Correctional program (VII type) in the academic subject "English" 2nd grade (home education) based on 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 a basic English language course for students with developmental disabilities, which is based on one hour per week, 35 hours per academic year (home-based learning)
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Methodological Council Deputy Director for Water Resources 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) in the subject "English" 2nd grade (home education)
MBOU Tokarevskaya secondary school No. 1
2013-2014 academic year
Teacher: Baranova S.V., English teacher
Tokarevka 2013
EXPLANATORY NOTE
The program is based on the Federal State Educational Standard for Basic General Education, the Basic English Language Course Program
The English language teaching program in grade 2 is based on personal
oriented approach. The program is focused on a basic English language course for students with developmental disabilities, which is based on 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 sociocultural skills.
Tasks:
1. Shape
The ability to carry out oral communication in standard situations, including making short coherent messages about yourself and your 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 based on familiarity 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 equalization classes is ensured by adequate conditions, a special curriculum, correctional techniques and methods of teaching and education. Improving the educational process for such children is associated with the need for adaptation
curricula while maintaining the overall qualifying volume of educational content. When adapting the program, the main attention is paid to children’s mastery of 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 structures and their main use in oral speech occurs slowly;
The perception of grammatical categories and their application in practice is difficult;
Characteristically, problems arise when listening to oral speech, especially connected texts, as well as difficulties in mastering forms of dialogic speech.
During the learning process, students master the main types of speech activity: reading, speaking (oral speech), listening.
Writing is used only as a teaching tool that promotes a more solid assimilation 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 a comprehensive school education is based on oral learning.
The tasks are more specific, practically oriented.
The teacher constantly helps students carefully monitor 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 - a 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 guesswork, in addition, sound-letter correspondences are reinforced.
Tests at the end of each quarter, as well as final tests, 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 material studied 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 schoolchildren to learn new words. On
Reading and translating what is read is allocated more classroom time.
Particular attention is paid to translation, since in this case children understand the meaning of what they read and thus their fear of 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 class.
Listening to texts is reduced, the volume of written exercises based on grammatical phenomena difficult for children to master is reduced, and the remaining ones are carefully analyzed.
When teaching children dialogical speech, everyday situations that are easy to understand and played out are used. Dramatization is one of the most effective methods in the formation of this type of speech activity.
REQUIREMENTS FOR THE LEVEL OF PREPARATION OF STUDENTS AT THE END OF THE SCHOOL YEAR
Requirements for teaching dialogic speech
Answer the question affirmatively using all the basic types of simple sentences.
Object using negative sentences.
Request information using interrogative sentences with question words (what, who, where, how, how many, how old, whose)
Express a request using incentive sentences.
React positively (negatively) to a request or 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 a friend, about your home, family, about your city, village, about your knowledge.
Requirements for teaching writing
Writing training is aimed primarily at mastering writing techniques and the most basic communication skills for correspondence.
Maintain a dictionary
Pronunciation of sounds, mastery of intonation
clearly pronounce and distinguish by ear all sounds and basic sound combinations of the English language;
observe longness and brevity of vowels, firm attack;
deafen consonants at the end of a syllable or word;
observe word stress, especially in complex words;
master the intonation of affirmative, interrogative (with and without a question word) and incentive sentences.
They must know: all the letters of the alphabet, basic letter combinations and sound-letter correspondences; basic spelling rules.
Lexical side of speech
Master a productive lexical minimum, which covers approximately 400 - 500 lexical units and also includes stable phrases and cliche remarks.
This is first of all:
greetings, addresses to peers, adults;
terms of kinship, designation of age, profession;
names of human qualities;
The grammatical side of speech
The main types of English simple sentences, reflecting the structural minimum (so-called speech patterns).
Use the verb “to be” in affirmative, negative and interrogative sentences in the Present Simple in full and short forms,
personal pronouns in the nominative case, possessive pronouns,
possessive case of a noun, demonstrative pronoun this, connecting 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 master:
the main cases of using nouns with definite, indefinite and zero articles; cardinal numbers from 1 to 20, negation not, no
Listening
Listen and understand the teacher's speech
Reading
Completely master the technique of reading aloud: correlate the graphic image of a word with the sound image, pronounce the text correctly, observe the emphasis in words and phrases, the basic rules for reading letters and letter combinations, correctly intonate.
Visually perceive and recognize the studied material (words, phrases,
sentences), realize their meaning and meaning in the text.
Master the ability to fully understand the content of texts based entirely on the material studied.
Educational and thematic planning
By English language
Classes 2 (home education type VII)
Teacher Baranova S.V.
Number of hours
Total 35 hours; per week 1 hour
Planning is 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/p | 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 Vacations” | 5h. |
|
Total: | 35h. |
Calendar and thematic planningEnglish lessons in 2nd grade (home-based learning VII species)
Publishing house "Prosveshchenie", Moscow, 2012
Number of hours per year - 35, per week - 1 hour Compiled by the teacher of MBOU Tokarevskaya Secondary School No. 1 Baranova S.V.
No. | 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! | Familiarization with speech clichés on the topic “Greeting”, development of dialogical speech skills. |
| Personal results are:
MetasubjectThe results of learning English in primary school are:
Subject resultsstudying English in primary school are: mastering initial ideas about the norms of the English language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare linguistic units such as sound, letter, word. A. 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 listening:
In reading:
In writing:
Linguistic competence (proficiency in language means)
Sociocultural awareness
B. In the cognitive sphere:
IN. In the value-orientation sphere:
G. In the aesthetic sphere:
D. In the labor sphere:
| ||||
My letters! | (a-h) , formation of word reading skills. | ||||||
My letters! | Familiarization with the letters of the English alphabet(i-g) , development of reading skills | ||||||
My letters! Formation of reading skills | Familiarization with the letters of the English alphabet(r-z) , formation of the skill of reading words, formation of the skill of writing. Development of listening skills. | ||||||
Letter combinations | Formation of skills in reading and writing words with letter combinations “sh”, “ch”, “th”, “ph” | ||||||
Hello! | Combined lesson | Familiarization with commands, development of reading skills, development of motor coordination. Improving the skill of dialogical speech on the topic “Acquaintance”. | |||||
I'm glad to see you! | |||||||
My family | Familiarization with vocabulary on the topic, development of lexical reading skills | ||||||
Family members | Familiarization with vocabulary on the topic “Colors”, development of lexical reading skills. | ||||||
Colors | |||||||
My house | Combined lesson | Familiarization with vocabulary on the topic “Items of Furniture”, development of lexical skills in reading and speaking. Improving lexical reading skills on the topic “Family”. Development of listening skills. | |||||
Where's Chuckles? | Familiarization with vocabulary on the topic “Rooms in the House”, development of lexical reading skills. Development of dialogical speech skills. | ||||||
In bathroom! | Improving phonetic, lexical reading and speaking skills on covered topics. Development of movement coordination. | ||||||
In bathroom! | Formation of the skill of reading words with letters"e" in a closed syllable, words with a letter combination“ee” , improving lexical skills in reading and speaking on covered topics. | ||||||
Letter e in a closed syllable | |||||||
My birthday! | Lesson on learning new material | Familiarization with vocabulary on the topic, numerals from 1 to 10, development of lexical skills in reading and speaking. |
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Present Development of reading skill. | Combined lesson | Development of lexical skills in reading and speaking on the topic, development of listening skills. | |||||
Tasty food | Improving reading skills. | ||||||
My favorite meal! | Development of monologue speech skills on the topic “Food”, improvement of reading skills. | ||||||
What is on the table? H shading words with letter"c". | Improving lexical and grammatical reading skills. Formation of the skill of reading words with letters"c". | ||||||
My animals! | Lesson on learning new material | Familiarization with vocabulary on the topic “Names of animals”, familiarization with the modal verb “can” and verbs of motion. Development of lexical and grammatical reading and speaking skills. |
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I like animals | Combined lesson | Development of lexical and grammatical skills in speaking and reading on the topic. Development of motor coordination | |||||
I can jump! | Combined lesson | ||||||
I can run | Combined lesson | Development of monologue speech skills on the topic “I can!”, development of reading skills | |||||
At the circus! Reading words with letter"i" | Combined lesson | Familiarization with vocabulary on the topic and development of reading skills | |||||
My toys! | Lesson on learning new material | Familiarization with vocabulary on the topic and prepositions of place, development of lexical skills in speaking and reading. |
Past Simple of the verb "to be" The expression “be going to”, Present Perfect | ||||
Prepositions of "place" | Combined lesson | Improving lexical skills in speaking and reading on the topics “Toys”, “Prepositions of place”, | |||||
She has blue eyes! | Familiarization with vocabulary on the topic “Appearance”, development of lexical skills in reading and speaking. | ||||||
Wonderful little bear! | Development of monologue speech skills on the topics “Toys”, “Appearance”. Development of reading and listening skills. | ||||||
Reading words with letter"y" | Formation of the skill of reading previously learned words with letters"y" | ||||||
My holidays! | Familiarization 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 monologue speech skills on the topic “Weather and clothing”, development of reading skills. | ||||||
Windy and cold, clothes | Development of monologue speech skills 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 as an example. |
LIST OF REFERENCES FOR STUDENTS
- Textbook "English in Focus"
- Workbook "English in Focus"
Sections: Foreign languages
Foreign language teacher of the highest category Larisa Mikhailovna Shiryai
11th grade student Natalya Valerievna Stakheeva
Explanatory letter
Contradictions and problems that arose in the educational process. Resource support for the implementation of an individual program
Since 2001, Natalya Stakheeva has been studying in a specialized mathematics class.
She has a high level of training in English, as she studied the language additionally for two years 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 completion of the program;
- not satisfied with the level of preparation of students in the group;
- not satisfied with the lack of modern teaching aids at school;
- understands the need for language proficiency at a functional level for a qualified specialist in any field, and will study the language at the university chosen for admission;
- I would like to master the humanities program 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 entrance exams to a university;
- has the ability to independently learn the language;
- has a computer and Internet access at home.
Realizes the discrepancy between the student’s requests and the content of the mathematics program;
- would like, based on the student’s abilities, for the student to achieve 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 for specialized training and create an individually oriented program for a specific student, since the school participates in the Federal experiment on “Modernization of the structure and content of general education.”
Program goals:
Mastering the English language program for a course of complete secondary education during the 1st half of the 2003-2004 academic year;
- creating conditions to ensure in-depth study of a foreign language;
- ensuring continuity between general and vocational education, more effective preparation of the student for mastering the English language program at a higher educational institution.
Program objectives:
Creation of psychological and pedagogical conditions that would ensure active stimulation of self-valued educational activities in the student based on self-education, self-development, self-expression in the course of mastering the English language;
- formation of self-educational competence, i.e. ability to maintain and improve the level of English language proficiency in the process of self-education;
- creating conditions for the development of thinking skills (generalization, abstraction, comparison, - grouping, analysis, synthesis, inference);
- ensuring the success of mastering the program;
- maintaining the health of the child;
pairing the humanities program with the program of entrance exams in English at the university to ensure continuity in education;
- achieving the appropriate level B1 of the Common European Framework of Reference for Languages;
- completion of work on the textbook by Kuzovlev V.R. grades 10-11, on the textbook by Klementieva T.B. “Happy Engish 3.”
Requirements for practical knowledge of English
It is assumed that the level of mastery of the content of the English language program corresponds to the threshold level (B1) of the “Common European Framework of Reference for Languages”, that is, the student:
Can understand generally clear, standard messages on familiar topics found in academic and leisure settings;
- communicates in most situations that arise while traveling around the country of the language being studied;
- constructs simple coherent statements on familiar topics;
- describes events, dreams and briefly explains opinions.
Description of skills
Listening - can understand the main ideas in clear, standard statements on familiar topics regularly encountered in school and leisure activities. Can understand the basic content of many radio/television programs dealing with current events or matters of professional/personal interest where the presentation is relatively slow and understandable. 3–4% of unfamiliar words are allowed. Playing duration is 3 – 5 minutes.
Reading – Can understand short texts that primarily consist of high-frequency everyday or specialized lecture. Can understand descriptions of events, feelings, desires in letters of a personal nature. Reads in order to extract complete, basic, partial information.
Speaking – Dialogue speech– can communicate in various situations that arise while traveling around the country of the language being studied. Can enter into conversation without preparation on familiar topics of a personal or everyday nature (family, hobbies, work, travel, current events). The volume of replicas is at least 10. Monologue speech- can simplify phrases to describe events, desires, hopes. Can briefly justify and explain opinions and plans. Can tell a story, the content of a book/movie and describe the feelings it evokes. 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 experiences and impressions. Knows how to fill out a questionnaire and write an autobiography.
The student can:
Compare the cultural characteristics of different countries in the world of life (lifestyle, traditions and customs), drawing on information from other school subjects;
- use modern information technologies to expand linguistic and regional knowledge and enhance communication skills.
Product: a student who has completed the upper secondary school program ahead of schedule and has reached the threshold level of English language proficiency established by the Common European Framework of Reference for Languages.
Language competence
Graphics and spelling: within the scope of basic school. Writing new vocabulary on topics of the senior stage and in connection with the humanitarian profile.
Pronunciation side of speech: expanding the set of intonation structures for expressing feelings and emotions;
Lexical aspect of speech:
active knowledge 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 cultural characteristics of the countries of the language being studied;
synonyms, antonyms, word formation.
The grammatical aspect of speech:
syntax: the use of a simple (uncommon, common) sentence with a verbal nominal predicate, the use of impersonal sentences, constructions with there is- there are, various sentences according to the purpose of the statement, complex sentences and their types, direct and indirect speech, coordination of tenses;
morphology:
numeral name (quantitative, ordinal);
pronouns: personal (nominative, objective cases), possessive (absolute, dependent forms), demonstrative, reflexive, interrogative, indefinite (some, any, no, every, their derivatives), pronouns one, it, generalizing pronouns;
verb: system of verbal tenses of active and passive voice, features of the use of tenses, 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 different 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 the speech:
Situations of everyday communication in social, everyday, cultural and educational spheres. Foreign language and profession.
Speech competence
Speaking: all types of monologue and dialogue based on expanded topics and vocabulary in situations of formal and informal communication in social, everyday, cultural, educational and professional spheres. Polylogue in the form of discussion and business conversation in compliance with the norms of speech etiquette. Public speaking (in connection with what has been seen, read). Presentation of a sociocultural portrait of the native country and the countries of the language being studied. Assessment or characterization of events, facts of modern life in one’s own country and the countries of the language being studied.
Listening: understanding the main content of statements made by 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 spoken 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 language;
Writing: presenting information about yourself, writing abstracts of an oral (written) message, writing personal and business letters, filling out questionnaires of various types. Drawing up a summary, abstract, annotation, text, characteristics of literary characters;
Sociocultural competence
Expanding the volume of regional geographic information due to new issues and topics of speech communication. English as a means of national communication in the country, as a 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 the 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 Helps 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 No. 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 letter. |
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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Certification tasks and certification forms
A credit control system is implemented after each block of educational material mastered independently by the student. Between tests, 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” No. 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. Heart 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. 11 Ex. 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. Work book 1 p.27 Test |
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Personal Heritage Russian travelers |
Work book: 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. Work book 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. Work book 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. 1 |
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. Work book3 |
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Preparation for Final Test. |
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Final Test.(DEMO EGE 2003) |
Features of the educational process
accelerated completion of the program;
use of a communicative approach in teaching;
use of computers in teaching;
the learning process is person-oriented;
the basis of learning is the student’s active, motivated, independent mental activity;
block division of language material;
scoring control system;
linguistic and regional studies orientation;
principles for constructing individual training:
democracy
motivation
cooperation
self improvement
self-awareness
self-esteem;
students’ independent choice of pace, time for submitting reports and methods of work.
Literature
- English language. Large reference book for schoolchildren and those entering universities, M, “Drofa”, 1998;
- Afanasyeva O. V. Training tests for preparing for the Unified State Exam in English, Rostov-on-Don, “Phoenix”, 2003;
- Bogatsky I. S. “English language business course”, Kyiv, “Logos”, 1999;
- Guzeeva K. A.. English language, Reference materials, M, “Enlightenment”, 1992;
- English language program edited by Galskova N.D., M, “Enlightenment”, 1994;
- Periodicals:
The concept of the structure and content of general secondary education in 12-year school, UG, No. 50, 1999;
Common European Framework of Reference for Languages. “Foreign languages at school”, No. 5, 2000;
Organization of specialized training in the 11th grade of a general education 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 (project), “English”, No. 43, 2001;
7. Textbooks:
- Kaufman K.I., Kaufman M.Yu.. Workbooks for the textbook Klementyeva T.V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Klementyeva T.V. “Happy English –3”, Obninsk, “Title”, 1998;
- Kuzovlev V.P. English language grades 10-11. M, “Enlightenment”, 2001;
- Kuzovlev V.P. Workbook for the textbook for grades 10-11, M, “Enlightenment”, 2001.
- CD “Professor Higgins”
Marina Berdnik
"Funny English". Early Childhood Education Program
Program« Funny English»
1. Explanatory note: relevance, problem, goal, objectives, expected results.
2. Structure programs: forms of work, curriculum.
3. Calendar and thematic planning of work with older children preschool age(5-6 years)
4. Calendar and thematic planning of work with children in the preparatory group for school (6-7 years)
1. Explanatory note
Relevance. Currently, due to the strengthening of international relations, interest in early teaching of foreign languages to children. Studying foreign language in early age is especially effective, because it is children preschool age show great interest in people of other cultures. 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 speaking a non-native language carries enormous pedagogical potential both in terms of the linguistic and general development of children.
Problem. In progress teaching a foreign language at an early age stage, its own problems were discovered, 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 basic communication skills in English for preschool children.
It is built on the basis of continuity in relation to 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 specified from stage to stage.
Work on this program carried out in a friendly atmosphere, against the backdrop of a trusting relationship between the teacher and the children.
In the process of implementation programs the following are decided tasks:
teaching English speaking to preschoolers;
Prepares a solid foundation for a successful transition to advanced study English language in the primary grades of secondary schools;
Promotes the development of intellectual abilities, attention and memory, and generally has a positive effect on personality development;
Creating conditions for the communicative and psychological adaptation of 4-7 year old students to studying foreign language;
Expanding children's horizons through acquaintance with foreign language holidays, traditions, in foreign words, included in the Russian language, etc.;
The use of regionally focused materials in children's foreign language activities.
Expected results:
As a result of studying a foreign language, a preschooler must:
Know/understand
Basic meanings of the studied lexical units (words, phrases);
Intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (aspectual and tense forms of verbs, modal verbs, articles, nouns, pronouns,
numerals, prepositions);
Basic norms of speech etiquette adopted in the country of the language being studied;
The Role of Ownership foreign languages in the modern world; features of the lifestyle, way of life, culture of the countries of the language being studied (world-famous heroes of children's fiction; famous sights, similarities and differences in the traditions of their country and
countries of the language being studied.
be able to:
speaking
Start, conduct/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;
Talk 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 you are learning;
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 your attitude to what you heard, give a brief description of the characters;
listening
Understand the main content of short, simple, 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 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 accessible limits;
Awareness of the 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;
Introducing the values of world culture through foreign language sources of information (including multimedia);
Familiarization 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 within two years.
Age groups: older (5-6 years) and preparatory (6-7 years).
Number of hours: per week - 2 hours. ; per year - 72 hours.
Duration of classes is 20-30 minutes.
Classes are held 2 times a week in the afternoon. The duration of the lesson is no more than 30 minutes.
Age Number of classes
per week per month per year
5 - 7 years 2 8 72
Long-term planning includes 8 lessons per month. However, their number and sequence may vary depending on the period of diagnosis, vacations, preparation for holidays, as well as the degree of complexity of the topic.
Advance lesson planning
Topic No. Sections Number of lessons
1 “Greeting” Greeting 4
2 “Commands” Commands 5
3 “Introduction” Getting to know you 8
4 “Animals” Animals 8
5 “Seasons” Seasons 6
6 “My family” My family 8
7"Count (1- 10) ”Count 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 training and is aimed at the gradual formation and development of basic oral speech skills in children preschool age, compiled for children aged 5-7 years studying foreign(English) language as first foreign language in kindergarten. Process training is carried out according to an educational and thematic plan that determines the number and content of educational activities per month (8-9 lessons, according to developed topics.
Program involves continuous acquaintance with foreign language folklore (songs, poems, rhymes, games, sayings, fairy tales and regional studies material.
Suggested topics and forms training correspond to age characteristics, cognitive needs and interests preschoolers, give space to children's imagination and the opportunity to show their individuality.
Parent meetings;
Individual and collective consultations on foreign language;
Open classes on foreign language;
Joint events on English language;
Questionnaire;
Assistance to parents in equipping the pedagogical process, etc.
Forms of work with parents
Directions in working with parents Forms of working with parents
1. Informational Individual (consultations, conversations, surveys)
Collective (parent meetings)
Visual and pedagogical information (stand design "Parents Corner")
2. Joint creativity of parents and children. Joint celebrations and entertainment English language
Selecting forms of educational activities English language, forms and methods training due to psychological and pedagogical characteristics preschoolers.
Variable forms are actively used training: frontal, collective, group, individual, pair, game.
Number of children in the subgroup: 10-12 people.
Class form: subgroup
1. Regional studies. 1. Geographical location and climate of Great Britain and America, holidays of the countries and the language being studied
2. The world around us 1. Pets
2. Wild animals of America.
3. Mathematics 1. Counting (1-20, store
4. Literature 1. Fairy-tale characters
2. British folklore (“Tales of Mother Goose”).
3. Cartoon characters
5. Technology 1. Paper plastic - making holiday cards (techniques of cutting, pasting, gluing, applique)
2. Drawing - a spectrum of colors, various methods of coloring dough products, coloring, etc.
3. Modeling - making works from dough. ( "Animals", "Alphabet", etc.)
7. Physical education 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
9. Music 1. Learning songs with elements of movements
2. Getting to know the music of the countries of the target language
10. Theater 1. Puppet theater
2. Story and role-playing games.
3. Theatrical songs.
4. Performances of short plays
11. Computer Cartoons
Each lesson begins with phonetic exercises to reinforce 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 song vocabulary depends on the topic and level of knowledge of the children; the principle of movement from simple to more complex is used.
Games, working with cards, putting together jigsaw puzzles, dominoes, and lotto are aimed at memorizing vocabulary on a specific topic.
Creative tasks to consolidate basic vocabulary.
After getting acquainted with the basic vocabulary English language, creative tasks are performed in it consolidation:
Coloring;
Drawing;
Applications;
Paper plastics;
Modeling from plasticine;
Modeling from salt dough.
Special educational cartoons are used as additional material for preschoolers. This type of work always evokes a positive attitude in children and is a means of increasing motivation in language learning.
In the middle of the lesson there is a warm-up in the form of English songs or exercises (physical education minute) using the studied vocabulary, which helps to consolidate it in action.
Learning the basics of grammar English for preschoolers occurs during the learning process vocabulary:
Plural
Imperative mood (execution teams: 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 foreign language within the following example topics:
1. Me and my family. Interaction with family and friends. Appearance. Score from 1-12. Cultivating politeness and responsiveness in children towards each other.
2. Domestic and wild animals. Colors. Adjectives. Fostering love for animals and emotional responsiveness to personal successes and the successes of comrades.
3. Home country and country/countries of the language being studied. Prominent people (English queen and king) . Attractions (monuments, streets, theaters).
4. Seasons. Nature. Weather. Verbs of movement. Kinds of sports. Hobbies.
Types of speech activity
Speaking
Dialogue speech
Etiquette dialogue - starting, maintaining and ending a conversation; congratulate, express wishes and respond to them; express gratitude; politely ask again, refuse, agree;
Dialogue - questioning - requesting and reporting factual information (Who? What? How? Where, moving from the position of the questioner to the position of the answerer; purposefully question, "to interview";
Dialogue is an incentive 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 communicative types of speech such as narrative and message;
Listening
Listening perception and understanding of the text heard or the teacher’s speech.
Formation of skills:
Highlight the main information in a text that is perceived by hearing;
Selectively understand the necessary information.
Language knowledge and skills:
Pronunciation side of speech
Skills of adequate pronunciation and auditory discrimination of all sounds being studied foreign language, observing stress and intonation in words and phrases, rhythmic and intonation skills in pronunciation of various types of sentences, expression of feelings and emotions.
Lexical side of speech
Skills in recognizing and using lexical units in speech that serve situations within the topic preschool, the most common set phrases, evaluative vocabulary, cliché replicas 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 one’s country and the country/countries of the language being studied, obtained through direct educational activities foreign language and in the process of learning other direct activities.
Knowledge:
Values being studied foreign language in the modern world;
The most common background vocabulary;
Modern sociocultural portrait of countries speaking the target language;
Cultural heritage of the countries of the language being studied.
Mastery of skills:
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
Mastery of special educational skills skills:
Perform 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.
Stage-by-stage long-term thematic planning.
Acquaintance (holidays). "Here I am! Hello!"
Tasks:
1. Development in children of the ethical function of communication (the ability to say hello, say goodbye, get to know each other (introduce yourself and someone).
2. Development of the ability to understand remarks 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 Playing out the situation "Interview" London, America, Great Britain.
Preparatory group
Samples to be learned
Practical activities Regional 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 up the situation "Once Upon a Birthday".
How birthdays are celebrated in English speaking countries.
"My family".
Tasks:
1. Formation of the basics of communication in children English language within plot: the ability to make a message about your family members, occupation and hobbies.
2. Development of listening skills English speech.
3. Introducing children to 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 England/America.
Preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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 through the inclusion of various types of practical and play activities.
2. Raising in children a kind and caring attitude towards animals.
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 limits of a communication situation. The ability to actively incorporate mastered vocabulary and speech patterns into oral speech. Ability to make a short report about the animal.
5. Expanding children’s ideas about the world around them through the inclusion of a variety of regional studies material, familiarization with fiction about animals English and American authors.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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
Plural number of nouns I can see a donkey.
The horse can run.
Scene "Teremok" « Farm Frenzy» .
Getting to know British farm animals and the benefits they bring to people.
Milk, cheese, butter, meat.
Preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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. Contest "My favorite animal" London Zoo.
Meet 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 to speak at an elementary level about favorite objects, about what they usually play with.
3. Introducing children to various types of transport and traffic rules.
4. Expanding the potential vocabulary by introducing lexical units and speech samples on the topic.
5. Fostering in children the desire and ability to interact in a group of peers to achieve the final result.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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 have got a doll. Organization and conduct
introduction of various games within the framework of the topic being studied. Favorite toys english
Chinese children.
Preparatory group
Listening Lexical content Speech samples to be learned
nyu Practical activities Country studies material
Where is the car?
What can you see?
What can you see in the street? Near, under, to, from,
a 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 a 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",
Organization
tion and conduct
introduction of various games within the framework of the topic being studied. Folk english
ski games.
"Food"
Tasks:
1. Increasing the volume of lexical, grammatical and regional studies material on this topic.
2. Generalization of cases of use of the indefinite article a.
3. Development of oral speech through musical and theatrical activities.
4. Formation of ideas about the ethics of behavior at the table, table setting, main meals, food culture in English speaking countries.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Regional studies material
drink for breakfast?
Would you like tea/juise? 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 learned Practical activities Regional 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" Favorites
English and American children.
"House. School supplies"
Tasks:
1. Development of oral monologue speech of children in situations on this topic.
2. Expansion of lexical and grammatical material on this topic.
3. Introducing children to the features of housing in English speaking countries
4. Formation of a potential vocabulary.
5. Development of children's creative abilities, nurturing a sense of joy and pride in their home.
Senior group
Listening Lexical content Speech
samples to be learned Practical activities Regional 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 Writing a story about your home. How they like to furnish their homes English?
Preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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 put the house in order"
"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 year, what they like to do at different times of the year, and how they will relax this summer.
3. Development of skills in listening and speaking according to the situation.
4. Expansion English dictionary.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Regional studies material
What season do you like?
It is warm in spring?
Is it hot in summer?
It is cold in autumn?
It is 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 conduct of various games within the framework of the topic being studied. How do British children spend their summer holidays?
Preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Regional 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 conduct of various games within the framework of the topic being studied. How do British children spend their summer holidays?
Test materials
Speaking diagnostics
You can use artistic 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 me what you see here.” Any other option is also suitable. After this, the child is asked simple questions English language within the framework of 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. 6 questions will be enough.
Listening diagnostics
Here, audio-recorded sentences are used, the meaning of which the child has to understand. You can read the sentences. To kid we talk: “Our friend from England, he wants to tell you something. Listen carefully, and then you and I will complete the task.” We use three written phrases, For example: “I’m eating ice cream,” “I have a red ball,” “Give me three pencils.” Let's listen twice. After this, in Russian, we ask the child to put a picture on a small table from the cards lying on the table, where depicted:
1. What our friend ate.
2. A toy that a friend told me about.
3. As many pencils as a friend had.
Diagnosis of mastery program vocabulary
We choose 4-5 topics, for example “Food”, “Animals”, “Seasons”, “My family”. Accordingly, we select five pictures for each topic. The pictures are mixed up on the table. To kid we talk: “Let’s play with you as if you came to the store and want to buy all this. Rule such: if you say a word by - English, then you can buy it. Try to buy as much of everything as possible.”
Diagnostics of phonetic skills
To do this, we prepare two A4 cards with the image of six objects on each. The images must be chosen so that the corresponding words contain the desired sound. We 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 kids / N. A. Bonk. –M. ; 1996
4. Boeva N. B., Popova N. P. Great Britain. Geography. Story. Culture. Tutorial on English/N. B. Boeva – Rostov n/ D: Publishing house RGPU 1996, p. 54-59.
5. Vereshchagina I. N. Book for teachers / I. N. Vereshchagina – M.: "Education" 1995, p. 20-23.
6. UK: Linguistic and regional dictionary – M. ; Russian language. 1999
7. Gryzulina I. P. I play and teach English/I. P. Gryzulina - 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" early learning english program language of children in kindergarten and first grade of primary school / N. D. Epanchintseva-Belgorod 2008
11. Galskova N. D. Modern methods teaching foreign languages. / N. D. Galskova - M.: ARKTI, 2004. – 192s.
12. Khimunina T.N. and others. Customs, Traditions and Festal of Great Britain/T.N. Khimunina – M.: Education, 1984.
13. Vaks A. Play and Learn English / A. Vaks. – St. Petersburg ; 1997
The work program is compiled on the basis of the author’s program by M.Z. Biboletova. in English for grades 5 - 11. Textbook of Biboletova M.Z. English with pleasure “Enjoy English” for 2nd grade of general education 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, relying on speech experience in their native language. Important: do not deviate from the basic principle of clarity and imagery; be guided by the principle “do as I do”, “speak as I do”; teach the language exclusively in practice, without the use of even elementary theoretical linguistic concepts
Objectives: Educational: creating a starting base for the development of speech abilities; developing skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; expanding, with the help of English, the child’s ideas about the world around them and language as a means of cognition and communication; Corrective-developmental: development and correction. perception, attention, linguistic 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 Educational: nurturing in children a sustainable interest in learning a new language, nurturing the desire and ability to enter the world of a different culture
The following approaches should be taken into account in the learning process: 1. Use various means of encouragement. 2. Form a positive image of the teacher in children, which increases the child’s reflexive abilities. 3. Systematically introduce vocabulary. 4. Take into account children’s short-term memory, systematically return to previously covered material and include it in subsequent classes. 5. Teach complete speech structures, which contributes to the development of speaking skills. 6. Give preference 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.
Main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Names of animals, personal pronouns, verbs of motion.) IV. Fun counting. (Introduction with English counting up to 5, plural nouns.) V. Colors. (Introduction to the names of color shades.) VI. Multi-colored 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. Testing of acquired knowledge.)
Main stages of study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repeating previously learned vocabulary. 2. Basic: activation of learned vocabulary, completing tasks, games, questioning, knowledge control. 3. Final: introduction to new vocabulary, homework, summing up.
1. Personal psychological barriers in students due to unusual sounds of foreign speech, words and phrases that are strange for children, and random associations with their 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, and difficulties in mastering and remembering new concepts and skills. Learning difficulties:
state budgetary educational institution of the Samara region secondary school with. Malyachkino municipal district Shigonsky Samara region
REVIEWED AGREED APPROVED
At the meeting of the Ministry of Defense, Deputy Director for HR Director
Protocol No. ___ GBOU Secondary School s. Malyachkino State Budgetary Educational Institution Secondary School s. Malyachkino
"__" _____2016 ________/Zhulkova E.Yu./ ___________/Bolbas N.V./
_______________ “___”________2016 Order No. ____ dated ________
Adapted educational program
in English language
3rd grade
Program Compiler:
Yanushevich A.Yu.
2016
Explanatory note
The adapted work program of the “English language” curriculum for grade 3 was developed on the basis of an approximate adapted basic general education program for primary general education for students with mental retardation and in accordance with the author’s program “English language course program for the educational complex “English with pleasure” for 2-4 classes" - Obninsk: Title, 2013. edited by M.Z. Biboletova
The program is designed in accordance with:
Federal Law No. 273 of December 29, 2012 - Federal Law “On Education in the Russian Federation”;
Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1015 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of primary general, basic general and secondary general education”;
Order of the Ministry of Education and Science of Russia dated 03/09/2004 No. 1312 “On approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs”;
Order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 “On approval and implementation of the federal state educational standard for primary general education”;
Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 “On approval of the federal state educational standard for primary general education of students with disabilities”;
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 “On approval of SanPiN 2.4.2.2821-10 Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions for students with disabilities”;
The adapted English language educational program is aimed at meeting both the general and special educational needs of a child with disabilities.
The program details and reveals the content of the standard, determines the general strategy for teaching, educating and developing students through the means of the academic subject in accordance with the goals of learning English, which are defined by the standard.
The program is designed for students with insufficient language training, mental retardation, and limited health capabilities.
When drawing up the program, the following characteristics of children were taken into account: unstable attention, small memory capacity, difficulties in reproducing educational material, immaturity of mental operations (analysis, synthesis, comparison), poorly developed reading, oral and written speech skills.
The learning process for such schoolchildren is of a correctional and developmental nature, aimed at correcting the students’ developmental deficiencies and gaps in knowledge and is based on the subjective experience of schoolchildren and connections with real life.
Goals:
Prepare the child for real communication in a foreign language in social and everyday situations at a basic level;
- creating conditions for the social adaptation of students by increasing their English-language literacy, creating the basis for painless integration of the child into modern society through knowledge of the basics of the English language.
Tasks:
developing ideas about the English language as a means of communication that allows one to achieve mutual understanding with people who speak/write in English, learn new things through spoken and written texts;
ensuring communicative and psychological adaptation of younger schoolchildren to
new linguistic world to overcome the psychological barrier in the future and
using English as a means of communication;
expanding the linguistic horizons of younger schoolchildren; mastering elementary linguistic concepts accessible to primary schoolchildren and necessary for mastering oral and written speech in a foreign language at an elementary level;
development of personal qualities of a junior schoolchild, his attention, thinking, memory and
imagination in the process of participation in simulated communication situations, role-playing games; in the course of mastering language material;
development of the emotional sphere of children in the process of educational games, educational performances with
use of English;
introducing younger schoolchildren to new social experiences by playing various roles in English in game situations typical for family, everyday, and educational communication;
spiritual and moral education of the student, understanding and observance of such
moral principles of the family, such as love for loved ones, mutual assistance, respect for parents, care for younger ones;
development of cognitive abilities, mastering the ability to coordinate work with various components of the educational and methodological set (textbook, workbook, audio application, multimedia application, etc.), the ability to work in pairs, in a group.
General characteristics of the subject “English”
The selection of the content of the English language course is made taking into account the psychological and socio-age needs of children with disabilities studying in adapted educational programs. The most difficult topics to understand have been simplified and the requirements for students’ knowledge and skills have been reduced.
Features of the mental development of children studying according to adapted educational programs, first of all, insufficient formation of mental operations. All this determines additional correctional tasks aimed at developing the cognitive activity of students and creating conditions for understanding the work being performed. The logic and structure of the course remain unchanged. The sequence of studying sections and topics remains the same, only their content has been revised.
Thus, the English language course helps to reveal the personal potential of students with disabilities. The adapted program provides students with the opportunity to develop at their own pace, based on their own educational abilities and interests. Also to realize the goals and objectives of the education of students with disabilities, regardless of their health status, the presence of physical disabilities, and to provide the opportunity for socialization in the process of learning a foreign language.
Adapted educational programs and is aimed at the comprehensive development of the personality of students, promotes their mental development, and provides civic, aesthetic, and moral education. The content of the training is practical.
The main principle of the program is the principle of correctional orientation. Particular attention is paid to the correction of specific disorders that students have, using the principle of educational and developmental orientation of education, the principle of scientific nature and accessibility of education, the principle of systematic and consistent teaching, the principle of clarity in training, the principle of an individual and differentiated approach to training, etc.
Methods :
Verbal - story, explanation, conversation;
Visual - observation, demonstration;
Practical – exercises;
Methods of presenting new knowledge;
Methods of repetition, consolidation of knowledge;
Methods of applying knowledge;
Control methods.
The most effective methods of teaching children with disabilities are:
visual and practical method (visualization of writing words, recognition and memorization, exercises in speech situations);
role-playing games (in the process of this technology, students adapt to social conditions, mastering social roles), conversations (students interact in dialogues-questions, dialogues encouraging action, monologues-self-presentations);
Visual learning tools are widely used to visualize word spelling, recognition and memorization;
work according to standard/sample;
modeling of speech situations, repetition, portioned expansion of vocabulary;
using the physical response method to test knowledge of clichés and words, the method of teaching reading whole words, copying, memorization, working with a bilingual dictionary, phrasebook. Repetition of educational material on the topic being studied or previously studied material should be an element of each lesson.
Technologies used in the educational process.
1. Personally-oriented technologies.
2. Differentiated learning.
3. Technologies for activating cognitive interests and creative independence of students.
4. Technologies of traditional teaching.
5. Game-based learning technology.
6. Health-saving education and life safety.
7. Project-based teaching methods.
Homework is usually not assigned. In some cases, students can be instructed to collect certain information (for example, parents’ place of work, their position, etc.)
Classes are conducted in a classroom format.
Types of lessons:
Lesson on communicating new knowledge (lesson on initial study of the material);
Lesson in the formation and consolidation of knowledge and skills (practical lesson);
Lesson on generalizing and systematizing knowledge (repeating and generalizing lesson);
Combined lesson;
Tests are used to control students' learning skills
Place of the subject in the school curriculum
In accordance with the Federal Basic Curriculum for educational institutions of the Russian Federation, 68 hours (2 hours per week) are allocated for studying the subject "English" in the 3rd grade.
Psychological and pedagogical characteristics of a student with mental retardation
Students with mental retardation are children who have deficiencies in psychological development, confirmed by the PMPK, and which prevent them from receiving education without the creation of special conditions.
The category of students with mental retardation is the most numerous among children with disabilities (CHD) and a heterogeneous group of schoolchildren. The causes of mental retardation may include organic and/or functional deficiency of the central nervous system, constitutional factors, chronic somatic diseases, unfavorable upbringing conditions, mental and social deprivation. Such a variety of etiological factors determines a significant range of severity of disorders - from conditions approaching the level of the age norm to conditions that require differentiation from mental retardation.
All students with mental retardation experience, to one degree or another, severe difficulties in mastering educational programs due to insufficient cognitive abilities, specific disorders of psychological development (school skills, speech, etc.), disorders in the organization of activities and/or behavior. Common to all students with mental retardation are, to varying degrees, pronounced deficiencies in the formation of higher mental functions, a slow pace or uneven development of cognitive activity, and difficulties in voluntary self-regulation. Quite often, students experience impairments in speech and fine manual motor skills, visual perception and spatial orientation, mental performance and the emotional sphere.
AOP NOO is addressed to students with mental retardation who, by the time they enter school, have reached a level of psychophysical development close to the age norm, but are noteddifficulties of voluntary self-regulation,manifested in conditions of activity and organized behavior, and signs of general socio-emotional immaturity. In addition, this category of students may show signs of mild organic failure of the central nervous system (CNS), expressed in increased mental exhaustion with a concomitant decrease in mental performance and resistance to intellectual and emotional stress. In addition to the listed characteristics, students may experience typical, to varying degrees, dysfunctions in the areas of spatial representations, visual-motor coordination, phonetic-phonemic development, neurodynamics, etc. But at the same time, stable forms of adaptive behavior are observed.
Pedagogical characteristics on
Date of Birth
Training class_ 3
Chapter
Criteria and specific examples of wording
1.Organization of training
Training program
Inclusive
Duration of study at this educational institution for this program
Form of study
Attending lessons in all subjects with the class
2. Educational activities
Formation of motivation for educational activities
Learning motivation: partially formed,gaming motivation remains the leading one, learning interests are formed with difficulty and to a minimal extent
Success in mastering program material, indicating external reasons in case of success or failure (due to behavioral disorders, frequent illnesses, somatic weakness, limited/fragmented stock of ideas, knowledge about the environment; violations... etc.)
Program material is partially assimilated.The greatest difficulties arise when reading and writing due to the poor development of phonemic awareness and lack of interest in this type of activity. He is often distracted and violates discipline in class.
Features of educational and cognitive activities
He is aware of the learning task, but does not always accept it - depending on his mood.
He has a weak ability to keep up with a learning task and is often distracted in class. Unable to plan independent actions and needs constant help from the teacher.
Often, when difficulties arise, he makes contact with the teacher, using his help.
Does not have the ability to be critical of his work and does not strive to correct mistakes.
Deciphering the features of mastering educational knowledge, skills and abilities
During auditory perception of educational material and
When writing by ear, he has difficulty understanding what he hears.
For better memorization, repeated repetition of words and sentences is required.
He poorly understands the meaning of what he read, reproduces the content only with the help of questions from the teacher.
She is able to partially comprehend the proposed educational material only when it is more vivid and of interest to the child himself.
She is not capable of independent learning activities and often performs them only based on a model.
Features of mental development
Temperament type
Choleric
Representative system (dominant modality when receiving and processing information
Kinesthetic
Leading hemisphere
Left hemisphere
Features of cognitive processes
The attention is steady. Switching attention is difficult. The child does not immediately move from one type of exercise to another; it takes time. The attention span is sufficient - 2 - 3 objects. The girl's involuntary attention predominates.
Her performance is unstable due to rapid fatigue. The volume of tasks completed per lesson is less than half the norm.
The ability to navigate in space is formed at a sufficient level.
A child is characterized by a visual-figurative type of memory. Memory is unstable and short-term. The process of forgetting dominates.
Understands materials only after additional lessons, completes tasks extremely slowly, blindly uses known “patterns”, and is unable to establish cause-and-effect relationships.
The girl has insufficient vocabulary. Unable to formulate thoughts independently.
Features of the emotional-volitional sphere and personal characteristics
By temperament, the child is very emotional, irritable, and capable of aggressive actions.
The child's self-esteem level is too high.Often boasts about what has not yet been done.
Does not always carefully control his words and actions. A child's actions are often intentional. Doesn't take critical comments or advice seriously and doesn't try to correct shortcomings. Occasionally he listens to fair comments and tries to take them into account.
He very rarely completes his plans, even if he encounters minor difficulties.
Features of communication
Easily enters into conversation with both adults and other children. Treats the teacher with respect and recognizes his authority. Loves to talk about what happened at home. The ability to work in a team requires improved organization of behavior and constant monitoring by the teacher.
Planned results of students with mental retardation mastering the adapted general education program of primary general education
The program ensures that primary school graduates achieve certain personal, meta-subject and subject results.
Personal results studying a foreign language in primary school are: a general understanding of the world and as a multilingual and multicultural community; awareness of oneself as a citizen of one’s country; awareness of language, including foreign, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the foreign language being studied through children's folklore, some examples of children's fiction, traditions).
1. Education of citizenship, patriotism, respect for human rights, freedoms and responsibilities:
value attitude towards one’s small homeland, family traditions; state symbols, native language, to Russia;
elementary ideas about the cultural heritage of the small Motherland;
initial experience of understanding the values of national culture;
initial experience of participation in intercultural communication and the ability to represent the native culture;
initial ideas about the rights and responsibilities of man and citizen.
2. Education of moral feelings and ethical consciousness:
basic understanding of moral norms and rules of moral behavior, including ethical standards of relationships in the family, class, school, as well as between people of different cultures;
initial ideas about the humanistic worldview: kindness, the desire to bring joy to people; caring, humane attitude towards all living things; generosity, sympathy; camaraderie and mutual assistance;
the desire to make the right moral choice: the ability to analyze the moral side of one’s actions and the actions of other people;
respectful attitude towards parents, respectful attitude towards elders, caring attitude towards younger ones;
moral and ethical experience of interaction with peers, older and younger children, adults in accordance with generally accepted moral and ethical standards;
a friendly attitude towards other participants in educational and gaming activities based on ethical standards.
3. Fostering respect for the culture of the peoples of English-speaking countries:
basic understanding of the cultural heritage of English-speaking countries;
initial experience of intercultural communication;
respect for different opinions and cultures of other peoples.
4. Nurturing a value-based attitude towards beauty, forming ideas about aesthetic ideals and values (aesthetic education):
elementary ideas about the aesthetic and artistic values of the native culture and the culture of English-speaking countries;
initial experience of emotional comprehension of folk art, children's folklore, cultural monuments;
initial experience of self-realization in various types of creative activity, the formation of the need and ability to express oneself in accessible types of creativity;
motivation to realize aesthetic values in the space of school and family;
attitude towards learning as a creative activity.
5. Fostering diligence, a creative attitude to learning, work, life:
value attitude to work, study and creativity, hard work;
needs and initial skills to express oneself in various types of creative activity that are accessible and most attractive to the child;
discipline, consistency, perseverance and independence;
initial experience of participation in educational activities to master a foreign language and awareness of its significance for the student’s personality;
initial skills of cooperation in the process of educational and gaming activities with peers and adults;
careful attitude towards the results of one’s own work, the work of other people, school property, textbooks, personal belongings;
motivation for self-realization in cognitive and educational activities;
curiosity and desire to expand horizons.
6. Formation of a value-based attitude towards health and a healthy lifestyle:
a value-based attitude towards your health, the health of loved ones and people around you;
initial ideas about the role of physical culture and sports for human health;
initial personal experience of health-saving activities.
7. Fostering a value attitude towards nature and the environment (environmental education):
value attitude towards nature;
initial experience of an aesthetic, emotional and moral attitude towards nature.
Meta-subject results foreign language learning in primary school are:
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 the student’s communicative abilities, the ability to choose adequate language and speech means to successfully solve an elementary communicative task;
Expanding the general linguistic horizons of younger schoolchildren;
Development of the cognitive, emotional and volitional spheres of a primary school student; formation of motivation to learn a foreign language;
Mastering the ability to coordinate work with different components of the educational and methodological set (textbook, audio CD, etc.)
The substantive results of studying a foreign language in primary school are: mastery of initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare linguistic units such as sound, letter, word.
As a result of studying the subject, students should be able to:
Communication skills by type of speech activity
In line with the conversation
1. Dialogue form
Be able to lead:
etiquette dialogues in typical situations of everyday and educational communication;
dialogue questioning (request for information and response to it) based on a picture and model, the volume of dialogic statements is 2-3 replicas on each side;
dialogue is a call to action.
2. Monologue form
Be able to use the basic communicative types of speech: description, story,characteristic (personzhey) based on the picture (small volume).
In line with listening
Listen and understand:
speech of the teacher and classmates during communication in the lesson and respond verbally/non-verbally to what is heard.
In line with reading
read aloud the words of the vocabulary being studiedand understandsmall dialogues,built on the studiedlanguage material; find the necessary information (character names, where the action takes place, etc.).
In line with the letter
Know and be able to write letters of the English alphabet.
Own:
the ability to extract words, phrases and sentences from the text.
Language tools and skills in using them
English language
Graphics, calligraphy, spelling. Bletters of the English alphabet. Basic letter combinations. Sound-lettercompliance. Apostrophe.
Phonetic side of speech. Ppronunciation and auditory discrimination of English sounds and sound combinationsRussian language Compliance with pronunciation standards: longitude andshortness of vowels, lack of devoicing of voiced consonantsat the end of a syllable or word, lack of softening of consonants before vowels. Diphthongs.Connecting “r” (there is/there are). Emphasis on a word or phrase. Lack of emphasis on function words (articles, conjunctions, prepositions). Division of sentences into semantic groups.Rhythmic and intonation features of narrative, incentiveand interrogative (general and special question) sentenceny.Intonation of enumeration.
Lexical side of speech. Lexical units, serviceliving communication situations, within the scope of primary school topics, in the amount of 300 lexical units for assimilation, the simpleststable phrases, evaluative vocabulary and speechcliches as elements of speech etiquette, reflecting the culture of English-speaking countries. International words (for example,doctor, film).
The grammatical side of speech. Basic communicative types of sentences: narrative, interrogative,incentive. General and special questions. Question words: what, who, when, where, why, how. Orderwords in a sentence. Affirmative and negative sentences. A simple sentence with a simple verbal predicate (He speaks English.), a compound nominal predicate (My family is big.) and a compound verbal predicate (I like to dance. She can skate well.) Incentive sentences in affirmative (Help me, please.) and negative (Don’t be late!) forms.Impersonal sentences in the present tense (It is cold. It’s five o’ clock.). Sentences with the phrase there is/there are. Simple common sentences. Offerswith homogeneous members.
Verb constructions I’d like to... Singular and plural nouns (formed byrules and exceptions), nouns with indefinite, definite and zero articles.
Pronouns: personal (in the nominative and objective cases), possessive, interrogative, demonstrative (this/these, that/those),indefinite (some, any - some cases of use).
Adverbs time(yesterday, tomorrow, never, usually,often, sometimes).Adverbs of degree (much, little, very).
Cardinal numbers (up to 100), ordinal numbers (up to 10).
Most common prepositions: in, on, at, into, to,from, of, with.
Sociocultural awareness
In the process of teaching a foreign language in primary school, students become familiar with: the names of countries fromthe language being learned; with some literary characterspopular children's works; with plots of some popular fairy tales, as well as short workschildren's folklore (poems, songs) in a foreign language; with elementary forms of speech and non-speech behavior common in the countries of the language being studied.
A 3rd grade student will learn:
Reproduce graphically and calligraphically correctly all the letters of the English alphabet (semi-printed writing of letters, letter combinations, words);
Use the English alphabet, know the sequence of letters in it;
Distinguish letters from transcription signs.
Apply basic rules of reading and spelling (the ability to apply them when reading and writing).
Group words in accordance with the learned reading rules;
Check the spelling of a word using a dictionary
Phonetic side of speech
A 3rd grade student will learn:
Pronounce all sounds of the English alphabet;
Distinguish by ear the sounds of the English and Russian alphabet;
A 3rd grade student will have the opportunity to learn:
Observe the intonation of the enumeration;
Adequately pronounce and distinguish by ear the sounds of the foreign language being studied
Lexical side of speech
A 3rd grade student will learn:
Recognize the studied lexical units, including phrases, within the subject area in written and oral text;
Use active vocabulary in the communication process in accordance with the communicative task;
A 3rd grade student will have the opportunity to learn:
Recognize simple word-forming elements;
Rely on language guesswork in the process of reading and listening (international and complex words).
Recognize lexical units, the simplest set phrases, evaluative vocabulary and cliche remarks as elements of speech etiquette that reflect the culture of the countries of the language being studied (use and recognition in speech).
Learn about word formation methods (composition and affixation), about borrowings from other languages (international words).
The grammatical side of speech
A 3rd grade student will learn:
Use speech patterns with verbs to have, to be, modal and semantic verbs in the present tense;
Use the correct word order in a sentence;
Use singular and plural;
A 3rd grade student will have the opportunity to learn:
Recognize words in the text and differentiate them according to certain characteristics (nouns, adjectives, modal/semantic verbs).
Contents of the subject.
(3rd grade, 68 hours)
Subject
Number of hours
Welcome to Green School!! Acquaintance, Name, age.
Since a student with mental retardation receives an education that is fully consistent in terms of final achievements by the time of completion of training with the education of students who do not have health limitations, within the same period of study,thematic planning coincides with planning for 3rd grade.
p/p
Lesson topic
Lesson type
Corrective work
Planned
results
Personal
UUD
Cognitive
UUD
Communicative UUD
Regulatory
UUD
View
control
Note
“Welcome to Green School!” (18 hours )
Acquaintance: name, age.
PPM
Working off speech cliche “What is your name? How old are you? How are you ? through the use of audio materials, cards, and work in pairs.
Be able to:
Say hello
and answer the greeting;
Introduce yourself and
find out your partner's name
Development
educational
interests, educational motives, formation
foundations of civil identity
The ability to consciously and voluntarily construct speech
statements
in oral form
Need for communication with adults and peers
Ability to interact with adults and peers
mi
Current
TECHNICAL TRAINING TOOLS
1. TV.
2. Personal computer.
3. Interactive whiteboard.
4.Screen and sound aids (presentations, cartoons)