By Stan Barstow

morning wouldn’t have given a bent penny for my chances. But that’s how things work out sometimes. Wednesday ... I just don’t know how I’ll live till then. But course I do, and now here I am waiting on the corner at twenty-five to eight. She’s late, but only five minutes, and I was here ten minutes early to make sure I didn’t miss her so that makes it seem more.

by Nick Hornby

(there were loads of kids at school, he reckoned, kids who stole and swore too much and bullied other kids, whose mums and dads had a lot to answer for). If you looked at it that way, there wasn’t an awful lot to think about. But his mum seemed to be saying that there was more to it than that. She was telling him she had a plan. If she had a plan, then he had a choice. He could trust her, believe her when she said she knew what she was doing [... ] Or he could decide that, actually, she was off her head [... ] Either way it was scary. He didn’t want to put up with things as they were, but the other choice meant he’d have to be his own mother, and how could you be your own mother when you were only twelve? He could tell himself to say please and thank you and sorry, that was easy, but he didn’t know where to start with the rest of it. He didn’t even know what the rest of it was.

Save our cinema. Join us tonight 8 pm outside the mayor's house. Dexter, 17

3 Twitter allows people who think the same way to get together and do something about the things they care about. They can share information, organise campaigns and put pressure on governments and big businesses to change. It allows people to stand up to things such as cyber bullying, sexism and racism. Twitter has given the man and woman on the street the power.

Of course, having the words in your head so that you can think about them isn’t enough – you need to say them. But just saying them to yourself isn’t enough either, according to Boucher and Lafleur, two researchers at the University of Montreal. To effectively memorise new words, you’ve got to repeat them out loud to another person. When you’ve read a text and found some words to learn, try to summarise for a friend what you’ve read, making sure to incorporate the new words into your conversation. If you’re a learner of English yourself, why not try it with this text? So, there you have it: the five principles which I have followed to learn several languages to a pretty decent level. But hey – there’s nothing special about me. You can do it too!

The ancient Romans had a saying: ‘Verba volant sed script manent’ – ‘Spoken words fly away, but written words stay’. What they were trying to tell us is that you need to have a way of permanently recording words in order to retain them in memory. For some people, the physical act of writing something down aids their ability to remember it. Just scribbling it on the back of an envelope isn’t enough – it’s got to be in a place where you’ll be able to access it later, maybe on

3

In the 1880s, German psychologist Hermann Ebbinghaus established that when we learn something, we initially retain it quite well. But over time, that memory deteriorates; Ebbinghaus termed this phenomenon the forgetting curve. But he also discovered that this tendency to forget can be combatted. If you revisit newly learnt information at time intervals, it becomes less and less easy to forget. What this means for vocabulary learners is that each day, you should take another look at the words you learnt yesterday, the day before, and the day before that. That way, they should make it into your long-term memory.

4

your phone or in a notebook.

5

Hearing these shouts from inside the tent, Henchard said in a loud voice, ‘Those men out there get rid of their horses when they don’t want them. Why can’t we do that with our wives too?’ One or two men laughed. ‘I wouldn’t be surprised if there was someone who would buy your wife from you. She looks like a fine woman,’ said one of them. Now was a good time to stop this joke: to continue with it would not be sensible. But Henchard was in no mood to be sensible. ‘Well, here’s your chance. What will you offer me for this rare beauty?’ he said, pointing at Susan. ‘Michael, you have said things like this before, but this joke is no longer funny,’ said the young woman. ‘I know I’ve said it before and I meant it. All I want is a buyer,’ he replied. Raising his voice he said, ‘Well, is anyone interested? If you are, now’s your chance.’ Again there were a few laughs. Susan begged him to leave the tent, ‘Come on Michael, it’s getting dark and I’ve had enough of this nonsense. If you don’t come now, I will leave without you.’ But Henchard did not move; it was almost as if he didn’t hear her. This time his voice was even louder, ‘This woman is no good to me. Who among

fortune. But instead, here I am, with only fifteen shillings in my pocket and two extra mouths to feed.’ It was getting late and outside the tent the fair was coming to an end. The shouts of men wanting to sell their last few animals could be heard. ‘Who’ll take this last horse?’ shouted one man. ‘She’s a fine animal, just a little over five years old, but there’s nothing wrong with her at all. Who’ll give me forty shillings for her? You won’t get a better price than that.’

* * *

you will buy her?’

from “The Mayor of Casterbridge" by Thomas Gardy

КГУ "средняя школа имени Д. Конаева"

Учителя английского языка

Дурсунова Рейхан Гелоглановна

Попова Светлана Геннадьевна

Серикбаев Ельдос Тимурович

Методическое пособие

Развитие функциональной (читательской) грамотности на уроках английского языка

Пояснительная записка

Часто говорят, что чтение - это одно из истинных удовольствий жизни. Однако чтение на своем родном языке - это одно, а чтение на другом языке - совсем другое, что влечет за собой определенные трудности для учащихся. Проблемы грамотности, образования, культуры, чтения являются особенно значимыми в наши дни и выходят на уровень проблем, от которых зависит благополучие нации.

Читательская грамотность – способность человека понимать и использовать письменные тексты, размышлять о них и заниматься чтением для того, чтобы достигать своих целей, расширять свои знания и возможности, участвовать в социальной жизни.

Функциональная грамотность –способность человека вступать в отношения с внешней средой и максимально быстро адаптироваться и функционировать в ней.

О существовании функциональной грамотности мы узнаем, только столкнувшись с ее отсутствием. Поэтому приходится говорить не столько о функциональной грамотности, сколько о функциональной безграмотности, что является одним из определяющих факторов, тормозящих развитие общественных отношений. Поэтому проблема функциональной грамотности рассматривается обычно не как научная и смысловая проблема, а как проблема деятельностная, как проблема поиска механизмов и способов ускоренной ликвидации безграмотности.

Чем понятие «чтение» отличается от понятия «функциональное чтение»? Чтение – это технология интеллектуального развития, способ обретения культуры, посредник в общении, средство для решения жизненных проблем. Без чтения невозможно интеллектуальное развитие и самообразование, которое продолжается в течение всей жизни. Функциональное чтение –это чтение с целью поиска информации для решения конкретной задачи или выполнения определенного задания. При функциональном чтении применяются приемы просмотрового чтения (сканирования) и аналитического чтения (выделение ключевых слов, подбор цитат, составление схем, графиков, таблиц). Ученик, у которого сформированы навыки функционального чтения, может «свободно использовать навыки чтения и письма для получения информации из текста – для его понимания, сжатия, преобразования и т.д.

Выделяют три группы читательских умений:

1. Ориентация в содержании текста (умение определять главную тему, общую цель или назначение текста; выбирать из текста или придумать заголовок; формулировать тезис, выражающий общий смысл текста; объяснять порядок частей, содержащихся в тексте; находить в тексте требуемую информацию и т.п.).

2. Преобразование и интерпретация текста (умение преобразовывать текст, используя новые формы представления информации: формулы, графики, диаграммы, таблицы; сравнивать и противопоставлять заключённую в тексте информацию разного характера; обнаруживать в тексте доводы в подтверждение выдвинутых тезисов и т.п.).

3. Оценка информации (откликаться на содержание текста; оценивать утверждения, сделанные в тексте, исходя из своих представлений о мире; находить доводы в защиту своей точки зрения и т.п.).

Овладение этими умениями и означает «смысловое чтение», которое является фундаментом всех обозначенных в новом стандарте результатов образования.

В своей практике учителя часто сталкиваются с многочисленными проблемами и затруднениями обучающихся при работе с иноязычным текстом, а именно: учащиеся не знают значений многих слов,не умеют читать диаграммы,не умеют озаглавить текст, не понимают смысла написанного, не могут выделить ключевые слова, не в состоянии сформулировать

вопрос, не могут выбрать способ решения задачи, не умеют актуализировать наличные умения, не могут перенести знания и умения из одной области на другую, часто подменяют задание на более привычное, знакомое.

Английский язык – учебный предмет, познавательная ценность которого чрезвычайно высока: на таких уроках формируется мышление, прививается чувство любви к иностранному языку, через язык осмысливаются общечеловеческие ценности, воспитывается личность, с помощью языка происходит интеллектуальное развитие ребенка, усвоение всех других учебных дисциплин.

В формировании функциональной грамотности учащихся способствуют задания с использованием сплошных и несплошных текстов.

К сплошным текстам относят тексты, читаемые в повседневной жизни:

• описание (отрывок из рассказа, стихотворения, описание человека, места, предмета и т.д.);

• повествование (рассказ, стихотворение, повесть, басня, письмо, статья в газете или журнале, статья в учебнике, инструкция, реклама, краткое содержание фильма, спектакля, пост блога, материалы различных сайтов и т.д.);

• рассуждение (сочинение-размышление, комментарий, аргументация собственного мнения).

К несплошным текстам относятся графики, диаграммы, таблицы, схемы (кластеры), географические карты и карты местности, план помещения, входные билеты, расписание движения транспорта, карты сайтов и т.д.

Основные требования к тексту, направленному на формирование навыков функциональной читательской грамотности:

1. Текст должен быть ученику интересен.

2. Текст должен содержать неизвестную ученику информацию. Но, при этом, актуальную для ученика.

3. Уровень трудности текста должен соответствовать возрасту ученика.

4. Объем текста не должен превышать норму (исходя из уровня и возраста учащихся).

5. Текст должен развивать кругозор.

6. Текст может быть взят из "реальной жизни"

7. Текст не должен быть перегружен цифрами, датами, терминами.

8. Иллюстрации не отвлекают, а помогают разобраться в содержании текста.

9. Текст должен быть структурирован: заголовок, абзацы, прямая речь и т.д.

10. При необходимости нужно адаптировать текст.

11. В тексте иллюстрации должны способствовать развитию познавательной активности.

12. В тексте не должно быть ошибок.

13. Содержание текста должно опираться на жизненный опыт ребенка.

Данное методическое пособие содержит 15 сплошних и 12 несплошных текстов. После каждого текста предложены 3 разных задания для проверки понимания прочитанного.

Unbroken texts Text № 1

Sacrifice for survival?

This is the story of two ambitious mountain (limbers, Joe Simpson and Simon Yates), whose story was later turned into a film. Touching the Void, and it started with an outstanding success. Joe and Simon managed to climb the West Face of Siula Grande in the Peruvian Andes.

1 After reaching the summit, Joe and Simon decided to go back down via the North Ridge, on extremely risky but faster route. Their ascent had already taken much longer than they

had intended because of bad weather.

2 So it wasn't possible for them to melt ice and snow for drinking water any more. It was getting dark too, and they knew they needed to descend quickly to the glacier, about 1,000 metres

below.

3 Joe slipped and landed awkwardly, breaking his leg. Both Simon and Joe were in shock. They were at a height of 6,000 metres.

4 They were freezing. They had no communication with the base camp, and there was no chance of a rescue helicopter or any other form of outside help. The situation was really dangerous, not just for Joe, but for both of them. As an enormous snowstorm was building up around them, Simon tied two ropes

together, tied them around Joe, and started lowering his injured friend. Suddenly, the knot got stuck between two rocks and Joe was left hanging from a cliff, in mid-air over a huge crevasse.

5 He tried desperately for more than an hour to pull his friend up, but without success. The situation was absolutely hopeless. Simon imagined both himself and his friend dying in the snow and ice. He didn't want to leave his friend alone, but the more he thought about it, the more he began to understand that there was no way he could save both his own life and that of his friend. For a moment, Simon felt like giving up. But then he decided to cut the rope and save his own life. Joe fell away, right down to the bottom of the crevasse. The next day, when Simon continued down the mountain and passed the area where Joe had landed, he saw nothing, and assumed he was dead. But

he wasn't. Joe had survived the fall.

6 For the next three and a half days, he continued to descend the mountain, crawling and hopping on one leg under extremely difficult conditions. He even managed to cross a glacier

with no safety equipment or rope assistance whatsoever.

7 The others were thrilled and amazed to see him especially because they had been preparing to leave. Joe's incredible determination and the fact that he hadn't given up under the most

desperate conditions had helped him to save his own life.

1. Read the article again. Seven sentences have been removed from the article. Choose from the sentences A-H the one which fits each gap (1-7). There is one extra sentence.

A Then something dramatic happened. В Simon couldn't talk to him or see him.

C Several teams had tried before, but they had all failed.

D Both men knew that it would be almost impossible to survive the situation.

E Despite his extreme injuries, he had managed to crawl out of the crevasse.

F And they had run out of fuel for their stove.

G When he finally arrived at base camp, he was absolutely exhausted.

H The weather conditions were dreadful.

2. Which of the following facts were relevant for Simon in making his decision to cut the rope? Put ticks:

   1. Siula Grande is part of the Andes region of Peru.

   2. The two climbers had already reached the summit.

   3. Joe had a broken leg.

   4. There was no way they could get help from anywhere.

   5. Their way back down was via the North Ridge.

   6. The rope got stuck and it was completely impossible to pull joe out of the crevasse

3. Read the sentences and write T (True), F (False), NS (Not Stated):

   1. Joe and Simon's ascent had already taken much longer than they had intended because of their tiredness. T/F/NS.

   2. Joe slipped and landed awkwardly, when they were at a height of 4,000 metres. T/F/NS.

   3. Simon called the emergency service, but without any result. T/F/NS.

   4. The situation became more dangerous because there were wild wolves in the area. T/F/NS.

   5. Simon decided to leave his injured friend and save his own life. T/F/NS.

   6. For the next three and a half days, he continued to descend the mountain, crawling and hopping on one leg under extremely difficult conditions. T/F/NS.

   7. After the successful rerurn Joe and Simon were interviewed by local jounalists. T/F/NS.

1. What does the author intend to show in this text?

   1. That the quality of many sports shoes has greatly improved.

   2. That it is best not to play football if you are under 12 years of age.

   3. That young people are suffering more and more injuries due to their poor physical condition.

   4. That it is very important for young sports players to wear good sports shoes.

2. According to the article, why should sports shoes not be too rigid?

3. One part of the article says, “A good sports shoe should meet four criteria.” What are these criteria?

4. Look at this sentence from near the end of the article. It is presented here in two parts:

“To avoid minor but painful conditions such as blisters or even splits or athlete’s foot (fungal infections),…” (first part)

“…the shoe must allow evaporation of perspiration and must prevent outside dampness from getting in.” (second part)

What is the relationship between the first and second parts of the sentence? A the second part contradicts the first part.

B. repeats the first part.

C. illustrates the problem described in the first part.

D. gives the solution to the problem described in the first part

Text № 3

Technology creates the need for new rules

SCIENCE has a way of getting ahead of law and ethics. That happened dramatically in 1945 on the destructive side of life with the atomic bomb, and is now happening on life’s creative side with techniques to overcome human infertility.

Most of us rejoiced with the Brown family in recently the births of healthy babies that had once been embryos frozen to await the proper moment of implantation in the mother-to-be.

It is about two such frozen embryos in Australia that a storm of legal and ethical questions has arisen. The embryos were destined to be implanted in Elsa Rios, wife of Mario Rios. A previous embryo implant had been unsuccessful, and the Rioses wanted to have another chance at becoming parents. But before they had a second chance to try, the Rioses perished in an airplane crash.

What was the Australian hospital to do with the frozen embryos? Could they be implanted in someone else? There were

numerous volunteers. Were the embryos somehow entitled to the Rioses’ substantial estate? Or should the embryos be destroyed? The Rioses, understandably, had made no provision for the embryos’ future.

The Australians set up a commission to study the matter. Last week, the commission made its report. The embryos should be thawed, the panel said, because donation of embryos to someone else would require the consent of the “producers,” and no such consent had been given. The panel also held that the embryos in their present state had no life or rights and thus could be destroyed.

The commission members were conscious of treading on slippery legal and ethical grounds. Therefore, they urged that three months be allowed for public opinion to respond to the commission recommendation. Should there be an overwhelming outcry against destroying the embryos, the commission would reconsider.

Couples now enrolling in Sydney’s Queen Victoria hospital for in vitro fertilization programs must specify what should be done with the embryos if something happens to them.

This assures that a situation similar to the Rioses won’t recur. But what of other complex questions? In France, a woman recently had to go to court to be allowed to bear a child from her deceased husband’s frozen sperm. How should such a request be handled? What should be done if a surrogate mother breaks her child-bearing contract and refuses to give up the infant she had

promised to bear for someone else?

Our society has failed so far to come up with enforceable rules for curbing the destructive potential of atomic power. We are reaping the nightmarish harvest for that failure. The possibilities of misuse of scientists’ ability to advance or retard procreation are manifold. Ethical and legal boundaries need to be set before we stray too far.

1. Underline the sentence that explains what the Australians did to help decide how to deal with the frozen embryos belonging to a couple killed in the plane crash.

2. List two examples from the editorial that illustrate how modern technology, such as that used for implanting frozen embryos, creates the need for new rules.

3. Choose the right answers A, B or C:

   1. The author site the example of Brown family to illustrate

A the progress of science

B the the side effects of implantation

C the high cost of medical service

2. Mario and Elsa Rios didn't manage to become parents because

A they didn't have enough money

B they had a fatal accident

C they moved abroad

3. What caused the public outcry?

A the decision to sell embryos

B the decision to use a mother-to-be

C the decision to destroy the embryos

4. What is the main problem which can arise with surrogate mother?

A she can refuse to give up the child

B she may begin smoking

C she can refuse the contract after receiving the money

5. What we can conclude according to the last paragraph?

A Medecine should receive a good finacial support.

B Ethical and legal issues should be made into account in advance.

C Staff for medical organisations should be chosen thoroughly.

Text № 4

The ultimate survivor

When he was 20, he broke his back in three places in a parachuting accident. He climbed Mount Everest at the age of 23. Shortly afterwards, he led a trek across the frozen North Atlantic.

In 2007, he set another world record by flying over Mount Everest in a powered paraglider. This helped to raise one million dollars for the Global Angels Foundation, a charity that supports children in Africa.

His first book, Facing the Frozen Ocean, got shortlisted for the UK’s ‘Sports Book of the Year’. Since then he has written more than 15 books, including the No 1 Bestseller: Mud, Sweat and Tears.

His name is Bear Grylls, and he was the host of Discovery Channel’s famous TV show, Man vs Wild. In the show, he was left

stranded in remote locations in order to demonstrate survival techniques. Millions of viewers watched, breathless, as he killed the most poisonous snakes and ate them, climbed extremely dangerous cliffs, parachuted from helicopters and balloons, performed amazing ice climbing stunts, ran through a forest fire, and ate all kinds of insects.

Grylls continues to impress with both his amazing shows, and his incredible charity work. And he has set up his own company, Bear Grylls’ Survival Academy, where everyone can learn survival skills from him and his team of highly trained experts. Recently, Grylls founded Young Survivors - training courses for teenagers, comprising a combination of survival skills and adventure tasks designed to teach the fundamentals of outdoor survival and self-rescue. Those who complete the course are given a Young Survivors Award. Techniques taught include how to build and light a fire, how to navigate in both day and night, building a shelter, extreme weather survival, tracking and hunting and tying knots. A key focus of the course is getting young survivors back in touch with nature and away from technology.

In Grylls’ own words: ‘The thing I love about the Young Survivor Course is that it is designed to put young adults in just the sort of challenging, character-building and practical situations that help define and distinguish people as adults. So often, youngsters can feel almost over-protected and are stopped from experiencing some of the best things in life - but the Young Survivor Award will challenge and empower hem in an incredibly dynamic and fun environment.'

1. Which of these things do you think you could learn from Bear Grylls? Read the article and put the ticks:

• how to build a fire

• how to use GPS effectively

• how to build a shelter in the wild

• how to survive outdoors in bad weather

• how to set up your own survival website

• how to tie knots

2. Answer these questions based on your own opinions. Use evidence from the text to support your ideas.

1. What do you think motivates Bear Grylls?

2. Why are his TV shows so popular?

3. Do you think Bear Grylls is successful? Why (not)?

4. What does Bear Grylls think of the way many young people grow up these days?

3. Read the sentences and correct the mistakes:

   1. This helped to raise one million dollars for the Global Angels Foundation, a charity that supports disabled people in Africa.

   2. In the show, Bear was left stranded in tropical rainforests in order to demonstrate survival techniques.

   3. He has set up his own company, Bear Grylls’ Survival Academy, where everyone can learn driving skills from him and his team of highly trained coaches.

   4. Techniques taught include how to put a tent, how to navigate in both day and night, building a hut, extreme weather survival, tracking and hunting and fishing.

   5. The thing I love about the Young Survivor Course is that it is created to put young adults in just the sort of education.

   6. A key focus of the course is getting young survivors back in touch with parents and away from computers.

Text № 5

ACOL VOLUNTARY FLU IMMUNISATION PROGRAM

As you are no doubt aware the flu can strike rapidly and extensively during winter. It can leave its victims ill for weeks. The best way to fight the virus is to have a fit and healthy body. Daily exercise and a diet including plenty of fruit and vegetables are highly recommended to assist the immune system to fight this invading virus. ACOL has decided to offer staff the opportunity to be immunised against the flu as an additional way to prevent this insidious virus from spreading amongst us. ACOL has arranged for a nurse to administer the immunisations at ACOL, during a half-day session in work

hours in the week of May 17. This program is free and available to all members of staff. Participation is voluntary. Staff taking up the option will be asked to sign a consent form indicating that they do not have any allergies, and that they understand they may experience minor side effects. Medical advice indicates that the immunisation does not produce influenza. However, it may cause some side effects such as fatigue, mild fever and tenderness of the arm.

Who should be immunised?

Anyone interested in being protected against the virus. This immunisation is especially recommended for people over the age of 65. But regardless of age, ANYONE who has a chronic debilitating disease, especially cardiac, pulmonary, bronchial or diabetic conditions. In an office environment ALL staff are at risk of catching the flu.

Who should not be immunised?

Individuals hypersensitive to eggs, people suffering from an acute feverish illness and pregnant women. Check with your doctor if you are taking any medication or have had a previous reaction to a flu injection. If you would like to be immunised in the week of May 17 please advise the personnel

officer, Fiona McSweeney, by Friday May 7. The date and time will be set according to the availability of the nurse, the number of participants and the time convenient for most staff. If you would like to be immunised for this winter but cannot attend at the arranged time please let Fiona know. An alternative session may be arranged if there are sufficient numbers. For further information please contact Fiona on ext. 5577.

 Good Health 

1. Read the text. Where can we find this kind of text?

   • in a travel journal

   • in a coursebook

   • in a medical brochure

2. What is the main aim of the article?

   • inform readers about a new virus

   • inform readers about vaccination

   • involve people into a new political program

3. Read the statements and choose the answers A, B, C or D:

1. Which one of the following describes a feature of the ACOL flu immunisation program?

   1. Daily exercise classes will be run during the winter.

   2. Immunisations will be given during working hours.

   3. A small bonus will be offered to participants.

   4. A doctor will give the injections.

2. This information sheet suggests that if you want to protect yourself against the flu virus, a flu injection is

   1. more effective than exercise and a healthy diet, but more risky.

   2. a good idea, but not a substitute for exercise and a healthy diet.

   3. as effective as exercise and a healthy diet, and less troublesome.

   4. not worth considering if you have plenty of exercise and a healthy diet

3. According to the information sheet, which one of these staff members should contact Fiona?

   1. Steve from the store, who does not want to be immunised because he would rather rely on his natural immunity.

   2. Julie from sales, who wants to know if the immunisation program is compulsory.

   3. Alice from the mailroom who would like to be immunised this winter but is having a baby in two months.

   4. Michael from accounts who would like to be immunised but will be on leave in the week of May 17

4. We can talk about the content of a piece of writing (what it says). We can talk about its style (the way it is presented). Fiona wanted the style of this information sheet to be friendly and encouraging. Do you think she succeeded? Explain your answer by referring in detail to the layout, style of writing, pictures or other graphics

Text № 6

A kind of loving

Vic Brown is a young draughtsman at an engineering works in northern England in the 1950s. He lives with his mother and father. He is attracted to one of the secretaries at the engineering works

- Ingrid Rothwell - and one day, as they leave work, they run into each other and start walking to the bus stop together.