Статья предлагает учителям приемы из опыта работы с разными видами чтения на среднем и старшем этапах обучения иностранному языку.

Известно, что в жизни человека чтение занимает значительное место, т. к. помогает человеку глубже понять окружающий мир. Обучение чтению на иностранном языке имеет для изучающего этот язык такое же значение.
При обучении иностранному языку чтение рассматривается как самостоятельный вид речевой деятельности и занимает одно из главных мест по своей важности и доступности. Задача учителя при этом заключается не только в том, чтобы научить учащихся читать и понимать тексты на изучаемом языке, но и привить любовь к чтению.
Одной из основных проблем обучения чтению является проблема отбора текстов и чёткая организация работы с ними.
Цели, поставленные перед учащимися для чтения текста могут быть различными, и их можно разделить на три группы: чтение текстов с целью понимания общего смысла; чтение с целью поиска информации; чтение с целью последующего пересказа и обсуждения текста.
Естественно, что для каждого из этих видов чтения присущи свои формы и приёмы организации работы над текстом, до и после текстовые задания и упражнения. Некоторые примеры таких заданий предлагаются вашему вниманию.

I.Чтение текстов с целью понимания общего смысла.
Важнейшим умением, которое учитель пытается сформировать, при данном виде чтения является умение языковой догадки, особенно велика её роль при чтении художественных текстов. Работая с такими текстами, учащиеся могут догадаться о значении незнакомых слов по контексту, что в значительной мере обеспечивает общее понимание содержания.
Я предлагаю, в качестве примера, следующие задания для учащихся при чтении текстов с целью понимания общего смысла.

1. “Economy wasted “
A tourist was staying in Norway for a couple of weeks and spent all his money. He could pay his passage back to England. He thought: “ It`s only a two-days` journey and I can go to England without food.” So he went on board a ship and bought a passage. He closed his ears to the sound of the lunch bell and when dinner time came he did not go to the restaurant. He share his cabin with an Englishman and he said to him: “ I am sea- sick, I don`t feel well.” The next morning he did not have breakfast. And at lunch time he again stayed in his cabin. At dinner time he was o hungry that he said: “ I am going to eat even if they throw me overboard afterwards.”
At the dinner table he ate everything put in front of him. Then he asked for he bill.
“The bill, sir?” asked the steward.
“Yes,” answered the tourist.
“There isn`t any bill,” was the answer.
“ On the ship meals are included in the passage.”
a) Divide the class into groups of 3-4 pupils.
Students quickly read the text and after it they choose two sentences from each paragraph which impress the main idea of the paragraph.
c) Choose the best and the most correct sentences.

2.The painter and the doctor.
a) Divide the class into groups of 3 –4 students.
Read the paragraphs of the story and put them into the logic order.
c) Students in chain read the text in the correct order.

1) Next day the doctor asked Turner to come to his house. “The doctor wants to see me about my dog,” thought Turner. “It must be that.”
2) When the doctor came, Turner said, “Doctor, I am very glad that you have come. My dog has broken a lag, I know that you are too a great doctor of this kind, but please do it. It is so important for me.”
3) When Turner went into the doctor`s house, the doctor said:” Mr. Turner, I am so glad to see you. I want to ask you to paint my door. I know that you are too great a painter for this work, but please do it. It is so important for me.”
4) The doctor was angry, but did not show it. He did what the painter asked him to do.
5) Turner, the great English painter had a dog which he loved much. One day the dog broke a leg. Turner sent for a doctor. He did not want to send for a veterinary; he sent for the best doctor in London.

II.Чтение с целью поиска информации.
Очень важным умением, которое учитель должен формировать постоянно, является умение выделять из читаемого текста его смысловую информацию. Для учителя иностранного языка важно научить не просто понимать текст на иностранном языке, но и научить учащихся работать с ним. По мнению С. К. Фоломкиной, на старшем этапе обучения в школе они должны уметь:
-выделить что- либо в тексте( основную мысль, факты, детали);
- соотнести отдельные части текста;
Я предлагаю несколько примеров текстов с заданиями, соответствующими понятию чтения текстов с целью поиска информации.

№1.
a) read the text
put this paragraph in the most suitable place in the text.
c) Explain why you choose this place for this paragraph.

James Dunne hung by his hands from the window and, after a moment, dropped to the ground. He looked round. The house was on the edge of the town and lay back from the road. It was about two o`clock, and the night was dark. There was little chance of meeting anyone at that time. So he felt safe. As he run silently across the grass, he felt proud of himself. Long ago, before he became a jeweller in the little town of Brampton, he had been a respectable man.
THE GLOVE
James Dunne was calm. Не could even think of Richard Strong who was
now lying dead in the rооm which he had just left. Hе had not wanted to
kill Strong, but it had bееn necessary.
His troubles had begun when а fellow from prison met him. Blackmail
followed, Dunne's business was good, but the blackmailer wanted too much
money.
Не started to gamble but he lost money and that only made things worst
Finally, the only thing which he could do was to return to his old job: that
of a burglar.
Richard Strong was а former doctor who had а niсe collection of gold
coins. Dunne could easily melt them down and sell the gold.
It was vеrу easy to break into the house. Не knew the room where the collection was. Аll he had to do was to climb up to the window. When
Dunne had filled his pockets with gold coins, of which there were many in the гооm, he wаs а rich man.
Не was just leaving when he heard somebody behind him. Turning quickly,he, found the door of the гооm ореn and Strong standing
in front of him.
"Dunne!" It was the only word which Strong said. Dunne had been looking at an Indian knife. Не still held it in his hand and, without thinking,
plunged it into Strong's heart. All was over. Dunne closed the door, switched оff the light and left, as he had come, through the window.
"I could do nothing else," he told himself. "It was that or prison again."
Не remembered the look of surprise on Strong's face and shook his head.
Strong`s death was necessary for his own safety. Не felt safe. Не had left no с1uе. Hе had met nobody. The street was empty and dark when he геасhеd his house.
Не lived alone in the house. А woman саmе in every day to cook and clean for him, but she did not live there.
In his bedroom Dunne felt in his pocket and pulled out а glove. With а look of surprise he felt in his pocket again. His hand moved among the gold coins but he did not take them out. Не did not know why, but he was afraid to look at them. Не was standing in the middle of the room, with fear. The left glove was not there!
Не remembered that he had the gloves when he was in Strong's house.
Не had put them on а table while he filled his pockets. Не was sure that he had picked them up before he left. But one of them was missing — and inside was his name.
What should he do? Go back and fetch the glove? May be the police were already there.
Run away at once and started а new life somewhere? With his glove the police would find him anywhere.
Оnе idea was as bad as the other, but he had to make а decision.
The thought of returning to the room where Strong was lying filled him with horror. "I can't do it," he said to himself. "I can't."
Suddenly he saw а picture of the gallows before him and his old fear of the gallows drove him out into the stгееt.
He reached the house and climbed slowly up to the window. The room was still dark as he had left it. Не needed light to find his glove, and the
light switch was on the other side of the room. Не forced himself to mоve across the room and switch on the light. Richard Strong was lying on the flоог. Dunne tried not to look at him,
but something fоrсed him to look, to stretch out his hand and touch the Indian knife.
"Hands up! Put up your hands!"
Dunne looked up. The door had opened аnd Strong`s son stood there with а revolver in his hand. Slowly Dunne lifted his arms above his head.
The policeman who took Dunne to the police stаtion said:
"Nobody would have thought of you, Dunne."
Dunne said nothing.
His house was on the way to the police station and he asked the policeman if he could go in and fetch his coat. Не was cold.
"Yes," said the policeman. "But I`ll go with you."
Dunne opened the door, and they went in. His foot touched something soft on the floor. Не picked it up and, as he did so, the policeman switched on the light. Dunne looked at the thing in his hand.
It was his left glove.

№2.
Read the text and choose the sentences where the author describe the habits of the character.

On the death of his wealthy old father, Duncan inherited a lot of money and property, but though his father had always been a very generous man, Duncan was of a very different character. In fact, a lot of people who knew him called him a miser.
This was not quite right, because misers usually spend as little of their wealth on themselves as they give away. But Duncan was not like that at all. He had always liked to feed rich; to have the best of everything for himself, go to the best restaurants, stay in the best hotels, have beautiful houses and expensive holidays.
Duncan had never had a job, and while his father was alive, he had at first been kept on rather a small allowance. Duncan had asked his father several times whether he could not increase this, but his father knew about the young man`s extravagant ways and in his wisdom, always refused to do so.
But, hen, when Duncan was twenty- one, the old man, who was already sixty- five and retired, suggested that he should marry. “I`m feeling old,” he said to his son, “and I`d like to see some grandchildren before I die.”
Duncan was not keen to have the expense of a wife, and then children, but his father said,”If you marry, I`ll increase your allowance in exchange.”
“By how much?” Duncan said. “ Wives and children cost a lot of money.”
His father laughed and answered, “I`ll multiply it by three.”
“All right,” said Duncan. He already had a girlfriend, so he asked her to marry him, and she agreed.
But Duncan did not spend much of his increased allowance on his wife, nor on his children when they came. His wife always smelt expensive, because Duncan loved to have the luxury of the best scents around him, but he did not give her any jewellery, saying that she would inherit plenty when his mother died. His wife did not feel very happy about this, as Duncan`s mother was only forty-five years old.

№3.
A) Divide the text into logical parts.
Give students 2-3 sentences after each paragraph, which interpret the paragraph.
C) From these 2-3 sentences choose only one, which is more correct for this part of the text.

№4.
A) Read the text
Look at the sentences after the text and say which of these sentences suit for the text more ( sentences are unlike , but a little different in details)

№5.
A) Give students two texts which are unlike each other and different only in details.
Find the differences.