Sections: Foreign languages
Foreign language teacher the highest category Shiryay Larisa Mikhailovna
11th grade student Stakheeva Natalya Valerievna
Explanatory note
Contradictions and problems that have arisen in the educational process. Resource support for the implementation of an individual program
Since 2001, Stakheeva Natalia has been studying in a specialized mathematical class.
It has high level training in English language, because for two years she studied the language additionally under the guidance of a teacher and independently;
- not satisfied with the content of the material on the subject in the mathematical profile, as well as the pace of the program;
- not satisfied with the level of training of students in the group;
- dissatisfied with the lack of modern teaching aids in the school;
- is aware of the need for language proficiency at a functional level for a qualified specialist in any field, will study the language at the university chosen for admission;
- I would like to master the program of a humanitarian profile in English;
- I would like to free up study time for myself in the second half of 2004 to prepare for final exams in selected subjects and university entrance exams;
- has the ability to independently learn the language;
- has a computer at home and access to the Internet.
Realizes the discrepancy between the student's requests and the content of the program of a mathematical profile;
- would like, based on the abilities of the student, that the student has reached level B1 of the Common European Framework of Reference for Languages;
- considers it possible to use the student's design skills in mastering the content of the subject;
- can provide additional material and software;
- can use the opportunity of specialized education and create an individually-oriented program for a particular student, as the school participates in the Federal experiment on “Modernization of the structure and content general education”.
Program goals:
Mastering the program in English for the course of complete secondary education during the 1st half of 2003-2004 school year;
- creating conditions for in-depth study of a foreign language;
- ensuring continuity between the general and vocational education, more effective preparation of the student for the development of the program in English in a higher educational institution.
Program objectives:
Creation of psychological and pedagogical conditions that would provide active stimulation of the student's self-valuable educational activities based on self-education, self-development, self-expression in the course of mastering the English language;
- formation of self-educational competence, i.e. the ability to maintain and improve the level of English language proficiency in the process of self-education;
- creation of conditions for the development of mental skills (generalization, abstraction, comparison, - grouping, analysis, synthesis, conclusion);
- Ensuring the success of mastering the program;
- maintaining the health of the child;
pairing the humanitarian profile program with the program of entrance exams in English to the university to ensure continuity in education;
- achievement of the appropriate level B1 of the Common European Framework of Reference for Languages;
- completion of work on the textbook Kuzovlev V.R 10-11 grade, on the textbook Klementieva T.B. "Happy English 3".
Requirements for practical knowledge of English
The level of mastery of the content of the English language program is assumed to correspond to the threshold level (B1) of the “Common European Framework of Reference for Languages”, i.e. the student:
Can understand generally clear standard messages on familiar topics found in the field of study, leisure;
- communicates in most situations that arise while traveling around the country of the language being studied;
- builds simple coherent statements on familiar topics;
- Describes events, dreams and briefly explains the opinion.
Description of skills
Listening - can understand the main points in clear standard statements on familiar topics that are regularly encountered in study and leisure. Can understand the main content of many radio/television programs dealing with current events or matters of professional/personal interest when the presentation is relatively slow and clear. 3 - 4% of unfamiliar words are allowed. The duration of the sound is 3 - 5 minutes.
Reading – can understand short texts that mostly consist of high-frequency daily or specialized lectures. Can understand the description of events, feelings, desires in letters of a personal nature. Reads in order to extract complete, basic, partial information.
speaking – Dialogic speech– can communicate in various situations that arise while traveling around the country of the language being studied. Can engage in unprepared conversations about familiar personal or everyday topics (family, hobbies, work, travel, current events). The volume of replicas is at least 10. monologue speech- can simplistically link phrases to describe events, desires, hopes. Can briefly justify and explain opinions, plans. Can tell the story, the content of the book/movie and describe the feelings they evoke. The volume of the statement is at least 20 phrases. Letter- can write a simple coherent text on topics of a personal nature or close to the student. Can write a letter of a personal nature, describing his experience, impressions. Able to fill out a questionnaire, write an autobiography.
The student is able to:
Compare cultural characteristics different countries of the world of life (way of life, traditions and customs), drawing on information from other school subjects;
- use modern information technologies to expand language and regional knowledge, enhance communication skills.
Product: a student who completed the full program ahead of schedule high school and reached the threshold level of English proficiency established by the Common European Framework of Reference for Languages.
Language competence
Graphics and spelling: in the volume of the basic school. Writing new vocabulary on the topics of the senior stage and in connection with the humanitarian profile.
Pronunciation side of speech: expanding the set of intonational structures for expressing feelings and emotions;
Lexical side of speech:
active possession of 1100-1500 lexical units; the volume of vocabulary for reading and listening in the amount of at least 2600 lexical units;
idiomatic expressions, evaluative vocabulary, cliché remarks of speech etiquette, reflecting the peculiarities of the culture of the countries of the language being studied;
synonyms, antonyms, word formation.
The grammatical side of speech:
syntax: the use of a simple (non-common, common) sentence with a verbal nominal predicate, the use of impersonal sentences, constructions with there is- there are, various sentences for the purpose of the statement, complex sentences and their types, direct and indirect speech, tense coordination;
morphology:
numeral name (quantitative, ordinal);
pronouns: personal (nominative, object cases), possessive (absolute, dependent forms), demonstrative, reflexive, interrogative, indefinite (some, any, no, every, their derivatives), pronouns one, it, generalizing pronouns;
verb: active and passive verb tense system, tenses usage peculiarities, imperative mood, modal verbs and their substitutes, used to, would, to get used to, to be used to, to be going to, phrasal verbs, conditional sentences with various degree of probability, mood of verbs;
adverbs: degrees of comparison of adverbs, place of adverbs in a sentence;
noun: number, case, gender, article, use of articles;
adjective: degrees of comparison of adjectives, comparative constructions with adjectives;
numeral: quantitative, ordinal, fractions, percentages;
prepositions: place of prepositions in a sentence, specificity of prepositions for, during, since;
unions.
Subject content of speech:
Situations of everyday communication in social, household, cultural and educational spheres. Foreign language and profession.
Speech competence
Speaking: all types of monologue and dialogue based on extended topics and vocabulary in situations of formal and informal communication in social, everyday, cultural, educational and professional fields. Polylogue in the form of discussion and business conversation in compliance with the norms of speech etiquette. Public speaking (in connection with what he saw, read). Presentation of the socio-cultural portrait of the native country and the countries of the language being studied. Evaluation or characterization of events, facts of modern life in one's own country and in the countries of the language being studied.
Listening: understanding the main content of the statements of native speakers of the target language in situations of everyday and professional communication; extracting selective information from audio and media texts of various genres within the selected topic; isolating significant information from sounding texts;
Reading original texts of various genres using various types of reading: introductory, viewing, searching, studying. Annotation. Elementary linguistic analysis, translation from English into native;
Letter: presentation of information about yourself, writing abstracts of an oral (written) message, writing a personal and business letter, filling out questionnaires of a different nature. Drawing up a synopsis, abstract, annotation, text, characteristics of literary heroes;
Sociocultural competence
Expansion of the volume of country-specific information due to new issues and topics of speech communication. English as a means of national communication in the country, as the language of international communication. Famous public figures, discoverers, scientists, writers, artists of their country and English-speaking countries, their contribution to the development of national and world culture.
Thematic planning
Western Democracies. Are They Democratic? Shall, should and modal verbs. |
Kuzovlev V.P. 10-11 Unit 2; “English” No. 3/2003, p.5; CD Professor Higgins. |
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“Is System of Social Welfare Fair?”. adjective modifiers. The numeral. Subordinate clauses with conjunctions and prepositions. |
Kuszovlev V.P. 10-11 Unit 5; CD Professor Higgins; Guzeeva K.A. English grammar. |
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“What Help you to Enjoy Yourselves?”. relative clause. adjective modifiers. emphatic sentences. exclamatory sentences. |
Kuszovlev V.P. 10-11 Unit 6; “English” No. 21/2003 p.14; Speak Out #1-6 2001; English Grammar Support, p.615. |
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“Inventions that Shook the World” |
Kuszovlev V.P. 10-11 Unit 7. |
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Welcome to Australia. Review of all Verb Tenses. Active and Passive Voices Compared. |
Klementieva T.B. 10 - 11 Unit 1; Guzeeva K.A. English Grammar p. 93-132; CD Professor Higgins. |
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school life. Infinitive, Gerund, Participle. personal letter. |
Klementieva T.B. 10 - 11 Unit 2; Guzeeva K.A. English Grammar p. 167-191; CD Professor Higgins. |
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"multiculturalism". modal verbs. articles. |
Klementieva T.B. 10 - 11 Unit 3; Guzeeva K.A. English Grammar p. 144-157, 167-191; CD Professor Higgins |
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The Olympic Games. Reported Speech. Types of Questions. |
Klementieva T.B. 10 - 11 Unit 4; Guzeeva K.A. English Grammar, p. 136, 240-244, 214-227; CD Professor Higgins. |
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Australian wild life. subjunctive mood. nouns. |
Klementieva T.B. 10 - 11 Unit 5; Guzeeva K.A. English Grammar p. 160-161, 42-46; CD Professor Higgins. |
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“Music and art”. Verb to be, to have. adjective adverbs. |
Klementieva T.B. 10 - 11 Unit 6; Guzeeva K.A. English Grammar p. 60-68, 192-196; CD Professor Higgins. English Grammar Support p. 619-620. |
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"Work Experience". Suffixes, prefixes. Curriculum Vitae. business letters. |
Klementieva T.B. 10 - 11 Unit 7; Bogatckyi A.I. English Business Course; English Grammar Support p. 597-598; “English” No. 15/2003, p.5. |
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Tasks for certification and certification forms
A test system of control is carried out after each block of educational material mastered independently by the student. Between offsets, consultations are held once a week.
Topics for speaking and writing |
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Kuzovlev V.P.Unit2 AB Ex. 3 p.20; AB Ex. 5 p.57; AB Ex. 9 p.26; AB Ex. 1 p.50 |
“English” №3 2003 p.5 AB Ex.5 p.23 Test Kuzovlev V.P. 10-11 p.65 |
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Kuzovlev V.P. Unit5 AB Ex. 4 p.63; AB Ex. 1.2 p.146; AB Ex. 2 p.151; AB Ex. 1 p.160; Phrases p.162 |
Test Kuzovev V.P. 10-11 p.170 |
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My favorite film. My favorite play. Thearte in my life. |
Kuzovlev V.P.Unit6 AB Ex. 1 p.185; AB Ex. 1 p.192; AB Phrases p.201 |
Test Kuzovlev V.P. 10-11 p.242 Project. |
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American, Russian Scientists and their |
Kuzovlev V.P. Unit 7 AB Ex. 1 p.226; AB Ex. 2 p.238; AB Ex. 2 p.232 |
Test Kuzovlev V.P. 10-11 p.242 Afanasieva O.V. Tests p.142, 88 |
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Klementieva T.B. "Happy English-3" Unit1 Kaufman K.I.Work book p. 11Ex. 6; p. 13 Quiz; p. 34 Quiz; p. 39 Quiz; p. 51 Quiz; p. 62 test |
Klementieva T.B. “Happy English 3” p.79, p.78; Kaufman K.I. Work book 1 p.41 Test, p.44 Test, p.39, Test, p.59 Test. |
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Education in the USA, the UK and Australia (compared). Education in Russia. my school. my school day. |
Workbook: p.23 Test; p.24 Test; p.36 Test; p.31 Ex.6; p.33 Ex. 1.3 |
Klementieva T.B. "Happy English 3"; p.121 listening, p.125 dictation; Kaufman K.I. Workbook 1 p.27 Test |
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Personal Heritage Russian travelers |
Workbook: p.47 Test 1; p.48 Test 2; p.54 Ex. four; p.61 Test |
Klementieva T.B. “Happy English 3” p. 164 listening, p. 169 dictation; Kaufman K.I. Workbook 2 p.49 Test |
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The history of Olympic Games. Sport in my life. sport and health. |
Klementieva T.B. “Happy English 3” Unit 4. Kaufman K.I. Workbook 2: p.72 Test 1, 2; p.78 Test. |
Klementieva T.B. “Happy English 3” p.207 dictation; Kaufman K.I. Work book 2 |
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environmental problems. Australian wild life. |
Klementieva T.B. “Happy English 3” Unit 5. Kaufman K.I. Workbook 3: p.7 Ex. 2; p.12 Test |
Klementieva T.B. “Happy English 3” p.243 dictation, p.242 listening; “English” No. 21/2003 p.14. |
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Music in my life. Galleries in Russia and in the UK. The USA, Historical Famous Painters. |
Klementieva T.B. “Happy English 3” Unit 6 Workbook 3: p.34 Ex. 2; p.36 Ex. 2; p.37 Ex. one |
Klementieva T.B. “Happy English 3” p.276 dictation, p.279 listening; Kaufman K.I. Work Book3 p.39 Test; “English” No. 21/2003 p.14. |
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Curriculum Vitae. business letter. Choosing Profession. |
Klementieva "Happy English-3" Unit7 Work Book 3: p.72 Test; p.64 Ex.2; p.66 Ex.2 |
Klementieva T.B. “Happy English” 3p.311 Listening, p.314 Dictation; Kaufman K.I. Workbook3 |
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Preparation for Final Test. |
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Final Test.(DEMO EGE 2003) |
Peculiarities educational process
accelerated passage of the program;
the use of a communicative approach in teaching;
use of a computer in teaching;
the learning process is personality-oriented;
the basis of learning is an active motivated independent mental activity of the student;
block division of language material;
credit control system;
linguo-cultural orientation of education;
principles of building individual training:
democracy
motivation
cooperation
self improvement
self-awareness
self-esteem;
independent choice by students of the pace, time for submitting the report and methods of work.
Literature
- English language. A large reference book for schoolchildren and applicants to universities, M, "Business Bustard", 1998;
- Afanasyeva O. V. Training tests for preparing for the exam in English, Rostov-on-Don, "Phoenix", 2003;
- Bogatsky I. S. “Business course of the English language”, Kyiv, “Logos”, 1999;
- Guzeeva K. A. English language, Reference materials, M, “Enlightenment”, 1992;
- Program in English, edited by Galskova N.D., M, “Enlightenment”, 1994;
- Periodicals:
The concept of the structure and content of general secondary education in the 12th summer school, U G, No. 50, 1999;
Common European Framework of Reference for a Foreign Language. “Foreign languages at school”, No. 5, 2000;
Organization specialized training in the 11th grade of a general education institution in the 2002-2003 academic year. Letter of recommendation, “YASH”, No. 1, 2002;
Requirements for the level of training of graduates. Mandatory minimum content of education (draft), “English”, No. 43, 2001;
7. Tutorials:
- Kaufman K.I., Kaufman M.Yu.. Workbooks for the textbook by Klementieva T.V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Klementieva T. V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Kuzovlev V.P. English language grade 10-11. M, "Enlightenment", 2001;
- Kuzovlev V.P. Workbook for the textbook of grades 10-11, M, “Enlightenment”, 2001.
- CD "Professor Higgins"
Sections included in the program:
— Educational and thematic plan
– Requirements for knowledge, skills and abilities of students by the end of the academic year
— Calendar-thematic planning
Explanatory note (special (correctional) class).
The work program for grade 8 is based on the federal component state standard general education (2004), an exemplary program of basic general and secondary (complete) education in a foreign language, an English language course program for UMK New English language course for Russian schools (grades 5-9) (O. V. Afanaseva, I. M. Mikheeva) and in accordance with the Federal Basic curriculum and exemplary curricula for educational institutions Russian Federation implementing programs of general education, approved by order of the Ministry of Education of the Russian Federation of 09.03.2004. No. 1312.
This academic subject aims at the formation and development of communicative competence in English in the aggregate of its components - speech, language, sociocultural, compensatory and educational-cognitive, development and education of a student by means of a foreign language.
The educational process in this class is carried out in accordance with the level
General educational programs of the second stage of education: basic general education according to the program for public schools, adapted to the characteristics of the psychophysical development of the child.
The explanatory note is drawn up taking into account the main tasks:
1. to form the basics of functional literacy and the basic skills and abilities of learning and
communication, to give the student an idea of domestic and world culture.
2. to correct the lag in the development of the student, eliminating gaps in knowledge and
ideas about the world around, to overcome the shortcomings that have arisen as a result of developmental disorders, including shortcomings in mental activity, speech, motor skills, regulation of behavior.
This course provides for the acquisition of knowledge in the volume of the basic core of the compulsory training course, unified for educational institutions of the Russian Federation. In addition, it provides for the correction of developmental deficiencies and individual work aimed at overcoming difficulties and mastering various types of activities.
"Foreign language" is represented by a course, the purpose of which is to master foreign language communication, which ensures the formation of elementary communicative competence.
Number of hours according to the curriculum:
per week - 2 hours
Total – 68 hours
planned control works - 16:
Listening-4,
Speaking-4,
Requirementsto knowledge, skills andSkills Students at the end of the academic year
Students should Know:
The main meanings of the studied lexical units (words, phrases) in accordance with the subject content of speech provided for by the program for this stage, the main methods of word formation (affixation, word formation, conversion);
Features of the structure of simple (affirmative, exclamatory, incentive) and complex sentences of English language; intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (the aspect-temporal forms of verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);
The basic norms of speech etiquette (remarks-clichés, the most common evaluative vocabulary) adopted in the country of the language being studied;
Culture of Great Britain, USA (lifestyle, way of life, customs, traditions, holidays, world-famous sights, prominent people and their contribution to world cultures), similarities and differences in the traditions of their country and the countries of the language being studied.
Students should Be able to:
In the field of speaking:
Communicate on the following topics:
— Traveling in Russia and abroad.
- Appearance. Youth fashion. Purchases. Healthy lifestyle.
- School education. Subjects studied.
— Countries of the language being studied: Great Britain and the USA.
- Nature. Ecological problems.
— The man and his profession.
— English is the language of international communication.
— Music, cinema, theater.
Conduct a dialogue within the framework of the designated topic:
Etiquette dialogue;
Questioning dialogue;
Incentive dialogue;
Dialogue exchange - opinions.
Express facts and events using such types of speech as narration, message, description;
State the main content of the reading based on the text;
Express your opinion in connection with the text read and listened to;
In the field of listening:
Understand the main content of simple authentic texts related to various communicative types of speech (message / story);
Be able to determine the topic and facts of the message, isolate semantic milestones; highlight the main, omitting the secondary;
Selectively understand the necessary or interesting information in messages of a pragmatic nature based on a linguistic guess, context.
In the field of writing and writing:
Make extracts from the text;
Plan the text;
Write holiday greetings, express wishes (up to 30 words, including the address);
Fill out questionnaires, forms, indicating the name, surname, gender, age, citizenship, address;
Write a personal letter based on a sample.
In connection with psychological characteristics of this class, working programm focused on the use of the textbook: the 4th year of study (authors O. V. Afanaseva, I. V. Mikheeva) was reduced to 68 hours (instead of 102 hours).
Educational kit
The work program is focused on the use of the textbook:
English language. 4th year of study. Grade 8: a textbook for educational institutions, authors O. V. Afanasyeva, I. V. Mikheeva, Moscow: Drofa, 2010;
Teaching aids for the teacher:
1. A book for the teacher to the textbook by O. V. Afanasyev (Drofa, 2007)
Additional literature for the teacher:
1. Audio cassette
2. Journal "Foreign Languages at School"
3. Newspaper "First of September"
Additional literature for students:
1. Workbook No. 1,2
Thematic planning in the 8th (special correctional) class
state budgetary educational institution of the Samara region secondary school with. Malyachkino municipal district Shigonsky, Samara region
CONSIDERED AGREED APPROVED
At a meeting of the Moscow Region, Deputy Director for WRM Director
Protocol No. ___ GBOU SOSH p. Malyachkino GBOU secondary school with. Malyachkino
"__" _____2016 ________/Zhulkova E.Yu./ ___________/Bolbas N.V./
_______________ "___" _______ 2016 Order No. ____ dated ________
Adapted educational program
in English language
3rd grade
Program creator:
Yanushevich A.Yu.
2016
Explanatory note
The adapted work program of the English language course for grade 3 was developed on the basis of an exemplary adapted basic general education program of primary general education for students with a delay mental development and in accordance with the author's program "Program of the English language course for teaching materials "English with pleasure" for grades 2-4" - Obninsk: Title, 2013. edited by M.Z. biboletova
The program is designed in accordance with:
federal law dated December 29, 2012 No. 273 - Federal Law "On Education in the Russian Federation";
Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015 “On Approval of the Procedure for Organizing and Implementing Educational Activities in Basic General Education Programs - Educational Programs of Primary General, Basic General and Secondary General Education”;
Order of the Ministry of Education and Science of the Russian Federation dated March 9, 2004 No. 1312 “On Approval of the Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs”;
Order of the Ministry of Education and Science of Russia dated 06.10.2009 No. 373 "On the approval and implementation of the federal state educational standard primary general education”;
Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 “On approval of the federal state educational standard for primary general education for students with handicapped health";
Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.2821-10 Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions students with disabilities”;
The adapted English language educational program is aimed at meeting both the general and special educational needs of a child with disabilities.
The program details and reveals the content of the standard, determines the overall strategy for teaching, educating and developing students by means of subject in accordance with the goals of learning English, which are defined by the standard.
The program is designed for students with insufficient language training, mental retardation, and limited health opportunities.
When compiling the program, the following features of children were taken into account: unstable attention, low memory, difficulties in reproducing educational material, unformed mental operations (analysis, synthesis, comparison), poorly developed reading, speaking and writing skills.
The process of teaching such students has a correctional and developmental character, aimed at correcting the students' developmental deficiencies, gaps in knowledge, and is based on the subjective experience of schoolchildren and connection with real life.
Goals:
Prepare the child for real communication in a foreign language in social situations at a basic level;
- creating conditions for the social adaptation of students by improving their English-speaking literacy, which creates the basis for painless integration into modern society child through knowledge of the basics of the English language.
Tasks:
the formation of ideas about the English language as a means of communication, allowing to achieve mutual understanding with people who speak / write in English, to learn new things through sounding and written texts;
ensuring communicative and psychological adaptation of junior schoolchildren to
new language world in order to overcome the psychological barrier in the future and
using English as a means of communication;
expanding the linguistic horizons of younger students; mastering elementary linguistic representations available to younger students and necessary for mastering oral and writing in a foreign language at the elementary level;
development of personal qualities elementary school student, his attention, thinking, memory and
imagination in the process of participation in simulated situations of communication, role playing; in the course of mastering the language material;
development of the emotional sphere of children in the process of educational games, educational performances with
using English;
introducing younger students to a new social experience by playing various roles in English in game situations typical of family, everyday, educational communication;
spiritual and moral education of the student, understanding and compliance with such
moral foundations of the family, like love for loved ones, mutual assistance, respect for parents, care for the younger ones;
development of cognitive abilities, mastering the ability to coordinate work with different components of the educational and methodological set (textbook, workbook, audio application, multimedia application, etc.), the ability to work in pairs, in a group.
General characteristics of the subject "English"
The selection of the content of the English language course is made taking into account the psychological and social and age needs of children with disabilities studying according to adapted educational programs. The most difficult to understand topics have been simplified, the requirements for knowledge and skills of students have been reduced.
Features of the mental development of children involved in adapted educational programs, first of all, insufficient formation of mental operations. All this leads to additional correctional tasks aimed at developing cognitive activity students, to create conditions for understanding the work performed. The logic and structure of the course remain unchanged. The sequence of studying sections and topics remains the same, only their content has been revised.
Thus, the English language course contributes to the disclosure personal potential students with disabilities. The adapted program provides students with the opportunity to develop at their own pace, based on their own educational abilities and interests. Also, to realize the goals and objectives of the education of students with disabilities, regardless of the state of health, the presence of physical disabilities and provide an opportunity for socialization in the process of learning a foreign language.
Adapted educational program and is aimed at the comprehensive development of the personality of pupils, contributes to their mental development, provides civil, aesthetic, moral education. The content of training has a practical orientation.
In the program, the main principle is the principle of corrective orientation. Special attention it is directed to the correction of the specific disorders that the pupils have, using the principle of educational and developmental orientation of education, the principle of scientific character and accessibility of education, the principle of systematic and consistent teaching, the principle of visibility in teaching, the principle of an individual and differentiated approach to teaching, etc.
Methods :
Verbal - story, explanation, conversation;
Visual - observation, demonstration;
Practical - exercises;
Methods of presenting new knowledge;
Methods of repetition, consolidation of knowledge;
Methods of application of knowledge;
Control methods.
Most effective methods teaching children with disabilities are:
visual-practical method (visualization of writing words, recognition and memorization, exercises in speech situations);
role-playing games (in the process of this technology, students adapt to social conditions, mastering social roles), conversations (students interact in questioning dialogues, motivational dialogues, self-presentation monologues);
visual teaching aids are widely used to visualize the spelling of words, recognize and memorize;
work according to the standard / sample;
modeling of speech situations, repetition, portioned expansion of vocabulary;
using the method of physical response to test knowledge of clichés and words, the method of teaching reading in whole words, copying, memorizing, working with a bilingual dictionary, phrase book. Repetition of educational material on the topic under study or previously studied material should be an element of each lesson.
Technologies used in the educational process.
1. Person-centered technologies.
2. Differentiated learning.
3. Technologies of activation of cognitive interests, creative independence of students.
4. Technologies of traditional education.
5. Technology of game learning.
6. Health-saving education and life safety.
7. Project teaching methods.
Homework is usually not assigned. In some cases, students can be instructed to collect certain information (for example, the place of work of parents, their position, etc.)
Classes are held in class-lesson form.
Lesson types:
Lesson of communication of new knowledge (lesson of initial study of the material);
Lesson of formation and consolidation of knowledge and skills (practical lesson);
Lesson of generalization and systematization of knowledge (repetitive-generalizing lesson);
Combined lesson;
To control the ZUN of students, test work is used
The place of the subject in the school curriculum
In accordance with the Federal Basic Curriculum for Educational Institutions of the Russian Federation, the study of the subject "English" is given in the 3rd grade - 68 hours (2 hours per week).
Psychological and pedagogical characteristics of a student with mental retardation
Students with mental retardation are children with deficiencies in psychological development, confirmed by the PMPK and preventing education without creating special conditions.
The category of students with mental retardation is the most numerous among children with disabilities (HIA) and a heterogeneous group of schoolchildren. Organic and / or functional insufficiency of the central nervous system, constitutional factors, chronic somatic diseases, unfavorable conditions of education, mental and social deprivation. Such a variety of etiological factors causes a significant range of severity of disorders - from conditions approaching the level of the age norm to conditions that require delimitation from mental retardation.
All students with mental retardation experience some degree of difficulty in mastering curricula due to insufficient cognitive abilities, specific disorders of psychological development (school skills, speech, etc.), disturbances in the organization of activities and / or behavior. Common to all students with mental retardation are, to varying degrees, deficiencies in the formation of higher mental functions, a slow pace or uneven development of cognitive activity, and difficulties in voluntary self-regulation. Quite often, students have violations of speech and fine manual motor skills, visual perception and spatial orientation, mental performance and emotional sphere.
AOP IEO is addressed to students with mental retardation who have reached a level of psychophysical development close to the age norm by the time they enter school, butdifficulties of arbitrary self-regulation,manifested in the conditions of activity and organized behavior, and signs of general socio-emotional immaturity. In addition, this category of students may show signs of mild organic insufficiency of the central nervous system (CNS), expressed in increased mental exhaustion with a concomitant decrease in mental performance and resistance to intellectual and emotional stress. In addition to the above characteristics, students may have typical, to varying degrees, dysfunctions in the areas of spatial representations, visual-motor coordination, phonetic-phonemic development, neurodynamics, etc. But at the same time, the stability of forms of adaptive behavior is observed.
Pedagogical characteristics on the
Date of Birth
Learning class_ 3
Chapter
Criteria and concrete examples wording
1.Organization of training
Training program
Inclusive
The term of study in this educational institution for this program
Form of study
Attending classes in all subjects with the class
2. Learning activities
Formation of motivation for educational activities
Learning motivation: partially formed,remains the leading game motivation, with difficulty and to a minimal extent, learning interests
The success of mastering the program material with an indication of external reasons in case of progress or failure (due to behavioral disorders, frequent illnesses, somatic weakness, a limited / fragmentary stock of ideas, knowledge about the environment; violations ... etc.)
Program material assimilates partially.The greatest difficulties arise in reading and writing due to the poor development of phonemic perception and lack of interest in this occupation. Often distracted, violates discipline in the classroom.
Features of educational and cognitive activity
He is aware of the learning task, but does not always accept it, depending on his mood.
The ability to hold learning task Possesses weakly, is often distracted in class. unable to plan independent action needs constant help from the teacher.
Often, when difficulties arise, he makes contact with the teacher, using his help.
Does not have the ability to be critical of his work, does not seek to correct the mistakes made.
Deciphering the features of mastering educational knowledge, skills, abilities
With auditory perception of educational material and
when writing "by ear" has difficulty in understanding what is heard.
For better memorization, repeated repetition of words and sentences is required.
Understands the meaning of what is read poorly, reproduces the content only with the help of questions from the teacher
Proposed educational material is able to realize partially, only when it is brighter and is of interest to the child himself.
Not capable of independent learning activities, often performs only on the basis of a sample.
Features of mental development
temperament type
Choleric
Representative system (the dominant modality in receiving and processing information
kinesthetic
Leading hemisphere
left hemispheric
Peculiarities cognitive processes
Attention is steady. Switching attention is difficult. The child does not immediately move from one type of exercise to another, it takes time. The amount of attention is sufficient - 2 - 3 objects. The girl is dominated by involuntary attention.
Her performance is unstable, due to rapid fatigue. The volume of tasks performed per lesson is less than half of the norm.
The ability to navigate in space is formed at a sufficient level.
The child is characterized by a visual-figurative type of memory. Memory is unstable, short-lived. The process of forgetting dominates.
Understands materials only after additional classes, performs tasks extremely slowly, blindly uses known “patterns”, is not able to establish cause-and-effect relationships.
The girl has an insufficient vocabulary. Unable to formulate thoughts independently.
Features of the emotional-volitional sphere and personality traits
By temperament, the child is very emotional, irritable, capable of aggressive actions.
The level of self-esteem of the child is overestimated.He often boasts about things he hasn't done yet.
Does not always carefully control his words and actions. The actions of the child are often deliberate. Criticism, advice is inattentive, does not try to correct shortcomings. Occasionally listens to fair remarks, tries to take them into account.
Very rarely completes his plans, even if he encounters minor difficulties.
Features of communication
Easily engages in conversation with both adults and other children. The teacher is treated with respect, recognizes his authority. Likes to talk about what happened at home. The ability to work in a team requires improving the organization of behavior, constant monitoring by the teacher.
Planned results of mastering by students with mental retardation of the adapted general education program of primary general education
The program ensures that primary school graduates achieve certain personal, meta-subject and subject results.
personal results learning a foreign language in primary school are: a general idea of the world and how a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of the language, including a foreign one, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the studied foreign language through children's folklore, some samples of children's fiction, traditions).
1. Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person:
value attitude to their small homeland, family traditions; state symbols, native language, to Russia;
elementary ideas about the cultural heritage of the small Motherland;
initial experience of comprehension of the values of national culture;
initial experience of participation in intercultural communication and the ability to represent the native culture;
initial ideas about the rights and duties of a person and a citizen.
2. Education of moral feelings and ethical consciousness:
elementary ideas about moral norms and rules of moral behavior, including the ethical norms of relationships in the family, class, school, as well as between carriers of different cultures;
initial ideas about the humanistic worldview: kindness, the desire to bring joy to people; careful, humane attitude to all living things; generosity, sympathy; fellowship and mutual assistance;
the desire to make the right moral choice: the ability to analyze the moral side of their actions and the actions of other people;
respectful attitude towards parents, respectful attitude towards elders, caring attitude towards younger ones;
moral and ethical experience of interaction with peers, older and younger children, adults in accordance with generally accepted moral ethical standards;
friendly attitude towards other participants in educational and gaming activities based on ethical standards.
3. Raising respect for the culture of the peoples of English-speaking countries:
elementary ideas about the cultural heritage of English-speaking countries;
initial experience of intercultural communication;
respect for other opinions and cultures of other peoples.
4. Education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values ( aesthetic education):
elementary ideas about the aesthetic and artistic values of the native culture and the culture of the English-speaking countries;
the initial experience of emotional comprehension of folk art, children's folklore, cultural monuments;
the initial experience of self-realization in various types of creative activity, the formation of a need and the ability to express oneself in accessible types of creativity;
motivation to implement aesthetic values in the space of school and family;
attitude towards learning as a creative activity.
5. Education of industriousness, creative attitude to learning, work, life:
value attitude to work, study and creativity, industriousness;
needs and initial skills to express themselves in various types of creative activity accessible and most attractive to the child;
discipline, consistency, perseverance and independence;
initial experience in learning activities on mastering a foreign language and understanding its significance for the personality of the student;
initial skills of cooperation in the process of learning and playing activities with peers and adults;
careful attitude to the results of their own work, the work of other people, to school property, textbooks, personal belongings;
motivation for self-realization in cognitive and educational activities;
curiosity and the desire to broaden one's horizons.
6. Formation of a value attitude towards health and a healthy lifestyle:
value attitude to one's health, the health of loved ones and those around them;
initial ideas about the role of physical culture and sports for human health;
initial personal experience of health-saving activities.
7. Education of a value attitude to nature, environment(environmental education):
value attitude to nature;
initial experience of aesthetic, emotional and moral attitude to nature.
Metasubject outcomes learning a foreign language in elementary school are:
Development of the ability to interact with others in the performance of different roles within the speech needs and capabilities of the younger student;
Development of the student's communicative abilities, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task;
Expansion of the general linguistic horizons of the younger student;
Development of the cognitive, emotional and volitional spheres of the younger student; formation of motivation for learning a foreign language;
Mastering the ability to coordinate work with various components of the educational and methodological kit (textbook, audio CD, etc.)
Substantive results learning a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.
As a result of studying the subject, students should be able to:
Communication skills by types of speech activity
In the course of speaking
1. Dialogic form
Know how to lead:
etiquette dialogues in typical situations of everyday and educational communication;
dialogue questioning (request for information and response to it) based on a picture and a model, the volume of a dialogic statement is 2-3 replicas on each side;
dialogue is a call to action.
2. Monologic form
Be able to use the main communicative types of speech: description, story,characteristic (personzhey) based on the picture (small volume).
In line with listening
Listen and understand:
the speech of the teacher and classmates in the process of communication in the lesson and verbally / non-verbally respond to what they heard.
In line with reading
read aloud the words of the studied vocabularyand understandlittle dialogues,built on learnedlanguage material; find the necessary information (names of characters, where the action takes place, etc.).
In line with writing
Know and be able to write letters English alphabet.
Own:
the ability to write out words, phrases and sentences from the text.
Language tools and skills to use them
English language
Graphics, calligraphy, spelling. Bletters of the English alphabet. Basic letter combinations. Sound-lettercompliance. Apostrophe.
The phonetic side of speech. Ppronunciation and aural discrimination of sounds and sound combinations of Englishlanguage. Compliance with the norms of pronunciation: longitude andshortness of vowels, lack of stunning of voiced consonantsat the end of a syllable or word, no softening of consonants before vowels. Diphthongs.Connecting "r" (there is / there are). Stress in a word, phrase. Lack of stress on function words (articles, conjunctions, prepositions). Division of sentences into semantic groups.Rhythmic intonational features of narrative, incentiveand interrogative (general and special question) sentencesny.enumeration intonation.
The lexical side of speech. Lexical units, serviceliving situations of communication, within the subject of elementary school, in the amount of 300 lexical units for assimilation, the simplestset phrases, evaluative vocabulary and speechcliches as elements of speech etiquette, reflecting the culture of English-speaking countries. International words (for example,doctor, film).
The grammatical side of speech. The main communicative types of sentences: narrative, interrogative,incentive. General and special questions. Question words: what, who, when, where, why, how. Orderwords in a sentence. affirmative and negative sentences. A simple sentence with a simple verbal predicate (He speaks English.), a compound nominal predicate (My family is big.) and a compound verbal predicate (I like to dance. She can skate well.). Incentive sentences in affirmative (Help me, please.) and negative (Don't be late!) forms.Impersonal sentences in the present tense (It is cold. It's five o’ clock.). Offers with turnover there is/there are. Simple common sentences. Offerswith identical members.
Verb constructions I’d like to… Singular and plural nouns (formed according torule and exceptions), nouns with indefinite, definite and zero articles.
Pronouns: personal (in nominative and object cases), possessive, interrogative, demonstrative (this/these, that/those),indefinite (some, any - some cases of use).
Adverbs time(yesterday, tomorrow, never, usually,often, sometimes).Adverbs of degree (much, little, very).
Cardinal numbers (up to 100), ordinal numbers (up to 10).
Most common prepositions: in, on, at, into, to,from, of, with.
Sociocultural awareness
In the process of teaching a foreign language in elementary school, students get acquainted with: the names of countries fromlearning language; with some literary characterspopular children's works; with stories from some popular fairy tales, as well as small workschildren's folklore (poetry, songs) in a foreign language; with elementary forms of verbal and non-verbal behavior adopted in the countries of the language being studied.
A 3rd grade student will learn:
Reproduce graphically and calligraphically correctly all letters of the English alphabet (semi-printed spelling of letters, letter combinations, words);
Use the English alphabet, know the sequence of letters in it;
Distinguish letters from transcription marks.
Apply the basic rules of reading and spelling (the ability to apply them when reading and writing).
Group words according to the learned reading rules;
Check the spelling of a word in a dictionary
Phonetic side of speech
A 3rd grade student will learn:
Pronounce all the sounds of the English alphabet;
Distinguish the sounds of the English and Russian alphabet by ear;
A 3rd grade student will have the opportunity to learn:
Observe the intonation of the enumeration;
Adequately pronounce and distinguish by ear the sounds of the studied foreign language
The lexical side of speech
A 3rd grade student will learn:
learn in writing and oral text studied lexical units, including phrases, within the subject;
Use active vocabulary in the process of communication in accordance with the communicative task;
A 3rd grade student will have the opportunity to learn:
Recognize simple word-formation elements;
Rely on a linguistic guess in the process of reading and listening (international and compound words).
Recognize lexical units, the simplest stable phrases, evaluative vocabulary and cliché remarks as elements of speech etiquette that reflect the culture of the countries of the language being studied (use and recognition in speech).
Learn about the ways of word formation (composition and affixation), about borrowings from other languages (international words).
The grammatical side of speech
A 3rd grade student will learn:
Use speech samples with verbs to have, to be, modal and semantic verbs in the present tense;
Use the correct word order in a sentence;
Use singular and plural;
A 3rd grade student will have the opportunity to learn:
Recognize in the text and differentiate words according to certain features (nouns, adjectives, modal / semantic verbs).
The content of the subject.
(Grade 3, 68 hours)
Topic
Number of hours
Welcome to Green School!! Acquaintance, name, age.
Since a student with a mental retardation receives an education that is fully consistent with the final achievements by the time of completion of education for students who do not have health limitations, in the same terms of study,thematic planning coincides with the planning of grade 3.
p/n
Lesson topic
Lesson type
Correctional work
Planned
results
Personal
UUD
cognitive
UUD
Communicative UUD
Regulatory
UUD
View
control
Note
“Welcome to Green School!” (eighteen hours )
Acquaintance: name, age.
PPM
Working off speech cliche “What is your name? How old are you? How are you ?” through the use of audio materials, cards, work in pairs.
Be able to:
say hello
and answer the greeting;
introduce yourself and
get partner's name
Development
cognitive
interests, educational motives, formation
fundamentals civic identity personalities
The ability to consciously and voluntarily build speech
statements
in oral form
Need to interact with adults and peers
Ability to interact with adults and peers
mi
Current
TECHNICAL TRAINING TOOLS
1. TV.
2. Personal computer.
3. Interactive whiteboard.
4.Screen-sound aids (presentations, cartoons)