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Teaching reading of English lessons in the secondary school (Обучение чтению на старшем этапе в образовательной школе).

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CONTENT
INTRODUCTION
CHAPTER I THEORETICAL BASE OF THE INVESTIGATION
1.1 Reading as a part of speaking activity
1.1.1 Classification of reading types in accordiance with the phsycological peculiarities of perception
1.1.2 Classification of reading types in accordiance with the aims of teaching
1.2 Psychological and linguistic mechanisms of reading
CHAPTER II THE PROCESS OF TEACHING READING IN THE SECONDARY SCHOOL
2.1 The main points in modern methodic of teaching reading
2.2 Communicative approach in teaching reading
2.3 The main types of exercises in teaching reading
2.3.1 Pre-reading Activities
2.3.2 Post reading activities
2.3.3 Teaching reading in practice
CONCLUSION
ATTACHMENT
BIBLIOGRAPHY

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Only 42 percent of Swaziland’s country population has access to safe water. In Andorra 100 percent of Andorra's population has access to safe water and sanitation. One reason it's easier to give Andorrans better sanitation is the country's size: Fewer people need fewer sewers, and the country saves money on installation and maintenance costs.
Education is another factor that contributes to a longer life expectancy. Only 81 percent of Swaziland's population of more than 1 million people can read and write, compared to 100 percent of Andorra's residents.
Text 2. The pied piper of Hamelin (by Robert Browning)
Hamelin Town's in Brunswick,
By famous Hanover city;
The river Weser, deep and wide,
Washes its wall on the southern side;
A pleasanter spot you never spied;
But, when begins my ditty,
Almost five hundred years ago,
To see the townsfolk suffer so
From vermin, was a pity.
Rats! They fought the dogs and killed the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats.
And licked the soup from the cook's own ladles,
Split open the kegs of salted sprats,
Made nests inside men's Sunday hats,
And even spoiled the women's chats,
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.
At last the people in a body
To the Town Hall came flocking:
"Tis clear," cried they, "our Mayor's a noddy;
And as for our Corporation—shocking
To think we buy gowns lined with ermine
For dolts that can't or won't determine
What's best to rid us of our vermin!
You hope, because you're old and obese,
To find in the furry civic robe ease?
Rouse up, sirs! Give your brains a racking
To find the remedy we're lacking,
Or, sure as fate, we'll send you packing!"
At this the Mayor and Corporation
Quaked with a mighty consternation.
An hour they sate in council,
At length the Mayor broke silence:
"For a guilder I'd my ermine gown sell;
I wish I were a mile hence!
It's easy to bid one rack one's brain—
I'm sure my poor head aches again,
I've scratched it so, and all in vain
Oh for a trap, a trap, a trap!"
Just as he said this, what should hap
At the chamber door but a gentle tap?
"Bless us," cried the Mayor, "what's that?"
(With the Corporation as he sat,
Looking little though wondrous fat;
Nor brighter was his eye, nor moister
Than a too-long-opened oyster,
Save when at noon his paunch grew mutinous
For a plate of turtle green and glutinous)
"Only a scraping of shoes on the mat?
Anything like the sound of a rat
Makes my heart go pit-a-pat!"
"Come in!"—the Mayor cried, looking bigger:
And in did come the strangest figure!
His queer long coat from heel to head
Was half of yellow and half of red,
And he himself was tall and thin,
With sharp blue eyes, each like a pin,
And light loose hair, yet swarthy skin
No tuft on cheek nor beard on chin,
But lips where smile went out and in;
There was no guessing his kith and kin:
And nobody could enough admire
The tall man and his quaint attire.
Quoth one: "It's as my great-grandsire,
Starting up at the Trump of Doom's tone,
Had walked this way from his painted tombstone!"
He advanced to the council-table:
And, "Please your honours," said he, "I'm able,
By means of a secret charm, to draw
All creatures living beneath the sun,
That creep or swim or fly or run,
After me so as you never saw!
And I chiefly use my charm
On creatures that do people harm,
The mole and toad and newt and viper;
And people call me the Pied Piper."
(And here they noticed round his neck
A scarf of red and yellow stripe,
To match with his coat of the self-same cheque;
And at the scarf's end hung a pipe;
And his fingers they noticed were ever straying
As if impatient to be playing
Upon his pipe, as low it dangled
Over his vesture so old-fangled.)
"Yet," said he, "poor Piper as I am,
In Tartary I freed the Cham,
Last June, from his huge swarms of gnats,
I eased in Asia the Nizam
Of a monstrous brood of vampyre-bats:
And as for what your brain bewilders,
If I can rid your town of rats
Will you give me a thousand guilders?"
"One? fifty thousand!"—was the exclamation
Of the astonished Mayor and Corporation.
Into the street the Piper stept,
Smiling first a little smile,
As if he knew what magic slept
In his quiet pipe the while;
Then, like a musical adept,
To blow the pipe his lips he wrinkled,
And green and blue his sharp eyes twinkled,
Like a candle-flame where salt is sprinkled;
And ere three shrill notes the pipe uttered,
You heard as if an army muttered;
And the muttering grew to a grumbling;
And the grumbling grew to a mighty rumbling;
And out of the houses the rats came tumbling.
Great rats, small rats, lean rats, brawny rats,
Brown rats, black rats, grey rats, tawny rats,
Grave old plodders, gay young friskers,
Fathers, mothers, uncles, cousins,
Cocking tails and pricking whiskers,
Families by tens and dozens,
Brothers, sisters, husbands, wives—
Followed the Piper for their lives.
From street to street he piped advancing,
And step for step they followed dancing,
Until they came to the river Weser
Wherein all plunged and perished!
—Save one who, stout as Julius Cæsar,
Swam across and lived to carry
(As he, the manuscript he cherished)
To Rat-land home his commentary:
Which was, "At the first shrill notes of the pipe,
I heard a sound as of scraping tripe,
And putting apples, wondrous ripe,
Into a cider-press's gripe:
And a moving away of pickle-tub-boards,
And a leaving ajar of conserve-cupboards,
And a drawing the corks of train-oil-flasks,
And a breaking the hoops of butter-casks:
And it seemed as if a voice
(Sweeter far than by harp or by psaltery
Is breathed) called out, 'Oh rats, rejoice!
The world is grown to one vast drysaltery!
So munch on, crunch on, take your nuncheon,
Breakfast, supper, dinner, luncheon!'
And just as a bulky sugar-puncheon,
All ready staved, like a great sun shone
Glorious scarce an inch before me,
Just as methought it said, 'Come, bore me!'
—I found the Weser rolling o'er me."
You should have heard the Hamelin people
Ringing the bells till they rocked the steeple
"Go," cried the Mayor, "and get long poles,
Poke out the nests and block up the holes!
Consult with carpenters and builders,
And leave in our town not even a trace
Of the rats!"—when suddenly up the face
Of the Piper perked in the market-place,
With a, "First, if you please, my thousand guilders!"
A thousand guilders! The Mayor looked blue;
So did the Corporation too.
For council dinners made rare havoc
With Claret, Moselle, Vin-de-Grave, Hock;
And half the money would replenish
Their cellar's biggest butt with Rhenish.
To pay this sum to a wandering fellow
With a gipsy coat of red and yellow!
"Beside," quoth the Mayor with a knowing wink,
"Our business was done at the river's brink;
We saw with our eyes the vermin sink,
And what's dead can't come to life, I think.
So, friend, we're not the folks to shrink
From the duty of giving you something to drink,
And a matter of money to put in your poke;
But as for the guilders, what we spoke
Of them, as you very well know, was in joke.
Beside, our losses have made us thrifty.
A thousand guilders! Come, take fifty!"
The Piper's face fell, and he cried,
"No trifling! I can't wait, beside!
I've promised to visit by dinner-time
Bagdad, and accept the prime
Of the Head-Cook's pottage, all he's rich in,
For having left, in the Caliph's kitchen,
Of a nest of scorpions no survivor:
With him I proved no bargain-driver,
With you, don't think I'll bate a stiver!
And folks who put me in a passion
May find me pipe after another fashion."
"How?" cried the Mayor, "d' ye think I brook
Being worse treated than a Cook?
Insulted by a lazy ribald
With idle pipe and vesture piebald?
You threaten us, fellow? Do your worst,
Blow your pipe there till you burst!"
Once more he stept into the street,
And to his lips again
Laid his long pipe of smooth straight cane;
And ere he blew three notes
(such sweet
Soft notes as yet musician's cunning
Never gave the enraptured air)
There was a rustling,
that seemed like a bustling
Of merry crowds justling at pitching and hustling,
Small feet were pattering, wooden shoes clattering,
Little hands clapping and little tongues chattering,
And, like fowls in a farm-yard when barley is scattering,
Out came the children running.
All the little boys and girls,
With rosy cheeks and flaxen curls,
And sparkling eyes and teeth like pearls.
Tripping and skipping, ran merrily after
The wonderful music with shouting and laughter. The Mayor was dumb, and the Council stood
As if they were changed into blocks of wood,
Unable to move a step, or cry
To the children merrily skipping by.
—Could only follow with the eye
That joyous crowd at the Piper's back.
But how the Mayor was on the rack,
And the wretched Council's bosoms beat,
As the Piper turned from the High Street
To where the Weser rolled its waters
Right in the way of their sons and daughters!
However he turned from South to West,
And to Koppelberg Hill his steps addressed,
And after him the children pressed;
Great was the joy in every breast.
"He never can cross that mighty top!
He's forced to let the piping drop,
And we shall see our children stop!"
When, lo, as they reached the mountain-side,
A wondrous portal opened wide,
As if a cavern was suddenly hollowed;
And the Piper advanced and the children followed,
And when all were in to the very last,
The door in the mountain side shut fast.
Did I say, all? No; One was lame,
And could not dance the whole of the way;
And in after years, if you would blame
His sadness, he was used to say,—
"It's dull in our town since my playmates left!
I can't forget that I'm bereft
Of all the pleasant sights they see,
Which the Piper also promised me.
For he led us, he said, to a joyous land,
Joining the town and just at hand,
Where waters gushed and fruit-trees grew,
And flowers put forth a fairer hue,
And everything was strange and new;
The sparrows were brighter than peacocks here,
And their dogs outran our fallow deer,
And honey-bees had lost their stings,
And horses were born with eagles' wings;
And just as I became assured
My lame foot would be speedily cured,
The music stopped and I stood still,
And found myself outside the hill,
Left alone against my will,
To go now limping as before,
And never hear of that country more!"
Alas, alas for Hamelin!
There came into many a burgher's pate
A text which says that Heaven's gate
Opes to the rich at as easy rate
As the needle's eye takes a camel in!
The Mayor sent East, West, North, and South,
To offer the Piper, by word of mouth,
Wherever it was men's lot to find him,
Silver and gold to his heart's content,
If he'd only return the way he went,
And bring the children behind him.
But when they saw 'twas a lost endeavour,
And Piper and dancers were gone for ever,
They made a decree that lawyers never
Should think their records dated duly
If, after the day of the month and year,
These words did not as well appear,
"And so long after what happened here
On the Twenty-second of July,
Thirteen hundred and seventy-six:"
And the better in memory to fix
The place of the children's last retreat,
They called it, the Pied Piper's Street—
Where any one playing on pipe or tabor,
Was sure for the future to lose his labour.
Nor suffered they hostelry or tavern
To shock with mirth a street so solemn;
But opposite the place of the cavern
They wrote the story on a column,
And on the great church-window painted
The same, to make the world acquainted
How their children were stolen away,
And there it stands to this very day.
And I must not omit to say
That in Transylvania there's a tribe
Of alien people that ascribe
The outlandish ways and dress
On which their neighbours lay such stress,
To their fathers and mothers having risen
Out of some subterraneous prison
Into which they were trepanned
Long time ago in a mighty band
Out of Hamelin town in Brunswick land,
But how or why, they don't understand.
So, Willy, let me and you be wipers
Of scores out with all men—especially pipers!
And, whether they pipe us free from rats or from mice,
If we've promised them aught, let us keep our promise!
Text 3 The Great Wall of China - Facts and History
The Great Wall of China is the biggest object ever made by humans. It stretches across mountains, deserts and grasslands for over 6,000 kilometres. The ancient Chinese built the wall to keep invaders from the west out of their country. Today tourists from all over the world come and see it.
The Great Wall began as a series of many smaller walls that were not connected with each other. The first sections of the wall were built as early as 600 B.C. As time went on Chinese emperors connected them together to keep Huns, Mongols and other tribes out. Thousands of soldiers, criminals and peasants worked on building the wall. It was finally completed during the Ming dynasty in the 17 th century.
The Chinese wall is made of dirt, mud, stone and brick. It is between 5 and 9 metres tall and up to 8 metres wide. A small road runs on the top of the wall. Towers every few hundred metres were built to store military supplies. They served as watch posts and were used to send information. Guards fired cannonballs or used smoke signals to inform other towers of possible invaders. At times up to a million Chinese soldiers guarded the wall. Towards the end of the Middle Ages the great wall lost its military function.
Over the centuries parts of the wall have been damaged by weather, earthquakes and war. The government destroyed some parts of the wall to build new roads or for other construction projects. In the western part of China sandstorms have covered part of the wall. As a result almost half of the wall has disappeared completely, while about 30% is in fairly good condition.
In 2006, the Chinese government started taking action to protect the Great Wall. Today the wall is a World Heritage Site, a symbol of China and a big tourist attraction. The most visited section is a part near Beijing which 6 million tourists go to every year.
Text 4 Virtual Worlds are Useful for Children
A research report says that virtual worlds can be important places where children practice what they will do in real life. They are also a powerful and attractive alternative to more passive adventures like watching TV. The research was done with children using the BBC's Adventure Rock virtual world, aimed at those aged 6-12.It surveyed and interviewed children who were the first to test the game.
The online world is a theme island built for the BBC's children channel by Belgian game maker Larian. Children explore the world alone but they use message boards to share what they find and what they do in the different creative studios they find around the virtual space.
At times children were explorers and at others they were social climbers eager to connect with other players. Some were power users looking for more information about how the virtual space really worked. The children could try all kinds of things without having to be afraid of the consequences that would follow if they tried them in the real world. They learned many useful social skills and played around with their identity in ways that would be much more difficult in real life.
According to the study what children liked about virtual worlds was the chance to create content such as music, cartoons and videos.
The publishers of the report say that virtual worlds can be a powerful, engaging and real interactive alternative to more passive media. They urged creators of virtual spaces for children to get young people involved very early on because they really do have good ideas to add and they are very good critical friends.
Text 5 Uh-Oh, Maybe We Missed the Big Day
The millennium is about to end, as everyone who reads this page knows well. What’s less widely understood is that the counting to the year 2000 began with the birth of Jesus. However, what scholars are quick to say – not intending to dampen millennial fever – is that the count is simply wrong: the millennium actually turned several years ago. Sorry, but we all missed it.
Time being what it is – a necessary fiction – the year 2000 is based on a calendar (another fictive device) that rests on an arbitrary division of time itself: the years before the birth of Christ (B.C.) and the years after the “anno Domini” (the “Year of Our Lord,” or A.D.). If modern scholars are right, Jesus was actually born four to six years “before Christ,” which means that we are already well into the third millennium.
Where did the calculations go wrong? No one can blame Pope Gregory the Great, the 16th-century Roman pontiff who worked out the calendar used by most Western societies today. Thanks to Gregory, we have a system of months and days so accurate that only 26 seconds separates the Gregorian calendar from the solar year.
A better candidate is Dionysius the Short, a monk who lived a millennium earlier. Dionysius was commissioned by Pope John I in 525 to develop a standard liturgical calendar so that Christians everywhere would celebrate Easter and other feast days of the church on the same date. Dionysius was a canon lawyer as well as a mathematician and an astronomer. However, all he had to work with was the Emperor Diocletian’s version of the Roman calendar, which dated the years “ab urbe condita” – from the founding of Rome. Since Diocletian had unleashed one of the worst persecutions of Christians, Dionysius decided to create a new calendar numbering the years from the birth of Jesus. Using the Gospels of Matthew and Luke as guides, the monk calculated – erroneously – that Jesus was born in the 753d year of the old Roman calendar, which eventually became the year 0 B.C. in the Christian West.
Able though he was, Dionysius was not blessed with the tools of contemporary historiography. According to Matthew and Luke, the only two Gospels that mention his birth, Jesus was born when Herod the Great was King of Judea. Today, however, most Scripture scholars reckon that Herod died in 4 B.C. That alone suggests Dionysius was off by several years in calculating the birth of Jesus.
Luke adds a further confusion. He places the birth of Jesus “while Quirinius was governor of Syria,” an area that included Judea. Historians, however, now know Quirinius was not appointed governor until A.D. 6 or 7. According to Roman records, however, a Roman legate named Quintilius was in charge of Judea from 6 to 4 B.C. If Luke, who wrote his Gospel some 70 years later, got the names confused, that would place Jesus’ birth nearly six years “before Christ.”
Short of discovering a notarized birth certificate, historians will never know for sure exactly when Jesus was born. Even the dating of Christmas, which celebrates his birth, is arbitrary. The church selected Dec. 25, scholars believe, to coincide with – and religiously counter – pagan celebrations of the winter solstice.
Even without the work of Dionysius, there would be ample opportunity to celebrate other millenniums. According to the Jewish calendar, which attempted to count from Creation itself, this is already the year 5757. The Islamic calendar, which begins with the flight of the Prophet Muhammad from Mecca to Medina in A.D. 622, follows the cycles of the moon rather than the sun. Since the Islamic year is only 354 days long, the year is now 1418. If the Chinese calendar governed, we would be preparing to celebrate the 17th year in the 78th cycle. Those who plan to drink in the new millennium in Jerusalem may have to wait a day to celebrate. In 1999 Dec. 31, New Year’s Eve, falls on a Friday night, the start of the Jewish Sabbath. That’s a conjunction of time and the eternal that even Jesus might have relished.
Text 6 Where in the World Should Americans Go Next?
An oasis in the middle of the Central Asian desert, Kashgar was once the great pit stop on the Silk Road. Perhaps in the next century, Kashgar will again find itself on the world’s crossroads. It is not hard to imagine young 21st-century back-packers and trust-funders jamming this medieval city in much the same way they flocked to Prague in the early 1990s. The e-mails to Mom will be epic: beauty, excitement, isolation. However, as the expatriate population grows, tourist-friendly dance clubs and sushi bars will open, along with whatever will stand in for the Gap (the name of the clothes store) and McDonald’s in 80 years.
In the next millennium, even Central Asia, about as remote as Americans can get now, will likely be well trodden. Finding an unusual, or even uncrowded, destination will be hard. The last frontiers will be gone, the undiscovered country will not exist. As air fares fall, roads are built, countries open up and the world’s middle class multiplies, tourism will be one of the great growth industries of the next century. Travel experts promise as long as there is peace and prosperity, people will travel. They are already trying to spot the “in” spots of the future.
However, not just any place will do. As leisure time dwindles, it becomes more precious. Future travelers will increasingly expect excellent service, beautiful facilities and lots of comfort, because people want to be pampered. Airports all over the world are starting major renovations. Spas and hotels will keep on booming. Travel agents say luxury will be in; service will be in. Some people are even staying in hotels in their own city, just to escape. Getting away without going away will only get easier as techno-savvy entrepreneurs build more places like Japan’s Phoenix Seagaia, an enormous complex where you can ski and surf indoors.
Still, virtual reality will never be able to replace the feeling of real sand in your bathing suit, and relaxation may not be enough for the overworked yuppie of the future. Already, extreme or “adventure” vacationing is popular among baby boomers. Travel agents say they are looking for trips that pack a lot in a short period of time. It is not enough to relax and get a tan, but they want to explore the culture, lose weight and rekindle their relationship, all in three days. Outward Bound on the moon?
The desire to learn something while sipping Margaritas and snapping pictures is most evident today in so-called eco-tourism. Traveling in an environmentally friendly way is likely to remain faddish, as people shell out big money for week-long tours of Amazon tributaries guided by paleo-archeologist Ph.D.s. For most, though, genuine eco-travel will be prohibitively expensive. Manufactured exoticism, like the yet-to-be-built floating mall-cum-amusement park Phoenix World City, will likely be cheaper.
And then there are the “dependables,” as travel researchers call the people least likely to be in Kashgar in 2020 and most likely to be at Disney World right now. For them, a bit of artificiality may be the best policy.
The millennium itself is bringing still more of centers for recreation. Britain is planning to erect a monster Ferris wheel, the Millennium Wheel, that will literally cast a shadow over Parliament. A 25-minute ride into the sky will afford families spectacular views of London and the surrounding area. Millions will spin. Says the editor of the forthcoming “Rough Guide to the Millennium”: “It is completely pointless, but what a fantastic idea!” Like a virtual Kashgar in Las Vegas in 2050.
Text 7 The Two Gifts (after O’Henry)
Jim and Della were very poor. They lived in New York In a small room on the top floor of a high building. Jim was twenty-two years old, Della was twenty-one.
Both husband and wife worked very hard, but there never was any money in the house; for all they got went to pay the grocer, the bother, and the baker. And the rent was $8 a week.
And yet they owned two treasures of which they were very proud. These treasures were—Jim’s gold watch, which he received from his father, and Della’s beautiful hair.
It was the eve of New-Year’s Day. Della wanted to give Jim a present. She counted her money. One dollar and eighty-seven cents. That was all she had. Only $1.87 to buy a present for Jim. So she sat down on the sofa and wept. Suddenly she got up and went to the looking – glass. Her eyes shone brilliantly. Quickly she undid her hair. It reached below her knees and covered her like a cloak And then she did it again quickly and nervously. She put on her old brown hat. Then she ran out of the door and down the stairs to the street.
She stopped before a sign and read the words: “M-me Sofranie. Hairgoods of all kinds”. Then she entered the shop. She saw Madame sitting at the counter. She was fat and red cheeked.
“Will you buy my hair?”, asked Della. “Let me see it,” said Madame.
Della took of her hat and undid her hair.
“Twenty dollars”, said Madame, lifting the mass of Della’s golden hair with a practiced hand. “Give me a money”, said Della…
The next two hours were like a happy dream. Della hurried from shop looking for Jim’s present.
She found it at last. It was a watch chain for which she paid $21. And then she hurried home with the chain and the remaining 87 cents.
Jim was not at home. Della got out of curling irons and lighted the gas and went to work. In forty minutes her head was covered with tiny curls. She looked like a schoolboy.
She said to herself: “I hope Jim not kill me. But what could I do – oh, what could I do with one dollar and 87 cents.
At seven o’clock the coffee was ready. Della sat waiting for Jim. She heard his steps on the stairs, and she turned white for jus one moment. The door opened and Jim entered the room. He looked thin and very serious… and suddenly Jim stopped. His eyes were fixed upon Della, and there was an expression in them that terrified her.
“Jim, darling! She cried, “don’t look at me like that: I sold my hair because I wanted to give you present. My hair will grow again. It grows very fast. Say ‘A Happy New Year’, Jim, and let us be happy. You don’t know what a beautiful present I have for you”.
Jim sighed. He drew a package from his overcoat pocket and threw it on the table.
“If you open that package, you will understand,” he said.
Della took off the paper and string. There lay the beautiful combs that Della saw in a Broadway shop window. Now they were hers, but her hair was gone.
Suddenly Della jumped and cried: “Oh, Jim, I shall give you your beautiful present.” She held it out to him upon her open palm.
“Isn’t it a beautiful chain? Give me your watch: I want to see how it looks on it.”
Jim did not obey. He fell on the sofa and put his hands behind his head and smiled.
“Della”, said he,” I sold the watch to get the money to buy your combs. Is the coffee ready?
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Фоломкина С.К. Обучение чтению на иностранном языке в неязыковом вузе. Учебно-методическое пособие. Издательство: Высшая школа. 2005. - 255 с.
Шатилов С.Ф. Методика обучения немецкому языку в средней школе. Издательство: Л.: Просвещение. 1977. – С.155.
Bloomfield L. Outline guide for the practical study of foreign languages. Baltimore, 1942.
Chomsky N. Aspects of the theory of syntax. – Cambridge, 1965. – Р. 29.
David Nunan. World's Leading Textbook Author, Anaheim University Press, accessed February 9th, 2007.
Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. Hillsdale, NJ: Lawrence Erlbaum.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. P.164.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56.
Nunan, D. (1993). Task-based syllabus design: Selecting, grading, and sequencing tasks. Clevedon: Multilingual Matters. P.59.
Schiefele, U. (1992). Topic interest and levels of text comprehension. Hillsdale, NJ: Lawrence Erlbaum.
Schraw, G., & Dennison, R.S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-17.
Карпов И.В. Психологическая характеристика процесса понимания и перевода учащимися иностранных текстов // Теория и методика учебного перевода / Под ред. К.А. Ганшиной и И.В. Карпова. - М. - 1950. – С.54.
Фоломкина С.К. Обучение чтению на иностранном языке в неязыковом вузе. Учебно-методическое пособие. Издательство: Высшая школа. 2005. - 255 с.
Мясищев В.Н. Личность и неврозы. – Л., 1960. С. 210-212.
Шатилов С.Ф. Методика обучения немецкому языку в средней школе. Издательство: Л.: Просвещение. 1977. – С.155.
Зимняя И.А. Психология обучения иностранным языкам в школе. – М., 1991. – С. 36.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. P.164.
Schiefele, U. (1992). Topic interest and levels of text comprehension. Hillsdale, NJ: Lawrence Erlbaum.
Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. Hillsdale, NJ: Lawrence Erlbaum.
Schraw, G., & Dennison, R.S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-17.
Nunan, D. (1993). Task-based syllabus design: Selecting, grading, and sequencing tasks. Clevedon: Multilingual Matters. P.59.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56.
3

Список литературы [ всего 21]

BIBLIOGRAPHY
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2.Зимняя И.А. Педагогическая психология 2-е изд., доп., испр.и перераб. Учебник для вузов. Для студентов педагогических и психологических направлений. 2007 - 384 с.
3.Зимняя И.А. Психология обучения иностранным языкам в школе. – М., 1991. – С. 36.
4.Изаренков Д.И. Базисные составляющие коммуникативной компетенции и их формирование на продвинутом этапе обучения студентов-нефилологов / Д.И.Изаренков // Русский язык за рубежом. – 1990. – № 4. – С.54-60.
5.Карпов И.В. Психологическая характеристика процесса понимания и перевода учащимися иностранных текстов // Теория и методика учебного перевода / Под ред. К.А. Ганшиной и И.В. Карпова. - М. - 1950. – С.54.
6.Клычникова З.И.. Психологические особенности обучения чтению на иностранном языке. Изд-во: М. Просвещение. 1983. - 207 с.
7.Кузьменко О.Д., Рогова Г.В. Учебное чтение, его содержание и формы // Общая методика обучения иностранным языкам. Хрестоматия/ Сост. А.А. Леонтьев. Изд-во: М., 1991. - 249 с.
8.Мильруд Р.П. Методика преподавания английского языка. English Teaching Methodolgy. Изд-во: Дрофа, 2005. – 256 с.
9.Мясищев В.Н. Личность и неврозы. – Л., 1960. С. 210-212.
10.Пассов Е.И. Основы коммуникативной методики обучения иноязычному общению. М.,1989, С. 25 - 31.
11.Фоломкина С.К. Обучение чтению на иностранном языке в неязыковом вузе. Учебно-методическое пособие. Издательство: Высшая школа. 2005. - 255 с.
12.Шатилов С.Ф. Методика обучения немецкому языку в средней школе. Издательство: Л.: Просвещение. 1977. – С.155.
13.Bloomfield L. Outline guide for the practical study of foreign languages. Baltimore, 1942.
14.Chomsky N. Aspects of the theory of syntax. – Cambridge, 1965. – Р. 29.
15.David Nunan. World's Leading Textbook Author, Anaheim University Press, accessed February 9th, 2007.
16.Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. Hillsdale, NJ: Lawrence Erlbaum.
17.Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. P.164.
18.Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56.
19.Nunan, D. (1993). Task-based syllabus design: Selecting, grading, and sequencing tasks. Clevedon: Multilingual Matters. P.59.
20.Schiefele, U. (1992). Topic interest and levels of text comprehension. Hillsdale, NJ: Lawrence Erlbaum.
21.Schraw, G., & Dennison, R.S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-17.
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