favourite programme? (p.76):
- What TV programmes do you like to watch most of all, Kate?
- There are quite a lot of brilliant programmes on Russian TV: talk and game shows, comedies and cartoons, police series and soap operas. I can’t say which programme I like best of all. Perhaps it’s “Anshlag”.
- “Anshlag”? What is it about?
- Oh, it’s a very funny proramme which consists of humorous stories and songs presented by Russian humorists. This programme is now hosted by Regina Dubovtskaya. I like humour programmes, too. Does Russian TV show British humour programmes?
- Of course it does. We always watch such British programmes as “Mister Bin” and “Benny Hill’s Show”. And what is your favourite programme, Gloria?
- I am fond of soap operas. British TV broadcasts a lot of different soaps, but my favourite one is “Neighbours”.
- Why do you like it?
- Well, it is about the life of Australian teenagers. I like to watch it after school. It is very exciting and helps me to relax. Besides, I like to discuss with my friends what will happen to characters.
- We have a lot of soaps on Russian TV, too. My mum really enjoys watching soaps. As for me, I prefer detective series. In my opinion, they are more fascinating.
- Tastes differ.
6. Topic of the lesson: Here’s the news (pp.79 -80)
Aim and objectives: Involve Ss into the topic, decrease the level of psychological difficulties of perceiving and understanding of the texts
Level: pre-intermediate
Resources: Adopted dialogue
Procedure:
Step 1 (1 min) Ss are asked about their associations about newspapers in whole class.
Step 2 (2 min) Ss work in groups of 3 and find out who is fond of reading newspapers in their group and why.
Step 3 (min) T asks a representative of each group to sum up their findings to the whole class.
Step 4 (1 min) Ss scan the text to find which speaker enjoys reading newspapers.
Adopted text №2 to the sub-unit Here’s the news (p.79 -80):
- Do you like to read newspapers?
- No, not really. They usually have long boring articles. The only thing to read in the newspapers is TV programme.
- I completely agree with you. Newspapers are for adults. My father says that newspapers help him to be informed about all the latest events. But I prefer to read magazines. They are more interesting.
- You’re quite right! Whatever your interest is, you can find a magazine about it. As for me, I’m keen on computers and computer games. That’s why I like to read such magazines as “Chip” and “Game.exe”. They are packed with the latest information about computer and computer games.
- I agree with you, but I wish there were more magazines for boys. If you don’t like football magazines or computer games magazines, there is nothing for you to read.
- That’s because boys are usually interested in sports and computers. But I’m sure new magazines will appear soon.
7. Topic of the lesson: Which magazines are for teens (pp.81 – 82)
Aim: Involve Ss into the topic, increase their motivation to the reading of the text
Level: pre-intermediate
Resources: Student’s Book ex.1.2, pp.81 – 82, some youth magazines such as Current, Club
Procedure: Предвосхищение главных идей текстов по теме «Журналы для подростков» при наличии реалий (журналов на английском языке), опираясь на заголовки/ картинки с использованием приема составления радиальной диаграммы (Spider diagram)
Step 1 (1 min) Ss are asked to name Russian magazines for teens
Step 2 (1 min) T gives Ss British magazines and asks them to explain are the magazines for teenagers or for adults according to the cover and titles.
Step 3 (2 min) T asks Ss to look at the magazine covers in ex. 1.2, pp.81 – 82 and predict what these magazines could be about according to their titles. Ss explain their points of view.
Then Ss read the text to check whether they were right or not.
8. Topic of the lesson: What ads woo our wallets best (p.83)
Aim and objectives: Increase the students’ interest in reading the texts by viewing a piece of a film, involving students into the topic, increasing students’ ability to elicit the information from the first sentences/ paragraphs of the text.
Level: pre-intermediate
Resources: Reader, ex.2.a, c, p.44, videotape, videotape player
Procedure:
Step 1 (4 min) T asks Ss to watch a piece of a film “What Women Want” (in English; the main hero was given a box filled in with the different products for women and was asked to create an advert for the products) and say what they enjoy/ dislike in the main hero’s advertisement.
Step 2 (1 min) T tells Ss in whole class to look at the titles of the texts and say how these texts could be connected with adverts, to read the titles of each of the text to predict what these texts are about.
Step 3 (1 min) T asks Ss to read the first sentence of each of the body paragraphs of the texts to see what ideas are mentioned in them and use them to predict the content in pairs.
Step 4 (2 min) T asks Ss in whole class to try to answer the questions to the text after reading the first paragraphs of the texts.
9. Topic of the lesson: Advertising: good and bad points (pp.84 – 85)
Aim and objectives: Activate Ss’ background knowledge to increase the motivation to the text reading and to involve them into the topic
Level: pre-intermediate
Resources: Student’s Book ex.5.a, c, pp.84 – 85, blackboard, chalk, Ss’ ex. books
Procedure:
Step 1 (1 min) T asks students to tell the class what was the last TV programme they watched and leads Ss to adverts which could be met in any programme.
Step 2 (2 min) T asks Ss to express their feelings about adverts. A pair of Ss goes to the blackboard to draw a spidergramme with good and bad features of adverts according to Ss’ background knowledge. Others work in pairs in their ex. books.
Step 3 (2 min) Ss compare the spidergrammes, add more facts to them.
Step 4 (3 min) T asks students to read good and bad points mixed in the ex. 4.2, p.84 in a chain and explain why they consider this or that point to be good or bad.