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Work program in French (second foreign language). Work program in French (as a second foreign language) Program in French as a second foreign language

The work program in French is based on

federal component state standard secondary (complete) general education;

Exemplary program of secondary (complete) general education in foreign languages

The curriculum of MBOU "Gymnasium No. 34" for the 2018-2019 academic year.

The program is designed for 70 hours per year (2 hours per week), incl. 2 hours to conduct tests to test lexical and grammatical skills and speech skills, and is intended for students in grade 9jd (1st year of study).

UMK is intended for primary education students studying French as a second foreign language, and is designed for 2 hours per week (70 hours per year).

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DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF ULYANOVSK

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

"GYMNASIUM No. 34"

CONSIDERED AGREED I APPROVE

at the NMS meeting, Deputy Director for Water Management Director of MBOU

Protocol No. 1 _______ N.V. Sviyazova "Gymnasium No. 34"

from "30" 08. 2018 "___" _____ 2018 _____ L.P. Tokmakova

Order dated ______ No. __

Head of MO

V.M. Polushkin

Work program in French

for 9th grade students

(first year of study)

for the 2018-2019 academic year

Level of study:basic (second foreign language)

Compiled on the basis of the Federal State Educational Standard in a foreign language, the program "French Language"

Work programs. The subject line of textbooks "The Blue Bird" grades 5-9. Author Selivanova N.A., Moscow, Enlightenment, 2013.

Compiled by: Rynkova K.G., French teacher

Scheduled hours:per year - 70 hours; per week - 2 hours.

Ulyanovsk, 2018

Explanatory note

Program status

working the French language program is based on

Federal component of the state standard of secondary (complete) general education;

Exemplary program of secondary (complete) general education in foreign languages

The curriculum of MBOU "Gymnasium No. 34" for the 2018-2019 academic year.

The program is designed for 70 hours per year (2 hours per week), incl. 2 hours to conduct tests to test lexical and grammatical skills and speech skills, and is intended for students in grade 9jd (1st year of study).

The place of the subject in the curriculum

This program was developed on the basis of the Exemplary Program of Basic General Education in a Foreign Language, which was compiled on the basis of the Federal Component of the State Standard of Basic General Education.

The work program for grade 9 is focused on the use of educational methodical complex E. Beregovskoy "Blue Bird" for grade 5 educational institutions.

The composition of the TMC 5th grade includes:

Textbook - E.M. Beregovskaya "L'oiseau bleu": French textbook for the 5th grade of educational institutions (Recommended by the Ministry of Education Russian Federation) – Moscow, Education, 2014

Workbook “Cahier d’activités”

Teacher's book"Livre du professeur"

book to read Liver de lecture

audio application– CD MP3

The EMC is designed for primary education of students studying French as a second foreign language, and is designed for 2 hours per week (70 hours per year).

The main purpose of this program is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

In the process of learning French, the following goals are realized:

mastering foreign language communication at a basic level;

increasing the amount of knowledge about the socio-cultural specifics of the country / countries of the language being studied;

development and education of schoolchildren's understanding of the importance of learning a foreign language in the modern world.

Mastering the subject "Foreign Language (Second)" in primary school involves the use of a communicative approach in teaching a foreign language.

The subject "Foreign language (second)" provides the formation and development of foreign language communication skills and language skills that students need to continue their education at school or in the system of secondary vocational education.

Mastering the subject "Foreign Language (Second)" is aimed at achieving by students a pre-threshold level of foreign language communicative competence, which allows them to communicate in a foreign language in oral and written forms within the scope and language material of the main school, both with native speakers of a foreign language and with representatives of other countries who use a foreign language as a means of interpersonal and intercultural communication.

The study of the subject "Foreign language (second)" in terms of the formation of skills and the development of skills to generalize and systematize the existing language and speech experience is based on interdisciplinary connections with the subjects "Russian language", "Literature", "History", "Geography", "Physics" , "Music", "Fine Arts", etc.

Subject content of speech

My family. Family relationships. Conflict situations and ways to solve them.

My friends. Best friend / girlfriend. Appearance and character traits. Interpersonal relationships with friends and at school.

Free time.Leisure and hobbies (music, reading; visiting the theater, cinema, museum, exhibition). Types of recreation. Shopping. Pocket money. Youth fashion.

Healthy lifestyle.The mode of work and rest, sports, healthy eating, the rejection of bad habits.

Sport. Kinds of sports. Sport games. Sport competitions.

School. School life. School rules. Studied subjects and attitudes towards them. Extracurricular activities. Mugs. School uniform. Holidays. Correspondence with foreign peers.

Choice of profession.The world of professions. The problem of choosing a profession. The role of a foreign language in future plans.

Trips. Traveling around Russia and the countries of the studied language. Transport.

The world

Nature: plants and animals. Weather. Ecological problems. Protection environment. Life in the city / in the countryside

Mass media

The role of the media in the life of society. Mass media: press, television, radio, Internet.

Countries of the language being studied and home country

Countries, capitals, major cities. State symbols. Geographical position. Climate. Population. Attractions. Cultural features: national holidays, memorable dates, historical events, traditions and customs. Outstanding people and their contribution to science and world culture.

At the first stage of general education, the basic foundations and foundation of all subsequent education are formed: the foundations for the formation of the child's educational activity are laid, universal educational actions are formed, cognitive motivation and interests of students are provided, and the foundations of moral behavior are formed. Upon completion of this course, students should be able to:skills and abilities.

Communication skills

speaking. Dialogic speech

The graduate will learn:

conduct a dialogue (dialogue of etiquette character, dialogue-questioning, dialogue of prompting to action; combined dialogue) in standard situations of informal communication within the framework of the mastered topics, observing the norms of speech etiquette adopted in the country of the language being studied.

conduct a dialogue-exchange of opinions;

take and give interviews;

conduct a questioning dialogue based on non-linear text (tables, diagrams, etc.)

speaking. monologue speech

The graduate will learn:

build a coherent monologue statement based on visual clarity and / or verbal supports (key words, plan, questions) within the framework of the mastered topic;

describe events based on visual clarity and / or verbal support (key words, plan, questions);

give a brief description of real people and literary characters;

convey the main content of the read text with or without reliance on the text, key words / plan / questions;

describe the picture/photo with or without relying on keywords/plan/questions.

The graduate will have the opportunity to learn:

make a message on a given topic based on what you read;

comment on the facts from the read / listened to the text, express and argue their attitude to the read / listened to;

speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;

speak briefly based on non-linear text (tables, charts, schedules, etc.)

summarize the results of the project work performed.

listening

The graduate will learn:

perceive by ear and understand the main content of simple authentic texts containing a number of unexplored linguistic phenomena;

perceive by ear and understand the necessary / interesting / requested information in authentic texts containing both studied linguistic phenomena and a certain number of unexplored linguistic phenomena.

The graduate will have the opportunity to learn:

highlight the main theme in the text perceived by the ear;

use contextual or linguistic guessing when listening to texts containing unfamiliar words.

Reading

The graduate will learn:

The graduate will have the opportunity to learn:

establish a causal relationship of facts and events set forth in a simple authentic text;

recover text from scattered paragraphs or by adding released snippets.

Written speech

The graduate will learn:

fill out questionnaires and forms, providing basic information about yourself (name, surname, gender, age, citizenship, nationality, address, etc.);

write short congratulations on your birthday and other holidays, using the formulas of speech etiquette adopted in the country of the language being studied, express wishes (30-40 words, including the address);

write a personal letter in response to a stimulus letter using speech etiquette formulas adopted in the country of the language being studied: provide brief information about yourself and request similar information about a pen friend; express gratitude, apology, request; give advice, etc. (120 words, including address);

write short written statements based on the sample/plan.

The graduate will have the opportunity to learn:

make brief extracts from the text in order to use them in their own oral statements;

write an e-mail (e-mail) to a foreign friend in response to an e-mail incentive;

draw up a plan / theses of an oral or written communication;

summarize in writing the results of project activities;

write a short written statement based on non-linear text (tables, diagrams, etc.).

Language skills and means of operating them

Spelling and punctuation

The graduate will learn:

write the learned words correctly;

correctly punctuate at the end of a sentence: a period at the end of a declarative sentence, a question mark at the end of an interrogative sentence, an exclamation point at the end of an exclamatory sentence;

place punctuation marks in a personal letter, dictated by its format, in accordance with the norms adopted in the country of the language being studied.

The graduate will have the opportunity to learn:

compare and analyze French letter combinations and their transcription.

Phonetic side of speech

The graduate will learn:

distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce the words of the foreign language being studied;

observe the correct stress in the studied words;

distinguish communicative types of sentences by their intonation;

divide the sentence into semantic groups;

adequately, without errors leading to a communication failure, pronounce phrases from the point of view of their rhythmic and intonational features (incentive sentence; general, special, alternative and disjunctive questions), including observing the rule of the absence of phrasal stress on service words.

The graduate will have the opportunity to learn:

express modal meanings, feelings and emotions with the help of intonation.

The lexical side of speech

The graduate will learn:

to recognize the studied lexical units (words, phrases, clichés of speech etiquette) in the written and sounding text, including polysemantic ones within the subject of the main school;

use orally and writing in their main meaning, the studied lexical units (words, phrases, replicas-clichés of speech etiquette), including polysemantic ones, within the subject of the main school in accordance with the communicative task being solved;

observe the norms of lexical compatibility existing in French;

recognize and form related words using word composition and conversion within the subject of the main school in accordance with the communicative task being solved;

recognize and form related words using affixation within the subject of the main school in accordance with the communicative task being solved:

verbs with dé-, dis- affixes; re-, re-, pre-.

nouns with suffixes -tion, -sion; -ment; -eur; -ure; -ette; -ique; -iste, -isme; -er/-ère; -ien/-ienne; -erie; -ence, -ance; -aire; -oir, -oire, -âge, -te; -ude; -aison; -esse; -ure; -ise;

adjectives with eur/-euse affixes; -ique; -ant; -ain; -ais; -ois; -ien; -able/-able; -el/-elle, -al/-ale, -ile, -il/-ille; -eau/-elle; -aire; -atif/-ative;

adverbs using the suffix –ment, -emment, -amment.

nouns, adjectives, adverbs with negative prefixes in-, im- il-

The graduate will have the opportunity to learn:

to recognize and use in speech in several meanings polysemantic words studied within the scope of the main school;

know the differences between the phenomena of synonymy and antonymy; use in speech the studied synonyms and antonyms adequately to the situation of communication;

recognize and use the most common phrasal verbs in speech;

recognize the belonging of words to parts of speech by affixes;

recognize and use in speech various means of communication in the text to ensure its integrity (pourtant, enfin, d "abord ensuit; etc.);

use language guesswork in the process of reading and listening (guess the meaning of unfamiliar words by context, by similarity with Russian / native language, by word-formation elements.

The grammatical side of speech

The graduate will learn:

operate in the process of oral and written communication with the main syntactic constructions and morphological forms in accordance with the communicative task in a communicatively meaningful context:

recognize and use various communicative types of sentences in speech: narrative (in the affirmative and negative form), interrogative (general, special, alternative and disjunctive questions), incentive (in the affirmative and negative form) and exclamatory;

recognize and use in speech common and non-common simple sentences, including those with several circumstances following in a certain order;

recognize and use in speech sentences with the initial Il il faut, il y a.,

recognize and use sentences with initial c'est, ce sont in speech;

recognize and use in speech compound sentences with composing unions ou, mais;

recognize and use in speech complex sentences with conjunctions and allied words qui, qu "est-ce que, est-ce que, quand, pourquoi, combien, où, quel;

use indirect speech in affirmative and interrogative sentences in the present and past tenses;

recognize and use in speech nouns in the singular and in the plural, formed according to the rule, and exceptions;

recognize and use nouns with a definite / indefinite / zero article in speech;

recognize and use pronouns in speech: personal pronouns in the function of direct and indirect objects. Stressed and unstressed forms of personal pronouns. Pronouns en and y. Relative pronouns (qui, que, où, dont). Demonstrative (celu celle, ceux, etc.) and possessive (le mien, la mienne les miens, les miennes, etc.) pronouns. Indefinite adjectives and pronouns (on, tout, même, personne chaque, chacun (e), quelque (s), quelqu "un, quelques-un (e) si plusieurs). Possessive, reflexive, demonstrative, indefinite and their derivatives, relative , interrogative;

recognize and use in speech adjectives in positive, comparative and superlative degrees, formed according to the rule, and exceptions;

recognize and use quantitative and ordinal numbers in speech;

recognize and use in speech the studied non-finite forms of the verb (non-finite forms of the verb infinitif, gérondif, participe présent and participe passé);

recognize and use prepositions of place, time, direction in speech; prepositions used with verbs in the passive voice.

The graduate will have the opportunity to learn:

recognize complex sentences with subordinate clauses: tandis que, comme, puisque, etc., complex forms of relative pronouns (1e-quel, laquelle ...) and their derivatives with prepositions a and de;

recognize and use prepositions in speech that serve to express spatial (à, de, dans, sur, sous, entre, vers) and temporal (pendant, depuis, en, dans, pour) relations.

recognize and use in speech causal relationships in a simple and complex sentence: parce que, grace à, à cause de.

recognize and use possessive pronouns in speech (le mien, la mienne les miens, les miennes, etc.).

recognize and use definitions expressed by adjectives in the correct order of their occurrence;

recognize and use in speech verbs in tense forms of the active voice: leprésent, le futur simple, le futur immédiat, le passé composé, l "imparfait, le plus-que-parfait, lefutur dans le passé

recognize and use in speech verbs in the forms of the indicative mood (l’indicatif): plus-que-parfait, futur dans le passé, as well as gerunds (gérondif)

recognize and use in speech interrogative adverbs où, quand, comment, pourquoi; interrogative pronouns qui, que. Negative particles plus, jamais, non, personne. Restrictive turnover ne ... que.

recognize and use in speech the conditional mood (1e conditionnel présent) in a simple and complex sentence.

Sociocultural knowledge and skills

The graduate will learn:

use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the language being studied;

represent their native country and culture in English;

understand sociocultural realities when reading and listening within the framework of the studied material

The graduate will have the opportunity to learn:

use sociocultural realities when creating oral and written statements;

find similarities and differences in the traditions of the native country and the country / countries of the language being studied.

Compensatory skills

The graduate will learn:

get out of the situation with a shortage of language means: use a repeat question when speaking.

The graduate will have the opportunity to learn:

use paraphrase, synonymic and antonymic means when speaking;

countries / countries of the language being studied, obtained in the lessons of a foreign language and in the process of studying other subjects (knowledge of an interdisciplinary nature). This involves mastering:

knowledge about the importance of native and foreign languages ​​in the modern world;

information about the socio-cultural portrait of countries that speak a foreign language, their symbols and cultural heritage;

knowledge about the realities of the country / countries of the language being studied: traditions (in nutrition, spending days off, major national holidays, etc.), common folklore samples (proverbs, etc.);

ideas about the similarities and differences in the traditions of their country and the countries of the language being studied; about the peculiarities of the way of life, life, culture (world-famous sights, outstanding people and their contribution to world culture) of the country / countries of the language being studied; about some works of fiction in the studied foreign language;

the ability to recognize and use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the language being studied (remarks-clichés, the most common evaluative vocabulary);

the ability to represent the native country and its culture in a foreign language; assist foreign guests in our country in situations of everyday communication.

Compensatory skills

Improvement of skills:

ask again, ask to repeat, clarifying the meaning of unfamiliar words;

use keywords, a text plan, a thematic dictionary, etc. as a support when generating your own statements;

predict the content of the text based on the title, pre-set questions, etc.;

guess the meaning of unfamiliar words from the context, from the gestures and facial expressions used by the interlocutor;

use synonyms, antonyms, description of the concept with a shortage of language tools.

Used types and forms of control

Types of control :

preliminary control;

current control;

intermediate control;

final control.

Forms of control:

search reading;

introductory reading;

external control of the teacher over the activities of students;

mutual control;

student self-control

Means of education:

for students: textbooks, workbooks, technical teaching aids;

Subject

Number of hours

Forms of control

introductory course

Introductory course test

Unite 1. Jacques Tardieu and his family

Vocabulary control

Unite 2. The bell rings

Lexico-grammar test

Unite 3. Suzanne's birthday

Unite 4. We go to the store

Control of vocabulary and grammar

Unite 5. My little pet

Lexico-grammar test

Unite 6. In the city

Listening control

Unite 7. I love...I don't love...

Reading technique control

Unite 8. Vacation, it's great!

Lexico-grammar test

CALENDAR AND THEME PLANNING

Subject

Lesson type

Kind of activity

Planned results

Forms of diagnostics and control

the date of the

Item Skills

Metasubject UUD

Introductory lesson. Conversation about the country of the studied language. History of the French language.

Introductory lesson, learning new material.

receive general information about the geographical position of France, famous people, literary characters;

learn the French alphabet

learn French pronunciation

Know about France, French, be able to work on the map.

Metasubject

Personal

means of the studied foreign language.

Quiz

French alphabet

Combined

Master and use in speech new LEs on the topic,

correctly use superscripts in written speech,

hear the pronunciation of the letters of the French alphabet

speaking

Master the speech function: representation;

greetings;

questioning;

information about the state of affairs;

a message (at the level of one sentence) about who likes to do what

rules for reading letters fr. alphabet;

superscript characters;

rules for reading final consonants (T,S); letters Y, H, C: letter combinations AI, EI;

ER at the end of a word; statements of French children at the level of one sentence

listening

Perceive the teacher's speech and audio recordings - the jem'appelle construction;

French letters. alphabet;

French names;

microdialogues;

new grammatical construction

Letter

Write letters and numbers. alphabet;

be able to write what students like to do

Vocabulary

je m'appelle;

French names: Marcel, Cyril, Luc, Marc, etc.;

Lexical units:

Merci, ca va. pas mal;

Salut! Jem'appelle...$

J'aime …dessiner, bricoler, etudier, lire, jardiner, patiner

Grammar

use in speech:

J’aime …VERB, numerals

Vocabulary

Recognize words on the topic studied and use in speech.

Regulatory: -

- to outline a plan of action when working in pairs;

Evaluate the correctness of the completed task based on the criteria under the hands. teachers;

Adequate self-assessment

Communicative:

- exercise mutual control and mutual assistance in cooperation;

- adequately use speech means to solve various communicative tasks;

Be proficient in oral forms. speech;

Create a monologue contextual statement;

Organize and plan educational cooperation with a partner;

Determine ways of interaction;

Plan common ways of working;

to control, correct, evaluate the actions of the partner

Cognitive: use reference materials (dictionaries, reference books, etc.);

- to guess the meaning of a word based on the context or on the similarity with the native language;

– determine the strategy of listening to the text in accordance with the goal

Frontal survey

Acquaintance. French alphabet. Numerals 1 - 12. Preposition de

Combined

Master and use in speech new LEs on the topic,

receive information about French speech etiquette,

learn the rules for reading final consonants T, S; letters Y and letters H perceive the names of French children in the teacher's speech and audio recordings; Salut! design; know how to write letters U,Y,V,H and French names in which these letters met; practice reading rules

Frontal survey

Reading rules. Questions "Qui est-ce?" and "Qu´est-ce que c´est?".

Combined

They use new LEs on the topic in speech, receive information about French etiquette; represent microdialogue. Do grammar exercises in your notebook.

Frontal survey

The structure of the French sentence. Letter combinations (consonants).

Combined

Get acquainted with the structure of the French sentence. Reproduce graphically and calligraphically correctly all letters of the French alphabet and basic letter combinations.

Letter combinations (vowels).

Combined

Reproduce graphically and calligraphically correctly all letters of the French alphabet and basic letter combinations. read and write words with repeated letters of the alphabet, use elementary grammatical constructions and expressions of classroom use in speech,

Frontal survey

Check. Formulas of speech etiquette.

Combined

Get acquainted with French numerals and reproduce them in writing and in speech.

Frontal survey

Indefinite article. Mn. number. "Do you like sports?" development of dialogical speech

A lesson in generalizing what has been learned

Use in speech new LU on the topic,

learn about the peculiarities of the use of the French indefinite article. Do grammar exercises. Make up an etiquette dialogue.

Frontal and individual survey

Control work No. 1.

Test

Personal

cognitive:

communicative:

Test

Introduction of new lexical units on the topic “Jacques Tardieu et sa famille”. Acquaintance with Jacques Tardieu and his family. Work with text.

Combined

They answer questions.

Formation and improvement of lexical and grammatical skills of speaking and listening

Metasubject

The development of the student's communication skills, skills

choose adequate language and speech means for a successful solution

elementary communication task.

Personal

community.

Frontal survey

Appearance description. Personal pronouns. The verb être.

Combined

Describe the actions of the characters depicted in the pictures. They master and use new LEs on the topic in speech. Get acquainted with the conjugation of the verb être in present. time

The ability to create your own monologue statement on the topic "Appearance". The ability to conjugate the verb être in affirmative, negative. and ask. present tense forms.

Be able to find the necessary information both in the textbook and in dictionaries when working in pairs.

Frontal survey

Vocabulary on the topic "Parts of the body". Colors.

Combined

They master and use new LEs on the topic in speech. Get to know flowers. Participate in the game "Scattered artist". Working on reading skills.

The ability to apply new vocabulary on the topic "Parts of the body", "Colors" in written and oral speech.

Metasubject The 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. Personal

Awareness of the possibility of self-realization by means of French. language.

Frontal survey

Conjugation of the verb avoir.

Combined

They repeat the conjugation of the verb être, get acquainted with the conjugation of the verb avoir and the verbs of group I. They talk about their friend based on a sample.

Ability to apply conjugation of verbs in oral and written speech.

Metasubject

Development of cognitive interest in learning the French language.

Personal

Awareness of the possibility of self-realization by means of French. language.

Frontal and individual survey

The life of French peers. Work with text.

Combined

They master and use new LEs on the topic in speech. Read the text, observing the correct stress in words and phrases, intonation in general.

They answer questions.

The ability to create your own monologues. The ability to convey the main idea of ​​the read text.

Metasubject

Personal

Awareness of the possibility of self-realization by means of French. language.

Frontal survey

"My family". Dialog.

Combined

They master new vocabulary on the topic and operate it in the process of communicating with the teacher and classmates. Read the captions to the pictures and guess the meaning of the words from the illustrations;

listen to mini-dialogues on the topic.

Ability to hear and understand the speech of classmates and teachers. The ability to compose and reproduce in speech a dialogue-questioning.

Determine the goal of learning activities under the guidance of a teacher and correlate their actions with the goal;

- follow the instructions of the teacher and the learned rules when performing tasks;

Frontal survey

Country studies: French names, surnames, fairy tale characters.

Combined

Expressive reading, conversation on questions, vocabulary work. They use the acquired language material to tell about French fairy tale characters.

The ability to use new LEs on the topic in speech,

Acquaintance with the features of French names: double names;

the ability to write what you like.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language.

Frontal and individual survey

Repetition of the lexical and grammatical material of the topic.

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

Perform lexical and grammatical tasks of the basic level.

Personal: awareness of the role of literature Ancient Russia in the life of society and the state, regulatory: mastering the technique of planning educational activities

Control work number 2.

Test

Perform test tasks on grammar;

Checking comprehension of the content of the read text

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

Personal Awareness of the possibility of self-realization by means of French. language.

cognitive: to choose the most effective ways to solve problems depending on specific conditions;

communicative:control, correct, evaluate actions.

Test

Introduction of new vocabulary on the topic “La cloche sonne”. The bell rings.

Combined

Master and use in speech new LEs on the topic,

perceive by ear and selectively understand audio texts,

master correct writing and pronunciation of nouns.

speaking

Master the speech function: communicate your interests;

report on what foreign languages ​​students study,

report favorite and least favorite school subjects;

develop transformation skills;

be able to answer the question;

develop transformation skills; based on reading and listening

listening

Perceive audio recordings of colors, numerals, names of French teenagers and their messages about what they love; what foreign languages ​​they study;

French sayings. schoolchildren about favorite subjects and unloved subjects;

messages about the nationality of a person; dialog

Reading

names of French children; French saying. children (at the level of one or two sentences); French sayings. children about which foreign lang. They study;

microdialogs)

Grammar

Use in speech

The definite article le, la ,les, l’

Grammatical constructions

J;aime+ n.

Pierre-aime +n.

Unit and many others. number of nouns

Personal places. 3rd person singular;

Conjugation of verbs of the 1st group;

Unit and many others. number of nouns ending in S, X

Verbal places. 1st and 2nd person-Je, tu;

Self places: Moi, toi;

Negation Ne…pas

Linking verb Être (singular)

Coordination of the nominal part of the predicate with the subject: Jesuis français (e)

Vocabulary

Recognize new words on the topic being studied, correctly and actively use it in speech

subject

Understand and use phrases - clichés in speech, be able to read words correctly with a new combination.

Metasubject

The development of the student's communication skills, skills

choose adequate language and speech means for a successful solution

elementary communication task.

Personal

Getting to know the world of foreign peers using

means of the foreign language being studied, the expression of a positive attitude towards the process of cognition, the manifestation of attention and the desire to learn more.

Frontal survey

Time designation. Account from 13-30.

Combined

Reading and understanding the content of the text

use quantitative numerals when designating dates;

indicate the date and day of the week. Develop the ability of dialogical communication - request and report information.

Frontal survey

Present tense ch. 1 group. Imperative form.

Combined

Master and use in speech new LEs on the topic,

correctly use the impersonal phrase il y a in speech; Get acquainted with the formation of the imperative form of group I verbs.

Read and fully understand the content of the text of a descriptive nature, talk about their reading interests

Frontal survey

Working with the text "My class". Days of the week.

Combined

Master and use in speech new LEs on the topic,

read, extract information,

perceive by ear and selectively understand audio texts. Use quantitative numerals when designating dates;

report the date and days of the week and the number of lessons on a particular day of the week.

Frontal and individual survey

The definite and indefinite article.

Combined

Repeat verbs in the imperative mood. They master and use new LEs on the topic in speech, correctly use the definite and indefinite articles in speech after turns c’est ..., cesont ;,

Organize and plan educational cooperation with the teacher and peers, determine the goals and functions of the participants, ways of interaction; plan common ways of working;

Own the dialogic form of speech in accordance with the grammatical and syntactic norms FYa

At be able to observe and draw independent simple conclusions when working out group exercises.

Frontal survey

Repetition of "Colors", "Days of the week".

Combined

Student messages, expressive reading by roles, lexical work, conversation on questions

Frontal survey

Dictation. Performing lexical and grammatical exercises.

Combined

They write a dictation on the vocabulary of the studied topic. Play a scene, activate the passed vocabulary.

Frontal survey

Monologue speech on the topic "School". Work with the text "Foreign language".

Combined

Talk about the beginning of the school year. Express their opinion. They get acquainted with the prefixes re-, ré-, r "-. Read the text, observing the correct stress in words and phrases, intonation in general.

Individual tasks

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language.

Oral and written answers to questions.

Control work No. 3.

Test

Perform grammar tests;

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

Personal Awareness of the possibility of self-realization by means of French. language.

cognitive: to choose the most effective ways to solve problems depending on specific conditions;communicative:control, correct, evaluate actions.

Test

Introduction of new vocabulary on the topic “L’anniversaire de Susanne”. Suzanne's birthday.

Combined

Master and use in speech new LEs on the topic,

read, extract information,

perceive by ear and selectively understand audio texts.

Developing the ability to read and understand an authentic text.

Express your opinion on what you have read.

Acquaintance with new vocabulary, using it when performing tasks in the next. themes: birthday

Here comes the holiday

My favorite holiday.

We are celebrating

Do you know holidays?

The ability to congratulate on the holiday, various wishes for the holidays.

Grammar:

Formation of feminine adjectives, exceptions;

Partial and definite article.

Conjugation of verbs of groups 1 and 3 in the present tense.

Conjugation of reflexive verbs in the present tense.

Possessive adjectives.

The stressed form of personal pronouns.

Husband. and wives. gender of adjectives, J'ai...

interrogative pronoun quel; possessive adjectives,

replacement of the indefinite article with the preposition de in case of negation;

Know the rules for reading and writing new words;

Observe the rules of chaining and linking words within rhythmic groups;

Know the signs of temporary forms of the indicative mood (Indicatif) Présent;

Know the conjugation features of the most common irregular verbs (vouloir, avoir, pouvoir, devoir, mettre, attendre) in the present tense;

Own the features of conjugation of reflexive verbs (se déguiser) in the present tense;

Use nouns with partial, definite and indefinite articles.

listening

Perceive new LEs in audio recordings; microdialogues and dialogues; French children saying different holidays;

French numerals from 30 to 79

Personal Awareness of the possibility of self-realization by means of French. language.

cognitive:

determine the goal of learning activities under the guidance of a teacher and correlate their actions with the goal;

- follow the instructions of the teacher and the learned rules when performing tasks;

Manage your time;

Manage results

organize and plan educational cooperation with the teacher and peers, determine the goals and functions of the participants, ways of interaction; plan common ways of working;

- build a monologue contextual statement;

Own the dialogic form of speech in accordance with the grammatical and syntactic norms of PhYa;

Subject:

- use dictionaries;

- to guess the meaning of the word based on the similarity with the native language;

- use reference materials;

- determine the reading strategy in accordance with the goal

Work with text

Frontal survey

Feminine adjectives. The place of adjectives in a sentence.

Combined

Describe the actions of the characters depicted in the pictures.

Frontal survey

The use of turnover IL Y A. A monologue on the topic "Birthday".

Combined

They master and use new LEs on the topic in speech, correctly use the impersonal phrase il y a in speech; read and fully understand the content of a descriptive text, perceive by ear and selectively understand audio texts, master the skills of transformation and reproduction. Present their monologues on the topic "Birthday".

Frontal and individual survey

Work with the text "Alain is 7 years old".

Combined

They master and use new LEs on the topic in speech. Read the text, observing the correct stress in words and phrases, intonation in general.

They answer questions.

subject

Ability to apply vocabulary in oral and written speech.

Metasubject

The development of the student's communication skills, skills

choose adequate language and speech means for a successful solution

elementary communication task.

Personal

Frontal survey

Genitive and dative cases in French.

Combined

Learn the genitive and dative cases. Perform grammar tests.

Use the learned language material to talk about the holidays.

Participate in a dialogue-questioning.

Frontal survey

Working with the text "Holidays".

Combined

Read the text, observing the correct stress in words and phrases, intonation in general.

They answer questions.

Checking understanding of the content of the text read. In groups / pairs / individually work on the project "Preparing for the holiday" (holiday poster / masquerade mask).

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language.

Frontal survey

The name of the months. Traditional recipes.

Combined

Frontal and individual survey

Repetition of lexical and grammatical material, preparation for the test.

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Development of communicative competence, including the ability to interact with others.

Personal

Repetition of the material covered.

Control work number 4.

Test

Perform grammar tests;

Checking comprehension of the content of the read text

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

Personal Awareness of the possibility of self-realization by means of French. language.

cognitive: to choose the most effective ways to solve problems depending on specific conditions;

communicative:control, correct, evaluate actions.

Test

Introduction of new vocabulary on the topic “Nous allons au magasin”. We are going to the shop.

Combined

Master and use in speech new LEs on the topic,

read and understand texts

use adjectives husband correctly. and wives. kind. Expressive reading, oral answers to the teacher's questions.

Ability to start, carry on and end a dialogue

Ability to apply reading rules

subject

material, as well as individual new words; find them in the text

information.

Metasubject

The development of the student's communication skills, skills

choose adequate language and speech means for a successful solution

elementary communicative task

Personal

Formation value attitude to the traditions of their country

Frontal and individual survey

Conjugation of irregular verbs. Performing lexical and grammatical exercises.

Combined

Perform lexical and grammatical exercises, practicing the conjugation of irregular verbs.

Ability to work out grammar material in exercises. Do oral and written grammar exercises.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Expansion of the general linguistic horizons of the student

Personal

Formation of a value attitude to the traditions of France.

Frontal survey

The use of the verbs "want" and "can".

Combined

Use learned vocabulary in speech.

The verbs “to want” and “to be able” are used correctly in oral and written speech.

Perform oral and written grammar exercises.

Ability to work out grammatical material in oral and written exercises.

Frontal survey

"Shopping" The use of Passé compose.

Combined

Read the dialogue. Improve the intonation of interrogative sentences. They get acquainted with new vocabulary, use it when performing tasks. Play a scene, activate new vocabulary. Get acquainted with the formation of Passé composé.

Ability to predict content, extract information,

The ability to present a dialogue scene on a given topic using new vocabulary.

subject

Be able to conduct: dialogue-questioning. Understand and use question words.

Metasubject

The development of the student's communication skills, skills

choose adequate language and speech means for a successful solution

elementary communication task.

Personal

Awareness of the language, including a foreign one, as the main means

communication between people.

Frontal and individual survey

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Metasubject

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language

Repetition of the material covered

Control work number 5.

Test

Perform grammar tests;

Checking comprehension of the content of the read text

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

Personal Awareness of the possibility of self-realization by means of French. language.

cognitive: to choose the most effective ways to solve problems depending on specific conditions;

communicative:control, correct, evaluate actions.

Test

Introduction of new vocabulary on the topic “Mon petit chien”. My little pet.

Combined

Master and use in speech new LEs on the topic,

use possessive adjectives correctly. Selectively understand audio texts, compose a description of the animal,

talk about their family and pets.

Formation of grammatical skills of listening and speaking.

Frontal survey

“ Mon petit chien.” My little pet.

Combined

Frontal and individual survey

"Pet".

Combined

Frontal survey

48

Negative form of verbs in the past tense. Work with the text "Who lives in the circus".

Combined

.

.

Frontal survey

49

City plan. Work with the dialogue "Where is ...?".

Combined

Frontal survey

50

Passe Compose. The verbs etre et avoir.

Combined

Frontal and individual survey

51

Passé composé of irregular verbs. Grammar exercises.

Combined

Frontal survey

52

address on the envelope. Working with the text "Hello, Tulle!"

Combined

Read and understand the authentic text using a semantic guess.

Carry out a project: make a mailbox and write short letters to each other, writing the address correctly.

Improving lexical and grammatical skills. Ability to write a postal address in French.

subject

New vocabulary, Structure "I would like .."

Know new vocabulary, be able to compose phrases with the question “Why not ...?”

Personal

Frontal survey

53

Preparation for control work. Repetition of lexical and grammatical material.

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language

Frontal survey

54

Control work No. 6.

Test

Perform grammar tests;

Checking comprehension of the content of the read text

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

PersonalAwareness of the possibility of self-realization by means of French. language.

cognitive:to choose the most effective ways to solve problems depending on specific conditions;

communicative:control, correct, evaluate actions.

Test

55

Introduction of new vocabulary on the topic “J’aime….Je n’aime pas… What I like and what I don’t like.

Combined

Perform test tasks in vocabulary, grammar, reading, listening, writing and speaking.

Skill

- plan general ways of working;

- build a classification based on dichotomous division (based on negation);

- grammatically correctly form and use the negative form of the verb.

subject

Mastering the ability to coordinate work with different

components of the educational and methodical set.

Personal

General view of the world as a multilingual and multicultural community.

Frontal and individual survey

56

Near future. FutureProche. Doing grammar exercises.

Combined

Frontal survey

57

Kinds of sports.

Combined

Master and use in speech new LEs on the topic,

can communicate and write about their favorite sport,

practice reading rules.

Formation of grammatical skills of listening, reading and speaking.

Frontal survey

58

Working with the text "Football match".

Combined

Read and understand authentic text.

Express their opinion.

Working with a dictionary.

Answer questions about the text.

Formation of the ability to identify problems and analysis of the story.

Improving lexical and grammatical skills.

subject

Be able to use new lexical units in speech, be able to read words with a new combination correctly.

The development of the student's communication skills, skills

choose adequate language and speech means for the successful solution of an elementary communicative task

Frontal survey

59

Favourite hobby.

Combined

Frontal survey

60

Seasons.

Combined

Frontal survey

61

Vacations are great!

Combined

Frontal and individual survey

62

Performing lexical and grammatical exercises.

Combined

Frontal survey

63

Repetition. Future tense. Spelling work.

Combined

Frontal survey

64

Repetition of lexical and grammatical material, preparation for the test.

A lesson in generalizing what has been learned

Control of the level of formation of lexical and grammatical skills of students.

subject

Development of the ability to control and evaluate learning activities in accordance with the task.

Development of communicative competence, including the ability to interact with others.

Personal

Awareness of the possibility of self-realization by means of French. language

Repetition of the material covered

65

Control work No. 7.

Test

Perform grammar tests;

Checking understanding of the content of the text read.

Development of the ability to control and evaluate learning activities in accordance with the task. Control of knowledge of vocabulary and grammar on the studied topic.

PersonalAwareness of the possibility of self-realization by means of French. language.

cognitive:to choose the most effective ways to solve problems depending on specific conditions;

communicative:control, correct, evaluate actions.

Test

66

Work on bugs.

Combined

Analyze and correct errors.

Ability to carry out ascertaining and anticipatory control on the result and on the method of action; actual control at the level of voluntary attention;

exercise self-control and self-correction.

subject

Understand and use in speech the temporal forms of the present, past tense

Mastering the ability to coordinate work with different

components of the educational and methodical set.

Personal

General vision of the world as multilingual and multicultural

community.

Individual tasks

67

Picture story.

Combined

Research work with text based on a picture. Conversation on issues, participation in the discussion

Quiz

68

Combined

Frontal and individual survey

69

Reserve lesson.

Combined

Use active vocabulary in speech

show possession of lexical and grammatical skills;

possession of the skills of combining speech material.

Frontal survey

70

Reserve lesson.

Combined

Development of the ability to perceive, analyze and evaluate lyrical works

Approximate distribution of study time, subject to 2 hours per week for learning a second foreign language (French): Total for the program: 70 hours

References (main and additional)

Collection normative documents. Foreign language. Federal component of the state standard "Publishing house Moscow. Drofa. 2009.

Sample programs for academic subjects. Foreign language. 5-9 grades. Standards of the second generation. - M .: Education, 2010.

ON THE. Selevanova. The program of educational institutions. French. 5-9 grades. M.: Enlightenment, 2009

"Theory and practice of teaching French as a second languageforeign” E.Ya.Grigorieva. Ministry of General and. vocational education. Moscow, APKiPRO, 2003

Work programs in French. Grades 2-11. ( A basic level of) T.V. Gorshkova. - M .: Globus, 2008.


Work programs with thematic planning of lessons in French as a second foreign language in high school. For grades 5-11. Study load 2 hours per week (total 68 hours)

Download:


Preview:

WORKING PROGRAMM

by subject

French

5th grade

for 2016/2017 academic year

French teacher

Moscow, 2016

Planned results of mastering the subject

The transition to training according to the Federal State Educational Standard is a new modern stage in teaching schoolchildren.

The aim of language educationwas the development of a multilingual personality through the formation of communicative competence, ability and willingness to communicate in foreign languages.

introductory course

Meta-subject relations

Subject results of mastering the subject

introductory course The textbook contains 10 lessons. Its main task is to give in a concentrated form all the rules of reading and provide exercises for its initial assimilation. It also contains a brief regional study material.

Core course structure:

  1. Vocabulary. Dictionary 1 year of study contains about 700 words and expressions. Vocabulary is divided by topic 8 blocks of the textbook - "Family", "Working Day", "Happy Birthday!", "In the Store", "Pets", "In the City", "Tastes and Preferences", "Holidays". All new LEs of each lesson are given on a separate page. To consolidate the LE and RO for each topic, the textbook contains only a part of the exercises, the rest are contained in the workbook.
  2. Reading technique. Each block contains special training exercises on reading technique, in which the skill of the spellings already learned in the introductory course is fixed on another lexical material. These are calligrams and microtexts.
  3. Grammar. This is a system of rules, schemes and training tables that are aimed at conscious assimilation, comparison with the grammatical categories of the Russian language. Each rule is accompanied by exercises that are also communicative in nature.
  4. Work with text.The core of each block is a monologue text with exercises. Some texts are presented in the form of comics. The purpose of working with text is to develop the ability to read expressively, meaningfully and the ability to extract the necessary information from what has been read. Then, with the help of question-answer exercises and schemes built on key words, students practice writing a short monologue statement. A special place is occupied by role-playing games, skits and writing stories from pictures.
  5. Letter. The introductory course offers cheating exercises. In the future, written assignments become more difficult and varied. Dictations are regularly held, the texts of which are placed in the teacher's book.
  6. speaking. Each section begins with a dialogue and dialogic exercises that contain speech clichés that are used in a given situation. At the final stage of work on the topic, the LE and RO are put into speech on the topic in a monologue statement.
  7. Entertaining material.Poems, songs, proverbs and riddles designed to ensure that students take a break from memorizing vocabulary and grammar and see how the acquired knowledge can be used in different ways. We felt that from this knowledge one can derive not only benefit, but also pleasure.
  8. Repetition. At the last lesson of each block, the acquired lexical and grammatical material on the topic is repeated. A dictation is conducted, an listening exercise is performed.
  1. Learning to read.
  2. Family album. Ability to talk about your family.
  3. Working day - the schedule of the school day at school.
  4. Holidays and birthday.
  5. The name of the products. A trip to the store. Purchases.
  6. Our pets are pets.
  7. In the town. Sights of the capital and cities of France.
  8. Tastes and preferences. Leisure.
  9. Winter and summer holidays.

Thematic planning

in French

Grade: 5

Textbook:

EM. Beregovskaya, T.V. Beloselskaya "Blue Bird". French. Second foreign language. Grade 5 Textbook for educational organizations. 2nd edition, M.: Enlightenment, 2014

Chapter Title

Number of hours

lesson number

Lesson topic

introductory course

Regional studies: let's talk about France.

French alphabet. Count up to 12.

Greetings. Learning to read: spelling ou, e, on, om.

Acquaintance. Learning to read: spelling c, an, am, en, em, qu.

Development of speech skills. Learning to read: spellings oi, s, eau, eu.

Development of speech skills. Teaching reading: spelling ch, au, ai.

Development of speech skills. Learning to read: spelling e, ph, t, h

Development of speech skills. Learning to read: spellings in, im, aim, ein, un, ym, ien, ill.

Development of speech skills. Teaching reading: spelling g, gn, ui.

Repetition. Activation of reading skills.

Current control of reading skills.

Chapter 1

Teaching grammar: personal pronouns.

The verb to be (être).

Grammar teaching: verb to have (avoir).

Activation of lexical and grammatical skills.

Project "My family".

Chapter 2

Dialogue training. Days of the week.

Time. Learn to count up to 30.

Introduction and primary consolidation of LE and RO on the topic "At school".

Teaching grammar: present tense and imperative form of regular verbs.

Grammar teaching: definite and indefinite articles.

Consolidation of lexical and grammatical skills in various types of speech activity.

My class project

Chapter 3

"Happy birthday!"

Introduction LE and RO. Dialogue training.

Grammar teaching: feminine and plural adjectives.

Development of listening skills.

Fixing LE and RO on the topic.

Turnover il y a.

Teaching Grammar: Genitive and Dative.

Chapter 4

"In the shop"

Introduction LE and RO. Dialogue training.

Consolidation of LE and RO on the topic in exercises.

Grammar teaching: irregular verbs.

Conjugation of verbsgo, do, take.

Development of listening and reading skills.

Grammar Learning: Verbs want and be able.

Activation of LE and RO on the topic in listening and reading.

Consolidation of lexical and grammatical skills in exercises.

Personal letter.

Chapter 5

Introduction LE and RO. Dialogue training.

Grammar teaching: the past tense of the verb.

Activation of LE and RO.

Development of listening and reading skills.

Grammar Teaching: Past Tense with Auxiliary Verb"be".

Activation of lexical and grammatical skills in exercises.

Development of monologue speech skills on the topic.

Chapter 6

"In the town"

Introduction LE and RO. Dialogue training.

Consolidation of LE and RO on the topic in exercises.

Teaching Grammar: Past Participles of Irregular Verbs.

Past tense of irregular verbs.

Country Studies: Tulle.

Activation of lexical and grammatical skills on the topic in working with text.

Project "My hometown".

Chapter 7. "Tastes and Preferences"

Introduction LE and RO. Dialogue training.

Consolidation of LE and RO on the topic in exercises.

Teaching grammar: the near future tense of the verb.

Consolidation of grammatical skills on the topic in the exercises.

Development of listening and reading skills with information extraction.

Activation of lexical and grammatical skills on the topic in exercises.

Control work number 2. Vocabulary. Grammar.

Chapter 8

Introduction LE and RO. Dialogue training.

Consolidation of LE and RO on the topic in exercises.

Seasons. Monologue training.

Activation of listening and reading skills with information extraction.

Activation of monologue speech skills.

Preview:

GBOU School with in-depth study of English

Adopted at the pedagogical council "APPROVED"

Protocol No. _____________ Director of GBOU School No. 1246

dated "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

by subject

French

6th grade

for 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualifying category

Moscow, 2016

The educational and methodical set "Blue Bird" - 6 is a logical continuation of the teaching materials for the 5th grade of a comprehensive school. It is focused on a new qualitative level of teaching the French language. Students not only master new ways and means of expressing thoughts, but do it in familiarization with a different culture, which contributes to the vision of the world around them in its diversity.

The second year of study is an important intermediate stage on the way to achieving the main goal of teaching French in secondary school: the formation of communicative competence, i.e. ability and readiness to communicate in the studied foreign language both within the lesson and in the real situation of communication. The main task of teaching French in the 6th grade can be considered the maximum possible development of foreign language communication skills for this stage - a simple conversation on everyday topics, reading an adapted text, listening comprehension of educational audio recordings that are accessible to perception.

Language competence, which consists in the ability to create statements in accordance with the rules of the language being studied, is realized in vocabulary subject to active and passive assimilation (400 LU and 500 LU, respectively) and a certain amount of grammatical material. The volume of grammatical material is limited in order to repeat and consolidate what was learned in grade 5 and create the necessary vocabulary for mastering new grammatical structures with different lexical content. Grammar is considered not only as a set of certain structures and forms, but also as an integral part of oral and written speech.

Personal results of mastering the subject

  • fostering a tolerant attitude towards representatives of a different culture
  • formation of readiness and ability to conduct a dialogue with other people and achieve mutual understanding
  • formation of a responsible attitude to learning, readiness for self-development and the choice of further ways to improve education received in secondary school

Meta-subject relations

  • developing the ability to set goals and objectives for one's own learning
  • development of the ability to reason, think, establish cause-and-effect relationships, make comparisons and conclusions
  • development of the ability to delve into the meaning of what is read and heard, the ability to determine the topic and main idea
  • development of the ability to organize joint learning activities with a group and work individually

Subject content of the training course

The textbook consists of 12 blocks:

  1. First meeting. Correspondence with foreign peers - a personal letter based on a sample.
  2. Beginning of the school year. Education system in France and Russia. Similarities and differences.
  3. Products. Culinary recipes.
  4. Mode of work and rest. Healthy food. Favourite dish.
  5. Relationships with peers. Appearance and personality traits.
  6. Mass media. A television. TV program and favorite TV shows.
  7. Types of recreation, travel. Transport. Region of Normandy.
  8. Fairy tales and comics. Biography of writers- storytellers. Writing your own story.
  9. Francophonie - French-speaking peoples and countries. Switzerland.
  10. Let's play detective! Write your own detective story.
  11. Who seeks will always find! Search announcement.
  12. Hello Paris! The capital of France and its sights. The program of stay of Russian schoolchildren in Paris.

First part each block consists of an introductory dialogue that sets the main topic and is designed to teach listening comprehension of French colloquial speech, its intonation and strengthening students' pronunciation skills.

Second part is a grammatical page on which new grammatical material is offered in a communicative form.

Third (main) parteach block contains a text intended for teaching reading (search reading, reading with a general understanding of the content, reading with full understanding), introducing and consolidating new grammatical material in conditional speech and speech exercises based on the content of the text.

Fourth part contains regional study material, studying which students receive information about the country of the language being studied, about the cultural, historical and geographical realities of France and some other French-speaking countries.

Fifth part , the final one, contains educational material designed to develop and consolidate the skills of working with a written source of information.

Work with each section of each block is carried out in accordance with the following stages, aimed at the perception, comprehension, assimilation and interpretation of written and oral sources of information:

  1. familiarization - the stage of working with the visual and auditory form (students identify the text, then find the supporting elements for comprehension work);
  2. assimilation - training in the use of new LU, RO and grammatical concepts (the main load at this stage is in the exercise book);
  3. speech output - exercises aimed at teaching the methods of semantic folding and expanding the text by compiling sentences from given key fragments that serve as the basis for the statement;
  4. creative processing of learned material.

Thematic planning

in French

Grade: 6

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled tests: 2

Planning based on:

  1. GEF. Second generation standards. I.A. Safronov. Sample programs for academic subjects. Foreign language. 5 - 9 grades. M.: "Enlightenment", 2012
  2. GEF. ON THE. Selivanova "French language". Second foreign language. Work programs. Subject line of textbooks "Blue Bird". 5 - 9 classes; Moscow: Enlightenment, 2013

Textbook:

ON THE. Selivanova, A.Yu. Shashurin "The Blue Bird" French. Second foreign language. 6th grade. Textbook for educational organizations. 7th edition, M.: Enlightenment, 2014

Chapter Title

Number of hours

lesson number

Lesson topic

Chapter 1

Development of dialogic speech skills: how to express surprise.

Teaching grammar: the near future(future proche).

Input monitoring.

Reading with the extraction of complete information.

Learning to write a personal letter.

Regional studies: the education system in France.

Teaching the monologue "My school".

Home reading.

Chapter 2

"At school"

Developing Dialogic Speech Skills: How to Express Approval.

Grammar teaching: pronouns as direct complements (pronoms complements) le, la, les).

Introduction LE and RO. Development of listening skills.

Activation of LE and RO on the topic.

Regional studies: timetable for French schoolchildren.

Activation of listening skills.

Home reading.

Chapter 3. Theme "Products"

Development of dialogic speech skills: how to make a request.

Grammar teaching: partial article (article partif de la, de l', du).

Introduction LE and RO. Development of listening skills.

Reading with extraction of information.

Regional studies: what do French schoolchildren eat?

Home reading.

Chapter 4

Development of dialogic speech skills: how to express regret, disappointment.

Teaching Grammar: Pronouns as an Indirect Object ( pronoms complements lui, leur).

Activation of LE and RO on the topic "Products". Reading with extraction of information.

Country Studies: Cookery of France.

Home reading.

Learning to write an essay: "My favorite dish."

Project work.

Activation of listening and reading skills.

Control work number 1.

Vocabulary. Grammar.

Chapter 5

Development of dialogic speech skills: “ Ah bon ? to express surprise.

Teaching grammar: the interrogative form of the sentence.

Introduction LE and RO. Development of listening skills.

Reading with extraction of information.

Activation of LE and RO on the topic in various types of speech activity.

Regional studies: French celebrities.

Home reading.

Activation of listening and reading skills.

Chapter 6

Development of dialogic speech skills: how to ask the interlocutor for his opinion.

Grammar Teaching: Pronoun en as a supplement.

Regional studies: French television.

Activation of listening and reading skills.

Home reading.

Chapter 7

Development of dialogic speech skills: how to start a conversation.

Teaching Grammar: Past Incomplete Tense(Impairfait).

Introduction LE and RO. Development of listening skills.

Reading with extraction of information.

Regional Studies: Normandy.

Watching a video.

Activation of personal writing skills.

Chapter 8

Developing Dialogic Speech Skills: How to Give Advice.

Grammar teaching: degrees of comparison of adjectives.

Consolidation of grammatical skills on the topic in the exercises.

Introduction LE and RO. Development of reading skills with information extraction.

Regional studies: French writers.

Activation of listening and reading skills.

Home reading.

Chapter 9

"Through the countries of Francophonie"

Development of dialogical speech skills: how to express agreement with the interlocutor.

Teaching grammar: indirect speech.

Introduction LE and RO. Development of reading skills with information extraction.

Country studies: countries of Francophonie.

Activation of listening and reading skills.

Chapter 10

Development of dialogic speech skills: how to address a person.

Grammar Teaching: Relative Pronouns(pronoms relatifs) .

Introduction LE and RO. Development of listening skills.

Reading with extraction of information.

Regional studies: newspapers and magazines of France. Activation of listening skills.

Chapter 11

"Who seeks will always find"

Developing dialogic speech skills: how to find out what happened.

Teaching Grammar: Highlights “c’est…qui…; c’est… que…”.

Introduction LE and RO. Development of reading skills with information extraction.

Country Studies: Cars of France.

Activation of reading skills with the extraction of information.

Control work number 2.

Vocabulary. Grammar.

Chapter 12

Development of dialogic speech skills: how to express admiration.

Grammar teaching: passive form(la form passive).

Introduction LE and RO. Development of reading skills with information extraction.

Regional Studies: Paris.

Watching a video.

Preview:

Preview:

Preview:

Preview:

GBOU School with in-depth study of English

Adopted at the pedagogical council "APPROVED"

Protocol No. _____________ Director of GBOU School No. 1246

dated "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

by subject

French

10-11 grades

for 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualifying category

Moscow, 2016

Planned results of mastering the subject

Teaching French at the final stage in secondary school involves preparing students for intercultural communication in the field of secondary and higher education.

Educational materials of UMK "Objectif" are called upon:

  • to interest students, to involve them in the discussion of various problems with the opportunity to express their personal opinion, approval or doubt on the proposed topic;
  • provide speech models for use natural language, i.e., closely link form and use in context;
  • take into account the different interests of students and their level of learning;
  • encourage interaction, mutual assistance and independence of students;
  • provide a constant opportunity for repetition and consolidation of educational material;
  • to promote the development of independent work of students and the ability to evaluate it.

Personal results of mastering the subject

  • fostering a tolerant attitude towards representatives of a different culture
  • formation of readiness and ability to conduct a dialogue with other people and achieve mutual understanding
  • formation of a responsible attitude to learning, readiness for self-development and the choice of further ways to improve education received in secondary school

Meta-subject relations

  • developing the ability to set goals and objectives for one's own learning
  • development of the ability to exercise self-control in educational activities
  • development of the ability to find the most effective ways solving educational problems
  • development of the ability to reason, think, establish cause-and-effect relationships, make comparisons and conclusions
  • developing the ability to defend one's point of view
  • development of the ability to delve into the meaning of what is read and heard, the ability to determine the topic and main idea
  • development of the ability to organize joint learning activities with a group and work individually

Course content

  1. Textbook

The Objectif tutorial contains 10 blocks, which include the following thematic sections:

  1. Interpersonal relationships with peers and adults.
  2. Types of recreation. Trips. Work during holidays.
  3. Historical heritage and cultural features of the country of the language being studied.
  4. Improving personal writing skills.
  5. School life of foreign peers.
  6. Leisure and hobbies (reading, cinema, theater, etc.)
  7. Our Motherland. Moscow and St. Petersburg. Attractions.
  8. Heroes and legends of France from different eras. Heroes of our time.
  9. Charity. Charity organisations. Volunteer activity.
  10. The problem of immigrants in France. Maghreb countries.
  11. Problems of ecology - flora and fauna. How to save endangered animal species.
  12. Urban transport in France.
  13. Music. Rock and Roll: A History from the Beginning to the Present Day.
  14. Cultural features of the country of the language being studied - holidays and traditions.
  15. The underground world of our planet.
  16. Space exploration. Russian and French cosmonauts.
  17. The world of professions. Problems of choosing a profession. Women's and men's professions.
  18. Choice of future profession. The role of a foreign language in future plans.
  19. Cooking of France - features, national dishes.
  20. Drugs. Drug addiction as one of the problems of modern youth.
  21. Modern French family.
  22. Rights of children and youth.
  23. The world through the eyes of youth. Adolescent relationships. Relations with parents.
  24. Popular supermarkets, shops and shopping centers in France.
  25. Fashion. Its importance in the life of youth. Modern fashion trends.
  26. Paris is the capital of fashion.

Each block of the tutorial has the same structure and includes the following sections:

Texte-declencheur. The block begins with a dialogue, an interview, a report that introduces students to the general topic of the block. Tasks when working with the text are aimed at a general and then a detailed understanding of the text.

Comprehension écrite. This section contains a wide range of authentic texts: announcements, schedules, readers' letters to youth magazines, public opinion polls. The tasks are aimed at expanding the linguistic knowledge of students, to test reading comprehension.

Comprehension orale . This section contains texts for listening: interviews with parents and French lyceum students, an ecologist and a famous top model. Tasks after listening to the texts are aimed at both global and detailed understanding. This section also includes tasks to reinforce the phonetic skills of students.

Grammaire . The section is aimed at repetition and generalization of the grammatical material studied in previous years of study. Basically, these are those grammatical topics that have no analogue in the native language and cause difficulties in mastering. The textbook contains tasks of a creative nature, and in notebooks for students - mostly training.

Texte litteraire . This section of the textbook presents excerpts from works of art by French writers. Translations of the most difficult words and expressions to understand are given in the margins. Working with texts requires their detailed understanding. Tasks after the texts allow you to expand the linguistic knowledge of students, and also provide an opportunity to speak out on a particular situation, problem, and justify your own opinion. There are also tasks of a creative nature that require collective implementation and discussion. This section can also be used as home reading.

civilisation. The pages of this section acquaint students with a variety of cultural material that allows them to be used for comparative analysis with similar phenomena in Russian reality. The tasks are aimed at developing the skills to interpret the socio-cultural realities of the French-speaking environment, events and phenomena of French life and culture.

Vie pratique. The materials in this section provide students with an opportunity to get acquainted with the daily life of French society, get practical advice. How to use transport: train, subway, bus, taxi? How to call? What is minitel? What opportunities does the Internet offer? Do French people gesticulate a lot? How do young people feel about fashion? What types of cheese exist in France and how to choose a cheese? This section not only expands knowledge about the country of the language being studied, introduces the realities of everyday life and behavior in certain situations of communication, but also makes it possible to learn the lifestyle of French society, to respond adequately when communicating with native speakers.

evaluation. Each block ends with the performance of specific tasks that serve to test the knowledge, skills and abilities of students in all types of speech activity: in reading, speaking, listening and writing.

These control tasks are compiled taking into account international requirements for the level of French language proficiency.

project. At the end of each block, a project is provided for independent work outside the classroom. Work on the project involves creating the most favorable conditions for the disclosure and manifestation of the creative potential of students: it develops their imagination, fantasy and thinking. At the same time, an internal motive for speaking is formed, there is a need to speak out, which is dictated by the desire to take part in communication. The activity of students is based on group interaction, which is not only a form of learning, but also a natural component of the learning process. Work on the project is carried out at the request and choice of students.

  1. Collection of exercises

The collection is intended for working out and consolidating lexical and grammatical material, contains tasks for teaching written speech: writing a telegram, postcard, formal and informal letter, congratulations, announcements, etc. The material of the collection is used to teach the interpretation of drawings, photographs, sketches. These tasks are not included in the textbook and are presented only in the collection of exercises.

Thematic planning

in French

Grade: 10-11

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled tests: 2

Planning based on:

E.Ya. Grigoriev "French language". Programs of educational institutions. 10-11 class. M .: Education, 2009

Textbook :

E. Ya. Grigorieva, E. Yu. Gorbachev, M.R. Lisenko "Objectif". French. 10-11 grades. Textbook for educational institutions.

Moscow: Enlightenment, 2012

Chapter Title

Number of hours

lesson number

Lesson topic

Grade 10

Chapter 1

Introduction LE and RO. Development of listening skills.

Fixing LE and RO on the topic in speech. Personal letter.

Development of press skills.

Input monitoring.

Exit to the speech of LE and RO on the topic.

Regional studies - the castles of the Loire and their history.

Time coordination.

Consolidation of grammatical skills in exercises.

Reading with the extraction of basic information.

Regional studies - railway transport in France.

Activation of LE and RO on the topic in various types of speech.

Chapter 2. "Leisure"

Introduction LE and RO. Development of listening skills.

Country studies - sights of Moscow and St. Petersburg.

Article.

Consolidation of grammatical skills in exercises.

Reading with the extraction of basic information.

Reading with complete reading comprehension. Summary.

Regional studies: holidays and traditions of France.

Final lesson on the topic. Mini-project "My city".

Test No. 1. Vocabulary. Grammar.

Chapter 3

"Heroes of Our Time"

Introduction LE and RO. Development of listening skills.

Activation of LE and RO on the topic in reading and writing.

Further development of LE and RO in oral speech.

Development of listening skills. Test tasks.

Pronouns as complements.

The place of two pronouns as an object in a sentence.

Consolidation of grammatical skills on the topic in the exercises.

Reading with the extraction of basic information.

Reading with complete reading comprehension. Summary.

Analysis of the poem.

Regional studies - the press of France.

Development of a mini-project "Countries of Francophonie".

Final lesson on the topic.

Chapter 4

Introduction LE and RO. Development of listening skills.

Activation of LE and RO on the topic in reading and writing.

Further development of LE and RO in oral speech.

The problem of emigrants in France.

Exit to the speech of LE and RO on the topic.

Development of listening skills. Test tasks.

Past completed and unfinished tenses.

How to express a hypothesis? Conditional mood (particle si).

Consolidation of grammatical skills in exercises.

Reading with the extraction of basic information.

Reading with complete reading comprehension. Summary.

Country studies - Maghreb countries.

Development of a mini-project "My hero".

Final lesson on the topic.

Chapter 5. "Ecology"

Introduction LE and RO. Development of listening skills.

Activation of LE and RO on the topic in reading and writing.

Further development of LE and RO in oral speech.

Activation of LE and RO on the topic in personal correspondence.

Development of listening skills. Test tasks.

Simple relative pronouns.

Subjunctive conjunctions.

63

64

Reading with the extraction of basic information.

65

Reading with complete reading comprehension. Summary.

66

The pearl of Siberia is Lake Baikal.

67

Regional studies - urban transport in France.

68

Final lesson on the topic. Defense of the mini-project "Ecological problems and their solution".

Grade 11

Chapter 6. "Music"

14

1

Introduction LE and RO. Development of listening skills.

2

Consolidation of LE and RO on the topic in reading and writing.

3

Exit to the speech of LE and RO on the topic.

4

Input monitoring.

5

Activation of listening skills. Test tasks.

6

Regional studies - French singers and musicians.

7

Compound relative pronouns.

8

Subjunctive and indicative moods.

9

Activation of grammatical skills in exercises.

10

Activation of personal correspondence skills.

11

Country studies - family traditions of the French.

12

Reading with the extraction of basic information.

13

Reading with complete reading comprehension. Summary.

14

Final lesson on the topic.

Chapter 7

13

15

Introduction LE and RO. Development of listening skills.

16

Activation of LE and RO on the topic in reading and writing.

17

Further development of LE and RO in oral speech.

18

Development of listening skills. Test tasks.

19

Depravity.

20

Subjunctive mood. Use cases.

21

Activation of writing skills - announcement.

22

Reading with the extraction of basic information.

23

Reading with complete reading comprehension. Summary.

24

Regional studies: French astronauts.

25

Development of a mini-project "Man and outer space".

26

Final lesson on the topic.

27

Test No. 1. Vocabulary. Grammar.

Chapter 8

"My future profession"

14

28

Introduction LE and RO. Development of listening skills.

29

Activation of LE and RO on the topic in reading and writing.

30

Further development of LE and RO in oral speech.

31

Development of listening skills. Test tasks.

32

Regional Studies: Heroes and Legends of France.

33

Infinitive.

34

Passive voice.

35

Consolidation of grammatical skills on the topic in the exercises.

36

Country studies are the favorite professions of the French.

37

Reading with the extraction of basic information.

38

Reading with complete reading comprehension. Summary.

39

Regional studies - gastronomy of France.

40

Interview "Future profession".

41

Final lesson on the topic.

Chapter 9

"Drugs"

14

42

Introduction LE and RO. Development of listening skills.

43

Activation of LE and RO on the topic in reading and writing.

44

Further development of LE and RO in oral speech.

45

Exit to the speech of LE and RO on the topic.

46

Development of listening skills. Test tasks.

47

Translation of direct speech into indirect (present tense).

48

Translation of direct speech into indirect (past tense).

49

Consolidation of grammatical skills on the topic in the exercises.

50

Regional studies - a modern French family.

51

Country studies is a medical profession.

52

Reading with the extraction of basic information.

53

Reading with complete reading comprehension. Summary.

54

Development of a mini-project "People and Events".

55

Final lesson on the topic.

Chapter 10

"World of Youth"

13

56

Introduction LE and RO. Development of listening skills.

57

Activation of LE and RO on the topic in reading and writing.

58

Further development of LE and RO in oral speech.

59

Development of listening skills. Test tasks.

60

Connecting words for the logic of the story.

61

Country studies - from small shops to hypermarkets.

62

Test No. 2. Vocabulary. Grammar.

63

Analysis of control work.

64

Reading with the extraction of basic information.

65

Reading with complete reading comprehension. Summary.

66

Country studies is the fashion of France.

67

Final lesson on the topic.

68

Round table "We are graduates of 2017".

Dear colleagues!

We are glad to present you the novelties of educational and methodical literature of the editorial office of the Romance Languages ​​of the Center for Linguistic Education of the publishing house "Prosveshchenie"!

Work programs

French. Second foreign language. Collection of exemplary work programs. Subject lines of textbooks "Blue Bird". 5 - 11 grades. Textbook for educational organizations. Authors: N. A. Selivanova, E. Ya. Grigoryeva

This collection is intended for teachers teaching French as a second foreign language in grades 5-11 of educational institutions. The collection includes the following work programs: “French language. Second foreign language. Work programs. Subject line of textbooks "Blue Bird". Grades 5–9” (author N. A. Selivanova), “French language. Second foreign language. Work programs. Subject line of teaching aids "Blue Bird". 10-11 grades. Basic level "(author E. Ya. Grigoryeva).

Programs meet the requirements Federal State Educational Standard for Basic General and Secondary General Education, contain a description of the learning objectives, personal, meta-subject and subject results of mastering the course, the characteristics of the training course, as well as thematic planning. They are designed to help the teacher in organizing educational process teaching French in the middle and senior stages.

Preparation for the final certification

French. Basic state exam. oral part. Textbook for educational organizations. Author G. I. Bubnova

Purpose of the grant "French. Basic state exam. Oral part»- to acquaint students of grade 9 with the organizational, technological and content aspects of the test, to offer training to develop a strategy and tactics for passing the exam. A detailed analysis of each section of the oral part, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual will help graduates both in the preparation process and directly in the exam. This manual will also give teachers the best ways to overcome difficulties. The manual is accompanied by http://catalog.prosv.ru and on the site www.prosv.ru/umk/francais. It included recordings of training exercises and sample answers for each of the three sections of the oral part of the exam.

French. Basic state exam. Collection of training tasks. Textbook for educational organizations. Authors: T. M. Fomenko, E. Yu. Gorbacheva, T. V. Sedova

Purpose of the grant "French. Basic state exam. Collection of training tasks»- to acquaint students with the organizational and content aspects of the test, to offer training to develop a strategy and tactics for passing the exam. Detailed analysis of each section of the Main state exam, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual, will help ninth graders both in the preparation process and directly in the exam. This manual will help teachers to find the best ways to overcome difficulties. The allowance is accompanied audio application hosted in the electronic catalog of the publishing house "Enlightenment" on the Internet resource www.prosv.ru. It included recordings of all the texts of the "Listening" section and tasks 2 of the "Speaking" section.

French. Unified State Exam. oral part. Textbook for general education organizations and schools with in-depth study of the French language. Authors: G. I. Bubnova, V. V. Nikolaeva

Purpose of the grant "French. Unified State Exam. Oral part»- to acquaint students of grades 9-11 with the organizational, technological and content aspects of the test, to offer training to develop a strategy and tactics for passing the exam. A detailed analysis of each section of the oral part, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual will help graduates both in the preparation process and directly in the exam. This manual will also give teachers the best ways to overcome difficulties. The manual is accompanied by an audio application placed in the electronic catalog of the Prosveshchenie publishing house on the Internet resource http://catalog.prosv.ru and on the website www.prosv.ru/umk/francais.

It included recordings of training exercises and sample answers for each of the four sections of the oral part of the exam.

I will pass the OGE! French. Modular course. Workshop and diagnostics. Author E. Yu. Gorbacheva

Study guide “I will pass the OGE! French. Modular course. Practicum and diagnostics "was created by a team of authors from among the members of the Federal Commission for the Development of Control Measurement Materials of the OGE and is intended to prepare students in grades 8-9 for the state final certification. The manual contains: a brief description of the examination work, an analysis of typical mistakes of participants in the OGE of past years, recommendations for completing assignments for listening, reading, grammar and vocabulary, writing and speaking, current examination options, audio recordings for the sections "Listening tasks" and "Tasks for speaking”, evaluation criteria. The audio application for the workshop is available for free download in the electronic catalog of the Prosveshchenie publishing house. The manual is addressed to teachers, schoolchildren and their parents to check / self-check the achievement of the requirements of the educational standard to the level of graduates.

I will pass the exam! French. Modular course. Workshop and diagnostics. Authors: T. M. Fomenko and others.

Modular course "I'll pass the exam!" created Federal Commission for Developers of Control Measuring Materials Unified State Examination and includes a tutorial "Workshop and diagnostics" and Toolkit“Method of preparation. Keys and answers.
The textbook is designed to prepare students in grades 10-11 for the state final certification. The manual presents detailed step by step instructions and current advice to complete all the tasks of the exam, options for self-training, preparatory exercises for speaking and writing.

UMC "Your friend is French"

French. Textbooks for grades 10 and 11 of the line of educational organizations. Authors: A. S. Kuligina, A. V. Shchepilova

Textbooks in French for grades 10 and 11 are the main components of teaching and methodological kits in French for senior grades of general educational organizations of the line "Your friend is French." Textbooks are created taking into account the requirements of the Federal State Educational Standard of Secondary (Complete) General Education.
Distinctive features of these textbooks are, first of all, tasks in the format of the Unified State Exam in a Foreign Language and the presence of such a component of teaching materials as a language portfolio, which allows high school students to effectively prepare for the USE.

The textbooks for grades 10 and 11 present various forms of work (individual, pair, group), allowing you to alternate activities and alternatively plan a lesson. The manuals teach high school students to work with various types of texts (both oral and written): a story, an interview, an announcement, a questionnaire, a journalistic article, a dictionary entry.

Educational materials help to learn how to create oral and written statements within a given form (for example, a personal and official letter, a letter to the editor of a newspaper / magazine, an informative article, an essay-description, an essay-narrative).

At the end of the course "Your friend French" for grades 10 and 11, students reach the B1 / B2 level in accordance with the international standards of foreign language proficiency.

Workbooks for the EMC line for grades 10 and 11 "Your friend is French." Textbooks for educational organizations. Authors: A. S. Kuligina, A. V. Shchepilova

Workbooks are integral components of educational and methodological kits for grades 10 and 11 of the line "Your friend is French" for general educational organizations, which were created by the authors A. S. Kuligina and A. V. Shchepilova.
The structure of workbooks repeats the structure of study guides. All exercises are communicative in nature.
The manuals include lexical and grammatical exercises designed to train in the use of the studied language material, as well as tasks to improve the speech skills of speaking, listening, reading and writing.

Lexical skills and grammatical material are introduced together with the development of speech skills, and not in isolation.

The manual contains additional materials for organizing the work of students with authentic documents.

The tasks and exercises presented in the workbooks correspond to the format of the Unified State Examination in a Foreign Language, which will allow students to better prepare for the exam in French.

UMK "Blue Bird"

French. Second foreign language. Textbooks for grades 10 and 11 of educational institutions. A basic level of.
Authors: E. Ya. Grigoryeva, E. Yu. Gorbacheva, M. R. Lisenko

Textbooks for grades 10 and 11 in French as a second foreign language of the Blue Bird line meet the requirements of the Federal State Educational Standard of Secondary (Complete) General Education.
Created taking into account the requirements of continuity and continuity in teaching the subject "Foreign Language", these manuals are focused on universal moral values, enrich with extensive regional knowledge in various fields of culture, carry out aesthetic education and diversify the student's personality.

Students who study French as a second foreign language according to these manuals not only master new ways and means of communication and expression of thought, but also do this in the closest familiarization with another culture in its broadest representation.

Textbooks for grades 10 and 11 provide the teacher with ample opportunities for organizing students' independent work, including both individual and group tasks of a problematic and creative nature, tasks in the spirit of a dialogue of cultures, project activities with Internet access.

The tutorials end with a section Evaluation, consisting of tasks created in the format USE.

The presence of a dictionary at the end of each manual is intended to remove some lexical difficulties.

Upon completion of the Blue Bird course for grades 10 and 11, students reach the B1 / B1 + level in accordance with international standards for foreign language proficiency.

Collections of exercises for the EMC line for grades 10 and 11 "Blue Bird". A basic level of. Textbooks for educational organizations. Authors: E. Ya. Grigoryeva, E. Yu. Gorbacheva, M. R. Lisenko

New edition of tutorials "French. Collection of exercises. Grade 10" and "French language. Collection of exercises. Grade 11" will allow them to become an integral part of the Blue Bird teaching kits for grades 10 and 11, which are addressed to students learning French as a second foreign language in secondary (full) school basic level.
The content of the educational materials of both collections is based on the content of the educational materials of the corresponding textbooks, expanding, deepening and consolidating the knowledge of students.

The structure of both collections echoes the structure of textbooks. But in addition to the sections of the same name with the textbooks "Compréhension orale", "Grammaire", "Civilisation", "Vie pratique", they contain sections that complement the material of the textbooks. The section "Etude du dessin", which is of particular interest and designed to work with both individual drawings and comics, ends each educational block with an independent oral statement of the student. This section will help interested high school students prepare for the oral part of the exam, which includes tasks for describing and comparing drawings / photographs (tasks of this kind are also among the tasks final stage All-Russian Olympiad for schoolchildren in French).

The final section of each collection is a short grammar guide in Russian. It includes a concise summary of the main grammatical topics covered in textbooks. The fact that grammar reference materials are presented in Russian is especially important for schoolchildren studying French as a second foreign language language.

UMK "Meetings"

French. Second foreign language. Textbooks for grades 7 and 8–9 of educational organizations. Authors: N. A. Selivanova, A. Yu. Shashurina

Educational and methodological kits of the “Meetings” line (“Rencontres. Niveau 1” and “Rencontres. Niveau 2”) are intended for students in grades 7 and 8–9 who study French as a second or third foreign language in general educational organizations from the zero level. This is teamwork Prosveshchenie publishing house and French CLE International publishing house.
The strategic goal of these teaching materials is to develop students' ability and readiness for intercultural communication based on a communicative-activity approach to teaching all types of speech activity. According to this approach, in the sets of the "Meetings" line, the educational process is organized in such a way as to bring it as close as possible to real situations of communication.

These teaching aids have been created taking into account the requirements of the Federal State Educational Standard for Basic General Education.

Features of the line of teaching materials "Meetings": education of a multicultural and multilingual personality based on the formation of communicative competence; the continuity of the sets, their common linguistic and didactic orientation, a clear system in the presentation of educational material, a clear and thoughtful structure of each lesson; work with various sources of information; an original approach to the presentation of the grammatical phenomena of the French language; entertaining creative tasks for the development of the main components of communicative competence - speech, language, sociocultural / intercultural, compensatory and educational and cognitive; availability of diverse reference material; modern design, diverse functional visual and illustrative series; audio recordings made by native speakers; widespread use of Internet resources and other multimedia tools in the educational process.

Access to the level A2 / A2 + according to the European classification of levels of French language proficiency at the end of grade 9.

Collections of exercises for the EMC line for grades 7 and 8-9 "Meetings". Textbooks for educational organizations. Authors: N. A. Selivanova, A. Yu. Shashurina

Teaching aids are part of the teaching kits “French language. Second foreign language. Grades 7 - 9" of the "Meetings" line, authors N. A. Selivanova, A. Yu. Shashurina.
The collections include exercises to develop pronunciation and intonation skills, reading and writing skills, to consolidate the vocabulary and grammar learned, as well as role-playing games and other creative tasks that will help students learn to build their own statements in various communication situations within the framework of the studied topics.

WORKING PROGRAMM

IN FRENCH

(SECOND FOREIGN LANGUAGE)

BASIC GENERAL EDUCATION

Class:6 "B", gymnasium

Teacher:

Number of hours – 68 hours (2 hours per week)

The work program is based on the federal component of the state standard for basic general education.

MOSCOW

2013/14 academic year

The main purpose of a foreign language is to form communicative competence, i.e., the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.

A foreign language as a subject is characterized by

Interdisciplinary (the content of speech in a foreign language can be information from different fields of knowledge, for example, literature, art, history, geography, mathematics, etc.);

Multi-level (on the one hand, it is necessary to master various linguistic means related to aspects of the language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);

Polyfunctionality (it can act as a learning goal and as a means of acquiring information in various fields of knowledge).

Being an essential element of the culture of the people - a native speaker of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world among schoolchildren.

Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of a constantly changing multicultural, multilingual world.

A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, contributes to the overall speech development of students. This shows the interaction of all language subjects that contribute to the formation of the foundations of the philological education of schoolchildren.

The work program is aimed at the implementation of a student-oriented, communicative-cognitive, socio-cultural activity approach to teaching French.

As an integrative goal of learning, the formation of foreign language communicative competence is considered, that is, the ability and real readiness of schoolchildren to communicate in a foreign language and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren by means of a school subject.

The student-centered approach, which puts the personality of the student at the center of the educational process, taking into account his abilities, capabilities and inclinations, implies a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure the cultural orientation of education, introducing schoolchildren to the culture of the country / countries of the language being studied, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.


The teaching of French in elementary school must ensure continuity with the preparation of students in elementary school. This stage of learning a foreign language is characterized by the presence of significant changes in the development of schoolchildren, since by the time they started studying at the main school, their horizons and general understanding of the world had significantly expanded, elementary communication skills were formed in four types of speech activity, as well as general educational skills necessary for learning a foreign language as a subject, accumulated

some knowledge about the rules of speech behavior in native and foreign languages. At this age, they have a desire for independence and self-affirmation, a selective cognitive interest is formed. In the basic school, the importance of the principles of individualization and differentiation of education is increasing, greater importance

acquires the use of design methodology and modern technologies teaching a foreign language (including informational). All this makes it possible to expand the links of the French language with other academic subjects, promotes foreign language communication of schoolchildren with students from other classes and schools, for example, in the course of project activities with peers from other countries, including via the Internet, promotes their

social adaptation in the modern world, which is greatly facilitated by the introduction of the 2nd foreign language at the expense of the component of the educational institution.

The purpose of teaching French as a second foreign language

is the development of students' ability to communicate in a foreign language, which allows them to participate in situations of intercultural communication, i.e., the formation of communicative competence and its components: speech language, sociocultural, compensatory, educational and cognitive. The main goal of teaching French is the formation of communicative competence, i.e. the ability to communicate in French, taking into account elementary communicative skills in speaking, listening, reading, writing, and the further development of foreign language communication skills.

The purpose of training is realized in the unity of interrelated components: upbringing, educational, developmental, practical.

The place of the subject of a foreign language in the basic curriculum.

Federal basic academic plan for educational institutions of the Russian Federation allocates 315 hours in grades 5-7 at the rate of 3 teaching hours per week. The work program in GBOU secondary school No. 000 is designed for 210 study hours at the rate of 2 study hours per week. At the same time, it provides for a reserve of free time for the implementation of author's approaches, the use of various forms of organizing the educational process, and the introduction of modern pedagogical technologies.

Thematic planning of teaching French as a second foreign language in 6th grade compiled on the basis of the Federal component of the state standard and sample program basic general education in French. The composition of the teaching materials includes a textbook of French as a second language / first year of study /, a workbook, a teacher's book, an audio course (etc.).

General educational skills, skills and methods of activity

The work program provides for the formation of general educational skills in students

knowledge and skills, universal methods of activity and key competencies in the following areas: the use of learning skills related to the ways of organizing educational activities available to students in grades 5-7 and contributing to independent study French language and culture of the country of the studied language; as well as the development of special learning skills, such as finding keywords when working with text, their semantization based on a linguistic guess, word-formation analysis, selective use of translation; ability to use bilingual dictionaries; participate in project activities of an interdisciplinary nature.

Speech skills

speaking

Dialogic speech .

In the 6th grade when learning to lead questioning dialogue Speech skills are being developed to request and report factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the responder. The volume of dialogues is up to 4 replicas from each student.

When learning to lead call-to-action dialogue skills are developed:

♦ make a request and express readiness or refusal to fulfill it;

♦ give advice and accept or reject it;

♦ invite to action or interaction and agree or disagree, take part in it.

The volume of dialogues is up to 2 replicas from each student.

When learning to lead dialogue-exchange of views skills are developed:

Express your point of view;

Express agreement / disagreement with the point of view of the partner;

express doubt;

Express feelings, emotions (joy, chagrin).

The volume of educational dialogues is up to 2 replicas from each student.

monologue speech.

The development of monologue speech in the 6th grade provides for the mastery of the following skills:

To convey the content, the main idea of ​​what was read based on the text;

Make a message in connection with the read / listened to the text.

The volume of a monologue statement is up to 8-10 phrases.

listening

Possession of the ability to perceive a foreign text by ear provides

understanding of simple texts with different depth of penetration into their content (with

attention to the main content, with selective understanding and full understanding of the current

hundred) depending on the communicative task and the functional type of the text.

This provides for the development of skills:

♦ highlight the main idea in the text perceived by ear;

♦ choose the main facts, omitting the secondary ones;

♦ selectively understand the necessary information in messages of a pragmatic nature based on a linguistic guess, context.

6th grade students, have educational and educational value. Playing time

listening texts - up to 2 minutes.

Reading

Schoolchildren learn to read and understand texts with different depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a complete understanding of the content (learning reading); with selective understanding of the necessary or interesting information (browsing/search reading).

nouns with suffixes : -tion, -sion (collection, revision) ; (appartment) ; -eur

(ordinateur) ; -ette (bicyclette, disquette) ; - ique (gymnastique); - iste, - isme (journaliste,

tourisme); -er/- and re (boulanger / boulangerie) ; - ien/-ienne (pharmacien / pharmacienne) ; - erie

(parfumerie);

adverb with suffix –ment ;

adjectives with suffixes : - eur/-euse (heureux / heureuse) ; - ique (sympatique); - ant

(intéressant); - ain (americain); - ais (francais); - ois (chinois); - ien (parisien).

2) word combinations: noun + noun (télécarte); noun + preposition + noun (sac-à-dos); adjective + noun (cybercafé), verb + pronoun (rendez-vous), verb + noun (passe-temps), preposition + noun (sous-sol).

The grammatical side of speech

Knowledge of signs and skills of recognition and use in speech of uncommon and common simple sentences; impersonal sentences (il est intéresant); sentences with indefinite personal pronoun on ; compound sentences with unions ou, mais; complex sentences with subordinating conjunctions si, que, quand, parce que. All types of interrogative sentences. Direct word order and inversion. Interrogative adjective quel, interrogative adverb comment.

Knowledge of signs and skills of recognizing and using in speech temporary forms of the indicative mood (l 'indicatif): pr ésent, futur simple, pass é compos é, imparfait.

Knowledge of verbs conjugated in complex forms with the auxiliary verbs avoir or e tre. Possession of the conjugation features of the most common irregular verbs selected for this stage of learning (mettre, prendre, savoir, lire, voir, venir, dire, écrire, etc.); reflexive (pronominal) verbs.

The use in speech of the active and passive voice in the present tense of the indicative mood (présent de l'indicatif).

Knowledge and use in speech of special forms of feminine and plural nouns (travail - travaux), special forms of feminine and plural adjectives (belle - beau, long - longue). The use of nouns with definite, indefinite, partial, fused forms of the article. Degrees of comparison of adjectives and adverbs, special cases of their formation (bon - meilleur, bien - mieux). Adverbs in -ment.

Requirements for the level of preparation of students

Year 6 students should be able to:

- make sentences and a short monologue message with the studied lexical units;

- describe the picture

- use a dictionary;

- participate in etiquette dialogue;

- understand the speech of the teacher and classmates.

Must know:

- verb conjugations avoir, etre;

- conjugation of verbs in the present tense;

Prepositions dans, sur, sous, près de, à, en, derrière;

Conjugation of verbs aller, vouloir, pouvoir, voir, lire, écrire, apprendre in present time ;

- personal pronouns;

- adjectives;

- masculine and feminine nouns;

- formation of the negative form of the verb;

- ordinals;

- possessive adjectives;

Students should be proficient in general learning skills:

- distinguish between the main types of sentences according to intonation and the purpose of the statement;

- make mono and dialogic statements according to the model (volume up to 10 sentences);

- work with text for reading;

- write off a text in a foreign language, write out and insert words into it;

- be able to use a dictionary.

Students get acquainted with the socio-cultural elements of speech behavioral etiquette in various situations of communication in the family, at school, etc. The use of French as a means of socio-cultural development at this stage includes familiarity with:

- state symbols;

- holiday traditions;

- French words that have entered other languages;

- surnames and names of prominent Frenchmen;

- original or adapted materials from children's fairy tales;

- foreign stories, poems.

Educational and methodological support

Implementation of the program with the help of EMC "We speak and discuss", French as a second language, 2nd year of study.

1. French language textbook for educational institutions / Approved by the Ministry of Education and Science of the Russian Federation / - Moscow, "Drofa", 2011

2. Workbooks.

3. The book for the teacher.

4. Audio applications.

Online support for tutorials and additional materials

http://www. *****/

http://www. *****/

http://pedsovet. su/

· *****

http://www. *****/

Municipal Autonomous General Educational Institution

Naro-Fominsk secondary school No. 3 with in-depth study of individual subjects

I approve

Director of MAOU Naro-Fominskaya

Secondary School No. 3 SUIOP

"____" ________________2017

Compiled by:

French teachers

Planned results of mastering the subject

Personal results:

Motivation to study foreign languages ​​and the desire for self-improvement - awareness of the possibilities of self-realization by means of a foreign language;

The desire to improve their own speech culture in general;

The desire to develop such qualities as will, determination, creativity, initiative, diligence, discipline;

Striving for a better understanding of the culture of one's own people and readiness to facilitate acquaintance with it by representatives of other countries;

Tolerant attitude towards manifestations of a different culture; awareness of oneself as a citizen of one's country and the world;

Willingness to defend national and universal (humanistic, democratic) values, one's civic position.

Metasubject results:

Development of the ability to plan one's verbal and non-verbal behavior;

Development of communicative competence, including the ability to interact with others, performing various social roles;

Development of research educational activities, including the skills of working with information: search and selection of the necessary information, generalization and fixation of information;


Development of semantic reading, including the ability to determine the topic, predict the content of the text by title / keywords, highlight the main idea, main facts, omitting secondary ones, establish a logical sequence of main facts;

Implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activity in a foreign language.

Students will learn:

Plan your verbal and non-verbal behavior; - interact with others, performing different social roles; - work with information (search for the necessary information, summarize and record information); - to carry out semantic reading.

Conduct research on the subject.

Subject Results

monologue speech:

Students will learn:

Briefly speak about facts, events, using such types of speech as description, narration, message, as well as emotional and value judgments; - convey the content, the main idea of ​​the read text; - to make messages on the read (heard) text; - Express your attitude to the read (heard) text. - speak on a given topic based on key words, plan, questions.

The volume of a monologue statement is from 8 to 10 phrases, arranged in a grammatical and semantic sense.

Students will have the opportunity to learn:

speak on a given topic without using support.

Dialogic speech:

Students will learn:

lead - etiquette dialogues - up to 3 replicas from each student; - dialogue - questioning - up to 4 remarks from each student; - dialogue - motivation for action - up to 2 replicas from each student;

Students will have the opportunity to learn:

Conduct a dialogue - an exchange of views - up to 2 replicas from each student.

Listening:

Students will learn:

predict the content of the text at the beginning of the message; - understand the main content of short authentic pragmatic texts; - to select the necessary information; - determine the main theme of the text; - highlight the main facts; - ignore unfamiliar language material that does not interfere with execution speech task. The listening time of the text for listening is up to 2 minutes.

Students will have the opportunity to learn:

Understand the content of texts related to different communicative types of speech;

Students will learn:

read and understand authentic texts with different depth and accuracy of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a complete understanding of the content (learning reading); with selective understanding of the necessary or interesting/requested information (browsing/search reading).

During the introductory reading, students will learn:


Determine the topic/main idea; - highlight the main facts, omitting the secondary ones; - establish a logical sequence of the main facts of the text; - guess the meaning of individual words (based on similarity with the native language, word-formation elements, context); - use footnotes and a linguistic and cultural reference book, a dictionary.

In the course of studying reading, children will learn: - to read simple authentic and adapted texts of various types, fully and accurately understanding the text based on its information processing (analysis of individual places in the text, selective translation); - Evaluate the information received from the text, express your opinion.

Students will have the opportunity to learn:

Establish a causal relationship of facts and events of the text; - choose the necessary / interesting information by viewing one text or several short texts and use this information in further work, interpret the information received.

Students will learn:

Make various notes (shorten the text, remove unnecessary); - to plan the text; - fill in questionnaires, forms, tables; - complete the started proposals based on previously acquired knowledge; - perform lexical and grammatical exercises.

Students will have the opportunity to learn:

Complete written projects (individually and in a group).

The work program in French as a second foreign language is developed on the basis of:

Work program (grades 5-11) for educational institutions for a series of textbooks in French "In the world of French": www drofa. en

Teaching French in the 5th grade is carried out according to the textbook “French language 1st year of study. 5 cells at 2 hrs. for educational institutions:,. - 4th ed., M .: Drofa, 2016 The textbook is the main component of the educational and methodological complex in the French language and is intended for schools in which French is studied as a second foreign language. 1 hour per week (34 hours per year) is allotted for studying a second language in the MAOU secondary school No. 3 of the SUIOP
and education starts from the 5th grade.

Greeting phrases.

Conjugation of the verb of the 3rd group "to be

Numerals.

Countries and cities

Interrogative phrases

The use of prepositions. Conjugation of the verb "to live".

Dialogue training

Me, friends and school

School supplies. Indefinite articles

The use of turnover il y a

Days of the week. Calendar

Interrogative constructions

My family.

Conjugation of the verb of the 3rd group "to have". Possessive adjectives

Pets. Negative form of the verb "to have".

I am a student. Numerals from 30-80

Making up dialogues on the topic. Family

Professions

Consolidated articles

Designation of time and hours.

Conjugation of the verb "to go". Schedule.

Monologue speech on the topic of Profession

Sights of Paris

French historical figures. Using the preposition de

Ordinals

Quality adjectives

Sights of Paris. Demonstrative adjectives

me and my world

Questions for animate and inanimate nouns

Conjugation of the verb of the 3rd group "to do" and its meanings

schedule of lessons

Interrogative constructions

France and Russia

Introduction LE on the topic. France and Russia

Working with text on the topic

Learning to write a letter

Project work No. 1 "Tell me about yourself"

Project work No. 2 "Tell me about your family"

Agreed

Deputy Director for UVR

"____" __________________ 2017

Agreed

Protocol dated "____" __________________ 2017 No. ______