Развитие коммуникативной компетенции студентов через смысловое чтение аутентичного текста на основе смысловой догадки и интерактивного взаимодействия

Activity title:

Reading

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Skill(s):

Intensive reading

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Level(s):

B1

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Exam part:

Part 3, Part 5, Part 7

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Aim(s):

development of communicative competence through semantic reading of authentic text by students on the basis of semantic guesswork and interactive interaction

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Materials needed:

• Worksheets with the text and tasks (Appendix 1)
• An Interactive whiteboard

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Preparation:

• Setting the lesson goal
• Planning the results and the lesson structure
• Content selection and its analysis
• Preparation of language, conditional-communicative and communicative exercises

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Procedure:

Step 1. The pre-text stage of reading

• Look at the photos. What are the names of the people on the balcony? What is the relationship between them? (Front-end work in the classroom)
• Work with a partner. Write down what you know about Prince Charles. Compare your ideas as a class. (The division into pairs takes place using «the clock buddies» technique: students are guided by a pre-worked scheme of division into pairs. For example, it`s 7 pm, meet with your friend, form a couple). A sample of the dial is attached (Appendix 2)
• Look at the interactive whiteboard, connect words with pictures. They will help you complete the following task. A sample of the task is attached (Appendix 3)
• Work individually. Read the statements, give YES - NO answers in the column before («Before and After» method). A sample of the work is attached (Appendix 4)

Step 2. While - reading stage

• Read the text "The life of a hard-working future King" and compare your answers given in the column BEFORE. Give answers in the column AFTER (Skimming reading according to the target orientation of the activity) (Front-end work in the classroom)
• Read the article and answer the questions (A sample of the task is attached. Appendix 5) (Intensive reading or reading for details (according to the target orientation of the activity)). The reading process takes place under the guidance of a teacher, followed by discussion of issues in teams, having the opportunity for mutual assistance (students in English lessons work in pre-organized teams)
• Work individually. Review the text (scanning reading) and underline all the adjectives, determine their meaning. Which of the adjectives are positive and which are negative? Give an example of Charles` life or behavior that illustrates each adjective. (For example, hard-working- he performs a lot of royal duties and does charity work)

Step 3. Post-reading stage

А. Work individually and answer the question «What countries do you know that have a royal family? Are the members of the family popular? What do they do?

В. Discuss your answers in the team. (The teacher listens to one student from each team frontally)

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Variation(s)

A teacher can use other techniques of working with text, for example, "Same but different" in the section Step 1 (C), contributing to the creative thinking development, or at one stage of the lesson, a teacher can offer students an element of buzzing reading that promotes the development of fluent reading.
A teacher can use a technique «Take off - Touch down" at the stage of reflection.
In general, the choice of methods depends on the level of students` preparation, the goals of the lesson and the teacher's creativity.