2.1. What’s the habit? What kind of habits do you know? Stages of the habit formation.

Language habit - based on the generalized communication. The main property of language habit - awareness. They are formed by conscious mastery of linguistic means of communication (phonetic, lexical and grammatical). Availability of language habit, which serve as a means of self-control is the key to the correct structuring statements on FL. Language habits form the basis of language skills, ie. E. The operations that take place without the participation of consciousness, automatically. This is made possible due to the fact that a person repeatedly performed a particular operation in the past. In other words, the language habits - it is a a way to perform an action, securing operation. The main properties of language skills is the next-guides (by AA Leontiev): automate (ie a certain speed, integrity, smoothness, lack of strength, economy, willingness to be included in it); resistance (strength); flexibility (the ability to generalize and transfer); opportunity for self-awareness. Language habits occur in the mastery of speech in any language (native or non-native). Language habits may operate independently from each other. Thus, the child's speech to his teaching literacy and grammar of the native language is regulated only language skills. Language- habits observed in individuals learn their native language in theory and applying it in practice. They may very well know the rules of grammar and countless words, but are not able to use language as a means of communication due to the lack of voice automatic (skills). At competent person capable of speech in any language (native or foreign), function as speech and language skills that positively affect each other and how to provide full communication and control over the accuracy of speech and correct, if necessary, their errors in speech. So, when using spoken language function normally only language skills, and language skills are used only in case of difficulty. Previously developed skills can have a positive effect on the acquisition of new skills. This phenomenon is called re-nose, and it is often taken into account in the process of learning FL. For instance, measures, Russian students embarking one of Indo-European languages as a foreign language, it is not necessary a lot to explain that the lexical system consisting of a new language-it, in particular, of complete and function words. However, as you know, strong skills of the native language may also have a negative impact on the process of learning foreign-language skills. This negative effect is called interference. It can be seen, for example, in teaching phonetics, which are particularly pronounced "traces" of the pronunciation of the native language. Knowledge and habits are formed, as a rule, parallel and interconnected during the exercise, IMITRATE real conditions of communication, as well as in a realition with native language is spoken. It should be noted that for the first time the term "verbal skills" has been allocated famous psychologist by Belyaev (1959). It was found that, since the use of spoken language only functional language skills and language skills are used only in case of difficulty (usually in writing), the focus of the learning process should be given to the formation of speech skills.

Habit formation stages 1. Formation of motivation process of formation skills, abilities speech act; 2. The formation of appropriate language skills and verbal skills as a means of holistic implementation of the speech act; 3. The use of the knowledge gained as a language, speech and substantial support for the development of skills intellectually-speech activity; 4. enrichment intellectually-speech activity with new information gleaned from personal experience and understanding of other subjects of the internal logic of the process of questioning. This sequence of steps is not temporal, and causal, between stages there is an intrinsic connection: each step necessarily follows from the above and creates the need and opportunity to the next. The task of the first stage - the formation process of formation of motivation skills, abilities speech act. Mechanism for dealing with this problem is the actualization of personal life and linguistic experience of the learners, which not only provides an understanding and assimilation of new material, but also deepens the understanding of the old, establishes the relationship between the mutual complementarity.

2.6. Skimming reading and how to teach it.Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts. Skimming is a quick reading to get: to know the general meaning of a passage; to know how the passage is organized, that is, the structure of the text; to get an idea of the intention of the writer. Skimming is a more complex task than scanning because it requires the reader to organize and remember some of the information given by the author, not just to locate it.

Teachers will actively teach the "art" of skimming and get their students to read any headings in the text and then just the first and last sentence of each paragraph; some will even get students to use their forefinger to rapidly move over the page in a zigzag pattern which their eyes follow, just picking up the words around it.

2.8. Scanning reading and how to teach it.Scanning is a quick reading, focusing on locating specific information. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it. When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

How to teach scanning:

• Select some text from a story or your book.

• Have your students look at the material.

• Give them 10 seconds to take a look at the pictures, titles, headlines, boldfaced words, etc.

• After 10 seconds have them flip it over so that they can't see it.

• Ask them questions about what they read, saw, etc.

• Ask them, "What do you think it is about?"

• Try it again and give them 15 seconds to look at the material.

• Have them flip it over and again ask them questions about what they gathered.

• Continue

This is mainly used as an introduction to reading. This would probably only last 2-5 minutes at the most before continuing on with the reading.