Personal results in English language techniques. Personal results of teaching a foreign language at school

DEPARTMENT OF EDUCATION AND YOUTH POLICY OF THE ADMINISTRATION OF THE MUNICIPALITY OF THE CITY OF RADUZHNY

MUNICIPAL BUDGET

GENERAL EDUCATIONAL INSTITUTION

“SEVERAGE SCHOOL №4”

FINAL SUMMARY

LISTENERS OF PROFESSIONAL DEVELOPMENT

FOREIGN LANGUAGE TEACHERS

“Subject results of teaching a foreign language in elementary school. Mastering systemic language knowledge and ideas”

Completed by: Kuznetsova Natalya Anatolyevna

Teacher of English language

Rainbow

2013

Introduction 3
Requirements for learning outcomes according to GEF IEO 4
System-activity approach as the basis of GEF IEO 4-5
The goals of learning a foreign language in elementary school. 5
Subject results. 6-7
Subject results in various fields. 7-10
Communication skills by types of speech activity 10-12
Conclusion 12
References 13

I Introduction

"The great goal of education is not knowledge, but action"

Gerber Spencer

The federal state educational standard for primary general education is a set of requirements that are mandatory for the implementation of the main educational program primary general education by educational institutions with state accreditation.

The Federal State Educational Standards for Primary General Education were approved by order of the Ministry of Education and Science in 2009.

Since September 2011, the introduction of the Federal State Educational Standards for Primary General Education has become mandatory in all educational institutions Russian Federation.

Since September 2012, teaching a foreign language according to the new standard began in the 2nd grade. It is quite obvious that the role of the subject "Foreign Language" in modern society is increasing, value orientations, arises new system assessment of the achievement of the planned results of students elementary school. All these features of the Federal State Educational Standard require certain changes to be made to the organization of teaching a foreign language.

II. Requirements for the results of students according to the GEF IEO

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education.

Personal Outcomes include the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes students. They reflect their individual-personal positions, social competencies, personal qualities, and the formation of the foundations of civic identity.

Metasubject Resultsinclude the mastering by students of universal learning activities (cognitive, regulatory and communicative) that ensure the mastery of key competencies that form the basis of the ability to learn, andinterdisciplinary concepts.

Subject Resultsinclude the development by students in the course of studying the subject of the experience of specific activity for this subject area to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie modern scientific picture peace.

System-activity approach as the basis of the GEF IEO

The basis of the Federal State Educational Standard of Primary General Education issystem-activity approach, which involves: recognition of the essential role of active educational and cognitive activity of students on the basis of universal ways of knowing and transforming the world, the content of education and ways of organizing educational activities and cooperation in achieving the goals of personal, social and cognitive development students.

One cannot but agree that the subject "Foreign language" isactivity character, which corresponds to the nature of a younger student who perceives the world holistically, emotionally and actively. This allows you to include foreign language speech activity in other activities characteristic of a child of this age (playing, cognitive, artistic, aesthetic, etc.) and makes it possible to make various connections with subjects studied in elementary school and form general educational skills and abilities, which are interdisciplinary in nature. Therefore, the result of the work of a foreign language teacher cannot be evaluated in isolation.The elementary school graduate model is the result of the work of the entire team of elementary school teachers.

The federal state educational standard of primary general education of the second generation and new exemplary programs fix the line on early education, what

will positively affect the development of not only foreign language communicative competence, but also the general communicative competence of students,
and will also allow you to achieve higher personal and metasubject results learning.

III. The goals of learning a foreign language in elementary school

The goals of learning a foreign language in elementary school:

developing the ability to communicatein English at an elementary level, taking into account the speech capabilities and needs of younger students in oral (listening and speaking) and written (reading and writing) forms;

development of speech, intellectual and cognitive abilitiesjunior schoolchildren, as well as their general educational skills; development of motivation for further mastery of a foreign language;

Education and versatile development of the youngerstudent by means of a foreign language.

V. Subject Results

Subject Resultsmastering the basic educationalprograms of primary general education, taking into account the specifics of the content of subject areas, including specific academic subjects, should reflect:

Foreign language:

acquisition of initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of verbal and non-verbal behavior;
mastering the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, expanding the linguistic horizons;
the formation of a friendly attitude and tolerance towards speakers of another language based on acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction.

In accordance with the Exemplary Program in a Foreign Language, developed within the framework of the second generation standards,subject resultsdivided into 5 areas:communicative, cognitive, value-oriented, aesthetic, labor.Subject Planned Resultsin the field of communicationare represented by two blocks allocated on the following grounds:

"The graduate will learn"(productive level) includes planned results characterizing learning activities necessary for further education and corresponding to the basic system of knowledge, skills and competencies. The basic system of knowledge is determined taking into account their significance for solving the main problems of education at this level, the basic nature of the material being studied for subsequent training, and also taking into account the principle of realism, the potential possibility of their achievement by the majority of students. In other words, this group includesa system of such knowledge, skills, learning activities that, firstly, are fundamentally necessary for successful learning and, secondly, in the presence of a special purposeful work of the teacher, in principle can be achievedthe vast majority of children.The achievement of the planned results of this block is the subject of the final assessment of primary school graduates and corresponds tobase level.

"The graduate will have the opportunity to learn" (receptive level) reflects the planned results that characterize educational activities in relation to knowledge, skills, expanding and deepening the support system and acting as propaedeutics ( basic course, preceding a deeper study of the subject) to develop the interests and abilities of students within the zone of proximal development. Achievement of the planned results related to this block, is not final assessment. This does not detract from their role in assessing educational institutions in terms of the quality of educational services provided, guaranteed by the Federal State Educational Standard, and their significance for the formation of personal and meta-subject results.

Thus, a tiered approach to subject results significantly affects the organization of teaching a foreign language, which will allow the teacher to plan his activities taking into account the abilities and level of learning of children based on the principle of differentiation and individualization of education.

VI. Subject results in various fields

Substantive resultslearning a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.

In the communicative sphere (i.e. in proficiency in English as a means of communication)

Speech competencein the following types of speech activity:

Speaking:

Conduct an elementary etiquette dialogue in a limited range of typical communication situations; dialogue-questioning (question-answer) and dialogue-motivation to action;

To be able to tell at an elementary level about yourself, family, friend, describe an object, a picture; briefly describe the character.

Listening:

- understand by ear the speech of the teacher and classmates, the main content of small accessible texts in audio recordings, built on the studied language material;

Written speech:

Master the technique of writing;

Write based on a sample holiday greeting and a short personal letter.

Language competence (proficiency in language means):

Adequate pronunciation and aural distinction of all sounds of the English language; maintaining the correct stress in words and phrases;

Compliance with the features of intonation of the main types of sentences;

Application of the basic rules of reading and spelling learned in the elementary school course;

Recognition and use in speech of the lexical units (words, phrases, evaluative vocabulary, speech clichés) and grammatical phenomena studied in the elementary school course.

Sociocultural awareness:

Knowledge of the names of the countries of the language being studied, some literary characters famous children's works, plots of some popular fairy tales written in the language being studied, small works of children's folklore (poems, songs); knowledge of the elementary norms of speech and non-verbal behavior adopted in the country of the language being studied.

In the field of knowledge:

Ability to compare linguistic phenomena of native and foreign languages at the level of individual sounds of letters, words, phrases, simple sentences;

The ability to act according to the model when performing exercises and compiling one's own statements within the subject of elementary school;

Improving the methods of working with text based on the skills acquired in the classroom mother tongue(predict the content of the text by title, illustrations, etc.)

Ability to use reference material, presented in a form accessible to this age (rules, tables);

Ability to carry out self-observation and self-assessment in available junior schoolchild limits;

In the value-oriented area:

understanding of the language being studied as a means of expressing thoughts, feelings, emotions;
familiarization with the cultural values of another people through the works of children's folklore, through direct participation in tourist trips.

In the aesthetic field:

possession of elementary means of expressing feelings and emotions in English;
development of a sense of beauty in the process of getting acquainted with samples of accessible children's literature.

In the labor field:

Ability to follow the planned plan in their educational work.

VII. Communication skills by types of speech activity

In the process of mastering the English language, students will developcommunication skillsby types of speech activity.

in speaking The student must learn:

conduct and maintain an elementary etiquette dialogue;
briefly describe and characterize an object, picture, character;
talk about yourself, your family (within the subject of the first year of study);
reproduce by heart small works of children's folklore: rhymes, poems, songs;
express their attitude towards what they have read/heard.

In listening The student must learn:

understand by ear the speech of the teacher on the conduct of the lesson; connected statements of the teacher, built on familiar material and containing some unfamiliar words; statements of classmates;
understand the basic information heard (both in direct communication and in the perception of audio recordings);
extract specific information from what they hear;
respond verbally or non-verbally to what is heard;
understand different types of text by ear (short dialogues, descriptions, rhymes, songs).

In reading the student must master the technique of reading, i.e. learn to read:

with the help of (learned) reading rules and with correct word stress;
simple sentences with the correct logical and phrasal stress;
the main communicative types of sentences (narrative, interrogative, incentive);
small texts with different strategies to ensure understanding of the main idea of the text, full understanding of the text and understanding of the necessary information.

He must also learn

read and understand the content of the text at the level of meaning and answer questions about the content of the text; determine values by analogy with the native language or illustrative clarity;
use reference materials (English-Russian dictionary) using knowledge of the alphabet and transcription;
read and understand texts written in different types of fonts;
read simple common sentences with the appropriate rhythmic and intonational design with homogeneous members;

In a letter the student will learn:

write off correctly;
perform lexical and grammatical exercises;
make captions for drawings;
write postcards, congratulations on holidays and birthdays;

Language tools and skills to use them

Graphics, calligraphy and spelling

The student must learn:

recognize words written in different fonts;
distinguish letters from transcription marks;
read words by transcription;
use the English alphabet;
write all letters English alphabet and basic letter combinations (semiprinted font);
write beautifully (master the skills of English calligraphy);
write correctly (master the basic rules of spelling);
write transcription marks;
group words according to the learned reading rules;
use a dictionary to clarify the spelling of a word.

Phonetic side of speech

The student must learn:

distinguish by ear and adequately pronounce all the sounds of the English language;

observe the norms of pronunciation of sounds of the English language in reading aloud and oral speech(longitude and shortness of vowels, no stunning of voiced consonants at the end of words, no softening of consonants before vowels);
recognize cases of using the binder “r” and use them in speech;
observe the correct stress in an isolated word, phrase;

understand and use logical stress in a phrase, sentence.

Conclusion

Based on the foregoing, we can conclude that the Federal State Educational Standard of Primary General Education, Sample program elementary general education gives a certain idea of what the subject results of teaching a foreign language in primary school need to be formed. During the implementation of this program, a system for assessing the achievement of the planned results of mastering the main educational program is used. The object of assessment of subject results is the ability of students to solve educational and cognitive and educational and practical tasks using means relevant to the content of a given academic subject, including on the basis of meta-subject actions. M. Montaigne once said: “A well-organized brain costs more than a well-filled brain,” and one cannot but agree with this.

Bibliography

Federal State Educational Standard of Primary General Education: text with amendments and additions for 2011 / Ministry of Education and Science of the Russian Federation. - M .: Education, 2011. - 48s. – (Standards of the second generation).
Exemplary programs of primary general education. At 2 pm, Part 2. - M .: Education, 2009. - (Second Generation Standards Series).
Federal State Educational Standard for Basic General Education. /Ministry of Education and Science of the Russian Federation. - M .: Education, 2011. - 48s. – (Standards of the second generation).
http://www.standart.edu.ru
http://www.nachalka.seminfo.ru/
http://www.u.wikipedia.org/wiki/%CF%F0%EE%EF%E5%E4%E5%E2%F2%E8%EA%E0

Paragraph 1 of Article 7 of the Law of the Russian Federation "On Education" (Bulletin of the Congress of People's Deputies of the Russian Federation and the Supreme Council of the Russian Federation, 1992, No. 30, Art. 1797; Collection of Legislation of the Russian Federation, 1996, No. 3, Art. 150; 2007, No. 49, article 6070)

Planned subject results of mastering the program of primary education in English

The study of a foreign language will contribute to the formation of a communicative culture of schoolchildren, their general speech development, broadening their horizons, educating feelings and emotions.

As a result of learning English, younger students will acquireelementary communicative competence, those. the ability and willingness to communicate with native speakers, taking into account their speech capabilities and needs in various forms: oral (speaking and listening) and written (reading a letter).

Younger students will expand their linguistic horizons, they will master the initial linguistic representations that are available to them and necessary for mastering oral and written speech in English at an elementary level.

In the process of participating in simulated situations of communication, role playing, in the course of mastering the language material of the English language, younger students will develop speech, intellectual and cognitive abilities, personal qualities, attention, thinking, memory and imagination.

Along with mastering the rules of verbal and non-verbal behavior in the process of getting to know the life of their English-speaking peers, with children's folklore and accessible samples of children's fiction, younger students will acquire a sense of belonging to a universal children's culture, a friendly attitude and tolerance towards representatives of other countries.

listening

The graduate will learn:

understand by ear the speech of the teacher and classmates with direct

communication and verbally / non-verbally respond to what they hear;

perceive by ear in an audio recording the basic information from messages, stories, fairy tales, built mainly on familiar language material.

listen to the audio text and fully understand the information contained in it;

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

Section "Linguistic means and skills of operating with them"

Graphics, calligraphy, spelling

The graduate will learn:

use the English alphabet, know the sequence of letters in it;

reproduce graphically and calligraphically correctly all letters of the English alphabet (semi-printed spelling of letters, letter combinations, words);

apply the basic rules of reading and spelling, read and write the learned words of the English language;

distinguish letters from transcription marks.

The graduate will have the opportunity to learn:

compare and analyze letter combinations of the English language and their transcription;

group words according to the learned reading rules;

check the spelling of the word according to the dictionary of the textbook.

Phonetic side of speech

The graduate will learn:

to distinguish by ear and adequately pronounce all the sounds of the English language,

observing the norms of pronunciation of sounds;

observe the correct stress in an isolated word, phrase;

distinguish communicative types of sentences by intonation;

correctly pronounce sentences in terms of their rhythmic intonation features.

The graduate will have the opportunity to learn:

recognize binder use casesrand observe them in speech;

observe the intonation of the enumeration;

observe the rule of no stress on functional words (articles, conjunctions, prepositions);

The lexical side of speech

The graduate will learn:

learn in writing and oral text studied lexical units, including phrases, within the subject of elementary school;

operate in the process of communication with active vocabulary in accordance with the communicative task.

The graduate will have the opportunity to learn:

recognize simple word-formation elements;

rely on language guessing in the process of reading and listening

(international and compound words).

The grammatical side of speech

The graduate will learn:

recognize and use in speech the main communicative types of sentences;

recognize and use studied nouns with a definite / indefinite / zero article in speech; verbs inpresent, Past, FutureSimple; modal verbscan, may, must; personal, possessive and demonstrative pronouns; studied adjectives in positive, comparative and superlative degrees; quantitative (up to 100) and ordinal (up to 20) numerals; the most common prepositions for expressing temporal and spatial relationships.

The graduate will have the opportunity to learn:

recognize compound sentences with conjunctionsand and but;

use impersonal sentences in speechItscold. It's 5 o clock. It's interesting proposals with design there is / there are;

use indefinite pronouns in speechsome, any(some usages:CanIhavesometea? Is there any milk in the fridge? - No, there isn't , t any);

form adjectives in comparative and superlative degrees according to the rule and use them in speech;

recognize in the text and differentiate words according to certain

features (nouns, adjectives, modal / semantic verbs).

The content of the subject

general characteristics subject. Foreign language (FL) along with Russian and literary reading belongs to the subject area "Philology". Currently, the teaching of a foreign language is considered as one of the priority areas for the modernization of modern school education, which is due to a number of reasons.

The social status of a "foreign language" as an academic subject has changed radically. Civilizational changes on a planetary scale (globalization, multiculturalism, informatization, interdependence of countries and cultures) in conjunction with the changes that have occurred in recent decades within the country (changes in socio-economic and political foundations Russian state, openness and internationalization of all spheres of public life, expansion of opportunities for international and intercultural communication, the need for integration into the world community), have led to an increase in the role of a foreign language in the life of an individual, society and the state. From a subject that had no real application and was in the minds of students in one of the last places in terms of importance, FL has turned into a tool that is really in demand by the individual, society and the state.

It became obvious that the existence and successful development modern society is possible only with a certain level of foreign language literacy of its members. Foreign language literacy contributes to:

increasing the competitiveness of the state, restructuring the economy within the country (the biggest barrier in the implementation of joint international projects, the creation of joint ventures is linguistic and cultural);

entry, integration of the state into the world economic and cultural community;

access to the information "universe" and the latest information technologies.

Foreign language literacy in the current conditions should be considered as an economic category. Integrating with technical sciences, material production, it turns into a direct productive force.

The role of a foreign language as an academic subject is also increasing in connection with the introduction of GEF-2, "where the development of the student's personality on the basis of universal educational activities, knowledge and development of the world constitute the goal and main result of education." The transition from the knowledge paradigm to the educational paradigm makes the huge educational potential of the subject "foreign language" especially in demand. "Foreign language" is truly unique in its educational opportunities and is able to make a special contribution to the main result of education - the upbringing of a citizen of Russia.

IA is the most important means of educational influence on the personality. Being a part, an instrument of culture, FL forms a person's personality through the vision of the world embedded in the language, mentality, attitude towards people, etc., that is, through the culture of the people using this language as a means of communication.

A foreign language provides direct access to the vast spiritual wealth of another nation, raises the level of a student's humanitarian education, and contributes to future entry into the world community by fostering respect for other cultures. Acquaintance with the culture of the people (peoples) of the language being studied contributes to a deeper understanding of their native culture, the education of patriotism and internationalism. Knowledge of a foreign language and culture removes barriers of mistrust, makes it possible to carry and spread one's culture, create a positive image of one's country abroad.

Schoolchildren master rational methods of studying a foreign language and universal learning activities (UUD): use various dictionaries and other reference books, find information on the Internet, use electronic educational resources, navigate the information and educational environment, etc.

Intercultural communication training contributes to:

active life position students. In the foreign language lessons, they get the opportunity to discuss actual problems and events, their own actions and the actions of their peers, learn to express their attitude to what is happening, justify their own opinion. All this facilitates their further socialization;

development of communicative culture. Schoolchildren learn communication techniques, master speech etiquette, strategies and tactics of dialogic and group communication, learn to be polite, friendly speech partners;

general speech development of students. They learn to be more conscious and attentive to the choice of ways and means to express their thoughts, improve the ability to plan their speech behavior, set and solve communicative tasks, develop the ability to adequately use the available speech and non-verbal means of communication;

fostering an attentive attitude to the text, forming a thoughtful reader - a quality inherent in every cultured person;

expanding the philological horizons through awareness of the peculiarities of one's thinking. Based on the comparison of a foreign language with a native one, it becomes clear that there are different ways of expressing and formulating thoughts.

The study of FL makes a significant contribution to the culture of mental work. "Foreign language" as a subject prepares students for successful socialization after graduation educational institution, teaches to successfully build relationships with other people, work in a group and team. The ability to communicate in a foreign language has become today one of the conditions for the professional competence of a specialist, since knowledge of a foreign language can significantly affect his educational and self-educational opportunities, choice of profession and career prospects.

The educational aspect is aimed at achieving the subject results of general primary education. The content of the educational aspect is communicative skills by types of speech activity and language tools and skills to use them.

The textbooks use an integrated approach, i. interconnected training in all types of speech activity.

Communication skills by types of speech activity

speaking.

Education dialogical form speeches aimed at developing students' ability to conduct a dialogue of an etiquette nature, a dialogue-questioning, a dialogue-exchange of opinions, a dialogue-an incentive to action and mastering various speech functions for this; and learningmonologic form of speech – to develop the ability to use the main communicative types of speech: description, message, story, characterization, expression relations. Monologue and dialogic forms of speech are taught to students with the help of statements according to samples. In grades 3 and 4, the final lessons of each cycle are devoted to the development of monologic and dialogic forms of communication. The exercises in these lessons are aimed at transforming and combining the material learned in previous lessons in new situations. Supports are offered to students depending on their level of readiness. Filed under“ Pair work ”, “ group work ”, “ Role play ” Students learn to work in pairs and groups.

The specific content of teaching dialogic and monologic forms of speech in elementary school is presented in Table No. 5.

AT listening Students learn to perceive and understand by ear the speech of the teacher, classmates. For the formation of listening skills in the Textbook, in the Workbook and in the Book for the teacher, sets of exercises are given (headings“ Follow the leader ”, “ Foley artist ”, “Learn to listen and hear”, “ Let ’ s Sing !” ). Students also learn to understand by ear the content of different types of texts, corresponding to the age and interests of students, read by native speakers with different strategies: full understanding of what they heard, understanding the main content of what they heard; selection and understanding of the necessary information from audio texts. Specific objectives for teaching listening are listed for each lesson in the Teacher's Books.

In reading students learn to read and learn to readdifferent types of texts in order to understand the main content, in order to extract specific information and for the purpose complete understanding of the contentExercises under headings"Learn to read", "Signs and sounds", "Letters and sounds" (Grade 2) teach children to read aloud from transcription, introduce the rules for reading consonants, develop the ability for visual differentiation. Filed under“ Reading rules ” (grades 3 and 4) there is a formation and improvement of reading skills according to the rules.

In grades 3 and 4, three main types of reading are taught: with a general coverage of the content, with a complete reading comprehension, with the extraction of specific information. The development of reading skills is carried out in special lessons“ Reading Lessons ” developed in the Book for reading, which are held in the classroom under the guidance of a teacher. The lesson uses exercises aimed at developing certain reading skills, such as: the ability to work with a dictionary (heading“ Using a dictionary ” ), determine the main idea of the text, build a sequence of events, actions and isolate the main and secondary sentences in paragraphs, etc.

The specific content of learning to read in each cycle is indicated in the lesson goals and thematic maps in the section“Reading” Books for the teacher.

AT letter students master calligraphy and spelling, use writing as a means of mastering other types of speech activity; master the basics writing(writing based on a sample of congratulations on the holiday, a short personal letter). To master the skills of calligraphy, spelling, as well as to develop writing skills in the Textbook and Workbook, exercises are given under the headings "Learn to write correctly words for Frederick ”(Grade 2),“ Write it right ”, “ All About Me ”, “ In your Culture ” (2, 3, 4 classes). Performing entertaining developmental tasks in "Recipes" (Grade 2), students not only learn to write the letters of the English alphabet correctly, but also become participants in funny stories, get acquainted with fairy tale characters children's English literature.

For the development of imagination and teaching the beginnings of a coherent written statement, a rubric has been allocated in the Textbook“ My Friend ” (grade 2).

The last pages in the Workbooks are reserved for the section“ All About Me ” in which students learn to write about themselves, their family, friends, city, etc. in writing. (within the subject of elementary school). Specific writing objectives are listed for each lesson in the Teacher's Books.

Language means and skills to use them.

Graphics, calligraphy, spelling. Letters of the English alphabet. Basic letter combinations. Sound correspondences. Transcription marks. Apostrophe. Basic rules of calligraphy. Basic spelling rules.

Phonetic side of speech . Listening to the sounds of the English language. Compliance with the norms of pronunciation of the sounds of the English language: compliance with the longitude and brevity of vowels, the absence of stunning voiced consonants at the end of words, the absence of softening consonants before vowels, distinguishing and using a binder “r” (thereis/ thereare). Word stress. The division of sentences into semantic groups. Logical and phrasal stress. Rhythmic and intonational design of the main communicative types of sentences: narrative (affirmative and negative), interrogative (general and special question), incentive, exclamatory, as well as sentences with homogeneous members (enumeration intonation).

When learning pronunciation side of speech exercises are used, placed in the headings“Learn to listen and hear”, “ Follow the leader ”, “ Let ’ s Sing !”, “ Foley artist ” , as well as reading poems and rhymes to the soundtrack.

The lexical side of speech

When learning lexical side of speech students are presented with 792 lexical units intended for receptive and productive mastering and serving situations of communication within the subject of elementary school: individual words; stable phrases; cliché remarks corresponding to the speech etiquette of English-speaking countries; international words, phrasal verbs; evaluative vocabulary; classroom vocabulary, speech functions; ways of word formation (affixation - suffixes and prefixes, word formation, conversion). In UMK "English2-4” redundancy rule is used speech material, according to which lexical units are supplied in abundance for teaching speaking, and when solving a communicative task, each student is given the opportunity to choose speech means in accordance with their individual characteristics. Thus, each student can form an individual productive stock of lexical units.

The content of foreign language education in elementary school.

The authors consider FL as an "educational discipline", which has a huge potential that can make a significant contribution to the formation of a person as a citizen of Russia and individuality.

This Working programm created on the basis of modern scientific concept foreign language education "Development of individuality in the dialogue of cultures".

According to this concept, the process in which the student finds himself is considered as the process of foreign language education. Foreign language education acts as a means to achieve the ultimate goal - the development of the student as an individual, ready and able to conduct a dialogue of cultures. Primary general education lays the foundation for this readiness and ability. The process of foreign language education includes four interrelated and interdependent aspects:

- knowledge which is aimed at mastering cultural content (knowledge of a foreign culture and the ability to use it in a dialogue with the native culture);

- development which is aimed at mastering the psychological content (the ability for cognitive, transformative, emotional and evaluative activities, the development of language abilities, mental functions and mental operations, the development of the motivational sphere, the formation of special educational skills and universal educational activities);

- upbringing , which is aimed at mastering the pedagogical content, i.e. spiritual values of native and world cultures);

- doctrine which is aimed at mastering social content, social in the sense that speech skills (speaking, reading, listening, writing) are acquired as a means of communication in society.

CThe content of the educational discipline "foreign language" is a foreign language culture as an integrative spiritual essence, assigned to students in the process of functioning of all four aspects of foreign language education - cognitive, developing, educational, educational.

The leaders at the initial stage aredevelopmental and educational aspects which are based on cognitive and educational. This is possible thanks to a certain strategy, expressed by the formula "culture through language, language through culture". This strategy means the appropriation of cultural facts in the process of using the language (types of speech activity as means of communication) and language acquisition (types of speech activity as means of communication) based on the appropriation of cultural facts. This strategy reorients education from knowledge-centric to culturally spiritual development students in accordance with the national educational ideal.

Culture as a system of values is the content of education, mastering which, the student becomes a spiritual person.

Mastering the facts of a foreign culture occurs in the process of their constant dialogue with their native culture, due to which the student's status as a subject of his native culture is raised, a sense of patriotism is brought up, and a citizen of Russia is formed.

This course implements the main methodological principles of communicative foreign language education:

The principle of mastering a foreign language culture through communication.

The principle of complexity.

The principle of speech-thinking activity and independence.

The principle of individualization of the education process.

The principle of functionality.

The principle of situationality.

The principle of novelty.

This course uses educational technology, which is based on an effective mechanism for its implementation, namely, truly humanistic communication, which makes the process of primary foreign language education effective. In fact, the process of foreign language education is a model of the communication process, in which the teacher and the student act as personally equal speech partners. Such communication serves as a channel of knowledge, a means of development, an instrument of education and an environment for learning. It provides the birth of the personal meaning of the student's activity, since it is built on a dialogue in which everything is projected onto his personality, satisfies his interests, is built on respect for his personality, attention to it, on the desire to cooperate and help in mastering a foreign language culture, a culture of mental labor, projected on long-term results. All this lays the foundations for a real dialogue of cultures.

In addition, the proposed course contains the necessary tools that can remove the objectively existing contradictions of the educational process:

Between the desire of adults to introduce the child to the study of a foreign language as early as possible and the absence of a real need for younger students to master foreign language communication;

Between expecting a child to master FL quickly and easily and having to work long and hard;

Between the collective form of education and the individual nature of the process of mastering a foreign language;

Between the need to be able to learn and the lack of general educational and special educational skills in students that ensure the successful mastery of a foreign language;

Between the individual character of the student's speech and a single textbook for all.

Subject content of speech

The subject content of speech is realized in the educational, developmental, cognitive (sociocultural) and educational aspects of a foreign culture.

I and my family. Family members, their names, age, professions, character traits. Responsibilities of family members and their relationships. Favorite activities of family members. Family holidays and traditions. Present. Joint pastime. Vacation with family. Housework and gardening. Purchases. Favorite food.

My day. Schedule. Lessons on weekdays and weekends.

My house. House / apartment: rooms and pieces of furniture and interior. My room.

Me and my friends. Acquaintance. Greeting, farewell. My friends: character traits, appearance, clothes, what they can do, games together, favorite activities. Letter to a foreign friend.

The world of my hobbies. Favorite games and activities. Toys, songs, books. Winter and summer sports, various sports activities.

My school. Cool room. School supplies. Academic subjects. Daily routine at school. Classes for children in the classroom and at recess. School fairs. Vacation. Activities for children during the holidays. Summer camp.

The world around me. Pets and their care. Favorite animals. Animals in the circus, on the farm and in the zoo.

Weather. Seasons. Travels. Favorite time of year. Weather: classes in different weather. Family travel. Types of transport.

Country/countries of the language being studied and home country. Names of continents, countries and cities. Attractions. Capital Cities. National holidays and traditions. My city/village: public places, places of rest.

Literary works, animated films and television programs. Fairy tale characters, heroes of children's poems, fairy tales and stories, heroes of ethnic legends, character traits, what they can do, favorite activities.

Some forms of speech and non-speech etiquette of the countries of the language being studied (at school, on the street, while spending time together).

The distribution of the subject content of speech by years of study, indicating the approximate number of hours allocated in each class to study a particular topic, is presented in Table No. 1.

Table number 1.

Distribution of subject content by years of study.

Me and my friends. (24 hours)

Acquaintance.

My friends, what can they do? Joint games, favorite activities. Acquaintance with peers and adults, greeting, farewell. (13 hours)

My best friends. Character traits. Appearance, clothes. Joint games and activities.

Letter to a foreign friend. (8 hours)

Letter to a foreign friend. (3 hours)

The world of my hobbies. (7 p.m.)

Toys, songs. Favorite games and activities. Winter and summer sports, various sports activities. (9 hours)

Toys, songs, books. Favorite games and activities. Computer games. Walk in the park, zoo. (8 hours)

Toy shop. (2 hours)

My school. (2 pm)

Summer camp. Classes in it, classes for children in the summer. (2 hours)

Cool room. School supplies. Academic subjects. Daily routine at school. Children's activities in the classroom and

during break. School fairs. (12 o'clock)

Continuation of Table No. 1.

Favorite animals.

Pets and their care. (10 hours)

Animals, description of animals. Animals in the circus, on the farm and in the zoo. (8 hours)

Weather. Seasons. Travels. (7 p.m.)

Types of transport. (2 hours)

Favorite time of year. Weather: classes in different weather. (8 hours)

Traveling in the countries of the language being studied/native country. (9 hours)

Country/countries of the language being studied and home country. (35 hours)

Names of continents, countries and cities. Description of the area.

Attractions: sculptures of fairy-tale heroes.

National holiday (Thanksgiving Day). Christmas and New Year: heroes of the Christmas and New Year holidays, their character traits and favorite activities, New Year's costumes.

Native Americans and their household items. (3 pm)

Capital Cities. City and countryside, public places, description of the area. Favorite places in the city. Sights of the countries of the studied language and native country. Holidays: children's parties, Friendship Day, birthday, Christmas and New Year: preparation and celebration, fancy dress. (12 o'clock)

My city/village: public places, places of rest. Entertainment in the city. Sights of the countries of the studied language and native country. (8 hours)

Literary works, animated films, television programs and their characters * .

Fairy animals, heroes of children's poems and fairy tales, heroes of ethnic legends, computer characters, their character traits, what they can do, their favorite activities.

Heroes of fairy tales and literary works for children.

Heroes of literary works for children.

* Acquaintance with the characters of literary works, animated films, television programs takes place within the framework of the proposed topic.

The volume of the vocabulary of students to be mastered in primary school is presented in Table No. 2.

Table number 2.

The volume of the vocabulary of students to be mastered in elementary school.

Vocabulary

Primary School

WMC English-2

WMC “English-3”

WMC English-4

Total

Productive

2 45

147

152

5 44

Receptive

127

248

General vocabulary

2 74

239

279

792

Educational and methodological support

Book for the teacher: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. English: A book for the teacher to the English textbook for grade 2 educational institutions. - Moscow: Education, 2012.

Textbook: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. English: a textbook for grade 2. educational institutions. - 2nd ed., - Moscow: Education, 2012.

Workbook for a textbook for the 2nd grade of educational institutions: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. - 2nd ed., - Moscow: Education, 2012.

Control tasks for elementary school (grades 2-4): Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. English: - 2nd ed., - Moscow: Education, 2012.

Copybooks: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. English: copybooks for the English textbook for the 2nd grade of educational institutions. - Moscow: Education, 2012.

Logistics

Federal State Educational Standard of Primary General Education

Work program of primary general education in a foreign language

Educational kits(textbooks, workbooks) in English recommended or approved for use in educational process

Control and measuring materials by language

Bilingual dictionaries

Books for the teacher ( guidelines to UMK)

Alphabet (wall chart)

1.8

Grammar tables to the main sections of the grammatical material contained in the standards for each level of education

1.9

Audio recordings for teaching materials that are used to learn a foreign language

1. 10

TCO

Personal, meta-subject, subject results of mastering the English language
The Federal State Educational Standard of Primary General Education establishes requirements for the results of students who have mastered the 2nd grade program at three levels - personal, meta-subject and subject.

Personal Outcomes

to form an idea of the English language as a means of establishing mutual understanding with representatives of other peoples, in learning new things, as a means of adaptation in a foreign language environment;
to form a respectful attitude to a different opinion, to the culture of other peoples;
to form a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in English-speaking countries, with children's folklore and accessible samples of children's fiction;
develop independence, purposefulness, goodwill, emotional and moral responsiveness, understanding the feelings of other people, observing the norms of speech and non-speech etiquette;
understand something new for a student social role the student, to form a stable motivation for mastering a foreign language;
develop skills of cooperation with the teacher, other adults and peers in different situations of communication in the process joint activities, including design;
to form installations for a safe, healthy lifestyle

Metasubject Results

accept the tasks of educational and communicative activities, including those of a creative nature, search for a solution to the problem, for example, select adequate language means in the process of communication in English;
plan, perform and evaluate their learning / communication activities in accordance with the task and the conditions for its implementation;
understand the reasons for the failure of educational activities and act based on the learned rule/algorithm in order to achieve success;
use sign-symbolic means of presenting information to create models of the objects under study;
use language and means information technologies to solve communicative and cognitive tasks;
use various methods of information search in accordance with the communicative/cognitive task being solved;
analyze, compare, generalize, classify, group linguistic information according to individual characteristics at the level of sound, letters, words, sentences;
own basic grammatical concepts that reflect significant connections and relationships;
transfer, record information in a table;
rely on a linguistic guess in the process of reading / listening to texts in English;
possess the skills of semantic reading of texts of different styles and genres in accordance with the goals and communicative tasks (with an understanding of the main content, with a full understanding);
consciously build a speech statement in accordance with the objectives of communication in oral and written form;
listen and hear the interlocutor, conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own, agree on the distribution of roles in the process of joint activities;
exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others:
work in the material and information environment: to use in a complex way different components of the teaching materials (textbook, workbook, audio application), a training computer program.

Subject Results

Communicative competence(proficiency in a foreign language as a means of communication)

speaking

The student will learn:

participate in elementary dialogues: etiquette, questioning dialogue;
write a short description of an object, animal, character;
talk briefly about yourself, your family, a friend

participate in an etiquette dialogue: greet and respond to a greeting, say goodbye, express gratitude, dialogue - questioning (question the interlocutor and answer his questions), motivational dialogue: give orders, offer to do something together;
make up brief description friend, character of the read work;
recite poems, songs, rhymes by heart.

listening

The student will learn:

distinguish by ear sounds, sound combinations, words, sentences of the English language;
distinguish by ear intonation and emotional coloring of phrases;
perceive and understand the speech of the teacher and classmates in the process of dialogical communication in the classroom and verbally / non-verbally respond to what they hear;
perceive by ear and understand based on clarity (illustrations) small messages built on familiar lexical and grammatical material.

The student will have the opportunity to learn:

perceive by ear an audio text built on familiar language material and fully understand the information contained in it;
use contextual or textual guessing when listening to texts containing some unfamiliar words.

Reading

The student will learn:

correlate the graphic image of the word with its sound image;
read expressively aloud small texts containing only the studied language material, observing the rules of pronunciation and appropriate intonation;
read silently and understand fully educational texts containing only the studied language material.

The student will have the opportunity to learn:

read and understand simple texts and find necessary or interesting information in them;
do not pay attention to unfamiliar words that do not interfere with understanding the main content of the text.

Letter

The student will learn:

write the letters of the English alphabet in semi-printed font;
write off the text;
write out words, phrases and sentences from the text;
fill in the table according to the model;
sign pictures.

The student will have the opportunity to learn:

give short answers in writing;
fill out a simple questionnaire.

1.2. Language competence(proficiency in language means)

Graphics, calligraphy, spelling

I.will learn:

use the English alphabet, know the sequence of letters in it;
reproduce graphically and calligraphically correctly all English letters alphabet (semi-printed writing of letters, words);
find and compare (in the scope of the course content) such language units as sound, letter, word;
apply the basic rules of reading and spelling learned in grade 2 to distinguish between letters and transcription marks.

II.:

compare and analyze letter combinations of the English language and their transcription;

group words according to the learned reading rules;
check the spelling of the word according to the dictionary of the textbook.

Phonetic side of speech

I.will learn:

adequately pronounce and distinguish by ear all the sounds of the English language;
observe the rules of pronunciation of sounds;
observe the correct stress in isolated words and phrases;
observe the features of intonation of the main types of sentences;
correctly pronounce sentences in terms of their rhythmic and intonational features.

II.will have the opportunity to learn:

recognize cases of using the binder "r" and observe them in speech;
observe the intonation of the enumeration;
observe the rule of no stress on functional words (articles, conjunctions, prepositions);

read the studied words by transcription;
write a transcription of individual sounds, combinations of sounds according to the model.

The lexical side of speech

I.will learn:

to recognize and use in speech the lexical units (words, phrases, evaluative vocabulary, speech clichés) studied within the scope of elementary school, observing lexical norms;
operate in the process of communication with active vocabulary in accordance with the communicative task.

II.will have the opportunity to learn:

recognize simple word-formation elements;
rely on a linguistic guess when perceiving international and compound words in the process of reading and listening;

The grammatical side of speech

I.will learn:

recognize and use in speech the main communicative types of sentences, general and special questions, affirmative and negative sentences;
recognize and use in speech studied nouns with an indefinite / definite / zero article, in the singular and in the plural; possessive case of nouns; modal verb can.

Personal pronouns; quantitative (up to 20) numerals; the most common prepositions for expressing temporal and spatial relationships.

II.will have the opportunity to learn:

recognize compound sentences with unions and and but;
recognize in the text and differentiate words according to certain

features (nouns, adjectives, modal/semantic

Verbs);

1.3. Sociocultural awareness

I.will learn:

name the countries of the language being studied in English;

to recognize some literary characters of famous children's works, the plots of some popular fairy tales written in the language being studied, small works of children's folklore (poems, songs);

observe the elementary norms of speech and non-speech behavior adopted in the country of the language being studied, in teaching and speech situations.

II.will have the opportunity to learn:

name the capitals of the countries of the studied language in English;

talk about some of the sights of the countries of the language being studied;

reproduce by heart small works of children's folklore (poems, songs) in English;

search for information about the country of the language being studied in accordance with the set educational task within the subject studied in elementary school.

2 . Subject results in the cognitive sphere

will learn:

compare the linguistic phenomena of native and foreign languages at the level of individual sounds, letters, words, phrases, simple sentences;

act according to the model when performing exercises and compiling their own statements within the subject of elementary school;

improve methods of working with text based on the skills acquired in the lessons of the native language (predict the content of the text from the title, illustrations, etc.);

use reference material presented in a form accessible to this age (rules, tables);

to carry out self-observation and self-assessment within the limits accessible to the younger student.

3. Subject results in the value-oriented sphere

will learn:

present the studied foreign language as a means of expressing thoughts, feelings, emotions;

to join the cultural values of another people through the works of children's folklore, through direct participation in tourist trips.

4. Subject results in the aesthetic field

will learn:

own elementary means of expressing feelings and emotions in a foreign language;

to realize the aesthetic value of literary works in the process of getting acquainted with samples of accessible children's literature.

5. Subject results in the labor sphere

will learn:

follow the planned plan in their educational work.

As a result of learning a foreign language in grade 2, students should learn

in the field of listening:

Distinguish sounds, sound combinations, words, sentences of the English language by ear.
Distinguish by ear intonation and emotional coloring of phrases.
To perceive and understand the speech of the teacher and classmates in the process of dialogical communication in the lesson.
Completely understand by ear, relying on clarity (illustrations), small messages built on familiar lexical and grammatical material.

in the field of speaking:

Describe an animal, object, indicating the name, quality, size, color, quantity, belonging.
Briefly speak about yourself, your family, your friend, your pet, the hero of a fairy tale / cartoon: name, place of residence, what he can do.
Reproduce learned poems, songs, rhymes.
Conduct an etiquette dialogue: greet and respond to a greeting, say goodbye, express gratitude.
Conduct a dialogue - questioning.
Conduct a dialogue of an incentive nature: give orders, offer to do something together.

in the reading area:

Correlate the graphic image of a word with its sound image based on knowledge of the basic rules of reading, observe the correct stress in words and phrases, intonation in general.
Read expressively aloud small texts containing only the studied language material.
Read silently and understand fully educational texts containing only the studied language material.

in the field of writing:

Write letters of the English alphabet in semi-print type.
Write down text.
Write out words, phrases and sentences from the text.

Educational and thematic planning

№ p/p

Topic

Number of hours

Language material

(L-lexicon,

G-grammar)

Characteristics of students' activities or types of educational activities:

A - listening;

G - speaking;

H - reading;

P - letter

Planned results

the date

Personal

subject

Metasubject

according to plan

In fact

Unit 1 Hello, English! - 18 hours

Introduction to English

L: Hello, my, your, name, goodbye.

Doctor, dentist, pilot, actress, photographer, lamp, computer, radio, telephone

G: good morning. Hello! Hi! Goodbye!

What's your name? My name is…

BUT: understand elementary phrases of speech etiquette

G: to greet and respond to a greeting; introduce yourself and get the name of the partner.

express their attitude to foreign languages and various professions; take a different position.

find characters based on the text you listened to, understand English titles some professions and subjects consonant with the Russian language;

take part in a dialogue of etiquette

be aware of the role of language and speech in people's lives;

navigate through the textbook and workbook

2.09

Introduction of vocabulary on the topic Animals. Letter Aa

L: I, you, who, a dog, a cat, a fox, an elephant, a tiger, a crocodile. Names of English boys and girls.
G: Whoareyou? –Iam…

understand small simple messages
G: name English boys and girls;

Say the names of animals.
P: write aa

find a character based on the text you listened to, distinguish between the names of English boys and girls; use elementary formulas for verbal communication; distinguish between semi-printed and printed spelling of the letter Aa

work according to the teacher's plan

Consciously construct a speech statement

Work in pairs in accordance with the norms of communication

4.09

Introduction to counting 1-10. Age. Letter B

L. One, two three, four, five; number one. How old are you?
G. How old are you?

I am…

BUT:

G: conduct a mini-dialogue "Acquaintance";

State your name and age.

P: write the letter Bb

to have a desire to learn, to understand the meaning of knowledge for a person, to correctly identify oneself with the position of a student.

fully understand the dialogue by ear and reproduce it, distinguish between questions and answers by ear; make sentences using grammar schemes, compose a story according to the scheme; distinguish between correct and incorrect spelling of the letter Bb

-participate in the distribution of roles for the scene

Listen and understand the interlocutor

9.09

Where do puppet theater actors live? Teaching dialogue-questioning LetterSs.

L. Six, seven, eight, nine, ten.
G. How old are you? I am…

BUT: comprehend a text based on a picture

G: keep score from 1 to 10, talk about yourself on behalf of one of the athletes, reproduce the listened dialogue

P: write the letter ss.

are guided by the values of educational activity, the presence of cognitive interests and learning motives; evaluate their actions; operate with basic moral norms (fair distribution, mutual assistance, responsibility).

find characters based on the text you have listened to; talk about yourself using sentences with a linking verb based on the model; make up a dialogue based on what you have heard; write short words using the letters you have learned

use symbolic means

Write a story according to the model

11.09.

Development of oral speech skills. Name, age of my friend. Letter Dd

L: A parrot, jump, run, fly, skip, sit, swim, he, she, can.
G: I can…

BUT: comprehend a text based on a picture

G: describe your actions and the actions of the artists, represent yourself on behalf of one of the artists

P: write the letter Dd.

show cognitive interest to educational activities, learning a foreign language; are guided by significant educational motives; evaluate their actions.

find who talks about himself;

talk about what they can do based on a grammatical model;

distinguish between lowercase b and d

- find the necessary information in the audio text

Analyze and find differences in the graphical display of letters

Follow the instructions of the teacher

16.09

Teaching the skills of perception of foreign speech by ear. Letter Her

L: jump, run, fly, skip, sit, swim
G: Can you…?

No, I cannot.

BUT: comprehend a text based on a picture
G: ask the interlocutor what they can do, give short answers
P: write the letter E

determine the boundaries of one's own knowledge and ignorance; acquire a sense of belonging to their homeland and cultural identity based on the awareness of "I" as a citizen of Russia.

listen and find an artist who knows how to perform actions; tell on behalf of the hero from a fairy tale about what he can do, conduct a dialogue-interrogation; distinguish between uppercase and lowercase letters, distinguish between vowels and consonants

- get acquainted with the peculiarities of the account in different countries

Use speech to regulate your actions

Adequately use speech actions to solve a communicative task

18.09

Introduction of new vocabulary. Letter Ff.

L: a lion, a monkey, sing, dance,

G: Can you…?

No, Icannot.

BUT: understand a short text
G: talk about yourself using speech patterns
P: write the letter f

show cognitive interest in learning activities, learning a foreign language; be guided by significant educational motives; evaluate your actions.

listen and understand commands, find an artist who was not given a task; ask about what they can do based on a grammatical model, conduct a questioning dialogue; write down lowercase letters in alphabetical order

- to extract the necessary information from the text

Work in pairs in accordance with the norms of communication, rules of conduct and etiquette

23.09

Activation of vocabulary in speech. Letter Gg

L: a cockerel, and.
G: I can... I can't...

He can…he can\t….

BUT: understand by ear a dialogue on a topic (telephone conversation)
G: build a monologue statement according to the model Ican… / Ican’t…
P: write the letter Gg.

be aware of the role of language and speech in people's lives; express their emotions about what they heard; evaluate your actions.

listen and find information that the artist cannot do; build a monologue statement in comparison with the actions of the characters, build a dialogue based on the text you have listened to; distinguish between uppercase and lowercase letters

make your own assumptions based on the work with the material of the textbook

25.09

Learning to request information. Letter Hh

G: What is your name?

How old are you?

His, her

BUT: understand the text-dialogue based on the picture

G: play the scene "Acquaintance in the theater"

P: write the letter hh.

have a desire to learn; understand the meaning of knowledge for a person, correctly identify himself with the position of the student.

to distinguish and reproduce questions in the listened dialogue; to reproduce by heart small works of children's foreign-language folklore; distinguish between writing lowercase letters n, h, b

- to extract the necessary information from audio texts

30.09

Teaching a monologue on a topic. Letter II

L: Count 1 to 10.

Count, read, write, draw.

G: I am…

Can't, He can't

BUT: understand by ear a text-dialogue built on familiar speech material

G: have a dialogue using Canyou...?

P: write the letter i.

correctly identify with the position of the student .; be guided by significant educational motives; evaluate your actions.

distinguish and reproduce answers; act out a dialogue-questioning for a given situation and use the information received in monologue speech; write short words using learned letters

- extract the necessary information from audio texts

Ask and use the information received

Work in pairs in accordance with the norms of communication, rules of conduct and etiquette

2.10

Teaching etiquette dialogue. Letter Jj

L: Sing, skip, fly, dance, swim, a lion, a parrot, a crocodile, a fish

Fine! Well done! OK!

G: I am… I can… Can you…?

Yes, I can. No, I cannot.

BUT: understand by ear a short dialogue built on familiar language material
G: statements about what animals can / cannot do, students

P: write the letter Jj

show cognitive interest in learning activities, learning a foreign language; evaluate your actions; be aware of the language, including a foreign one, as the main means of communication between people.

understand and reproduce commands, understand praise; act out a dialogue between an artist and a director using praise; analyze and find extra letters

- evaluate the actions of classmates using the vocabulary of the lesson

Build logical chains based on analysis

Work in pairs in accordance with the norms of communication, rules of conduct and etiquette

7.10

Teaching listening comprehension skills. Letter Kk

L. Run, swim, count, walk, Fine! welldone! OK!

Count from 1 to 10.

G. He/She can… He/She can’t…

BUT: understand by ear a short text based on an illustration

G: talk about someone using the speech pattern He/Shecan… He/Shecan’t…, give commands to classmates

P: write the letter Kk.

evaluate your actions; have a desire to learn; Express your feelings about what you hear.

fully understand Alice's story, find pictures that she forgot to tell about; compose a story from pictures, give commands to classmates and evaluate their performance; distinguish between writing lowercase letters k, h, b

--evaluate the actions of classmates using the vocabulary of the lesson

Plan the activities of classmates

Consciously build a verbal statement in oral form

9.10