Techniques for working with text in the classroom with different types of reading (viewing, introductory and studying). Techniques for working with text in a lesson with different types of reading (viewing, introductory and studying) A fragment of an English lesson aimed at

Working with text is a lot of different things. This is the search for the right texts, this is the correct reading of the texts you need, this is the ability to write clear, vivid and lively texts yourself.

Effective Reading

How to find the right text and the right information? First, you need to understand and decide what you really want, what are your goals. Secondly, you need to read the right books. Thirdly, these books need to be read correctly, and not like you :).

Reading is different. It is important for one whether the book will be interesting and exciting, for the other - what results it will allow to achieve. Some read because reading is exciting and because it is a way to pass the time, others read to achieve their goals. Let's call the first reading process, track the results after each book read. This is the most important skill.

Therefore, the general direction remains: if you pick up a book, especially if you start reading it, you must clearly know what you will read in it, how long you will do it, what result you expect from reading and where are the results of reading in your life. apply.

When an author writes something, he himself has not always figured out what he wants to say. But he writes. The task of the reader in this case is to understand what the author would write if he understood his own thoughts. The higher the clarity of the writer's thinking, the more meaningful, clear and logically structured texts he writes. The better your LAT (logical text analysis) skill is worked out, the better and faster you understand texts. And not only in written texts, but also in oral ones - you begin to better understand what the people you are talking to want to tell you.

Tips for schoolchildren

HOW TO WORK WITH TEXT

1. Work with the title.
- After reading the title, stop! Formulate for yourself what will be discussed in the text.
- Remember everything you already know about this topic.
- Make up questions that you think will be answered in the text.
- Try, as far as possible, to give hypothetical answers to these questions before reading the text.
- Then start reading. As you read, compare your assumptions with the actual content of the text.

2. Working with text
- When reading, watch for any incomprehensible words and expressions in the text. If there is, find an explanation for them in dictionaries or reference books, or contact those who know this.
- The content of the text itself may be incomprehensible. Think about whether this misunderstanding is related to the material covered, but poorly learned. Think about what exactly
From the old material interferes with understanding, and repeat it. Think about whether the text will become clear if you look at specific examples.

3. Have a dialogue with the author.
- In the process of reading, put questions to the text and put forward your assumptions about the future content.
- Be sure to test your assumptions as you read. If you cannot give a hypothetical answer to your questions, look for them in the text. Did not find the answer in the text, look in other sources.

4. Highlight the main thing!
- When reading the text, try to separate the main from the secondary. Think in what part of the text the main idea is expressed, what complements and substantiates this main idea.
- As you read, make an oral or written plan.
- Make diagrams, drawings, tables reflecting essential points.
- Make notes if necessary.
- Consider all the examples given in the text, come up with similar ones.
- Visualize what you are reading as you read.

5. Remember the studied material.
- Explain the connection between the thoughts-points of your plan.
- Retell the text according to the plan.
- Answer the questions to the text, if any.

6. Test yourself!
- After answering the questions, check the text for the correctness of your answer.

AFTER MASTERING THESE TECHNIQUES, YOU WILL LEARN: TO PENETRATION INTO THE CONTENT OF COGNITIVE BOOKS, COMMUNICATION WITH WHICH WILL BE FULLER, DEEPER, MORE INTERESTING FOR YOU!!!
Text comprehension
Any text you read is divided into paragraphs. And it's not just that.
Each paragraph contains one main idea, for the sake of which the author wrote this paragraph.

The texts are redundant, 75% is water, which frames the main idea. In principle, it would be possible to write texts only with the main thoughts, but it is inconvenient to read them this way.

The main idea in its purest form is an aphorism.

To better understand what the main idea is, let's take one paragraph together. Read the given text and formulate its main idea.
Text:
“The width of the European railway track was adopted long before the invention of the steam locomotive. It exactly corresponds to the distance between the wheels of the ancient Roman chariots, with which the Romans made aggressive campaigns through the territory of modern England and France. The peoples of Europe made their chariots according to Roman models. The same standard was taken into account in the construction of railways” .
The main idea will be the answer to the question: "What did the author want to say with this text?" or "What did I learn from the text after reading it?"

How to work with texts
Before searching for the main idea in a paragraph, you need to learn how to highlight key words - these are words that carry meaning and cannot be excluded from the text in any way.

To master the skill of highlighting keywords, they should be underlined in the texts. Read, for example, a newspaper and underline key words with a pencil. It is rather difficult to explain what keywords are. To put it simply: do not underline those words without which it is already clear what is being said.

Here's what I got with (you can get it differently) for our text:

“ was accepted long before inventions locomotive. She is exactly corresponds to the distance between wheels of ancient Roman chariots, with which the Romans made aggressive campaigns through the territory of modern England and France. Peoples of Europe did their chariots by Roman samples. The same standard was taken into account during the construction railways” .

Reading only the underlined words, we get: “The width of the European railway track taken up to the locomotive corresponds to the distance between the wheels of ancient Roman chariots. The peoples of Europe chariots according to samples. Railway Standard”. The text was shortened, but the meaning remained.

We underlined 20 words - this is 42% of the original text (48 words in total). Already at this stage, we weeded out 58% of the text.

You need to underline as you read, perhaps later (when you read the text in full) the underline will turn out to be not so important. But it is better to emphasize more in the early stages.

Over time, you no longer need to underline words - the brain itself will automatically highlight key words in the text.

Consider the underlining of the first sentence: “ European railway gauge was accepted long before inventions locomotive”.
Why did I emphasize so: it is about width(not height or length), European(not American) railway gauge(not highways), accepted(without it it is not clear), to the locomotive(not after or on time).
Now analyze this proposal and you will see one nuance that was not immediately paid attention to. Nuance: how could the width of the railway track be adopted if the steam locomotive had not yet been invented?!
With this proposal, the author simply wants to interest us, according to the principle: do you know what? The proposal is erroneous, since the width of the railway track could not be "accepted" before the invention of the steam locomotive.

As you can see, in one small text, so many interesting things happen if you think about it.

So, I got the main idea of ​​the text: the width of the railway track in Europe is equal to the distance between the wheels of the ancient Roman chariot (12 words - 25% of the original text). 75% redundancy - which was required to prove.

It can be even shorter: the distance between the rails is equal to the distance between the wheels of the chariot. (8 words - 17% of the text)

You can imagine: a chariot on rails (image of the main idea). Remembering this image, you will deploy in memory all the information from the text. Try it!
Finding the main idea is like solving riddles. But only in riddles you can see the answers. And no one will give them to you in the text.

One way to learn to understand what the main ideas are is to try to write something yourself. For example, when preparing an essay, students can not only copy it completely from the Internet, but write something there on their own. So you will immediately understand what paragraphs are and what they are for. Another option is to read and think more.

To summarize: Each paragraph is 1 thought. And this idea of ​​the author and it needs to be found. Procedure: we emphasize key words - we find the main idea - we create its image.

How to teach a student

work independently with the text of the KRK textbook.

One of the solutions to this problem is the organization of systematic work with the KKK textbook at each lesson and at home in three stages: before reading, during reading and after reading. The skills and abilities of working with a book are subsequently designed to help each child in successful self-education.

Stage 1: work before reading.

Work with the heading of a paragraph or chapter. At this stage, it is necessary to internally include each child in reading. A big “plus” in working with the book will be if it is not difficult for students to tell about what will be studied today by the title. When “parsing” the heading, students may have a desire for certain knowledge. All this preliminary work should set the students up for further acquisition of knowledge, i.e., it should serve as an internal motive and then help the students to highlight the main thing in the text. The main technique that a teacher can use at this stage of working with a book is the “Idea Bank” technique, where students “add” their thoughts about what will be studied in the lesson today. At the same time, the teacher hangs out the prepared records of the students' statements on the board (or writes them down) in order to check at the end of the lesson whether the hypotheses put forward by them are correct or not. This technique will teach students to put forward research hypotheses and determine whether they are proven or refuted, which is very important for the formation of students' research skills when working with literature.

The teacher needs to show at the very first lessons how to expressively read the text, formulate the rules, and in the future, constantly achieve the same expressive reading from the students. Such a highlighting of the main should teach children to first see the semantic parts, the key points of the paragraph, and then find and highlight them in the text of the textbook.

Stage 2: while reading.

Direct work with the textbook, reading itself. It must be emphasized here that working with a textbook must necessarily pursue a specific goal, which the teacher first tells the students, and later they themselves will begin to set themselves the goals of reading the textbook, paragraph, chapter.

Main goals Reading a textbook paragraph can be: getting to know the information contained in the selected fragment of the text, understanding the information, memorizing, using information in various educational and life situations, confirming what you have learned or what you knew before, finding examples, confirming scientific facts, working with illustrations.

Depending on the goal, the teacher should organize the reading of the paragraph in one of the ways. Reading Ways:

forward reading,

In-depth reading (for example, when working independently),

selective reading,

Reading-scanning (find examples that confirm this or that fact reported by the teacher),

Reading aloud

Reading to yourself

Reading by roles (further reading),

Reading-study,

Selective reading, viewing.

Working with the book, for a better understanding of the text:

dialogue with the text, questions to the text, putting forward hypotheses and testing them, self-control, filling in the gaps in the text, working with examples, writing out and underlining, highlighting the main thing, drawing up a plan, taking notes, drawing up diagrams, drawings and tables.

The dialogue with the book should be a full-fledged conversation, it is necessary that students have questions when reading. To do this, a consultation lesson is possible, in which children perform one or another amount of work with the help of a textbook, and the teacher acts as a consultant or a discussion lesson, in which students discuss a fragment of the read paragraph of the textbook based on the teacher's questions and independently compose questions to the text. In order to teach students to compose questions to the text themselves, the teacher should, after reading parts of the text, ask questions himself: “What is new in this fragment of the text? What words are not clear? What seems to be the most important? What do you need to remember?" You can use several techniques for working with the text of the textbook.

When doing homework, you must first repeat the explanatory text of the textbook and the answers to questions to it, and only after that proceed with the written assignment.

- With each class, the techniques for working with text become more complicated. Drawing up a plan, theses, should start from the 7th grade, and note-taking, citing - from the 8th-9th grades. It should not be taken literally that children move into the 7th grade and begin to make a plan. No, in the 7th grade, this technique should become the main one when working with the text, and in the previous classes, preliminary work should be carried out that will help students quickly and easily plan paragraphs of CRK textbooks.

When reading a textbook, it is necessary to teach students to make notes (pencil!), notes or extracts. The student can write down "ambiguities" in a notebook. These notes can later become the headings of future plans, abstracts, abstracts and comments for discussing issues. Also, extracts make it easier to memorize the text. With them it will be more convenient to compare the texts of several textbooks or study guides. All these are the first skills to perform research work. Another way to take notes without ruining books is through transparent loose leaflets. They are more convenient to use for the analysis of maps, charts and graphs. The use of these slip sheets allows you to note the necessary details, supplying the illustration in the book with its own elements. Also, with the help of these sheets, key words in the text are marked and underlined. Here you can conduct a lesson on instilling the skills of finding key points. During class work with the textbook, students sitting on the first option review and underline the key points in one paragraph, and those sitting on the second option - in the second. Then the students change their transparent sheets and check the correctness of the assignment by a desk mate.

- Making a reading plan. A well-designed plan speaks of the final result, the ability to analyze the text, the degree of assimilation of the content. A plan is a short record that conveys the meaning of a voluminous text. It reflects the sequence of presentation and generalizes the material presented in the textbook, reveals its content. According to the plan, it will be easy for students to recall the content of what they have read. When working with a plan, attention is focused and memory is stimulated.

- The table of contents is the same plan. At the first lessons of the KRK in grade 5, you can play a game where the teacher or one of the students guess the name of the paragraph and inform the students. The rest of the students, in turn, must quickly find the intended paragraph or paragraph using the table of contents by reading a few lines from it. This technique develops attentiveness, speed of reaction.

An important way to write down what you read, especially for high school students, is note-taking. Abstracts can be classified depending on the purpose of the work: planned, textual, free, thematic, overview thematic, chronological. It is also important that the abstract could be used not only by those who compiled it, but also by other students.

Compilation of abstracts. Abstracts - this is the most important thing that is contained in the paragraph of the textbook. This is also a position that absorbs the essence of a significant part of the text, what the author proves or refutes, what he seeks to convince the reader of. Abstracts are valuable for critical analysis of the text. When they are used, the essence of the issue is accentuated or sharpened.

Stage 3: work after reading.

After reading a paragraph or a chapter from a textbook, students must express their attitude, their opinion, their thoughts about what they have read, give their description, and give their examples. It is important that students can compare what they read with what they already know. At this stage of working with the book, it is necessary to return to the title and check the hypotheses put forward before reading.

You can use several techniques for working with the text of the textbook. For example, the game "Guess!". The class is divided into 2 teams: one says the words tags related to a particular paragraph or paragraph sentence (any three words), and the second must quickly find this information in the text of the textbook.

According to the plan, abstracts, and notes drawn up at the second stage, students must repeatedly reproduce the material they read. After reading, processing text and taking notes, students should move on to summarizing in the form of diagrams, tables and figures.

Work with a paragraph of the KRK textbook for students in grades 5-6.

1. Read the heading and try to answer the question: "What will be discussed in this paragraph?".

2. Look through the text of the paragraph, paying attention to illustrations, rules, examples.

3. Read the text. Establish a connection between text and illustrations, rules, examples discussed earlier.

4. How is the main thing highlighted in the text?

5. Give your examples to the text.

6. Divide the text into semantic parts. How many did they get?

7. Name the parts of the text and make a plan.

8. Complete the task in the workbook, use the textbook if necessary.

9. Repeat what you read according to the plan, then without it.

Memo for working with a paragraph of a mathematics textbook for students in grades 7-9.

1. Read the paragraph heading. What do you already know about it? What did you say in class about it?

2. Read the text of the paragraph.

3. Establish a connection between illustrations, drawings and text. Look at the illustrations and try to explain them.

4. Divide the text into parts, title them, write down the plan in a notebook.

5. Retell the theoretical information read from the paragraph, according to your plan.

6. Give your own examples to prove what you read.

7. Make a diagram of the material you read or a tabular version.

Literature:

Demidava model in the MPI project: problems, doubts, discoveries. Methodical instructions for teachers. - Tomsk: Publishing House of Tomsk University, 1998.

Zhokhov mathematics in grades 5 and 6. Guidelines for teachers for the textbook, etc. - M .: Russian Word, 1999.

Nikolaev to be a reader: High school students about the culture of working with scientific. and scientific - popul. books. - M.: Enlightenment, 1982.

Cold intelligence. Research paradoxes. St. Petersburg: Peter, 2002.

Khutorskoy didactics: A textbook for universities. St. Petersburg: Peter, 2001.

Microsoft Word is a text editor that can be part of the Microsoft Office suite or a separate program installed on your computer. The program can be used to write letters and various types of documents, which may include graphics and images. This guide explains how to open Microsoft Word, launch, create and save a new document using the Windows 7 operating system.

Do not be afraid that something may not work out or go wrong. This program was created for users, and it is thought out to the smallest detail so that you can use it as conveniently as possible. And of course, in every business, the main thing is training, do not be afraid to make mistakes. If you accidentally clicked in the wrong place, there is always a curved arrow in the upper left corner that allows you to undo the last action. You can also do this using the keyboard shortcut Ctrl and Z.

The last piece of advice before starting the detailed instructions for using the Windows text editor is . This is especially important when working with voluminous texts or serious documentation. Anything can happen: they can turn off the electricity, the laptop can be discharged and turn off, and no one is safe from breakdowns. Losing important files and then spending hours recovering them is not the most pleasant thing to do. All you need is to click on the floppy disk in the upper left corner from time to time.

The program can be found in the Start menu under "Microsoft Office". Follow these step-by-step instructions to launch a document in Microsoft Word.

Program navigation

How to select (highlight) text

Selecting or highlighting text allows you to change the selection in terms of style, font and/or color, and even replace words if necessary. Follow these step-by-step instructions to select text in a document.

Step 1. The mouse is used to select text. As you move, the pointer will change.

Step 2. Move the pointer to the beginning of the required fragment. Click and hold the left mouse button. As you do this, move the pointer to where you want to stop the selection. As you move the mouse, the text will be highlighted. When you have finished your selection, release the left mouse button.

The selected text can now be formatted or modified.

You can copy text using the Ctrl+C keys. Delete text - Backspace.

Changing the size and font

The following actions can help make your text more interesting and attractive. The text can be changed in different ways.

Text alignment

Sometimes the created document may require a different arrangement of paragraphs. By default, text is left-aligned. However, text can be aligned both right-aligned and centered.

On a note! Select all text Ctrl + A.

You can change the selected text using a combination of keyboard shortcuts, which is sometimes easier:

1. Center - select the text, press Ctrl + E.
2. Right - Ctrl + R.
3. Fit Width - Ctrl + J.
4. Align left - Ctrl + L.

How to make text bold, italic, or underlined

The ability to change the font style can make your document more interesting. Different text styles, such as bold or italic, can make it stand out. Underlining can be useful for headings.

• bold - Ctrl + B;
• italics - Ctrl + I;
• underline - Ctrl + U.

Copy and paste

There is no need to talk about the importance of these two functions. They significantly save our time, allow us to insert without retyping it, as it was in the days of typewriters.

You can also do this using hotkeys. Everything is the same as last time: press Ctrl and C at the same time to copy the text, and Ctrl and V to paste.

How to create a numbered or bulleted list

Using numbered or bulleted lists can help highlight items or show important steps, hierarchy, or sequence of something.

To stop adding new elements and return to standard text, click the numbering icon again at the top of the document.

The bulleted list is created in the same way, the only difference is 1 step. Instead of the "Numbering" button, click on the "Markers" button, it is located to the right.

There is another way to create a list. First, the user enters all the items in the list, each necessarily on a new line. When all the items are typed, select them all and click either on the numbering or on the markers, depending on which list you need.

You will get the same result. These are different ways and there is no right or wrong, the main thing is that the goal is achieved. Use the method that is convenient for you.

They help to structure information, present it in a more presentable form. This skill is indispensable.

1. Step 1. On the top toolbar, go to the "Insert" tab.
2. Step 2 Click on the table icon. A window will open in front of you in which you need to select the number of cells. You can do this by entering the numbers manually. To do this, on the panel that appears, click on the "Draw Table" area.

You just have to fill in the fields. If you suddenly need additional rows or columns, you do not have to redo it entirely. Left click in the table area. In the menu that appears, click "Insert" and select the appropriate option.

This basic knowledge should form your basic principles of working with text. Let's highlight the main ones:

1. The text is entered where the blinking cursor is and nowhere else.
2. To change a character, word, line, paragraph, or entire text, it must first be selected. It is necessary that the computer understands what exactly it should perform actions on.
3. Once you select the text, you can do whatever you want with it. You can practice, select a fragment and alternately click on the buttons that are located on the "Home" tab. You will notice which features can be used together and which are mutually exclusive.
4. Don't forget to save your changes so you're safe.
5. Use those methods of solving the problem you are facing that are convenient for you.

Video - Word for Beginners

Any dough requires skill and skillful hands. Not every housewife will be able to cook a magnificent fragrant flour product the first time. To cope with this task, we suggest that you familiarize yourself with the basic rules for working with the test.

1. To make pastries fluffy and soft even the next day, diluted potato starch should be added to the dough. Another necessary condition that helps to make pies even tastier is well-risen dough. A prerequisite, which is sifted flour enriched with oxygen.

2. In the dough for pies, bread, pancakes, and any other, with the exception of dumplings, puff, custard, sand, it is recommended to add a handful or a tablespoon of semolina to half a liter of liquid. Try it and you will definitely see that this is just invaluable advice.

4. Keep the room free of drafts. Otherwise, subsequently, a dense crust will form on your pie.

5. If you are kneading yeast dough, then all products should be at room temperature, but not cold, as cold slows down the rise of the dough.

6. Moreover, it is necessary to add warm liquid to the yeast dough, heated to about 30-35ºС. This is necessary so that the yeast in the liquid loses its activity.

7. Knead the dough with dry hands.

8. Do not rush to put the product directly into the oven. Let it come up for 15-20 minutes. Otherwise, the dough will not rise well and will probably not bake well.

9. So that the filling in the pies does not dry out, bake them over medium heat.

10. It is better to add non-melted butter to any dough, because. melted butter significantly impairs the structure of the dough.

11. All rich products, which include milk, are much tastier, more aromatic, and the crust is more shiny and beautiful.

12. High-quality yeast for dough should be fresh and have a pleasant alcoholic smell. To check the quality of yeast, prepare a dough. Sprinkle lightly with flour. If no cracks appear after 30 minutes, this means that the quality of the yeast leaves much to be desired.

13. Remember that with an excess of sugar in the dough, the pies quickly “blush” and burn, and the fermentation of the yeast dough also slows down, and, therefore, the pies are less fluffy.

14. To improve the fermentation of the dough will help fats, which are softened to a creamy state and which are added at the end of kneading the dough.

15. To make the finished cake crumbly and tender, it is recommended to add only yolks to the dough.

16. For pies, it is better to bake them, it is better to bake them on low heat.

17. The filling will be better felt in the pie if the dough is rolled out as thin as possible.

18. Before spreading the filling on the dough, lightly sprinkle the bottom layer of the dough with starch, so the bottom of the pie will be dry.

19. In no case do not overexpose the dough, three hours in heat is enough for the dough to rise, otherwise the quality of baking will be much worse.

20. Baking from yeast dough can be greased with milk, optionally sprinkled with poppy seeds, salt, cumin.

21. To achieve a delicious gloss on pastries, grease them with sugar water, milk or a beaten egg. Yolks give a more beautiful shine.

22. All pastries sprinkled with powdered sugar can be lubricated with butter, which will give a special flavor.

23. If you grease the cake with egg white, then a shiny golden crust will form during baking.

24. Take note, the more fat and less liquid in the dough, the more crumbly the flour products are.

25. Excess baking soda gives baked goods an unpleasant dark color and an unpleasant odor.

26. If suddenly the dough turned out to be too wet, then you can put parchment paper on it and roll it through it.

27. Shortcrust pastry is best taken out of the molds when chilled.

28. If you chose raisins as the filling, then before adding it to the dough, you need to roll it in flour.

30. If it's time to put the dough in the oven, and you are busy, then the dough can be covered with paper soaked in water, shaking off the water well.

31. Don't rush to cut a hot cake. In case of emergency, hold the knife in hot water and then quickly dry it, or heat the knife over gas. Hot cakes should be cut with a hot knife.

32. If you cannot remove the cake from the pan, use a string.

Fortune Cookie Recipe

Ingredients:

2 egg whites
4 tsp water
3 tbsp vegetable oil
0.5 cup sugar
0.5 cup flour
0.5 tsp cornstarch
1/4 tsp salt
3/4 tsp vanillin

Cooking method:

At the preparatory stage, you need to cut out strips of plain paper about 6-7 centimeters long and 1 cm wide. On these paper strips, you can write wishes, congratulations, whatever your heart desires. Next, let's start preparing the dough. Proteins must be separated from the yolks. Beat egg whites well. Add vanilla, vegetable oil and continue whisking everything together. The mixture should start to foam.

In a separate bowl, combine salt, sugar, starch, flour and water. Stir until a homogeneous mass is formed. While beating, gradually add the eggs. The result should be a thick mass. Preheat the oven to 180C. Grease baking paper with butter. Using a spoon, spread the dough in small circles on paper. Leave enough space between circles.

Bake the product until golden brown for about 10-13 minutes. After that, you can attach paper notes. To give the cookies the desired shape, use the side of the mug. Try to bend the liver in half so that the ends visually touch through the mug. Fix the cookie in this state for a while, so it will retain the desired shape.

The folded biscuits are then placed in muffin tins. If it does not fit, then the form can be corrected. Bake cookies for another 5-10 minutes until done.