Work program in English (1st year of study) Municipal budgetary educational institution “Special (correctional) general education. Individual educational program in English The program includes sections
Marina Berdnik
"Funny English". Early Childhood Education Program
Program« Funny English»
1. Explanatory note: relevance, problem, goal, tasks, expected results.
2. Structure programs: forms of work, curriculum.
3. Calendar - thematic planning of work with older children preschool age(5-6 years old)
4. Calendar - thematic planning of work with children of the preparatory group for school (6-7 years old)
1. Explanatory note
Relevance. At present, due to the strengthening of international relations, interest in early education of children in foreign languages. Study of foreign language at an early age age is especially effective, because it is children preschool age show great interest in people of a different culture. These childhood impressions remain for a long time and contribute to the development of internal motivation to study the first, and later the second. foreign language. Generally, early learning non-native language carries a huge pedagogical potential both in terms of language and general development of children.
Problem. In the process teaching a foreign language at an early age stage revealed its own problems, one of which is the need to develop programs which would ensure the implementation of the principle of continuous systematic language education.
Target. The purpose of the modified programs involves the formation of elementary communication skills on English in preschool children.
It is built on the basis of continuity in relation to the goals and content foreign language teaching laid down in kindergarten, taking into account methodological principles.
Tasks English programs language are organically intertwined with the tasks that are solved in kindergarten, supplemented and concretized from stage to stage.
Work on this program is carried out in a friendly atmosphere, against the backdrop of a trusting relationship between the teacher and the children.
In progress programs the following tasks:
teaching English speaking to preschoolers;
Prepares a solid foundation for a successful transition to advanced learning English language in the primary grades of a general education school;
Promotes the development of intellectual abilities, attention and memory, in general, has a positive effect on the development of the individual;
Creation of conditions for communicative and psychological adaptation of students aged 4-7 years to study foreign language;
Expanding the horizons of children through acquaintance with foreign holidays, traditions, foreign words, included in the Russian language, etc.;
The use of materials of a regional orientation in the foreign language activities of children.
Expected results:
As a result of studying foreign language preschooler must:
know/understand
The main meanings of the studied lexical units (words, phrases);
Intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (spectacular forms of verbs, modal verbs, articles, nouns, pronouns,
numerals, prepositions);
Basic norms of speech etiquette adopted in the country of the language being studied;
Ownership Role foreign languages in the modern world; features of the way of life, life, culture of the countries of the language being studied (world-famous heroes of artistic children's works; famous sights, similarities and differences in the traditions of their country and
countries of the language being studied.
be able to:
speaking
Start, lead / maintain and end a conversation in standard communication situations, observing the norms of speech etiquette;
Question the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;
Tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;
Make brief reports, describe events / phenomena (within the framework of the topics studied, convey the main content, the main idea of what was heard, express one's attitude to what was heard, give a brief description of the characters;
listening
Understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, cartoons) and identify relevant information;
Understand the main content of simple authentic texts related to different communicative types of speech (message, story);
Use the acquired knowledge and skills in practical activities and everyday life for:
Social adaptation; achieving mutual understanding in the process of oral communication with native speakers foreign language, establishing interpersonal and intercultural contacts within the available limits;
Awareness of a holistic picture of a multilingual, multicultural world, awareness of the place and role of the native language and the language being studied foreign language in this world;
Introduction to the values of world culture through foreign language sources of information (including multimedia);
Acquaintance of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.
Structure programs:
Program focused on working with older children preschool age for two years.
Age groups: older (5-6 years old) and preparatory (6-7 years old).
Number of hours: per week - 2h. ; per year - 72 hours.
The duration of the lessons is 20-30 minutes.
Classes are held 2 times a week in the afternoon. The duration of the lesson is no more than 30 minutes.
Age Number of lessons
per week per month per year
5 - 7 years old 2 8 72
Long-term planning provides for 8 lessons per month. However, their number and sequence may vary, taking into account the period of diagnosis, holidays, preparation for the holidays, as well as the degree of complexity of the topic.
Advanced lesson planning
Topic No. Sections Number of lessons
1 “Greeting” 4
2 “Commands” Commands 5
3 “Introduction” Introduction 8
4 “Animals” Animals 8
5 “Seasons” Seasons 6
6 “My family” My family 8
7" Count (1- 10) ” Count up to 10 10
8 “Toys” Toys 6
9 “Color” Color 6
10 “Fruits” Fruits 5
11 “Vegetables” Vegetables 6
I t o g o 72
Proposed program designed for 2 years learning and is aimed at the gradual formation and development of elementary oral speech skills in children preschool age, compiled for children 5-7 years old, studying foreign(English) language as first foreign language in kindergarten. Process learning is carried out according to the educational and thematic plan, which determines the number and content of educational activities per month (8-9 lessons, according to the developed topics.
Program involves continuous acquaintance with foreign folklore (songs, poems, rhymes, games, sayings, with fabulous and country-specific material.
Suggested topics and forms learning correspond to age characteristics, cognitive needs and interests preschoolers, give scope to children's imagination and the opportunity to show their individuality.
parent meetings;
Individual and collective advice on foreign language;
Open classes on foreign language;
Joint activities for English language;
Questioning;
Assistance of parents in equipping the pedagogical process, etc.
Forms of work with parents
Directions in work with parents Forms of work with parents
1.Informational Customized (consultation, interviews, questionnaires)
Collective (parent meetings)
Visual and pedagogical information (stand design "Parents' Corner")
2. Joint creativity of parents and children. Joint holidays and entertainment English language
The choice of forms of educational activities for English language, forms and methods learning due to psychological and pedagogical features preschoolers.
Variable forms are actively used learning: frontal, collective, group, individual, pair, game.
Number of children in the subgroup: 10-12 people.
Form of occupation: subgroup
1. Regional studies. 1. Geographical position and climate of Great Britain and America, holidays of the countries, the language being studied
2. World around 1. Pets
2. Wild animals of America.
3. Math 1. Count (1-20, shop
4. Literature 1. Fairy tale characters
2. Folklore of Great Britain ("Tales of Mother Goose").
3. Cartoon characters
5. Technology 1. Paper plastic - production of holiday cards (techniques of cutting, gluing, gluing, appliqué)
2. Drawing - a range of colors, various ways of coloring dough products, coloring, etc.
3. Sculpting - making work from dough. ( Animals, "Alphabet", etc.)
7. Physical culture 1. Games that develop coordination of movements
2. Games that develop reaction
3. Games that develop the ability to navigate in space
4. Games that develop fine motor skills of hands
9. Music 1. Learning songs with movement elements
2. Acquaintance with the music of the countries of the studied language
10. Theater 1. Puppet theater
2. Story and role-playing games.
3. Theatrical songs.
4. Dramatization of small plays
11. Computer Cartoons
Each lesson begins with phonetic exercises to consolidate sounds. Exercises are carried out using a mirror. Also, at the beginning of the lesson, children learn English songs. This allows you to mark the beginning of the lesson and immerse the child in English-speaking environment. The level of complexity and volume of vocabulary of songs depends on the topic and the level of knowledge of children, the principle of movement from simple to more complex is used.
Games, work with cards, picking up mosaics, dominoes, lotto are aimed at memorizing vocabulary on a specific topic.
Creative tasks to consolidate the supporting vocabulary.
After getting acquainted with the basic vocabulary English language, creative tasks are performed on her consolidation:
Coloring;
Painting;
Applications;
Paper plastics;
Modeling from plasticine;
Salt dough molding.
As additional material, special educational cartoons are used for preschoolers. This type of work always causes a positive attitude of children and is a means of increasing motivation in learning the language.
In the middle of the lesson, a warm-up is expected in the form of English songs or exercises (physical education minute) using the learned vocabulary, which helps to consolidate it in action.
Learning the basics of grammar English for preschoolers happens in the process of learning vocabulary:
Plural
Imperative mood (execution commands: show me, stand up, sit down, give me, jump etc.,
Questions and answers in Present Simple
modal verb can
Speech skills
Subject content of speech
Communication preschoolers in a foreign language language in the following exemplary topics:
1. Me and my family. Interaction with family and friends. Appearance. Score from 1-12. Education of politeness and responsiveness in children towards each other.
2. Domestic and wild animals. Colors. Adjectives. Education of love for animals and emotional responsiveness to personal successes and successes of comrades.
3. Home country and country/countries of the language being studied. Prominent people (English queen and king) . sights (monuments, streets, theaters).
4. Seasons. Nature. Weather. verbs of motion. Sports. Hobbies.
Types of speech activity
speaking
Dialogic speech
Etiquette dialogue - start, maintain and end a conversation; congratulate, express wishes and respond to them; express gratitude; ask politely, refuse, agree;
Dialogue - questioning - asking and reporting factual information (Who? What? How? Where, moving from the position of the questioner to the position of the responder; purposefully ask, "to interview";
Dialogue-incitement to action - make a request, invite to action / interaction and agree / disagree to take part in it;
Combining these types of dialogue to solve communication problems.
monologue speech
Speak briefly about facts and events using such communicative types of speech as narration and message;
listening
Listening comprehension and understanding of the heard text or speech of the teacher.
Formation of skills:
Highlight the main information in the text perceived by ear;
Selectively understand the required information.
Language knowledge and skills:
Pronunciation side of speech
Skills of adequate pronunciation and discrimination by ear of all the sounds of the studied foreign language, observance of stress and intonation in words and phrases, rhythmic-intonation skills of pronunciation of various types of sentences, expression of feelings and emotions.
The lexical side of speech
Skills of recognition and use in speech of lexical units serving situations within the subject preschool, the most common set phrases, evaluative vocabulary, cliché remarks of speech etiquette, characteristic of the culture of the countries of the language being studied.
The grammatical side of speech
Signs of verbs in the most common tense forms, modal verbs, nouns, articles, relative, indefinite/indefinite personal pronouns, adjectives, adverbs, prepositions, cardinal and ordinal numbers.
Speech recognition and use skills
Sociocultural knowledge and skills
Implementation of interpersonal and intercultural communication using knowledge about the national and cultural characteristics of their country and the country / countries of the language being studied, obtained in direct educational activities foreign language and in the process of learning other direct activities.
Knowledge:
Values of the studied foreign language in the modern world;
The most common background vocabulary;
Modern socio-cultural portrait of the countries speaking the language being studied;
Cultural heritage of the countries of the studied language.
Skill Mastery:
Represent native culture foreign language;
Find similarities and differences in the traditions of your country and the country / countries of the language being studied;
Educational and cognitive skills
Mastering special educational skills:
To carry out meaningful viewing of cartoons on foreign language;
perform simple tasks
use dictionaries and reference books, including electronic ones. participate in project activities of an integration nature.
Phased perspective thematic planning.
Acquaintance (holidays). "Here I am! Hi!"
Tasks:
1. The development in children of the ethical function of communication (the ability to say hello, say goodbye, get to know (introduce yourself and someone).
2. Development of the ability to understand the replicas addressed to them and respond to them.
3. Development of the ability to communicate about yourself.
4. To form in children ideas about English speaking countries.
Senior group
Where do you live?
Eleven, twelve, to live, he, she. good evening!
I live in Stary Oskol
Nice to meet you!
I'm fine "Interview" London, America, Great Britain.
preparatory group
Samples to be assimilated
Practical activities Country studies material
Where do you live?
Eleven, twelve, to live, he, she. I'm glad to see you.
Happy birthday to you!
That's my name! Playing the Situation "Once Upon a Birthday".
How are birthdays celebrated in English speaking countries.
"My family".
Tasks:
1. Formation in children of the foundations of communication on English language within plot: the ability to make a message about family members, occupations and hobbies.
2. Development of listening skills English speech.
3. Acquaintance of children with authentic information reflecting the peculiarities of life and family traditions in English speaking countries.
Senior group
Listening Lexical content Speech
A family to love. Yes, I have
I have a mother. Creating a family portrait Life and family traditions a England/America.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
Please show me.
What have you got? A doctor, a teacher, verb have, has. That is…
I love my mother.
My friend has… Story english friend about family. English names and surnames.
"PETS AND WILD ANIMALS"
Tasks:
1. Development of the motivational sphere of study foreign language by children of different ages by means of including various types of practical and play activities.
2. Raising a kind and caring attitude towards animals in children.
3. Development of listening skills for short texts and teacher's remarks.
4. Formation of the ability to freely carry out dialogic communication at an elementary level with adults and peers within the communication situation. The ability to actively include the mastered vocabulary and speech patterns in oral speech. The ability to make a short message about an animal.
5. Expanding children's ideas about the world around them through the inclusion of a variety of regional studies material, acquaintance with fiction about animals English and American authors.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What can you see?
What do you have?
What can a frog do?
a hen, a fish, a cow, a rabbit, a goose, a monkey, a duck, a donkey, a pony
Sets number of nouns I can see a donkey.
The horse can run.
scene "Teremok" « Farm Frenzy» .
Acquaintance with the animals of the British farm, with the benefits they bring to people.
Milk, cheese, butter, meat.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What does the horse like?
What color is the lion?
What is your favorite animal?
a camel, an elephant, a tiger, a dove, a crocodile, a parrot; corn, grass The horse likes corn.
The crocodile is green.
My favorite animal is a dog.
I like to ride a pony. Competition "My favorite animal" London Zoo.
Acquaintance with the inhabitants of the London Zoo.
A kangaroo, a peacock, a lion.
"Toys"
Tasks:
1. Formation in children the ability to interact in collective activities.
2. Development of the ability at an elementary level to speak about favorite subjects, about what they usually play with.
3. Acquaintance of children with a variety of modes of transport, traffic rules.
4. Expanding the potential vocabulary by introducing lexical units and speech samples on the topic.
5. Raising in children the desire and ability to interact in a team of peers to achieve the final result.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What have you got? a doll, a ball,
a balloon, old, new. I like a doll.
This is a new kite.
This is an old car.
I got a doll. Organization and conduct
different games within the framework of the topic under study. Favorite toys english
sky children.
preparatory group
Listening Lexical content Speech patterns to be learned
research Practical activities Country studies material
Where is the car?
What can you see?
What can you see in the street? near, under, to, from,
traffic lights,
a trolleybus. By car, by bus
to wait, to stop,
The car is under the box.
Take the ball, please.
Put the ball into the box, please.
I can see a trolleybus in the street.
I can see a bus in the street.
I can see traffic lights.
I can see a lot of cars in the street.
Let's go by the trolleybus.
Let's go by the bus.
Let's go by the traffic lights.
The yellow says "wait",
The red says "stop"
The green says go,
Organiza
tion and conduct
different games within the framework of the topic under study. Folk english
sky games.
"Food"
Tasks:
1. Increasing the volume of lexical, grammatical and country-specific material on this topic.
2. Generalization of cases of using the indefinite article a.
3. The development of oral speech by means of musical, theatrical activities.
4. Formation of ideas about the ethics of behavior at the table, table setting, about the main meals, food culture in English speaking countries.
Senior group
Listening Lexical content Speech patterns to be mastered Practical activities Country studies material
drink for breakfast?
Would you like tea/juice? A cake, milk, a tomato, a potato, tea, juice, butter, sausage, porrige I would like milk.
I have a sausage and bread. Situational games "Away",
"In the shop" What do they like to eat and drink? English and American children.
preparatory group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
eat for dinner/lunch/supper?
What do you have for dinner? Dinner, lunch, supper, a cucumber, meat, salad, macaroni I eat soup for dinner.
I eat potatoes with meat and bread. Situational games "We're setting the table" Favorite
English and American children.
"House. School supplies»
Tasks:
1. The development of oral monologue speech of children in situations on this topic.
2. Expansion of lexical and grammatical material on this topic.
3. Acquaintance of children with the features of housing in English speaking countries
4. Formation of a potential vocabulary.
5. The development of the creative abilities of children, the upbringing of a sense of joy and pride in their home.
Senior group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
Is your house big?
What color is the sofa? A table, a chair, a sofa, TV, a lamp, a bed, a clock, a pencil, a rubber, a ruler. This is an armchair. It is a green sofa Making up a story about your home. How they like to furnish their houses English?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
There is a picture on the wall. What are there on the table? A table, a chair, a sofa, TV, my kitchen, a dish, a pot, a toilet, a bathroom, a fireplace, a mirror, a tap. There is a picture on the wall. There are books on the table. Situational games
"Let's clean up the house"
What will I take to school? Why in all English houses have fireplaces?
"Seasons"
Tasks:
1. Raising children's interest in language and culture English and the American people.
2. Developing the ability to speak at an elementary level about their favorite time of the year, about what they like to do at different times of the year, how they will relax this summer.
3. Development of skills in listening and speaking according to the situation.
4. Expansion English vocabulary.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season do you like?
Is it warm in spring?
Is it hot in summer?
Is it cold in autumn?
Is it very cold in winter?
summer, winter, spring, autumn, hot,
Football, volleyball, basketball,
tennis. It`s spring.
It's summer. It's hot.
It's very cold.
Play football, Play volleyball, Play basketball,
play tennis. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season is it now?
What will you do in summer?
Do you like to ride a bike? Summer, winter, spring, autumn.
a bike. It`s spring.
Yes, it is. It's a duck.
It's a flower.
I like to ride a bike. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
Control and measuring materials
Speaking diagnostics
You can use art paintings or plot pictures for this purpose. The child usually they say: "Look what our friends from England, they really want to hear you tell what you see here. Any other option is fine too. After that, the child is asked simple questions on English language within the studied material, for example, “Who do you see?”, “How many houses are drawn here?”. Questions are prepared in advance, each question corresponds to the topic covered. Questions 6 will be enough.
Listening Diagnostics
It uses sentences recorded on audio carriers, the meaning of which the child has to understand. You can read sentences. To kid talking: “We got a phone call from our friend from England he wants to tell you something. Listen carefully, and then we will complete the task with you. We use three recorded phrases, eg: “I eat ice cream”, “I have a red ball”, “Give me three pencils”. We listen twice. After that, in Russian, we ask the child from the cards lying on the table to put a picture on a small table, where depicted:
1. What our friend ate.
2. A toy that a friend was talking about.
3. As many pencils as the friend had.
Diagnostics of mastery program vocabulary
We choose 4-5 topics, for example “Food”, “Animals”, “Seasons”, “My family”. Accordingly, for each topic, we select five pictures. The pictures are scattered on the table. To kid talking: “Let's play with you, as if you came to the store and want to buy all this. rule such: if you name a word by - English then you can buy it. Try to buy as much as possible.”
Diagnostics of phonetic skills
To do this, we prepare two A4 cards with the image of six objects on each. Images should be matched so that the corresponding words contain the desired sound. Ask the child to name the objects.
List of used literature.
1. Bibaletova M. Z. English language for little ones / M. Z. Biboletova. - M.; 1994, p. 3-5.
2. Bim I. L. Foreign languages at school / I. L. Beam No. 5 1991, p. 11-14.
3. Bonk N. A. English for toddlers / N. A. Bonk. –M. ; 1996
4. Boeva N. B., Popova N. P. Great Britain. Geography. History. Culture. Tutorial for English/N. B. Boeva - Rostov n / D: Publishing house of the Russian State Pedagogical University 1996, p. 54-59.
5. Vereshchagina I. N. A book for teachers / I. N. Vereshchagin - M .: "Education" 1995, p. 20-23.
6. UK: Linguistic and Cultural Dictionary -M. ; Russian language. 1999
7. Gryzulina I. P. I play and teach English / I. P. Gryzulin - M., 1993, p. 5-8.
8. Epanchintseva N. D. Learning to speak English in the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
9. Epanchintseva N. D. Learning to speak English in kindergarten / N. D. Epanchintseva-Belgorod 2008
10. Epanchintseva N. D. Approximate "Through" English early learning program the language of children in kindergarten and the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
11. Galskova N. D. Modern technique teaching foreign languages. / N. D. Galskova - M .: ARKTI, 2004. - 192s.
12. Khimunina T.N. etc. Customs, Traditions and Festal of Great Britain/T.N. Khimunina -M.: Enlightenment, 1984.
13. Vaks A. Play and Learn English / A. Vaks. – St. Petersburg. ; 1997
Sections: Foreign languages
Foreign language teacher of the highest category Shiryay Larisa Mikhailovna
11th grade student Stakheeva Natalya Valerievna
Explanatory note
Contradictions and problems that have arisen in the educational process. Resource support for the implementation of an individual program
Since 2001, Stakheeva Natalia has been studying in a specialized mathematical class.
Has a high level of English language training, as for two years she studied the language additionally under the guidance of a teacher and independently;
- not satisfied with the content of the material on the subject in the mathematical profile, as well as the pace of the program;
- not satisfied with the level of training of students in the group;
- dissatisfied with the lack of modern teaching aids in the school;
- is aware of the need for language proficiency at a functional level for a qualified specialist in any field, will study the language at the university chosen for admission;
- I would like to master the program of a humanitarian profile in English;
- I would like to free up study time for myself in the second half of 2004 to prepare for final exams in selected subjects and university entrance exams;
- has the ability to independently learn the language;
- has a computer at home and access to the Internet.
Realizes the discrepancy between the student's requests and the content of the program of a mathematical profile;
- would like, based on the abilities of the student, that the student has reached level B1 of the Common European Framework of Reference for Languages;
- considers it possible to use the student's design skills in mastering the content of the subject;
- can provide additional material and software;
- can use the opportunity of specialized education and create an individually-oriented program for a particular student, as the school participates in the Federal experiment on “Modernization of the structure and content of general education”.
Program goals:
Mastering the program in English for the course of complete secondary education during the 1st half of the 2003-2004 academic year;
- creating conditions for in-depth study of a foreign language;
- ensuring continuity between general and vocational education, more effective preparation of a student for the development of an English language program in a higher educational institution.
Program objectives:
Creation of psychological and pedagogical conditions that would provide active stimulation of the student's self-valuable educational activities based on self-education, self-development, self-expression in the course of mastering the English language;
- formation of self-educational competence, i.e. the ability to maintain and improve the level of English language proficiency in the process of self-education;
- creation of conditions for the development of mental skills (generalization, abstraction, comparison, - grouping, analysis, synthesis, conclusion);
- Ensuring the success of mastering the program;
- maintaining the health of the child;
pairing the humanitarian profile program with the program of entrance exams in English to the university to ensure continuity in education;
- achievement of the appropriate level B1 of the Common European Framework of Reference for Languages;
- completion of work on the textbook Kuzovlev V.R 10-11 grade, on the textbook Klementieva T.B. "Happy English 3".
Requirements for practical knowledge of English
The level of mastery of the content of the English language program is assumed to correspond to the threshold level (B1) of the “Common European Framework of Reference for Languages”, i.e. the student:
Can understand generally clear standard messages on familiar topics found in the field of study, leisure;
- communicates in most situations that arise while traveling around the country of the language being studied;
- builds simple coherent statements on familiar topics;
- Describes events, dreams and briefly explains the opinion.
Description of skills
Listening - can understand the main points in clear standard statements on familiar topics that are regularly encountered in study and leisure. Can understand the main content of many radio/television programs dealing with current events or matters of professional/personal interest when the presentation is relatively slow and clear. 3 - 4% of unfamiliar words are allowed. The duration of the sound is 3 - 5 minutes.
Reading – can understand short texts that mostly consist of high-frequency daily or specialized lectures. Can understand the description of events, feelings, desires in letters of a personal nature. Reads in order to extract complete, basic, partial information.
speaking – Dialogic speech– can communicate in various situations that arise while traveling around the country of the language being studied. Can engage in unprepared conversations about familiar personal or everyday topics (family, hobbies, work, travel, current events). The volume of replicas is at least 10. monologue speech- can simplistically link phrases to describe events, desires, hopes. Can briefly justify and explain opinions, plans. Can tell the story, the content of the book/movie and describe the feelings they evoke. The volume of the statement is at least 20 phrases. Letter- can write a simple coherent text on topics of a personal nature or close to the student. Can write a letter of a personal nature, describing his experience, impressions. Able to fill out a questionnaire, write an autobiography.
The student is able to:
Compare the cultural characteristics of different countries of the world of life (way of life, traditions and customs), drawing on information from other school subjects;
- use modern information technologies to expand language and regional knowledge, enhance communication skills.
Output: A student who has completed the upper secondary school program early and has reached the threshold level of English proficiency established by the Common European Framework of Reference for Languages.
Language competence
Graphics and spelling: in the volume of the basic school. Writing new vocabulary on the topics of the senior stage and in connection with the humanitarian profile.
Pronunciation side of speech: expanding the set of intonational structures for expressing feelings and emotions;
Lexical side of speech:
active possession of 1100-1500 lexical units; the volume of vocabulary for reading and listening in the amount of at least 2600 lexical units;
idiomatic expressions, evaluative vocabulary, cliché remarks of speech etiquette, reflecting the peculiarities of the culture of the countries of the language being studied;
synonyms, antonyms, word formation.
The grammatical side of speech:
syntax: the use of a simple (non-common, common) sentence with a verbal nominal predicate, the use of impersonal sentences, constructions with there is- there are, various sentences for the purpose of the statement, complex sentences and their types, direct and indirect speech, tense coordination;
morphology:
numeral name (quantitative, ordinal);
pronouns: personal (nominative, object cases), possessive (absolute, dependent forms), demonstrative, reflexive, interrogative, indefinite (some, any, no, every, their derivatives), pronouns one, it, generalizing pronouns;
verb: active and passive verb tense system, tenses usage peculiarities, imperative mood, modal verbs and their substitutes, used to, would, to get used to, to be used to, to be going to, phrasal verbs, conditional sentences with various degree of probability, mood of verbs;
adverbs: degrees of comparison of adverbs, place of adverbs in a sentence;
noun: number, case, gender, article, use of articles;
adjective: degrees of comparison of adjectives, comparative constructions with adjectives;
numeral: quantitative, ordinal, fractions, percentages;
prepositions: place of prepositions in a sentence, specificity of prepositions for, during, since;
unions.
Subject content of speech:
Situations of everyday communication in social, household, cultural and educational spheres. Foreign language and profession.
Speech competence
Speaking: all types of monologue and dialogue based on extended topics and vocabulary in situations of formal and informal communication in social, everyday, cultural, educational and professional fields. Polylogue in the form of discussion and business conversation in compliance with the norms of speech etiquette. Public speaking (in connection with what he saw, read). Presentation of the socio-cultural portrait of the native country and the countries of the language being studied. Evaluation or characterization of events, facts of modern life in one's own country and in the countries of the language being studied.
Listening: understanding the main content of the statements of native speakers of the target language in situations of everyday and professional communication; extracting selective information from audio and media texts of various genres within the selected topic; isolating significant information from sounding texts;
Reading original texts of various genres using various types of reading: introductory, viewing, searching, studying. Annotation. Elementary linguistic analysis, translation from English into native;
Letter: presentation of information about yourself, writing abstracts of an oral (written) message, writing a personal and business letter, filling out questionnaires of a different nature. Drawing up a synopsis, abstract, annotation, text, characteristics of literary heroes;
Sociocultural competence
Expansion of the volume of country-specific information due to new issues and topics of speech communication. English as a means of national communication in the country, as the language of international communication. Famous public figures, discoverers, scientists, writers, artists of their country and English-speaking countries, their contribution to the development of national and world culture.
Thematic planning
Western Democracies. Are They Democratic? Shall, should and modal verbs. |
Kuzovlev V.P. 10-11 Unit 2; “English” No. 3/2003, p.5; CD Professor Higgins. |
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“Is System of Social Welfare Fair?”. adjective modifiers. The numeral. Subordinate clauses with conjunctions and prepositions. |
Kuszovlev V.P. 10-11 Unit 5; CD Professor Higgins; Guzeeva K.A. English grammar. |
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“What Help you to Enjoy Yourselves?”. relative clause. adjective modifiers. emphatic sentences. exclamatory sentences. |
Kuszovlev V.P. 10-11 Unit 6; “English” No. 21/2003 p.14; Speak Out #1-6 2001; English Grammar Support, p.615. |
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“Inventions that Shook the World” |
Kuszovlev V.P. 10-11 Unit 7. |
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Welcome to Australia. Review of all Verb Tenses. Active and Passive Voices Compared. |
Klementieva T.B. 10 - 11 Unit 1; Guzeeva K.A. English Grammar p. 93-132; CD Professor Higgins. |
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school life. Infinitive, Gerund, Participle. personal letter. |
Klementieva T.B. 10 - 11 Unit 2; Guzeeva K.A. English Grammar p. 167-191; CD Professor Higgins. |
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"multiculturalism". modal verbs. articles. |
Klementieva T.B. 10 - 11 Unit 3; Guzeeva K.A. English Grammar p. 144-157, 167-191; CD Professor Higgins |
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The Olympic Games. Reported Speech. Types of Questions. |
Klementieva T.B. 10 - 11 Unit 4; Guzeeva K.A. English Grammar, p. 136, 240-244, 214-227; CD Professor Higgins. |
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Australian wild life. subjunctive mood. nouns. |
Klementieva T.B. 10 - 11 Unit 5; Guzeeva K.A. English Grammar p. 160-161, 42-46; CD Professor Higgins. |
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“Music and art”. Verb to be, to have. adjective adverbs. |
Klementieva T.B. 10 - 11 Unit 6; Guzeeva K.A. English Grammar p. 60-68, 192-196; CD Professor Higgins. English Grammar Support p. 619-620. |
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"Work Experience". Suffixes, prefixes. Curriculum Vitae. business letters. |
Klementieva T.B. 10 - 11 Unit 7; Bogatckyi A.I. English Business Course; English Grammar Support p. 597-598; “English” No. 15/2003, p.5. |
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Tasks for certification and certification forms
A test system of control is carried out after each block of educational material mastered independently by the student. Between offsets, consultations are held once a week.
Topics for speaking and writing |
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Kuzovlev V.P.Unit2 AB Ex. 3 p.20; AB Ex. 5 p.57; AB Ex. 9 p.26; AB Ex. 1 p.50 |
“English” №3 2003 p.5 AB Ex.5 p.23 Test Kuzovlev V.P. 10-11 p.65 |
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Kuzovlev V.P. Unit5 AB Ex. 4 p.63; AB Ex. 1.2 p.146; AB Ex. 2 p.151; AB Ex. 1 p.160; Phrases p.162 |
Test Kuzovev V.P. 10-11 p.170 |
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My favorite film. My favorite play. Thearte in my life. |
Kuzovlev V.P.Unit6 AB Ex. 1 p.185; AB Ex. 1 p.192; AB Phrases p.201 |
Test Kuzovlev V.P. 10-11 p.242 Project. |
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American, Russian Scientists and their |
Kuzovlev V.P. Unit 7 AB Ex. 1 p.226; AB Ex. 2 p.238; AB Ex. 2 p.232 |
Test Kuzovlev V.P. 10-11 p.242 Afanasieva O.V. Tests p.142, 88 |
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Klementieva T.B. "Happy English-3" Unit1 Kaufman K.I.Work book p. 11Ex. 6; p. 13 Quiz; p. 34 Quiz; p. 39 Quiz; p. 51 Quiz; p. 62 test |
Klementieva T.B. “Happy English 3” p.79, p.78; Kaufman K.I. Work book 1 p.41 Test, p.44 Test, p.39, Test, p.59 Test. |
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Education in the USA, the UK and Australia (compared). Education in Russia. my school. my school day. |
Workbook: p.23 Test; p.24 Test; p.36 Test; p.31 Ex.6; p.33 Ex. 1.3 |
Klementieva T.B. "Happy English 3"; p.121 listening, p.125 dictation; Kaufman K.I. Workbook 1 p.27 Test |
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Personal Heritage Russian travelers |
Workbook: p.47 Test 1; p.48 Test 2; p.54 Ex. 4; p.61 Test |
Klementieva T.B. “Happy English 3” p. 164 listening, p. 169 dictation; Kaufman K.I. Workbook 2 p.49 Test |
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The history of Olympic Games. Sport in my life. sport and health. |
Klementieva T.B. “Happy English 3” Unit 4. Kaufman K.I. Workbook 2: p.72 Test 1, 2; p.78 Test. |
Klementieva T.B. “Happy English 3” p.207 dictation; Kaufman K.I. Work book 2 |
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environmental problems. Australian wild life. |
Klementieva T.B. “Happy English 3” Unit 5. Kaufman K.I. Workbook 3: p.7 Ex. 2; p.12 Test |
Klementieva T.B. “Happy English 3” p.243 dictation, p.242 listening; “English” No. 21/2003 p.14. |
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Music in my life. Galleries in Russia and in the UK. The USA, Historical Famous Painters. |
Klementieva T.B. “Happy English 3” Unit 6 Workbook 3: p.34 Ex. 2; p.36 Ex. 2; p.37 Ex. one |
Klementieva T.B. “Happy English 3” p.276 dictation, p.279 listening; Kaufman K.I. Work Book3 p.39 Test; “English” No. 21/2003 p.14. |
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Curriculum Vitae. business letter. Choosing Profession. |
Klementieva "Happy English-3" Unit7 Work Book 3: p.72 Test; p.64 Ex.2; p.66 Ex.2 |
Klementieva T.B. “Happy English” 3p.311 Listening, p.314 Dictation; Kaufman K.I. Workbook3 |
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Preparation for Final Test. |
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Final Test.(DEMO EGE 2003) |
Features of the educational process
accelerated passage of the program;
the use of a communicative approach in teaching;
use of a computer in teaching;
the learning process is personality-oriented;
the basis of learning is an active motivated independent mental activity of the student;
block division of language material;
credit control system;
linguo-cultural orientation of education;
principles of building individual training:
democracy
motivation
cooperation
self improvement
self-awareness
self-esteem;
independent choice by students of the pace, time for submitting the report and methods of work.
Literature
- English. A large reference book for schoolchildren and applicants to universities, M, "Business Bustard", 1998;
- Afanasyeva O. V. Training tests for preparing for the exam in English, Rostov-on-Don, "Phoenix", 2003;
- Bogatsky I. S. “Business course of the English language”, Kyiv, “Logos”, 1999;
- Guzeeva K. A. English language, Reference materials, M, “Enlightenment”, 1992;
- Program in English, edited by Galskova N.D., M, “Enlightenment”, 1994;
- Periodicals:
The concept of the structure and content of general secondary education in the 12th summer school, U G, No. 50, 1999;
Common European Framework of Reference for a Foreign Language. “Foreign languages at school”, No. 5, 2000;
Organization of specialized education in the 11th grade of a general educational institution in the 2002-2003 academic year. Letter of recommendation, “YASH”, No. 1, 2002;
Requirements for the level of training of graduates. Mandatory minimum content of education (draft), “English”, No. 43, 2001;
7. Tutorials:
- Kaufman K.I., Kaufman M.Yu.. Workbooks for the textbook by Klementieva T.V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Klementieva T. V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Kuzovlev V.P. English language grade 10-11. M, "Enlightenment", 2001;
- Kuzovlev V.P. Workbook for the textbook of grades 10-11, M, “Enlightenment”, 2001.
- CD "Professor Higgins"
Correctional program (VII type) on the subject "English" Grade 2 (home-based education) according to the textbook "English in focus". Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V. The English language teaching program in grade 2 is based on a student-centered approach. The program is focused on the basic English language course for students with mental retardation, which is built on the basis of one hour per week, 35 hours per academic year (home-based learning)
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Considered at the meeting "Agreed" "Approve"
Methodological Council Deputy Director for WRM Director
Protocol No. _______ MBOU Tokarevskaya secondary school No. 1 MBOU Tokarevskaya secondary school No. 1
from "___" ________20 __________ / _______________
Full name Full name
"" 20, Order No. _
from "" _ 20
Correctional program (VII type) on the subject "English" Grade 2 (home-based education)
MBOU Tokarevskaya secondary school No. 1
2013-2014 academic year
Teacher: Baranova S.V., English teacher
Tokarevka 2013
EXPLANATORY NOTE
The program was compiled on the basis of the Federal State Educational Standard for Basic General Education, the Program for the Basic Course of Teaching English
The English language training program in Grade 2 is based on personal
oriented approach. The program is focused on the basic English language course for students with mental retardation, which is built on the basis of one hour per week, 35 hours per academic year.
The purpose of teaching English:
To form the communicative competence of pupils on the basis of their mastery of language, linguistic and cultural and sociocultural skills.
Tasks:
1. Shape
The ability to carry out verbal communication in standard situations, including making brief coherent messages about oneself, one's environment.
Ability to listen and understand short messages;
2. To form a friendly and tolerant attitude towards the values of English culture, optimism and a pronounced personal position in the perception of the world, in the development of national identity on the basis of acquaintance with the life of their peers in the UK, with examples of English culture.
3. Develop cognitive abilities, thought processes, broaden your horizons.
The effectiveness of teaching children with mental retardation in special schools and leveling classes is ensured by adequate conditions, a special curriculum, corrective techniques and methods of education and upbringing. Improving the educational process for such children is associated with the need to adapt
curricula while maintaining the total qualification volume of the content of training. When adapting the program, the main attention is paid to mastering children's practical skills and abilities, reducing the amount of theoretical information.
When learning a foreign language, children experience certain difficulties:
The assimilation of lexical material, syntactic constructions and their main use in oral speech is slow;
It is difficult to perceive grammatical categories and their application in practice;
It is typical that problems arise when listening (auditing) oral speech, especially connected texts, as well as difficulties in mastering the forms of dialogic speech.
In the process of learning, students master the main types of speech activity: reading, speaking (oral speech), listening.
Writing is used only as a means of teaching, contributing to a stronger mastery of lexical and grammatical material, as well as improving reading and speaking skills.
The basis of education in the 2nd grade is learning to read, while in the secondary school education is built on an oral basis.
Tasks are more specific, practically directed.
The teacher constantly helps students to carefully control their work, indicates specific sections for repetition and selects effective, but feasible exercises to eliminate mistakes.
The main attention is paid to the selection of texts for reading. The material is carefully selected - the lexical and grammatical minimum, taking into account the feasibility of its assimilation and the interests of children of this age. International vocabulary is expanding, which is easy to understand when reading. Recognition of such words contributes to the development of conjecture, in addition, sound-letter correspondences are fixed.
Examinations at the end of each quarter, as well as final examinations, are excluded.
In grade 2, training is conducted according to clearly developed thematic sections, the number of which is not reduced. However, the volume of the studied material undergoes significant changes.
In the 2nd grade, the volume of lexical material is reduced to 350 words, which is determined by the low ability of students to learn new words. On
reading and translating what is read is given more study time.
Particular attention is paid to translation, because in this case the children realize the meaning of what they read, and thus their fear of an unfamiliar text disappears.
New vocabulary is practiced in sentences. This type of work is combined with work with a dictionary, and not new exercises are given at home, but those worked out in the lesson.
Listening of texts is reduced, the volume of written exercises based on grammatical phenomena that are difficult for children to assimilate is reduced, and the rest are carefully analyzed.
When teaching children dialogic speech, understandable everyday situations are used, which are played out in roles. Dramatization is one of the most effective ways in the formation of this type of speech activity.
REQUIREMENTS FOR THE LEVEL OF TRAINING OF STUDENTS AT THE END OF THE ACADEMIC YEAR
Requirements for teaching dialogic speech
Answer the question in the affirmative using all the basic types of a simple sentence.
Rebut using negative sentences.
Ask for information using interrogative sentences with question words (what, who, where, how, how many, how old, whose)
Express a request with incentive sentences.
Respond positively (negatively) to a request, a wish, using speech clichés like Yes (No).
Requirements for teaching monologue speech
Describe the picture, your own drawing.
Make a short message about yourself, about your friend, about your home, family, about your city, village, about your knowledge.
Requirements for learning to write
Learning to write is aimed primarily at mastering the technique of writing and the most elementary communication skills for correspondence.
Maintain a dictionary
Pronunciation of sounds, mastery of intonation
clearly pronounce and distinguish by ear all the sounds and basic sound combinations of the English language;
observe the longitude and shortness of vowels, a hard attack;
stun consonants at the end of a syllable, word;
observe the stress in the word, especially in complex words;
own the intonation of affirmative, interrogative (with and without a question word) and incentive sentences.
They should know: all letters of the alphabet, basic letter combinations and sound-letter correspondences; basic spelling rules.
The lexical side of speech
Master a productive lexical minimum, which covers approximately 400 - 500 lexical units and also includes set phrases, clichés.
This is first of all:
greetings, appeals to peers, adults;
terms of kinship, designation of age, profession;
names of human qualities;
The grammatical side of speech
The main types of the English simple sentence, reflecting the structural minimum (the so-called speech samples).
Use the verb "to be" in affirmative, negative and interrogative sentences in Present Simple in full and short forms,
personal pronouns in the nominative case, possessive pronouns,
possessive noun, demonstrative pronoun this, connective conjunction and, indefinite article a/an, prepositions of place in, on, under, Let`s structure…
Communicative types of sentences: affirmative; interrogative (with and without a question word); negative; incentive.
Students must be proficient:
the main cases of the use of nouns with definite, indefinite and zero articles; cardinal numbers from 1 to 20, negation not, no
listening
Listening to and understanding the teacher's speech
Reading
Fully master the technique of reading aloud: correlate the graphic image of a word with the sound image, correctly pronounce the text, observe the stress in words, phrases, the basic rules for reading letters and letter combinations, and correctly intonate.
Visually perceive and recognize the studied material (words, phrases,
sentences), to be aware of their meaning and meaning in the text.
To master the ability to fully understand the content of texts entirely built on the studied material.
Educational and thematic planning
on English language
Classes 2 (home-based education type VII)
Teacher Baranova S.V.
Number of hours
Total 35 hours; per week 1 hour
Planning based on
work program in English for grade 2
Textbook "English in focus"
additional literature
English in pictures. Publishing house "Russian encyclopedic partnership", Moscow, 2003
p/n | Name of sections and topics | Total hours |
Let's start! | 5h. |
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Introductory module "Hello! My family" | 5h. |
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Module 1 "My home" | 5h. |
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Module 2 "My birthday" | 5h. |
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Module 3 "My animals" | 5h. |
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Module 4 "My toys" | 5h. |
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Module 5 "My holidays" | 5h. |
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Total: | 35h. |
Calendar-thematic planningEnglish lessons in grade 2 (home-based learning type VII)
Publishing house "Enlightenment", Moscow, 2012
Number of hours per year - 35, per week - 1 hour
No. p / p | Lesson topic | Lesson type | Content elements | Requirements for the level of training of students | Universal learning activities | the date of the | |
Plan | Fact |
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Let's get started! | Acquaintance with speech clichés on the topic "Greeting", the formation of dialogic speech skills. |
| personal results are:
metasubjectThe results of learning English in elementary school are:
Substantive resultslearning English in elementary school are: mastering the initial ideas about the norms of the English language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word. AND. In the communicative sphere, i.e. in proficiency in English as a means of communication): Speech competence in the following types of speech activity In speaking:
In audition:
In reading:
In written language:
Language competence (proficiency in language means)
Sociocultural awareness
B. In the field of knowledge:
AT. In the value-oriented sphere:
G. In the aesthetic field:
D. In the labor area:
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My letters! | (a-h) , the formation of the skill of reading words. | ||||||
My letters! | Introduction to the letters of the English alphabet(i-g) , the formation of reading skills | ||||||
My letters! Formation of reading skills | Introduction to the letters of the English alphabet(rz) , the formation of the skill of reading words, the formation of the skill of writing. Development of listening skill. | ||||||
letter combinations | Formation of reading and writing skills of words with letter combinations “sh”, “ch”, “th”, “ph” | ||||||
Hello! | Combined lesson | Familiarization with teams, development of reading skills, Development of coordination of movements. Improving the skill of dialogic speech on the topic "Acquaintance". | |||||
I'm glad to see you! | |||||||
My family | Acquaintance with vocabulary on the topic, development of lexical reading skills | ||||||
family members | Acquaintance with vocabulary on the topic "Colors", development of lexical reading skills. | ||||||
Colors | |||||||
My house | Combined lesson | Acquaintance with vocabulary on the topic "Furniture", the development of lexical reading and speaking skills. Improving lexical reading skills on the topic "Family". Development of listening skill. | |||||
Where is Chuckles? | Acquaintance with vocabulary on the topic "Rooms in the House", development of lexical reading skills. Development of the skill of dialogical speech. | ||||||
In the bathroom! | Improving phonetic, lexical reading and speaking skills on the topics covered. Development of coordination of movements. | ||||||
In the bathroom! | Formation of the skill of reading words with a letter"e" in a closed syllable, words with a letter combination"ee" , improving lexical skills of reading and speaking on the topics covered. | ||||||
The letter e in a closed syllable | |||||||
My birthday! | Lesson learning new material | Acquaintance with vocabulary on the topic, numerals from 1 to 10, development of lexical reading and speaking skills. |
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Present Development of reading skills. | Combined lesson | Development of lexical skills of reading and speaking on the topic, development of listening skills. | |||||
Tasty food | Improving reading skills. | ||||||
My favorite meal! | Development of the skill of monologue speech on the topic "Food", improvement of reading skills. | ||||||
What is on the table? H shading words with a letter c. | Improving lexical and grammatical reading skills. Formation of the skill of reading words with a letter c. | ||||||
My animals! | Lesson learning new material | Acquaintance with vocabulary on the topic "Names of animals", familiarization with the modal verb "can" and verbs of motion. Development of lexical and grammatical skills of reading and speaking. |
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I love animals | Combined lesson | Development of lexical and grammatical skills of speaking and reading on the topic. Development of coordination of movements | |||||
I can jump! | Combined lesson | ||||||
I can run | Combined lesson | Development of the skill of monologue speech on the topic "I can!", Development of reading skills | |||||
At the circus! Reading words with letters"i" . | Combined lesson | Acquaintance with vocabulary on the topic and the formation of reading skills | |||||
My toys! | Lesson learning new material | Acquaintance with vocabulary on the topic and prepositions of place, development of lexical speaking and reading skills. |
Past Simple of the verb "to be" The expression “be going to”, Present Perfect | ||||
Prepositions "place" | Combined lesson | Improving the lexical skills of speaking and reading on the topics "Toys", "Prepositions of place", | |||||
She has blue eyes! | Acquaintance with vocabulary on the topic "Appearance", the development of lexical reading and speaking skills. | ||||||
Wonderful teddy bear! | Development of the skill of monologue speech on the topics "Toys", "Appearance". Development of reading and listening skills. | ||||||
Reading words with letters"y" . | Formation of the skill of reading previously learned words with a letter"y" . | ||||||
My vacation! | Acquaintance with vocabulary on the topic "Weather and Clothing", development of lexical reading skills |
Past Simple (regular verbs) | |||||
Vocabulary on the topic "Weather and clothing" | Combined lesson | Improving lexical reading skills on the topic "Weather and clothing" | |||||
Windy! | Development of the skill of monologue speech on the topic "Weather and clothing", development of reading skills. | ||||||
Windy and cold, clothes | Development of the skill of monologue speech on the topic "Weather and clothing", development of listening and reading skills. | ||||||
Reading words with letters“c” , “k” , | Formation of the skill of reading words with letters“c” , “k” , letter combination“ck” using previously learned words. |
REFERENCES FOR STUDENTS
- Textbook "English in focus"
- Workbook "English in focus"
The work program was compiled on the basis of the author's program Biboletova M.Z. in English for grades 5-11. Textbook Biboletov M.Z. English with pleasure "Enjoy English" for the 2nd grade of educational institutions. 1 hour per week (34 hours per year) per academic year
The main objective of the course: to develop the child's cognitive abilities, based on speech experience in their native language language concepts
Tasks: Educational: creation of an initial base for the development of speech abilities; formation of skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; perception, attention, language memory, imagination; development of speech culture, as well as a culture of communication development of students' creative abilities in various fields using a foreign language
The following approaches should be taken into account in the learning process: 1. Use various incentives. 2. To form a positive image of the teacher in children, which increases the child's reflective abilities. 3. Systematically introduce vocabulary. 4. Take into account the short-term memory of children, systematically return to previously studied material and include it in subsequent classes. 5. Teach complete speech structures, which contributes to the development of speaking skills. 6. Give priority to frontal and individual work. This helps to establish a favorable psychological climate in the group and removes language barriers. 7. Take into account the psychophysical characteristics and health status of each student.
The main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Animal names, personal pronouns, verbs of motion.) IV. Cheerful account. (Introduction with English counts up to 5, plural nouns.) V. Colors. (Introduction to the names of color shades.) VI. Colorful garden. (Names of vegetables and fruits.) VII. There is a time for everything. (Seasons, parts of the day, weather .) VIII. Family. (Family members.) IX. Where do we live? (Habitat, housing). X. Repetition. (Repetition and consolidation of the studied material. Checking the acquired knowledge.)
The main stages of the study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repetition of previously studied vocabulary. 2. Main: activation of the studied vocabulary, tasks, games, survey, knowledge control. 3. Final: acquaintance with new vocabulary, homework, summing up.
1. Personal psychological barriers in students due to unusual sounds of foreign speech, words and phrases strange for children, random associations with native speech. 2. Mastering a foreign language remains an insufficiently motivated type of cognitive activity. 3. Many children are characterized by weak short-term auditory memory, a short period of concentration, difficulties in mastering and remembering new concepts and skills. Learning difficulties:
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