Marina Berdnik
"Funny English". Early Childhood Education Program
Program« Funny English»
1. Explanatory note: relevance, problem, goal, tasks, expected results.
2. Structure programs: forms of work, curriculum.
3. Calendar - thematic planning of work with older children preschool age(5-6 years old)
4. Calendar - thematic planning of work with children of the preparatory group for school (6-7 years old)
1. Explanatory note
Relevance. At present, due to the strengthening of international relations, interest in early education of children in foreign languages. Study of foreign language at an early age age is especially effective, because it is children preschool age show great interest in people of a different culture. These childhood impressions persist for a long time and contribute to the development of internal motivation to study the first, and later the second. foreign language. Generally, early learning non-native language carries a huge pedagogical potential both in terms of language and general development of children.
Problem. During teaching a foreign language at an early age stage revealed its own problems, one of which is the need to develop programs which would ensure the implementation of the principle of continuous systematic language education.
Target. The purpose of the modified programs involves the formation of elementary communication skills on English in preschool children.
It is built on the basis of continuity in relation to the goals and content foreign language teaching laid down in kindergarten, taking into account methodological principles.
Tasks English programs language are organically intertwined with the tasks that are solved in kindergarten, supplemented and concretized from stage to stage.
Work on this program is carried out in a friendly atmosphere, against the backdrop of a trusting relationship between the teacher and the children.
In progress programs the following tasks:
teaching English speaking to preschoolers;
Prepares a solid foundation for a successful transition to advanced learning English language in the primary grades of a general education school;
Promotes the development of intellectual abilities, attention and memory, in general, has a positive effect on the development of the individual;
Creation of conditions for communicative and psychological adaptation of students aged 4-7 years to study foreign language;
Expanding the horizons of children through acquaintance with foreign holidays, traditions, foreign words, included in the Russian language, etc.;
The use of materials of a regional orientation in the foreign language activities of children.
Expected results:
As a result of studying foreign language preschooler must:
know/understand
The main meanings of the studied lexical units (words, phrases);
Intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (spectacular forms of verbs, modal verbs, articles, nouns, pronouns,
numerals, prepositions);
Basic norms of speech etiquette adopted in the country of the language being studied;
Ownership Role foreign languages in the modern world; features of the way of life, life, culture of the countries of the language being studied (world-famous heroes of artistic children's works; famous sights, similarities and differences in the traditions of their country and
countries of the language being studied.
be able to:
speaking
Start, lead / maintain and end a conversation in standard communication situations, observing the norms of speech etiquette;
Question the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;
Tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;
Make brief reports, describe events / phenomena (within the framework of the topics studied, convey the main content, the main idea of what was heard, express one's attitude to what was heard, give a brief description of the characters;
listening
Understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, cartoons) and identify relevant information;
Understand the main content of simple authentic texts related to different communicative types of speech (message, story);
Use the acquired knowledge and skills in practical activities and everyday life for:
Social adaptation; achieving mutual understanding in the process of oral communication with native speakers foreign language, establishing interpersonal and intercultural contacts within the available limits;
Awareness of a holistic picture of a multilingual, multicultural world, awareness of the place and role of the native language and the language being studied foreign language in this world;
Introduction to the values of world culture through foreign language sources of information (including multimedia);
Acquaintance of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.
Structure programs:
Program focused on working with older children preschool age for two years.
Age groups: senior (5-6 years old) and preparatory (6-7 years old).
Number of hours: per week - 2h. ; per year - 72 hours.
The duration of the lessons is 20-30 minutes.
Classes are held 2 times a week in the afternoon. The duration of the lesson is no more than 30 minutes.
Age Number of classes
per week per month per year
5 - 7 years old 2 8 72
Long-term planning provides for 8 lessons per month. However, their number and sequence may vary, taking into account the period of diagnosis, holidays, preparation for the holidays, as well as the degree of complexity of the topic.
Advanced lesson planning
Topic No. Sections Number of lessons
1 “Greeting” 4
2 “Commands” Commands 5
3 “Introduction” Introduction 8
4 “Animals” Animals 8
5 “Seasons” Seasons 6
6 “My family” My family 8
7" Count (1- 10) ” Count up to 10 10
8 “Toys” Toys 6
9 “Color” Color 6
10 “Fruits” Fruits 5
11 “Vegetables” Vegetables 6
I t o g o 72
Proposed program designed for 2 years learning and is aimed at the gradual formation and development of elementary oral speech skills in children preschool age, compiled for children 5-7 years old, studying foreign(English) language as first foreign language in kindergarten. Process learning is carried out according to the educational and thematic plan, which determines the number and content of educational activities per month (8-9 lessons, according to the developed topics.
Program involves continuous acquaintance with foreign folklore (songs, poems, rhymes, games, sayings, with fabulous and country-specific material.
Suggested topics and forms learning correspond to age characteristics, cognitive needs and interests preschoolers, give scope to children's imagination and the opportunity to show their individuality.
parent meetings;
Individual and collective advice on foreign language;
Open classes on foreign language;
Joint activities for English language;
Questioning;
Assistance of parents in equipping the pedagogical process, etc.
Forms of work with parents
Directions in work with parents Forms of work with parents
1.Informational Customized (consultation, interviews, questionnaires)
Collective (parent meetings)
Visual and pedagogical information (stand design "Parents' Corner")
2. Joint creativity of parents and children. Joint holidays and entertainment English language
The choice of forms of educational activities for English language, forms and methods learning due to psychological and pedagogical features preschoolers.
Variable forms are actively used learning: frontal, collective, group, individual, pair, game.
Number of children in the subgroup: 10-12 people.
Form of occupation: subgroup
1. Regional studies. 1. Geographical position and climate of Great Britain and America, holidays of the countries, the language being studied
2. World around 1. Pets
2. Wild animals of America.
3. Math 1. Count (1-20, store
4. Literature 1. Fairy tale characters
2. Folklore of Great Britain ("Tales of Mother Goose").
3. Cartoon characters
5. Technology 1. Paper plastic - production of holiday cards (techniques of cutting, gluing, gluing, appliqué)
2. Drawing - a range of colors, various ways of coloring dough products, coloring, etc.
3. Sculpting - making work from dough. ( Animals, "Alphabet", etc.)
7. Physical culture 1. Games that develop coordination of movements
2. Games that develop reaction
3. Games that develop the ability to navigate in space
4. Games that develop fine motor skills of hands
9. Music 1. Learning songs with movement elements
2. Acquaintance with the music of the countries of the studied language
10. Theater 1. Puppet theater
2. Story and role-playing games.
3. Theatrical songs.
4. Dramatization of small plays
11. Computer Cartoons
Each lesson begins with phonetic exercises to consolidate sounds. Exercises are carried out using a mirror. Also, at the beginning of the lesson, children learn English songs. This allows you to mark the beginning of the lesson and immerse the child in English-speaking environment. The level of complexity and volume of vocabulary of songs depends on the topic and the level of knowledge of children, the principle of movement from simple to more complex is used.
Games, work with cards, picking up mosaics, dominoes, lotto are aimed at memorizing vocabulary on a specific topic.
Creative tasks to consolidate the supporting vocabulary.
After getting acquainted with the basic vocabulary English language, creative tasks are performed on her consolidation:
Coloring;
Painting;
Applications;
Paper plastics;
Modeling from plasticine;
Salt dough molding.
As additional material, special educational cartoons are used for preschoolers. This type of work always causes a positive attitude of children and is a means of increasing motivation in learning the language.
In the middle of the lesson, a warm-up is expected in the form of English songs or exercises (physical education minute) using the learned vocabulary, which helps to consolidate it in action.
Learning the basics of grammar English for preschoolers happens in the process of learning vocabulary:
Plural
Imperative mood (execution commands: show me, stand up, sit down, give me, jump etc.,
Questions and answers in Present Simple
modal verb can
Speech skills
Subject content of speech
Communication preschoolers in a foreign language language in the following exemplary topics:
1. Me and my family. Interaction with family and friends. Appearance. Score from 1-12. Education of politeness and responsiveness in children towards each other.
2. Domestic and wild animals. Colors. Adjectives. Education of love for animals and emotional responsiveness to personal successes and successes of comrades.
3. Home country and country/countries of the language being studied. Prominent people (English queen and king) . Attractions (monuments, streets, theaters).
4. Seasons. Nature. Weather. verbs of motion. Kinds of sports. Hobbies.
Types of speech activity
speaking
Dialogic speech
Etiquette dialogue - start, maintain and end a conversation; congratulate, express wishes and respond to them; express gratitude; ask politely, refuse, agree;
Dialogue - questioning - asking and reporting factual information (Who? What? How? Where, moving from the position of the questioner to the position of the responder; purposefully ask, "to interview";
Dialogue-incitement to action - make a request, invite to action / interaction and agree / disagree to take part in it;
Combining these types of dialogue to solve communication problems.
monologue speech
Speak briefly about facts and events using such communicative types of speech as narration and message;
listening
Listening comprehension and understanding of the heard text or speech of the teacher.
Formation of skills:
Highlight the main information in the text perceived by ear;
Selectively understand the required information.
Language knowledge and skills:
Pronunciation side of speech
Skills of adequate pronunciation and discrimination by ear of all the sounds of the studied foreign language, observance of stress and intonation in words and phrases, rhythmic-intonation skills of pronunciation of various types of sentences, expression of feelings and emotions.
The lexical side of speech
Skills of recognition and use in speech of lexical units serving situations within the subject preschool, the most common set phrases, evaluative vocabulary, cliché remarks of speech etiquette, characteristic of the culture of the countries of the language being studied.
The grammatical side of speech
Signs of verbs in the most common tense forms, modal verbs, nouns, articles, relative, indefinite/indefinite personal pronouns, adjectives, adverbs, prepositions, cardinal and ordinal numbers.
Speech recognition and use skills
Sociocultural knowledge and skills
Implementation of interpersonal and intercultural communication using knowledge about the national and cultural characteristics of their country and the country / countries of the language being studied, obtained in direct educational activities foreign language and in the process of learning other direct activities.
Knowledge:
Values of the studied foreign language in the modern world;
The most common background vocabulary;
Modern socio-cultural portrait of the countries speaking the language being studied;
Cultural heritage of the countries of the studied language.
Skill Mastery:
Represent native culture foreign language;
Find similarities and differences in the traditions of your country and the country / countries of the language being studied;
Educational and cognitive skills
Mastering special educational skills:
To carry out meaningful viewing of cartoons on foreign language;
perform simple tasks
use dictionaries and reference books, including electronic ones. participate in project activities of an integration nature.
Phased perspective thematic planning.
Acquaintance (holidays). "Here I am! Hey!"
Tasks:
1. The development in children of the ethical function of communication (the ability to say hello, say goodbye, get to know (introduce yourself and someone).
2. Development of the ability to understand the replicas addressed to them and respond to them.
3. Development of the ability to communicate about yourself.
4. To form in children ideas about English speaking countries.
Senior group
Where do you live?
Eleven, twelve, to live, he, she. good evening!
I live in Stary Oskol
Nice to meet you!
I'm fine "Interview" London, America, Great Britain.
preparatory group
Samples to be assimilated
Practical activities Country studies material
Where do you live?
Eleven, twelve, to live, he, she. I'm glad to see you.
Happy birthday to you!
That's my name! Playing the Situation "Once Upon a Birthday".
How are birthdays celebrated in English speaking countries.
"My family".
Tasks:
1. Formation in children of the foundations of communication on English language within plot: the ability to make a message about family members, occupations and hobbies.
2. Development of listening skills English speech.
3. Acquaintance of children with authentic information reflecting the peculiarities of life and family traditions in English speaking countries.
Senior group
Listening Lexical content Speech
A family to love. Yes, I have
I have a mother. Creating a family portrait Life and family traditions a England/America.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
Please show me.
What have you got? A doctor, a teacher, verb have, has. That is…
I love my mother.
My friend has… Story english friend about family. English names and surnames.
"PETS AND WILD ANIMALS"
Tasks:
1. Development of the motivational sphere of study foreign language by children of different ages by means of including various types of practical and play activities.
2. Raising a kind and caring attitude towards animals in children.
3. Development of listening skills for short texts and teacher's remarks.
4. Formation of the ability to freely carry out dialogic communication at an elementary level with adults and peers within the communication situation. The ability to actively include the mastered vocabulary and speech patterns in oral speech. The ability to make a short message about an animal.
5. Expanding children's ideas about the world around them through the inclusion of a variety of regional studies material, acquaintance with fiction about animals English and American authors.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What can you see?
What do you have?
What can a frog do?
a hen, a fish, a cow, a rabbit, a goose, a monkey, a duck, a donkey, a pony
Sets number of nouns I can see a donkey.
The horse can run.
scene "Teremok" « Farm Frenzy» .
Acquaintance with the animals of the British farm, with the benefits they bring to people.
Milk, cheese, butter, meat.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What does the horse like?
What color is the lion?
What is your favorite animal?
a camel, an elephant, a tiger, a dove, a crocodile, a parrot; corn, grass The horse likes corn.
The crocodile is green.
My favorite animal is a dog.
I like to ride a pony. Competition "My favorite animal" London Zoo.
Acquaintance with the inhabitants of the London Zoo.
A kangaroo, a peacock, a lion.
"Toys"
Tasks:
1. Formation in children the ability to interact in collective activities.
2. Development of the ability at an elementary level to speak about favorite subjects, about what they usually play with.
3. Acquaintance of children with a variety of modes of transport, traffic rules.
4. Expanding the potential vocabulary by introducing lexical units and speech samples on the topic.
5. Raising in children the desire and ability to interact in a team of peers to achieve the final result.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What have you got? a doll, a ball,
a balloon, old, new. I like a doll.
This is a new kite.
This is an old car.
I got a doll. Organization and conduct
different games within the framework of the topic under study. Favorite toys english
sky children.
preparatory group
Listening Lexical content Speech patterns to be learned
research Practical activities Country studies material
Where is the car?
What can you see?
What can you see in the street? near, under, to, from,
traffic lights,
a trolleybus. By car, by bus
to wait, to stop,
The car is under the box.
Take the ball, please.
Put the ball into the box, please.
I can see a trolleybus in the street.
I can see a bus in the street.
I can see traffic lights.
I can see a lot of cars in the street.
Let's go by the trolleybus.
Let's go by the bus.
Let's go by the traffic lights.
The yellow says "wait",
The red says "stop"
The green says go,
Organiza
tion and conduct
different games within the framework of the topic under study. Folk english
sky games.
"Food"
Tasks:
1. Increasing the volume of lexical, grammatical and country-specific material on this topic.
2. Generalization of cases of using the indefinite article a.
3. The development of oral speech by means of musical, theatrical activities.
4. Formation of ideas about the ethics of behavior at the table, table setting, about the main meals, food culture in English speaking countries.
Senior group
Listening Lexical content Speech patterns to be mastered Practical activities Country studies material
drink for breakfast?
Would you like tea/juice? A cake, milk, a tomato, a potato, tea, juice, butter, sausage, porrige I would like milk.
I have a sausage and bread. Situational games "Away",
"In the shop" What do they like to eat and drink? English and American children.
preparatory group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
eat for dinner/lunch/supper?
What do you have for dinner? Dinner, lunch, supper, a cucumber, meat, salad, macaroni I eat soup for dinner.
I eat potatoes with meat and bread. Situational games "We're setting the table" Favorite
English and American children.
"House. School supplies»
Tasks:
1. The development of oral monologue speech of children in situations on this topic.
2. Expansion of lexical and grammatical material on this topic.
3. Acquaintance of children with the features of housing in English speaking countries
4. Formation of a potential vocabulary.
5. The development of the creative abilities of children, the upbringing of a sense of joy and pride in their home.
Senior group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
Is your house big?
What color is the sofa? A table, a chair, a sofa, TV, a lamp, a bed, a clock, a pencil, a rubber, a ruler. This is an armchair. It is a green sofa Making up a story about your home. How they like to furnish their houses English?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
There is a picture on the wall. What are there on the table? A table, a chair, a sofa, TV, my kitchen, a dish, a pot, a toilet, a bathroom, a fireplace, a mirror, a tap. There is a picture on the wall. There are books on the table. Situational games
"Let's clean up the house"
What will I take to school? Why in all English houses have fireplaces?
"Seasons"
Tasks:
1. Raising children's interest in language and culture English and the American people.
2. Developing the ability to speak at an elementary level about their favorite time of the year, about what they like to do at different times of the year, how they will relax this summer.
3. Development of skills in listening and speaking according to the situation.
4. Expansion English vocabulary.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season do you like?
Is it warm in spring?
Is it hot in summer?
Is it cold in autumn?
Is it very cold in winter?
summer, winter, spring, autumn, hot,
Football, volleyball, basketball,
tennis. It`s spring.
It's summer. It's hot.
It's very cold.
Play football, Play volleyball, Play basketball,
play tennis. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season is it now?
What will you do in summer?
Do you like to ride a bike? Summer, winter, spring, autumn.
a bike. It`s spring.
Yes, it is. It's a duck.
It's a flower.
I like to ride a bike. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
Control and measuring materials
Speaking diagnostics
You can use art paintings or plot pictures for this purpose. The child usually they say: "Look what our friends from England, they really want to hear you tell what you see here. Any other option is fine too. After that, the child is asked simple questions on English language within the studied material, for example, “Who do you see?”, “How many houses are drawn here?”. Questions are prepared in advance, each question corresponds to the topic covered. Questions 6 will be enough.
Listening Diagnostics
It uses sentences recorded on audio carriers, the meaning of which the child has to understand. You can read sentences. To kid talking: “We got a phone call from our friend from England he wants to tell you something. Listen carefully, and then we will complete the task with you. We use three recorded phrases, For example: “I eat ice cream”, “I have a red ball”, “Give me three pencils”. We listen twice. After that, in Russian, we ask the child from the cards lying on the table to put a picture on a small table, where depicted:
1. What our friend ate.
2. A toy that a friend was talking about.
3. As many pencils as the friend had.
Diagnostics of mastery program vocabulary
We choose 4-5 topics, for example “Food”, “Animals”, “Seasons”, “My family”. Accordingly, for each topic, we select five pictures. The pictures are scattered on the table. To kid talking: “Let's play with you, as if you came to the store and want to buy all this. rule such: if you name a word by - English then you can buy it. Try to buy as much as possible.”
Diagnostics of phonetic skills
To do this, we prepare two A4 cards with the image of six objects on each. Images should be matched so that the corresponding words contain the desired sound. Ask the child to name the objects.
List of used literature.
1. Bibaletova M. Z. English language for little ones / M. Z. Biboletova. - M.; 1994, p. 3-5.
2. Bim I. L. Foreign languages at school / I. L. Beam No. 5 1991, p. 11-14.
3. Bonk N. A. English for toddlers / N. A. Bonk. –M. ; 1996
4. Boeva N. B., Popova N. P. Great Britain. Geography. Story. Culture. Tutorial for English/N. B. Boeva - Rostov n / D: Publishing house of the Russian State Pedagogical University 1996, p. 54-59.
5. Vereshchagina I. N. A book for teachers / I. N. Vereshchagin - M .: "Education" 1995, p. 20-23.
6. UK: Linguistic and Cultural Dictionary -M. ; Russian language. 1999
7. Gryzulina I. P. I play and teach English / I. P. Gryzulin - M., 1993, p. 5-8.
8. Epanchintseva N. D. Learning to speak English in the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
9. Epanchintseva N. D. Learning to speak English in kindergarten / N. D. Epanchintseva-Belgorod 2008
10. Epanchintseva N. D. Approximate "Through" English early learning program the language of children in kindergarten and the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
11. Galskova N. D. Modern technique teaching foreign languages. / N. D. Galskova - M .: ARKTI, 2004. - 192s.
12. Khimunina T.N. etc. Customs, Traditions and Festal of Great Britain/T.N. Khimunina -M.: Enlightenment, 1984.
13. Vaks A. Play and Learn English / A. Vaks. – St. Petersburg. ; 1997
The work program was compiled on the basis of the author's program Biboletova M.Z. in English for grades 5-11. Textbook Biboletov M.Z. English with pleasure "Enjoy English" for the 2nd grade of educational institutions. 1 hour per week (34 hours per year) per academic year
The main objective of the course: to develop the child's cognitive abilities, based on speech experience in their native language language concepts
Tasks: Educational: creation of an initial base for the development of speech abilities; formation of skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; perception, attention, language memory, imagination; development of speech culture, as well as a culture of communication development of students' creative abilities in various fields using a foreign language
The following approaches should be taken into account in the learning process: 1. Use various incentives. 2. To form a positive image of the teacher in children, which increases the child's reflective abilities. 3. Systematically introduce vocabulary. 4. Take into account the short-term memory of children, systematically return to previously studied material and include it in subsequent classes. 5. Teach complete speech structures, which contributes to the development of speaking skills. 6. Give priority to frontal and individual work. This helps to establish a favorable psychological climate in the group and removes language barriers. 7. Take into account the psychophysical characteristics and health status of each student.
The main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Animal names, personal pronouns, verbs of motion.) IV. Cheerful account. (Introduction with English scores up to 5, plural nouns.) V. Colors. (Introduction to the names of color shades.) VI. Colorful garden. (Names of vegetables and fruits.) VII. There is a time for everything. (Seasons, parts of the day, weather .) VIII. Family. (Family members.) IX. Where do we live? (Habitat, housing). X. Repetition. (Repetition and consolidation of the studied material. Checking the acquired knowledge.)
The main stages of the study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repetition of previously studied vocabulary. 2. Main: activation of the studied vocabulary, tasks, games, survey, knowledge control. 3. Final: acquaintance with new vocabulary, homework, summing up.
1. Personal psychological barriers in students due to unusual sounds of foreign speech, words and phrases strange for children, random associations with native speech. 2. Mastering a foreign language remains an insufficiently motivated type of cognitive activity. 3. Many children are characterized by weak short-term auditory memory, a short period of concentration, difficulties in mastering and remembering new concepts and skills. Learning difficulties:
Sections included in the program:
— Explanatory note
— Educational and thematic plan
– Requirements for knowledge, skills and abilities of students by the end of the academic year
— Educational and methodical set
— Calendar-thematic planning
Explanatory note (special (correctional) class).
The work program for the 8th grade was compiled on the basis of the federal component of the state standard of general education (2004), the approximate program of basic general and secondary (complete) education in a foreign language, the program of the English language course for teaching materials New English course for Russian schools (5-9 classes) (O. V. Afanasyev, I. M. Mikheeva) and in accordance with the Federal Basic Curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs, approved by order of the Ministry of Education of the Russian Federation of 09.03.2004. No. 1312.
This academic subject is aimed 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 the 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 mastery of knowledge in the volume of the basic core of the compulsory training course, common for general 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 in the English language; intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (specta-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, outstanding 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.
Due to the psychological characteristics of this class, the work program focused on the use of the textbook: the 4th year of study (authors O. V. Afanaseva, I. V. Mikheeva) has been 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 teachers:
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
Sections: Foreign languages
Foreign language teacher of 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.
Has a high level of training in English, as 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 of general education”.
Program goals:
Mastering the program in English for the course of complete secondary education during the 1st half of the 2003-2004 academic year;
- creating conditions for in-depth study of a foreign language;
- ensuring continuity between general and vocational education, more effective preparation of a student for the development of an English language program 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 activity on the basis of 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 the cultural characteristics of 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.
Output: A student who has completed the upper secondary school program early and has 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, tense usage features, 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. 4; 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) |
Features of the 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 of specialized education in the 11th grade of a general educational 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"