The relevance of this topic is the idea of development of the education system, implemented through the introduction of second-generation Federal State Educational Standards standards in primary schools. The main idea of development is presented through a systematic activity approach, which involves taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them. The fundamental difference...
English language program Federal State Educational Standard
Explanatory note to thematic planning of lessons on English language for 9th grade Rainbow The work program in English is compiled on the basis of the federal state educational standard for the basic general education and the author’s program by O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English for the educational complex “English: “Rainbow English” for students in grades 5-9 of general education institutions (Moscow: Bustard, 2014). The work program is focused on the use...
Federal State Educational Standard for Educational and Cultural Educational Institutions Afanasyeva O.V., Mikheeva I.V., Rainbow English for grade 5 Section 1. Explanatory note to Rainbow English for grade 5. The English language work program for grade 5 is compiled on the basis of the federal state educational standard for basic general education (standards of the second generation) and the author’s program by O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English for the educational complex “English language: “Rainbow ...
Federal State Educational Standards work programs English
Section 1. Explanatory note The work program in English for grade 6 is compiled on the basis of the federal state educational standard, and the author’s program of O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English for the teaching materials “English language: “Rainbow English” for students in grades 5-9 of general education institutions (Moscow: Drofa, 2014). The work program is focused on the use of the educational and methodological set of O.V. Afanasyev, I.V. Mikheeva, K.M. Baranov in English...
Federal State Educational Standards work programs in English
Experience of teaching English in primary school from the perspective of the requirements of the new generation Federal State Educational Standards The introduction into practice of schools of a new standard of primary general education means that current first-graders, during four years of study in primary school, must not only acquire a sum of knowledge and skills in foreign language, but also to master the skills to learn, organize their activities, become owners of certain...
Since 2011, our school has switched to the 2nd generation Federal State Educational Standard. In this regard, the question arose about professional retraining personnel composition. From 10.10.2011 until 06/25/2012, among the teachers who received a referral for retraining, I had the opportunity to undergo training in the program: “Theory and methods of teaching a foreign language in primary school” at the educational institution of further education...
Qualification test for suitability for the position held for English language teachers (Answers to tests for English teachers are located at the end of the page) 2 hours (120 minutes) are given to complete the qualification test. The correct answer is worth one point. The points you receive for all completed tasks are summed up. The work contains four sections. 1. Section 1 (“English and methods of teaching it”) includes − 22 tasks...
Work program for the academic subject “Foreign language (English)”, basic level for grade 5. Explanatory note on thematic planning of lessons in English for grade 5. Work program for the English language is compiled on the basis of the federal state educational standard for basic general education (second generation standards ) and the author’s program by O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English for the educational complex “English: “Rainbow English” ...
The goals of teaching English are: development of students’ communicative competence in the totality of its components: speech, language, sociocultural, compensatory and educational-cognitive, as well as the development and nurturing of schoolchildren’s need to use English as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different cultures and communities, a tolerant attitude towards manifestations of another culture.
The development of foreign language communicative competence of primary school students is achieved through solving the following tasks in the learning process:
- speech competence (development of communication skills in four main types of speech activity (speaking, listening, reading, writing);
- linguistic competence (systematization of previously studied material, mastery of new linguistic means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for basic school; mastering knowledge about the linguistic phenomena of the language being studied, in different ways expressions of thought in the native and studied language);
- sociocultural competence (introducing students to the culture, traditions and realities of the countries/countries of the foreign language being studied within the framework of topics, areas and communication situations that correspond to the experience, interests, psychological characteristics of primary school students at its different stages; developing the ability to represent their country, its culture in conditions of foreign language intercultural communication);
- compensatory competence (development of skills to overcome a situation in conditions of a shortage of linguistic means when receiving and transmitting information);
- educational and cognitive competence (further development of general and special educational skills; familiarization with the methods and techniques available to students self-study languages and cultures, including using new information technologies).
In addition, it is also envisaged to develop and educate schoolchildren to understand the importance of learning a foreign language in modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, and a tolerant attitude towards manifestations of another culture.
Volume: 3 hours per week.
Planned subject results of mastering the academic subject
In the process of mastering the program, students will achieve certain subject results.
Students will develop communication skills in the following types of speech activities:
Speaking. Dialogue speech
The student will learn to conduct a combined dialogue in standard situations of informal communication, observing the norms speech etiquette adopted in the country of the language being studied.
The fifth grader will have the opportunity to learn how to conduct and conduct interviews.
Speaking. Monologue speech
A fifth grader will learn:
Talk about yourself, your family, friends, school, your interests, plans for the future; about your city/village, your country and the countries of the language being studied, based on visual clarity and/or verbal supports (keywords, plan, questions);
Describe events based on visual clarity and/or verbal supports (keywords, plan, questions);
Give a brief description of real people and literary characters;
Convey the main content of the text read with or without reliance on the text/key words/plan/questions.
Make a message on a given topic based on what you read;
Comment on facts from the text read/listened to, argue your attitude to what you read/listened to;
speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;
Briefly summarize the results of the completed project work.
Listening
The student will learn:
Perceive by ear and understand the main content of simple authentic texts containing a certain number of unstudied linguistic phenomena;
Perceive by ear and understand significant/necessary/requested information in authentic texts containing both studied linguistic phenomena and a certain number of unstudied linguistic phenomena.
The student will have the opportunity to learn:
Highlight the main idea in a text that is perceived by ear;
To separate the main facts from the secondary ones in a text that is perceived by ear;
Use contextual or linguistic guesswork when listening to texts containing unfamiliar words;
Ignore unfamiliar linguistic phenomena that are not essential for understanding the main content of the text being perceived by ear.
Reading
The student will learn:
The student will have the opportunity to learn:
Guess the meaning of unfamiliar words by similarity with Russian/native language, by word-forming elements, by context;
Ignore unfamiliar words while reading that do not interfere with understanding the main content of the text;
Use footnotes and linguistic and cultural reference books.
Written speech
A fifth grader will learn:
Fill out questionnaires and forms in accordance with the standards adopted in the country of the language being studied;
Write a personal letter in response to a stimulus letter using speech etiquette formulas accepted in the country of the language being studied.
The student will have the opportunity to learn:
Make short extracts from the text for the purpose of using them in your own oral statements;
Draw up a plan/thesis for an oral or written communication;
Briefly state in writing the results of your project activities;
Write short written statements based on the example.
In the basic school, the development of language knowledge and skills of schoolchildren continues.
Phonetic side of speech
A fifth grader will learn:
Distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce all the sounds of the English language;
Observe the correct stress in the studied words;
Distinguish between communicative types of sentences by intonation;
Pronounce phrases adequately, without errors leading to communication failure, in terms of their rhythmic and intonation features, including observing the rule of no phrasal stress on function words.
The student will have the opportunity to learn:
Express modal meanings, feelings and emotions using intonation.
Spelling
The student will learn to write the learned words correctly.
The student will have the opportunity to learn to compare and analyze letter combinations in the English language and their transcription.
Lexical side of speech
A fifth grader will learn:
Learn in writing and spoken text studied lexical units (words, phrases, cliche remarks of speech etiquette), including polysemantic ones, within the scope of the main school;
Use orally and writing in their basic meaning, the studied lexical units (words, phrases, cliche remarks of speech etiquette), including polysemantic ones, within the scope of the basic school in accordance with the communicative task being solved;
Observe the existing norms of lexical compatibility in the English language;
Recognize and educate related words using the basic methods of word formation (affixation) within the subject of the basic school in accordance with the communicative task being solved.
The student will have the opportunity to learn:
Use in speech in several meanings polysemantic words studied within the scope of the main school;
Find differences between the phenomena of synonymy and antonymy;
Recognize that words belong to parts of speech based on certain characteristics (articles, affixes, etc.);
Use linguistic guesswork in the process of reading and listening (guess the meaning of unfamiliar words based on context and word-formation elements
The grammatical side of speech
The student will learn:
Operate in the process of oral and written communication with the main syntactic constructions And morphological forms English in accordance with the communicative task in a communicatively significant context;
Recognize and use in speech:
Various communicative types of sentences: affirmative, negative, interrogative (general, special, alternative, dividing questions), incentive (in affirmative and negative form);
Common simple sentences, including those with several adverbs in a specific order (We moved to a new house last year);
Sentences with initial It (It"s cold. It"s five o"clock. It"s interesting. It"s winter);
Sentences with initial There + to be (There are a lot of trees in the park);
Compound sentences with coordinating words zami and, but, or;
Singular and singular nouns plural, formed according to the rule and exceptions;
Nouns with definite/indefinite/zero articles;
Personal, possessive, demonstrative, indefinite, relative, interrogative pronouns;
Adjectives in the positive, comparative and superlative degrees, formed according to the rule and exceptions; as well as adverbs expressing quantity (many/much, few/a few, little/a little);
Cardinal and ordinal numbers;
Verbs in the most common tense forms of the active voice: Present Simple, Future Simple and Past Simple;
Modal verbs and their equivalents (can, must).
The student will have the opportunity to learn:
Recognize complex sentences with subordinate clauses with conjunctions who, which, that
- Interpersonal relationships in the family, with peers; solution conflict situations. Appearance and character traits of a person. Leisure and hobbies (reading, cinema, theater, museum, music). Types of recreation, travel. Youth fashion. Purchases.
Module 1. English in Use 1 “Greetings”; Extensive Reading 1 “Citizenship”.
Module 2. “I’m from”; “My things”; “My collection”; English in Use 2 “Buying a souvenir”.
Module 3. English in Use 3 “Viewing a house”.
Module 4. “My family”; “Who’s who?”; “Famous people”; English in Use 4 “Identifying & people describing”; Extensive Reading 4 “Literature: My Family”; Sp. on R. “Hobbies”.
Module 6. “At work”; English in Use 6 “Making suggestions”.
Module 7. “Dress right”; “It's fun”; English in Use 7 “Shopping for clothes”.
Module 8. “It’s my birthday”; English in Use 8 “Ordering food”.
Module 9. “Going shopping.”
Module 10. English in Use 10 “Renting (a bike/car)”.
- School education, school life, subjects studied and attitudes towards them. Correspondence with foreign peers. Holidays at different times of the year.
Starter Unit. “The English Alphabet”; “Numbers”; “Colors”; “Classroom objects”; “Classroom language”.
Module 1. “School”; “First day”; “Favorite subjects”.
Module 6. “Weekends”.
Module 10. “Travel & leisure”; “Summer fun”; Sp. on R. “Holidays”.
- Universe and man. Nature: flora and fauna. Environmental problems. Protection environment. Climate, weather. Living conditions in urban/rural areas. Transport.
Module 1. Culture Corner “Schools in England”; Sp. on R. “School life”.
Module 2. Culture Corner “UK souvenirs”; Extensive Reading 2 “Geography: English-speaking countries”; Sp. on R. “Our Country”.
Module 3. “At home”; “Move in!”; “My bedroom”; Culture Corner “A Typical English House”; Extensive Reading 3 “Art & Design: Taj Mahal”; Sp. on R. “Homes”.
Module 4. Culture Corner “American TV Families”.
Module 6. Culture Corner “Landmarks”; Sp. on R. “Fame”.
Module 7. Culture Corner “The Alaskan Climate”; extensive Reading 7 “Literature: what weather!”; Sp. on R. “Seasons”.
Module 8. “Celebrations”; Culture Corner “Thanksgiving”; Sp. on R. “Festivals”.
Module 9. “Let’s go”; “Don’t miss it!”; Culture Corner “Busy spots in London”; English in Use 9 “Asking for/Giving directions”; Extensive Reading 9 “Maths: British Coins”; Sp. on R. “Museums”.
Module 10. Culture Corner “All aboard”.
- Healthy lifestyle: work and rest schedule, sports, balanced nutrition, giving up bad habits.
Module 5. “Amazing creatures”; “At the zoo”; “My pet”; English in Use 5 “A visit to the vet”; Extensive Reading 5 “Science: It’s an insect’s life!”; Sp. on R. “Animals”.
Module 6. “Wake up!”; Extensive Reading 6 “Science: Sundials.”
Module 7. “Year after year.”
Module 8. “Master chef”; Extensive Reading 8 “PSHE: Danger! Keep out.”
Module 10. “Just a note...”.
Extensive Reading 10 “Geography: safe camping”.
Literature used
- Bilingual dictionaries;
“English - Russian, Russian - English dictionary”, M.I. Dubrovin, Moscow, “Oniks”, 2010;
“English-Russian, Russian-English dictionary”, V.K. Muller, Moscow, “Eksmo”, 2012;
- "Newest complete guide schoolchild", volume 2, T.I. Maksimova, Moscow "Eksmo", 2009;
- “Collection of exercises on English grammar”, T.V. Baranovskaya, Moscow, “Logos”, 2010;
- “Collection of exercises on English grammar”, Yu.B. Golitsynsky, St. Petersburg, “Capo”, 2009;
- “Handbook of English Grammar”, E.V. Karpenko, Moscow, “Eksmo”, 2010;
- “Oral topics in English for schoolchildren”, T.Yu. Zhurina, Moscow, “Drofa”, 2009;
- Textbook “English in Focus” (“Spotlight”) for 5th grade of general education institutions, basic level. Authors – Yu.E. Vaulina, J. Dooley, O.E. Podolyako, V. Evans, Moscow, “Enlightenment”, 2015
Municipal budgetary institution
additional education children
Center children's creativity
Temryuk district.
Adopted at the meeting I approve
Pedagogical/Methodological Council Director of MBU DO CDT
dated "____"______2017 _______________/full name/
Protocol No. _____________________ “___”__________2017
M.P.
Additional general education program academic discipline in a foreign language
(English language)
for first and second year students.
Additional education teacher Lebedeva S.V.
Program level: basic
(introductory, basic or advanced)
Program implementation period: 2 YEARS (144 hours)
(total number of hours)
Program type: modified
(indicate the name and position of the developer)
2016
EXPLANATORY NOTE
The work program for the English language “Entertaining English” was developed in accordance with the Federal State Educational Standard (order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373), based on “Extracurricular activities of schoolchildren. Foreign language classes in preschool age develop the child comprehensively. Students study English as a basic academic subject at the Children's Creativity Center for 72 hours per year and 144 hours over 2 years. The author's program for teaching English is compiled and developed on the basis of teaching aid: Shishkova I.A. Verbovskaya M.E., edited by Bonk N.A. “English for junior schoolchildren" This program is intended for children 7-9 years old. The work program of the “Entertaining English” association has been developed in accordance with the modern regulatory framework in the field preschool education in the Russian Federation. The program is aimed at creating a basic level for students, and also promotes the development of speech etiquette.You should also take advantage of the benefits of children's memory, such as the strength of memorization. Teaching a foreign language carries enormous linguistic potential and general development child. The main forms of activity for children of this age are games, learning songs in English, staging and acting out skits. Games and various communicative situations help to form personal qualities children, their interests, emotional and motivational spheres. Extracurricular activities in English are traditionally basedon forms : group and mass work. During classes, an individual and differentiated approach to children is provided. Each lesson consists of two parts - theoretical and practical. The teacher plans the theoretical part taking into account age, psychological and individual characteristics students. The program provides for classes that integrate various shapes and techniques for play-based learning and other activities. The proposed program is aimed at creating a basis for further study of a foreign language in primary school. This course is designed for 2 years (45 minutes in the first year, and 45 minutes in the second year).
General characteristics of the subject
Relevance of the program
In accordance with the requirements of the Federal State Educational Standard and new programs for teaching foreign languages, at the initial stage of training, it is expected that not only the foreign language communicative competence of students will develop positively, but also the achievement of higher personal and meta-subject learning results. English as an academic subject has great educational potential, which was fully taken into account when developing this program, where significant attention is paid to the formation of value guidelines and aesthetic ideals.
The activity-based nature of the subject corresponds to the nature of a junior schoolchild who perceives the world holistically, emotionally and actively. This allows you to enable speech activity to other activities of the child of this age(game, cognitive, artistic, aesthetic...) and makes it possible to make various connections with the subjects studied in primary school, to form general educational skills.
Novelty of the program
Noveltyof this program is that it promotes the implementation of the principles of teaching a foreign language within the framework of a competency-based approach to linguistic education. The learning process involves the use different types classes, teaching methods, ICT, additional literature, which will make the learning process interesting and will help improve the level educational motivation students. Systematic use of a computer will help children learn vocabulary, phonetics, and grammar while performing a variety of exercises.
Purpose of the course:
Development of basic language skills necessary for successful mastery of the English language at the initial stage of schooling, which will allow achieving high indicators of general educational development with maximum involvement of students in active activities in the classroom.
Tasks:
1. Formation of correct pronunciation skills
2.Development of communication skills:
a) Learn to establish contact with communication partners in game situations.
b) Form vocabulary
c) Develop English speaking skills (name objects, describe them, answer questions, ask questions).
d) Develop listening skills based on visualization.
3. Expanding the horizons of children, introducing them to the country of the language they are learning. Getting to know the culture of the country of the language being studied is a means of enrichment spiritual world child. Knowledge of the surrounding world, thinking, memory expands.
4. Development of a creative personality.
As mainprinciples programs are:
1. The priority of the communicative goal in teaching English.
2. Compliance with the activity-based nature of teaching a foreign language.
3.Personally-oriented nature of learning.
4.Training in oral forms of communication.
5. Taking into account students’ experience in their native language and developing their cognitive abilities.
6.Widespread use of effective modern technologies training.
7. Sociocultural orientation of the process of teaching English.
Forms of organization of activities:
1.Speech and phonetic warm-ups.
2. Poetic examples, rhymes.
3.Games, role-playing games, dramatizations, songs.
Description of the subject's place in the curriculum.
The variable part of the basic curriculum includes extracurricular activities carried out in the first and second half of the day. According to the BPU, the variable part takes into account the features educational needs and the interests of students and their parents. This program is designed for 72 hours at the rate of 2 study hours per week.
Children's age is 7-9 years.
Mode according to the school schedule.
Implementation period: 2016-2018 academic year. G.
Expected result: 1) Students understand the role of English in international communication. 2) students' interest in successfully mastering the English language.
Description of value guidelines.
With the help of the English language, value guidelines are formed and the foundations of moral behavior are laid. In the process of communication in the lesson, acquaintance with examples of children's foreign folklore, the following are developed:
Friendly attitude and tolerance towards representatives of other countries and their culture, stimulates common speech development junior schoolchildren,
Develops them communication culture,
The foundations of civic identity, personal qualities, readiness and ability of students for self-development, motivation for learning and knowledge, value and semantic attitudes reflecting the individual and personal positions of students, and social competencies are formed.
Verifiable results.
Subject, meta-subject and personal.
As a result of studying this program, students will have the opportunity to form:
Personal results:
Forming the ability to understand the reasons for success or failure educational activities;
Awareness of language, including foreign, as the main means of communication between people;
Willingness to listen to the interlocutor and conduct a dialogue.
Meta-subject results :
Development of the ability to interact with others when performing different roles within the limits of the speech needs and capabilities of a primary school student;
Development of communication abilities, the ability to choose adequate language and speech means to solve a basic communication problem;
Expanding your linguistic horizons;
Development of cognitive, emotional and volitional spheres;
Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation;
Possession of the ability to work with various teaching aids.
Subject results:
Mastering basic understanding of the norms of the English language (phonetic, lexical, grammatical), the ability to compare linguistic units (sound, word).
A. In the communication sphere:
Speech competence:
In speaking:
Conduct a basic etiquette dialogue, a questioning dialogue, a dialogue encouraging action;
Be able to talk about yourself, family, friend.
Ability to make up small monologue statement about yourself based on meaningful support.
In listening:
The ability to understand the content of short statements based on the studied language material.
Understand by ear the speech of the teacher and classmates, the main content of small accessible texts in audio recordings, built on the studied material.
Language competence:
Adequate pronunciation and distinction by ear of all sounds of the English language, compliance correct accent in words and phrases;
Compliance with the intonation features of the main types of sentences;
Recognition and use of studied lexical units and grammatical structures in speech.
Sociocultural awareness:
Knowledge of the names of the countries of the language being studied, some literary characters, plots of some popular fairy tales written in English, small works of children's folklore (poems and songs), knowledge of elementary norms of speech and non-verbal behavior accepted in English-speaking countries.
B. In the cognitive sphere:
The ability to compare linguistic phenomena of the native and English languages at the level of individual sounds, letters, phrases, simple sentences;
The ability to recognize grammatical phenomena that are absent in the native language;
Ability to act according to a model;
Ability to use transcription;
Ability to carry out self-observation and self-assessment.
B. In the value-orientation sphere :
The idea of English as a means of expressing thoughts, feelings, emotions;
Introducing to the cultural values of another people.
G. In the aesthetic sphere:
- mastery of basic means of expressing feelings and emotions;
Developing a sense of beauty in the process of getting acquainted with examples of accessible children's literature.
Communication skills by type of speech activity.
Speaking:
1.Dialogue form
The ability to conduct etiquette dialogues in typical situations of everyday, educational and cross-cultural communication, including those obtained through means of communication;
The ability to conduct dialogue-questioning, dialogue incitement to action.
2. Monologue form
Ability to use communicative types of speech: description, story, characterization.
Listening:
The ability to listen and understand the speech of the teacher and classmates during communication in the classroom
Ability to respond verbally and non-verbally;
The ability to perceive by ear small accessible texts in audio recordings based on the studied material.
Forms for recording knowledge and skills
At the initial stage of learning, interest in a foreign language is established; students’ achievements are very flexible and individual.
The use of this manual is associated with the need to continue the systematic and consistent preparation for new forms of assessment begun in grade 1 educational achievements, which are part of school reality. The methods for determining the effectiveness of the program are: diagnostics carried out at the end of each section in the form test tasks to monitor learning outcomes, the achievement of which is the most important requirement of the Federal State Educational Standard (FSES).
Ispomaterials used:
| Class | Textbook title | Publishing house, year of publication | Qty hours in year |
|
| 1-2 grade 3-4 grade | 1.English for younger students. Part 1 2.Workbook-1 3.Handouts 4.Audio application 1.English for younger students." Part 2 2.Workbook-2 3.Handouts 4.Audio application | Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I.A. Verbovskaya M.E., Shishkova I | CJSC "Rosmen-Press", 2013.- 207 p. CJSC "Rosmen-Press", 2013.- 128 p. CJSC "Rosmen-Press", 2013.- 63 p. CJSC "Rosmen-Press", 2013.- 207 p. CJSC "Rosmen-Press", 2013.- 128 p. CJSC "Rosmen-Press", 2013.- 63 p. | 72 hours 72 hours |
Educational and thematic plan
1-2 grade
| p/p | Name of lesson topics | Number of hours |
| Acquaintance. Introductory lesson | ||
| Greetings | ||
| Family | ||
| Colors | ||
| Numbers | ||
| Food | ||
| Prepositions | ||
| House | ||
| Vegetables and fruits | ||
| 10. | Dishes | |
| 11. | Movements and Actions | |
| 12. | Cloth | |
| 13. | Body | |
| 14. | Animals | |
| Total: | 144 |
|
Educational and thematic plan
3-4 grade
| p/p | Name of lesson topics | Number of hours |
| Acquaintance. Introductory lesson | ||
| Greetings | ||
| Family | ||
| Colors | ||
| Numbers | ||
| Food | ||
| Prepositions | ||
| House | ||
| Vegetables and fruits | ||
| 10. | Dishes | |
| 11. | Movements and Actions | |
| 12. | Cloth | |
| 13. | Body | |
| 14. | Animals | |
| Total: | 144 |
|
Logistics of the program
Printed products (library collection):
Textbooks “English for junior schoolchildren”
Federal state educational standard for basic general education.
Approximate secondary education program in a foreign language.
Printed products (for personal use of students) “English for primary schoolchildren”
Workbook
Technical training aids and classroom equipment
Computer.
A chalkboard with a set of devices for attaching tables, posters and pictures.
Visual aids: cards, toys, diagrams, symbolic images of sounds (transcription) and letters, paintings, illustrations, drawings, postcards.
Teacher's desk
Student tables 2-seater with a set of chairs.
Multimedia learning tools
CD for classroom use
Computer
Multimedia projector and other technical means.
References:
Federal state educational standard for basic general education.
Sample programs of basic general education. Foreign language. - M.: Education, 2009. - (Series “Second Generation Standards”).
Federal component of State educational standards for primary general, basic general and secondary (complete) education (Appendix to the order of the Ministry of Education of Russia dated March 5, 2004 No. 1089).
Sample programs of primary basic and secondary (complete) general education. English language. www.ed.gov.ru
Sample programs of basic general education. Foreign language. - M.: Education, 2009. - (Series “Second Generation Standards”)
Approximate state program for the English language for secondary schools of the Ministry of Education of the Russian Federation Publishing House Bustard 2008 Compiled by: Dneprov E.D., Arkadyev A.G.
List of literature for teachers
Shishkova I.A., Verbovskaya M.E. English for kids. Games, skits, songs. Ed. N.A. Bonk - M.: Publishing house "Rosmen-Press", 2005
Shishkova I.A., Verbovskaya M.E. English for kids. Guide for teachers and parents. Ed. N.A. Bonk - M.: JSC "Rosmen-Press", 2006
Shishkova I.A., Verbovskaya M.E. English for the little ones. Guide for teachers and parents. - M.: ZAO "Rosmen-Press", 2010
ABC School. A team of authors from the non-profit educational institution Interlingua. Scientific Hand. E.I. Kikteva. - Voronezh. NOU "Interlingua", 2009
Astafieva M.D. Games for children learning English. M.: Mozaika-Sintez, 2006.
English language. Games, events, linguistic and cultural material. - Volgograd: Teacher, 2009.
Verbovskaya M. E., Shishkova I. A. English for junior schoolchildren. Part I. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2011. - 207 p.
Verbovskaya M. E., Shishkova I. A. English for kids. Handouts. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2007. - 63 p.
Verbovskaya M. E., Shishkova I. A. English for junior schoolchildren. Workbook. Part I. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2010. - 128 p.
Dzyuina E.V. Game lessons and extracurricular activities in English: grades 2-4. - M.: VAKO, 2007.
Dzyuina E.V. Theatrical lessons and extracurricular activities in English. 1-4 grades, M.: VAKO, 2006.
Ezhakova L.S. Travel with rhyme. English for kids. M.: Iris, 1996.
Kolodyazhnaya L.N. Meet: Great Britain. - M.: Rolf, 2000.
Kurbatova M. Yu. Game techniques for teaching English grammar at the initial stage // Foreign languages at school. No. 3, 2006.
Lebedeva G.N. Extracurricular activities in English in primary school. - M.: “Globe”, 2008.
Popova E.N. English in grades 2-4.I start to love English.Volgograd: Teacher, 2007. School of Russia. Concept and programs for primary classes. 2h. M., Education, 2003.
Literature for students and parents.
English children's poems, songs and fairy tales. A book for extracurricular reading for students in grades 1-4. - Publisher: Lyceum, 2003.
Bryusova N.G. We study and play in English lessons, grades 2-4. M: Bustard, 2003. Gudkova L.M.. Poems and fairy tales in English lessons in elementary school. AST "Astrel" M.2005.
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Electronic resources:
General characteristics of the foreign language program
| Parameter name | Meaning |
| Article topic: | General characteristics of the foreign language program |
| Rubric (thematic category) | Education |
General characteristics of the second generation Federal State Educational Standard
Lecture No. 4
Second generation standard:
Foreign Language Program (FSES)
Content educational subjects, representing the system in the basic school scientific concepts and the corresponding methods of action, creates the necessary basis for the formation of theoretical reflective thinking among schoolchildren. This qualitatively new form of thinking acts as the operational and technical basis for the transition of students from educational activity as the ability to learn in primary school to educational activity with elements of self-education and self-development in primary school. This reveals new opportunities for the development of cognitive, communicative, aesthetic, subject-transforming (technical and technological) activities based on the value-semantic orientation of the individual in the world and society, the development of self-awareness and goal-setting, and the building of an individual educational trajectory.
The foreign language program for primary schools is based on Fundamental core content of general education and Requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, continuity is maintained with the exemplary programs of primary general education.
The program is a guideline for drawing up work programs: it determines the invariant (mandatory) part training course, outside of which remains the possibility of the author’s choice of a variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detail) of content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Work programs compiled on the basis of the program can be used in educational institutions different profiles and different specializations.
The program for basic school provides for the further development of all basic types of student activities presented in the programs of primary general education. At the same time, the content of the basic general education program has features determined, firstly, by the tasks of development, training and education of students, given social requirements for the level of development of their personal and cognitive qualities; secondly, the subject content of the general secondary education system; thirdly, psychological age characteristics trainees.
This sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, approximate thematic planning indicating the minimum number of hours allocated to study topics and defining the basic types of educational activities of schoolchildren; recommendations on material and technical support of the educational subject.
IN Explanatory noteʼʼthe features of each section of the program are revealed, the continuity of its content with the most important regulatory documents and the content of the foreign language program for primary education; a general description of the foreign language course and its place in the basic curriculum is given. Particular attention is paid to the goals of learning a foreign language, its contribution to solving basic pedagogical problems in the system of basic general education, as well as revealing the results of students mastering a foreign language program at the level of basic general education.
Goals and educational results are presented at several levels - meta-subject, personal and subject. In turn, subject results are designated in accordance with the main areas human activity: cognitive, value-orientation, labor, physical, aesthetic.
Section “Main content” includes a list of the content being studied, combined into content blocks indicating the minimum number teaching hours allocated for the study of each block.
The section “thematic planning” presents an approximate list of topics in a foreign language course and the number of teaching hours allocated to the study of each topic, a description of the main content of the topics and basic types of student activities (at the level of educational activities). The program also includes “Recommendations for equipping the educational process”.
General characteristics of the foreign language program - concept and types. Classification and features of the category “General characteristics of the foreign language program” 2017, 2018.
