title: ÐÐµÑÐ¾Ð´Ð¸ÐºÐ° Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¾Ð·Ð½Ð°ÐºÐ¾Ð¼Ð¸ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ ÑÑÐµÐ½Ð¸Ñ Ð½Ð° Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼ ÑÐ·ÑÐºÐµ Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸ÐµÐ¼ Ð¿ÑÐ¾Ð³ÑÐ°Ð¼Ð¼Ñ Ð¸ÑÐºÑÑÑÑÐ²ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑÐ° "Perplexity" Ð² ÑÑÐµÐ´Ð½ÐµÐ¹ ÑÐºÐ¾Ð»Ðµ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Methodology of teaching skimming in English using the artificial intelligence program âPerplexityâ in secondary school
Creators: name: Ð ÑÐ±Ð¸Ð½Ð¸Ð½, ÐÐ½ÑÐ¾Ð½
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2025
Subjects: Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹ ÑÐ·ÑÐº
ÑÑÐµÐ½Ð¸Ðµ Ð½Ð° Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼ ÑÐ·ÑÐºÐµ
Ð¾Ð·Ð½Ð°ÐºÐ¾Ð¼Ð¸ÑÐµÐ»ÑÐ½Ð¾Ðµ ÑÑÐµÐ½Ð¸Ðµ
Ð¸ÑÐºÑÑÑÑÐ²ÐµÐ½Ð½ÑÐ¹ Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑ
ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹
foreign language
reading in a foreign language
skimming
artificial intelligence
exercises

description: ÐÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ð¼ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÑÐ¼ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¾Ð·Ð½Ð°ÐºÐ¾Ð¼Ð¸ÑÐµÐ»ÑÐ½Ð¾Ð¼Ñ ÑÑÐµÐ½Ð¸Ñ Ð½Ð° Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼ ÑÐ·ÑÐºÐµ Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸ÐµÐ¼ Ð¿ÑÐ¾Ð³ÑÐ°Ð¼Ð¼Ñ Ð¸ÑÐºÑÑÑÑÐ²ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑÐ° Perplexity. Ð¦ÐµÐ»Ñ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ â ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¾Ðµ Ð¾Ð±Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð¸Ðµ Ð¸ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐ° Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ñ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¹ Ð´Ð»Ñ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐ¼ÐµÐ½Ð¸Ð¹ Ð¾Ð·Ð½Ð°ÐºÐ¾Ð¼Ð¸ÑÐµÐ»ÑÐ½Ð¾Ð³Ð¾ ÑÑÐµÐ½Ð¸Ñ Ñ ÑÑÐ°ÑÐ¸ÑÑÑ Ñ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸ÐµÐ¼ Ð¿ÑÐ¾Ð³ÑÐ°Ð¼Ð¼Ñ Perplexity. Ð ÑÐ°Ð±Ð¾ÑÐµ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ ÑÐ¸ÑÑÐµÐ¼Ð½Ð¾-Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ½ÑÐ¹ Ð¸ Ð»Ð¸ÑÐ½Ð¾ÑÑÐ½Ð¾-Ð¾ÑÐ¸ÐµÐ½ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½ÑÐ¹ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ. Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð¼ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÑÐ°Ð» ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð´Ð»Ñ Ð²ÑÐµÑ ÑÑÐ°Ð¿Ð¾Ð² ÑÐ°Ð±Ð¾ÑÑ Ñ ÑÐµÐºÑÑÐ¾Ð¼ (Ð´Ð¾ÑÐµÐºÑÑÐ¾Ð²Ð¾Ð³Ð¾, ÑÐµÐºÑÑÐ¾Ð²Ð¾Ð³Ð¾, Ð¿Ð¾ÑÐ»ÐµÑÐµÐºÑÑÐ¾Ð²Ð¾Ð³Ð¾) Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸ÐµÐ¼ Ð²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ÑÑÐµÐ¹ Ð¿Ð»Ð°ÑÑÐ¾ÑÐ¼Ñ Perplexity, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¸ Ð¿Ð¾ ÐµÑ Ð²Ð½ÐµÐ´ÑÐµÐ½Ð¸Ñ. ÐÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ°Ñ Ð·Ð½Ð°ÑÐ¸Ð¼Ð¾ÑÑÑ ÑÐ°Ð±Ð¾ÑÑ Ð·Ð°ÐºÐ»ÑÑÐ°ÐµÑÑÑ Ð² Ð²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½ÑÑ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð² ÑÑÐ¸ÑÐµÐ»ÑÐ¼Ð¸ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° Ð´Ð»Ñ Ð¿Ð¾Ð²ÑÑÐµÐ½Ð¸Ñ ÑÑÐ¾Ð²Ð½Ñ ÑÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾ÑÑÐ¸ ÑÐ¼ÐµÐ½Ð¸Ð¹ Ð¾Ð·Ð½Ð°ÐºÐ¾Ð¼Ð¸ÑÐµÐ»ÑÐ½Ð¾Ð³Ð¾ ÑÑÐµÐ½Ð¸Ñ Ð¸ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÑÐºÐ¾Ð»ÑÐ½Ð¸ÐºÐ¾Ð². ÐÑÐ²Ð¾Ð´Ñ Ð¿Ð¾Ð´ÑÐ²ÐµÑÐ¶Ð´Ð°ÑÑ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÑ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð¸ÑÐºÑÑÑÑÐ²ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ»Ð»ÐµÐºÑÐ° Ð´Ð»Ñ Ð¿ÐµÑÑÐ¾Ð½Ð°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ, Ð¿Ð¾Ð²ÑÑÐµÐ½Ð¸Ñ Ð¼Ð¾ÑÐ¸Ð²Ð°ÑÐ¸Ð¸ Ð¸ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ ÑÑÐ°ÑÐ¸ÑÑÑ.
description: The final qualifying work focuses on the methodological aspects of teaching skimming reading skills in English using the Perplexity artificial intelligence program. The goal of the research is to theoretically justify and develop methodological recommendations for forming skimming reading skills in students through the Perplexity platform. The study employs activity-based and learner-centered approaches. The results include a set of exercises for all stages of text work (pre-reading, reading, post-reading) using Perplexitys features, along with methodological guidelines for its implementation. The practical significance lies in the applicability of the developed materials by English teachers to enhance students skimming reading skills and communicative competence. The findings confirm the effectiveness of artificial intelligence in personalizing education, increasing motivation, and fostering students critical thinking skills.