Marina Berdnik
"Funny English". Early Childhood Education Program
Program« Funny English»
1. Explanatory note: relevance, problem, goal, tasks, expected results.
2. Structure programs: forms of work, curriculum.
3. Calendar - thematic planning of work with older children preschool age(5-6 years old)
4. Calendar - thematic planning of work with children of the preparatory group for school (6-7 years old)
1. Explanatory note
Relevance. At present, due to the strengthening of international relations, interest in early education of children in foreign languages. The study foreign language at an early age age is especially effective, because it is children preschool age show great interest in people of a different culture. These childhood impressions persist for a long time and contribute to the development of internal motivation to study the first, and later the second. foreign language. Generally, early learning non-native language carries a huge pedagogical potential both in terms of language and general development of children.
Problem. In the process teaching a foreign language at an early age stage revealed its own problems, one of which is the need to develop programs which would ensure the implementation of the principle of continuous systematic language education.
Target. The purpose of the modified programs involves the formation of elementary communication skills on English in preschool children.
It is built on the basis of continuity in relation to the goals and content foreign language teaching laid down in kindergarten, taking into account methodological principles.
Tasks English programs language are organically intertwined with the tasks that are solved in kindergarten, supplemented and concretized from stage to stage.
Work on this program is carried out in a friendly atmosphere, against the backdrop of a trusting relationship between the teacher and the children.
In progress programs the following tasks:
teaching English speaking to preschoolers;
Prepares a solid foundation for a successful transition to advanced learning English language in the primary grades of a general education school;
Promotes the development of intellectual abilities, attention and memory, in general, has a positive effect on the development of the individual;
Creation of conditions for communicative and psychological adaptation of students aged 4-7 years to study foreign language;
Expanding the horizons of children through acquaintance with foreign holidays, traditions, foreign words, included in the Russian language, etc.;
The use of materials of a regional orientation in the foreign language activities of children.
Expected results:
As a result of studying foreign language preschooler must:
know/understand
The main meanings of the studied lexical units (words, phrases);
Intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (spectacular forms of verbs, modal verbs, articles, nouns, pronouns,
numerals, prepositions);
Basic norms of speech etiquette adopted in the country of the language being studied;
Ownership Role foreign languages in the modern world; features of the way of life, life, culture of the countries of the language being studied (world-famous heroes of artistic children's works; famous sights, similarities and differences in the traditions of their country and
countries of the language being studied.
be able to:
speaking
Start, lead / maintain and end a conversation in standard communication situations, observing the norms of speech etiquette;
Question the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;
Tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;
Make brief reports, describe events / phenomena (within the framework of the topics studied, convey the main content, the main idea of what was heard, express one's attitude to what was heard, give a brief description of the characters;
listening
Understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, cartoons) and identify relevant information;
Understand the main content of simple authentic texts related to different communicative types of speech (message, story);
Use the acquired knowledge and skills in practical activities and everyday life for:
Social adaptation; achieving mutual understanding in the process of oral communication with native speakers foreign language, establishing interpersonal and intercultural contacts within the available limits;
Awareness of a holistic picture of a multilingual, multicultural world, awareness of the place and role of the native language and the one being studied foreign language in this world;
Introduction to the values of world culture through foreign language sources of information (including multimedia);
Acquaintance of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.
Structure programs:
Program focused on working with older children preschool age for two years.
Age groups: older (5-6 years old) and preparatory (6-7 years old).
Number of hours: per week - 2h. ; per year - 72 hours.
The duration of the lessons is 20-30 minutes.
Classes are held 2 times a week in the afternoon. The duration of the lesson is no more than 30 minutes.
Age Number of classes
per week per month per year
5 - 7 years old 2 8 72
Long-term planning provides for 8 lessons per month. However, their number and sequence may vary, taking into account the period of diagnosis, holidays, preparation for the holidays, as well as the degree of complexity of the topic.
Advanced lesson planning
Topic No. Sections Number of lessons
1 “Greeting” 4
2 “Commands” Commands 5
3 “Introduction” Introduction 8
4 “Animals” Animals 8
5 “Seasons” Seasons 6
6 “My family” My family 8
7" Count (1- 10) ” Count up to 10 10
8 “Toys” Toys 6
9 “Color” Color 6
10 “Fruits” Fruits 5
11 “Vegetables” Vegetables 6
I t o g o 72
Proposed program designed for 2 years learning and is aimed at the gradual formation and development of elementary oral speech skills in children preschool age, compiled for children 5-7 years old, studying foreign(English) language as first foreign language in kindergarten. Process learning is carried out according to the educational and thematic plan, which determines the number and content of educational activities per month (8-9 lessons, according to the developed topics.
Program involves continuous acquaintance with foreign folklore (songs, poems, rhymes, games, sayings, with fabulous and country-specific material.
Suggested topics and forms learning correspond to age characteristics, cognitive needs and interests preschoolers, give scope to children's imagination and the opportunity to show their individuality.
parent meetings;
Individual and collective advice on foreign language;
Open classes on foreign language;
Joint activities for English language;
Questioning;
Assistance of parents in equipping the pedagogical process, etc.
Forms of work with parents
Directions in work with parents Forms of work with parents
1.Informational Customized (consultation, interviews, questionnaires)
Collective (parent meetings)
Visual and pedagogical information (stand design "Parents' Corner")
2. Joint creativity of parents and children. Joint holidays and entertainment English language
The choice of forms of educational activities for English language, forms and methods learning due to psychological and pedagogical features preschoolers.
Variable forms are actively used learning: frontal, collective, group, individual, pair, game.
Number of children in the subgroup: 10-12 people.
Form of occupation: subgroup
1. Regional studies. 1. Geographical position and climate of Great Britain and America, holidays of the countries, the language being studied
2. World around 1. Pets
2. Wild animals of America.
3. Math 1. Count (1-20, store
4. Literature 1. Fairy tale characters
2. Folklore of Great Britain ("Tales of Mother Goose").
3. Cartoon characters
5. Technology 1. Paper plastic - making holiday cards (techniques of cutting, gluing, gluing, appliqué)
2. Drawing - a range of colors, various ways of coloring dough products, coloring, etc.
3. Sculpting - making work from dough. ( Animals, "Alphabet", etc.)
7. Physical culture 1. Games that develop coordination of movements
2. Games that develop reaction
3. Games that develop the ability to navigate in space
4. Games that develop fine motor skills of hands
9. Music 1. Learning songs with movement elements
2. Acquaintance with the music of the countries of the studied language
10. Theater 1. Puppet theater
2. Story and role-playing games.
3. Theatrical songs.
4. Dramatization of small plays
11. Computer Cartoons
Each lesson begins with phonetic exercises to consolidate sounds. Exercises are carried out using a mirror. Also, at the beginning of the lesson, children learn English songs. This allows you to mark the beginning of the lesson and immerse the child in English-speaking environment. The level of complexity and volume of vocabulary of songs depends on the topic and the level of knowledge of children, the principle of movement from simple to more complex is used.
Games, working with cards, picking up mosaics, dominoes, lotto are aimed at memorizing vocabulary on a specific topic.
Creative tasks to consolidate the supporting vocabulary.
After getting acquainted with the basic vocabulary English language, creative tasks are performed on her consolidation:
Coloring;
Drawing;
Applications;
Paper plastics;
Modeling from plasticine;
Salt dough molding.
As additional material, special educational cartoons are used for preschoolers. This type of work always causes a positive attitude of children and is a means of increasing motivation in learning the language.
In the middle of the lesson, a warm-up is expected in the form of English songs or exercises (physical education minute) using the learned vocabulary, which helps to consolidate it in action.
Learning the basics of grammar English for preschoolers happens in the process of learning vocabulary:
Plural
Imperative mood (execution commands: show me, stand up, sit down, give me, jump etc.,
Questions and answers in Present Simple
modal verb can
Speech skills
Subject content of speech
Communication preschoolers in a foreign language language in the following exemplary topics:
1. Me and my family. Interaction with family and friends. Appearance. Score from 1-12. Education of politeness and responsiveness in children towards each other.
2. Domestic and wild animals. Colors. Adjectives. Education of love for animals and emotional responsiveness to personal successes and successes of comrades.
3. Home country and country/countries of the language being studied. Prominent people (English queen and king) . Attractions (monuments, streets, theaters).
4. Seasons. Nature. Weather. verbs of motion. Sports. Hobbies.
Types of speech activity
speaking
Dialogic speech
Etiquette dialogue - start, maintain and end a conversation; congratulate, express wishes and respond to them; express gratitude; ask politely, refuse, agree;
Dialogue - questioning - asking and reporting factual information (Who? What? How? Where, moving from the position of the questioner to the position of the responder; purposefully ask, "to interview";
Dialogue-incitement to action - make a request, invite to action / interaction and agree / disagree to take part in it;
Combining these types of dialogue to solve communication problems.
monologue speech
Speak briefly about facts and events using such communicative types of speech as narration and message;
listening
Listening comprehension and understanding of the heard text or speech of the teacher.
Formation of skills:
Highlight the main information in the text perceived by ear;
Selectively understand the required information.
Language knowledge and skills:
Pronunciation side of speech
Skills of adequate pronunciation and discrimination by ear of all the sounds of the studied foreign language, observance of stress and intonation in words and phrases, rhythmic and intonation skills of pronunciation of various types of sentences, expression of feelings and emotions.
The lexical side of speech
Skills of recognition and use in speech of lexical units serving situations within the subject preschool, the most common set phrases, evaluative vocabulary, cliché remarks of speech etiquette, characteristic of the culture of the countries of the language being studied.
The grammatical side of speech
Signs of verbs in the most common tense forms, modal verbs, nouns, articles, relative, indefinite/indefinite personal pronouns, adjectives, adverbs, prepositions, cardinal and ordinal numbers.
Speech recognition and use skills
Sociocultural knowledge and skills
Implementation of interpersonal and intercultural communication using knowledge about the national and cultural characteristics of their country and the country / countries of the language being studied, obtained in direct educational activities foreign language and in the process of learning other direct activities.
Knowledge:
Values of the studied foreign language in the modern world;
The most common background vocabulary;
Modern socio-cultural portrait of the countries speaking the language being studied;
Cultural heritage of the countries of the studied language.
Skill Mastery:
Represent native culture foreign language;
Find similarities and differences in the traditions of your country and the country / countries of the language being studied;
Educational and cognitive skills
Mastering special educational skills:
To carry out meaningful viewing of cartoons on foreign language;
perform simple tasks
use dictionaries and reference books, including electronic ones. participate in project activities of an integration nature.
Phased perspective thematic planning.
Acquaintance (holidays). "Here I am! Hi!"
Tasks:
1. The development in children of the ethical function of communication (the ability to say hello, say goodbye, get to know (introduce yourself and someone).
2. Development of the ability to understand the replicas addressed to them and respond to them.
3. Development of the ability to communicate about yourself.
4. To form in children ideas about English speaking countries.
Senior group
Where do you live?
Eleven, twelve, to live, he, she. good evening!
I live in Stary Oskol
Nice to meet you!
I'm fine "Interview" London, America, Great Britain.
preparatory group
Samples to be assimilated
Practical activities Country studies material
Where do you live?
Eleven, twelve, to live, he, she. I'm glad to see you.
Happy birthday to you!
That's my name! Playing the Situation "Once Upon a Birthday".
How are birthdays celebrated in English speaking countries.
"My family".
Tasks:
1. Formation in children of the foundations of communication on English language within plot: the ability to make a message about family members, occupations and hobbies.
2. Development of listening skills English speech.
3. Acquaintance of children with authentic information reflecting the peculiarities of life and family traditions in English speaking countries.
Senior group
Listening Lexical content Speech
A family to love. Yes, I have
I have a mother. Creating a family portrait Life and family traditions a England/America.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
Please show me.
What have you got? A doctor, a teacher, verb have, has. That is…
I love my mother.
My friend has… Story english friend about family. English names and surnames.
"PETS AND WILD ANIMALS"
Tasks:
1. Development of the motivational sphere of study foreign language by children of different ages by means of including various types of practical and play activities.
2. Raising a kind and caring attitude towards animals in children.
3. Development of listening skills for short texts and teacher's remarks.
4. Formation of the ability to freely carry out dialogic communication at an elementary level with adults and peers within the communication situation. The ability to actively include the mastered vocabulary and speech patterns in oral speech. The ability to make a short message about an animal.
5. Expanding children's ideas about the world around them through the inclusion of a variety of regional studies material, acquaintance with fiction about animals English and American authors.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What can you see?
What do you have?
What can a frog do?
a hen, a fish, a cow, a rabbit, a goose, a monkey, a duck, a donkey, a pony
Sets number of nouns I can see a donkey.
The horse can run.
scene "Teremok" « Farm Frenzy» .
Acquaintance with the animals of the British farm, with the benefits they bring to people.
Milk, cheese, butter, meat.
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What does the horse like?
What color is the lion?
What is your favorite animal?
a camel, an elephant, a tiger, a dove, a crocodile, a parrot; corn, grass The horse likes corn.
The crocodile is green.
My favorite animal is a dog.
I like to ride a pony. Competition "My favorite animal" London Zoo.
Acquaintance with the inhabitants of the London Zoo.
A kangaroo, a peacock, a lion.
"Toys"
Tasks:
1. Formation in children the ability to interact in collective activities.
2. Development of the ability at an elementary level to speak about favorite subjects, about what they usually play with.
3. Acquaintance of children with a variety of modes of transport, traffic rules.
4. Expanding the potential vocabulary by introducing lexical units and speech samples on the topic.
5. Raising in children the desire and ability to interact in a team of peers to achieve the final result.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What have you got? a doll, a ball,
a balloon, old, new. I like a doll.
This is a new kite.
This is an old car.
I got a doll. Organization and conduct
different games within the framework of the topic under study. Favorite toys english
sky children.
preparatory group
Listening Lexical content Speech patterns to be acquired
research Practical activities Country studies material
Where is the car?
What can you see?
What can you see in the street? near, under, to, from,
traffic lights,
a trolley bus. By car, by bus
to wait, to stop,
The car is under the box.
Take the ball, please.
Put the ball into the box, please.
I can see a trolleybus in the street.
I can see a bus in the street.
I can see traffic lights.
I can see a lot of cars in the street.
Let's go by the trolleybus.
Let's go by the bus.
Let's go by the traffic lights.
The yellow says "wait",
The red says "stop"
The green says go,
Organiza
tion and conduct
different games within the framework of the topic under study. Folk english
sky games.
"Food"
Tasks:
1. Increasing the volume of lexical, grammatical and country-specific material on this topic.
2. Generalization of cases of using the indefinite article a.
3. The development of oral speech by means of musical, theatrical activities.
4. Formation of ideas about the ethics of behavior at the table, table setting, about the main meals, food culture in English speaking countries.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
drink for breakfast?
Would you like tea/juice? A cake, milk, a tomato, a potato, tea, juice, butter, sausage, porrige I would like milk.
I have a sausage and bread. Situational games "Away",
"In the shop" What do they like to eat and drink? English and American children.
preparatory group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
eat for dinner/lunch/supper?
What do you have for dinner? Dinner, lunch, supper, a cucumber, meat, salad, macaroni I eat soup for dinner.
I eat potatoes with meat and bread. Situational games "We're setting the table" Favorite
English and American children.
"House. School supplies»
Tasks:
1. The development of oral monologue speech of children in situations on this topic.
2. Expansion of lexical and grammatical material on this topic.
3. Acquaintance of children with the features of housing in English speaking countries
4. Formation of a potential vocabulary.
5. The development of the creative abilities of children, the upbringing of a sense of joy and pride in their home.
Senior group
Listening Lexical content Speech
samples to be assimilated Practical activities Country studies material
Is your house big?
What color is the sofa? A table, a chair, a sofa, TV, a lamp, a bed, a clock, a pencil, a rubber, a ruler. This is an armchair. It is a green sofa Making up a story about your home. How they like to furnish their houses English?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
There is a picture on the wall. What are there on the table? A table, a chair, a sofa, TV, my kitchen, a dish, a pot, a toilet, a bathroom, a fireplace, a mirror, a tap. There is a picture on the wall. There are books on the table. Situational games
"Let's clean up the house"
What will I take to school? Why in all English houses have fireplaces?
"Seasons"
Tasks:
1. Raising children's interest in language and culture English and the American people.
2. Developing the ability at an elementary level to speak about their favorite time of the year, about what they like to do at different times of the year, how they will relax this summer.
3. Development of skills in listening and speaking according to the situation.
4. Expansion English vocabulary.
Senior group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season do you like?
Is it warm in spring?
Is it hot in summer?
Is it cold in autumn?
Is it very cold in winter?
summer, winter, spring, autumn, hot,
Football, volleyball, basketball,
tennis. It`s spring.
It's summer. It's hot.
It's very cold.
Play football, Play volleyball, Play basketball,
play tennis. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
preparatory group
Listening Lexical content Speech samples to be mastered Practical activities Country studies material
What season is it now?
What will you do in summer?
Do you like to ride a bike? Summer, winter, spring, autumn.
a bike. It`s spring.
Yes, it is. It's a duck.
It's a flower.
I like to ride a bike. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?
Control and measuring materials
Speaking diagnostics
You can use art paintings or plot pictures for this purpose. The child usually they say: "Look what our friends from England, they really want to hear you tell what you see here. Any other option is fine too. After that, the child is asked simple questions on English language within the studied material, for example, “Who do you see?”, “How many houses are drawn here?”. Questions are prepared in advance, each question corresponds to the topic covered. Questions 6 will be enough.
Listening Diagnostics
It uses sentences recorded on audio carriers, the meaning of which the child has to understand. You can read sentences. To kid talking: “We got a phone call from our friend from England he wants to tell you something. Listen carefully, and then we will complete the task with you. We use three recorded phrases, for example: “I eat ice cream”, “I have a red ball”, “Give me three pencils”. We listen twice. After that, in Russian, we ask the child from the cards lying on the table to put a picture on a small table, where depicted:
1. What our friend ate.
2. A toy that a friend was talking about.
3. As many pencils as the friend had.
Diagnostics of mastery program vocabulary
We choose 4-5 topics, for example “Food”, “Animals”, “Seasons”, “My family”. Accordingly, for each topic, we select five pictures. The pictures are scattered on the table. To kid talking: “Let's play with you, as if you came to the store and want to buy all this. rule such: if you name a word by - English then you can buy it. Try to buy as much as possible.”
Diagnostics of phonetic skills
To do this, we prepare two A4 cards with the image of six objects on each. Images should be matched so that the corresponding words contain the desired sound. Ask the child to name the objects.
List of used literature.
1. Bibaletova M. Z. English language for little ones / M. Z. Biboletova. - M.; 1994, p. 3-5.
2. Bim I. L. Foreign languages at school / I. L. Beam No. 5 1991, p. 11-14.
3. Bonk N. A. English for toddlers / N. A. Bonk. –M. ; 1996
4. Boeva N. B., Popova N. P. Great Britain. Geography. Story. Culture. Tutorial for English/N. B. Boeva - Rostov n / D: Publishing house of the Russian State Pedagogical University 1996, p. 54-59.
5. Vereshchagina I. N. A book for teachers / I. N. Vereshchagin - M .: "Education" 1995, p. 20-23.
6. UK: Linguistic and Cultural Dictionary -M. ; Russian language. 1999
7. Gryzulina I. P. I play and teach English / I. P. Gryzulin - M., 1993, p. 5-8.
8. Epanchintseva N. D. Learning to speak English in the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
9. Epanchintseva N. D. Learning to speak English in kindergarten / N. D. Epanchintseva-Belgorod 2008
10. Epanchintseva N. D. Approximate "Through" English early learning program the language of children in kindergarten and the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.
11. Galskova N. D. Modern technique teaching foreign languages. / N. D. Galskova - M .: ARKTI, 2004. - 192s.
12. Khimunina T.N. etc. Customs, Traditions and Festal of Great Britain/T.N. Khimunina -M.: Enlightenment, 1984.
13. Vaks A. Play and Learn English / A. Vaks. – St. Petersburg. ; 1997
Correctional program (VII type) on the subject "English" Grade 2 (home-based education) according to the textbook "English in focus". Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V. The English language teaching program in grade 2 is based on a student-centered approach. The program is focused on the basic English language course for students with mental retardation, which is built on the basis of one hour per week, 35 hours per academic year (home-based learning)
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Considered at the meeting "Agreed" "Approve"
Methodological Council Deputy Director for WRM Director
Protocol No. _______ MBOU Tokarevskaya secondary school No. 1 MBOU Tokarevskaya secondary school No. 1
from "___" ________20 __________ / _______________
Full name Full name
"" 20, Order No. _
from "" _ 20
Correctional program (VII type) on the subject "English" Grade 2 (home-based education)
MBOU Tokarevskaya secondary school No. 1
2013-2014 academic year
Teacher: Baranova S.V., English teacher
Tokarevka 2013
EXPLANATORY NOTE
The program is compiled on the basis of the Federal State Educational Standard for Basic General Education, the Program for the Basic Course of Teaching English
The English language training program in Grade 2 is based on personal
oriented approach. The program focuses on the basic English language course for students with mental retardation, which is built on the basis of one hour per week, 35 hours per academic year.
The purpose of teaching English:
To form the communicative competence of pupils on the basis of their mastery of language, linguistic and cultural and sociocultural skills.
Tasks:
1. Shape
The ability to carry out verbal communication in standard situations, including making brief coherent messages about oneself, one's environment.
Ability to listen and understand short messages;
2. To form a friendly and tolerant attitude towards the values of English culture, optimism and a pronounced personal position in the perception of the world, in the development of national identity on the basis of acquaintance with the life of their peers in the UK, with examples of English culture.
3. Develop cognitive abilities, thought processes, broaden your horizons.
The effectiveness of teaching children with mental retardation in special schools and leveling classes is ensured by adequate conditions, a special curriculum, corrective techniques and methods of education and upbringing. Improving the educational process for such children is associated with the need to adapt
curricula while maintaining the total qualification volume of the content of training. When adapting the program, the main attention is paid to mastering children's practical skills and abilities, reducing the amount of theoretical information.
When learning a foreign language, children experience certain difficulties:
The assimilation of lexical material, syntactic constructions and their main use in oral speech is slow;
It is difficult to perceive grammatical categories and their application in practice;
Problems arise when listening (auditing) oral speech, especially coherent texts, as well as difficulties in mastering the forms of dialogical speech.
In the process of learning, students master the main types of speech activity: reading, speaking (oral speech), listening.
Writing is used only as a means of teaching, contributing to a 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 the secondary school education is built on an oral basis.
Tasks are more specific, practically directed.
The teacher constantly helps students to carefully control their work, indicates specific sections for repetition and selects effective, but feasible exercises to eliminate mistakes.
The main attention is paid to the selection of texts for reading. The material is carefully selected - the lexical and grammatical minimum, taking into account the feasibility of its assimilation and the interests of children of this age. International vocabulary is expanding, which is easy to understand when reading. Recognition of such words contributes to the development of conjecture, in addition, sound-letter correspondences are fixed.
Examinations at the end of each quarter, as well as final examinations, are excluded.
In grade 2, training is conducted according to clearly developed thematic sections, the number of which is not reduced. However, the volume of the studied material undergoes significant changes.
In the 2nd grade, the volume of lexical material is reduced to 350 words, which is determined by the low ability of students to learn new words. On the
reading and translating what is read is given more study time.
Particular attention is paid to translation, because at the same time the children realize the meaning of what they read and thus their fear of an unfamiliar text disappears.
New vocabulary is practiced in sentences. This type of work is combined with work with a dictionary, and not new exercises are given at home, but those worked out in the lesson.
Listening of texts is reduced, the volume of written exercises based on grammatical phenomena that are difficult for children to assimilate is reduced, and the rest are carefully analyzed.
When teaching children dialogic speech, understandable everyday situations are used, which are played out in roles. Dramatization is one of the most effective ways in the formation of this type of speech activity.
REQUIREMENTS FOR THE LEVEL OF TRAINING OF STUDENTS AT THE END OF THE ACADEMIC YEAR
Requirements for teaching dialogic speech
Answer the question in the affirmative using all the basic types of a simple sentence.
Rebut using negative sentences.
Ask for information using interrogative sentences with question words (what, who, where, how, how many, how old, whose)
Express a request with incentive sentences.
Respond positively (negatively) to a request, a wish, using speech clichés like Yes (No).
Requirements for teaching monologue speech
Describe the picture, your own drawing.
Make a short message about yourself, about your friend, about your home, family, about your city, village, about your knowledge.
Requirements for learning to write
Learning to write is aimed primarily at mastering the technique of writing and the most elementary communication skills for correspondence.
Maintain a dictionary
Pronunciation of sounds, mastery of intonation
clearly pronounce and distinguish by ear all the sounds and basic sound combinations of the English language;
observe the longitude and shortness of vowels, a hard attack;
stun consonants at the end of a syllable, word;
observe the stress in the word, especially in complex words;
own the intonation of affirmative, interrogative (with and without a question word) and incentive sentences.
They should know: all letters of the alphabet, basic letter combinations and sound-letter correspondences; basic spelling rules.
The lexical side of speech
Master a productive lexical minimum, which covers approximately 400 - 500 lexical units and also includes set phrases, clichés.
This is first of all:
greetings, appeals to peers, adults;
terms of kinship, designation of age, profession;
names of human qualities;
The grammatical side of speech
The main types of the English simple sentence, reflecting the structural minimum (the so-called speech patterns).
Use the verb "to be" in affirmative, negative and interrogative sentences in Present Simple in full and short forms,
personal pronouns in the nominative case, possessive pronouns,
possessive noun, demonstrative pronoun this, connective conjunction and, indefinite article a/an, prepositions of place in, on, under, Let`s structure…
Communicative types of sentences: affirmative; interrogative (with and without a question word); negative; incentive.
Students must be proficient:
the main cases of the use of nouns with definite, indefinite and zero articles; cardinal numbers from 1 to 20, negation not, no
listening
Listening to and understanding the teacher's speech
Reading
Completely master the technique of reading aloud: correlate the graphic image of a word with the sound image, correctly pronounce the text, observe the stress in words, phrases, the basic rules for reading letters and letter combinations, and correctly intonate.
Visually perceive and recognize the studied material (words, phrases,
sentences), to be aware of their meaning and meaning in the text.
To master the ability to fully understand the content of texts entirely built on the studied material.
Educational and thematic planning
on English language
Classes 2 (home-based education type VII)
Teacher Baranova S.V.
Number of hours
Total 35 hours; per week 1 hour
Planning based on
work program in English for grade 2
Textbook "English in focus"
additional literature
English in pictures. Publishing house "Russian encyclopedic partnership", Moscow, 2003
p/p | Name of sections and topics | Total hours |
Let's start! | 5h. |
|
Introductory module "Hello! My family" | 5h. |
|
Module 1 "My home" | 5h. |
|
Module 2 "My birthday" | 5h. |
|
Module 3 "My animals" | 5h. |
|
Module 4 "My toys" | 5h. |
|
Module 5 "My holidays" | 5h. |
|
Total: | 35h. |
Calendar-thematic planningEnglish lessons in grade 2 (home-based learning type VII)
Publishing house "Enlightenment", Moscow, 2012
Number of hours per year - 35, per week - 1 hour
No. p / p | Lesson topic | Lesson type | Content elements | Requirements for the level of training of students | Universal learning activities | the date of the | |
Plan | Fact |
||||||
Let's get started! | Acquaintance with speech clichés on the topic "Greeting", the formation of dialogic speech skills. |
| personal results are:
metasubjectThe results of learning English in elementary school are:
Substantive resultslearning English in elementary school are: mastering the initial ideas about the norms of the English language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word. BUT. In the communicative sphere, i.e. in proficiency in English as a means of communication): Speech competence in the following types of speech activity In speaking:
In audition:
In reading:
In written language:
Language competence (proficiency in language means)
Sociocultural awareness
B. In the field of knowledge:
AT. In the value-oriented sphere:
G. In the aesthetic field:
D. In the labor field:
| ||||
My letters! | (a-h) , the formation of the skill of reading words. | ||||||
My letters! | Introduction to the letters of the English alphabet(i-g) , the formation of reading skills | ||||||
My letters! Formation of reading skills | Introduction to the letters of the English alphabet(rz) , the formation of the skill of reading words, the formation of the skill of writing. Development of listening skill. | ||||||
letter combinations | Formation of reading and writing skills of words with letter combinations “sh”, “ch”, “th”, “ph” | ||||||
Hello! | Combined lesson | Familiarization with teams, development of reading skills, Development of coordination of movements. Improving the skill of dialogic speech on the topic "Acquaintance". | |||||
I'm glad to see you! | |||||||
My family | Acquaintance with vocabulary on the topic, development of lexical reading skills | ||||||
family members | Acquaintance with vocabulary on the topic "Colors", development of lexical reading skills. | ||||||
Colors | |||||||
My house | Combined lesson | Acquaintance with vocabulary on the topic "Furniture", the development of lexical reading and speaking skills. Improving lexical reading skills on the topic "Family". Development of listening skill. | |||||
Where is Chuckles? | Acquaintance with vocabulary on the topic "Rooms in the House", development of lexical reading skills. Development of the skill of dialogical speech. | ||||||
In bathroom! | Improving phonetic, lexical reading and speaking skills on the topics covered. Development of coordination of movements. | ||||||
In bathroom! | Formation of the skill of reading words with a letter"e" in a closed syllable, words with a letter combination"ee" , improving lexical skills of reading and speaking on the topics covered. | ||||||
The letter e in a closed syllable | |||||||
My birthday! | Lesson learning new material | Acquaintance with vocabulary on the topic, numerals from 1 to 10, development of lexical reading and speaking skills. |
| ||||
Present Development of reading skills. | Combined lesson | Development of lexical skills of reading and speaking on the topic, development of listening skills. | |||||
Tasty food | Improving reading skills. | ||||||
My favorite meal! | Development of the skill of monologue speech on the topic "Food", improvement of reading skills. | ||||||
What is on the table? H shading words with a letter c. | Improving lexical and grammatical reading skills. Formation of the skill of reading words with a letter c. | ||||||
My animals! | Lesson learning new material | Acquaintance with vocabulary on the topic "Names of animals", familiarization with the modal verb "can" and verbs of motion. Development of lexical and grammatical skills of reading and speaking. |
| ||||
I love animals | Combined lesson | Development of lexical and grammatical skills of speaking and reading on the topic. Development of coordination of movements | |||||
I can jump! | Combined lesson | ||||||
I can run | Combined lesson | Development of the skill of monologue speech on the topic "I can!", Development of reading skills | |||||
At the circus! Reading words with letters"i" . | Combined lesson | Acquaintance with vocabulary on the topic and the formation of reading skills | |||||
My toys! | Lesson learning new material | Acquaintance with vocabulary on the topic and prepositions of place, development of lexical speaking and reading skills. |
Past Simple of the verb "to be" The expression “be going to”, Present Perfect | ||||
Prepositions "place" | Combined lesson | Improving the lexical skills of speaking and reading on the topics "Toys", "Prepositions of place", | |||||
She has blue eyes! | Acquaintance with vocabulary on the topic "Appearance", the development of lexical reading and speaking skills. | ||||||
Wonderful teddy bear! | Development of the skill of monologue speech on the topics "Toys", "Appearance". Development of reading and listening skills. | ||||||
Reading words with letters"y" . | Formation of the skill of reading previously learned words with a letter"y" . | ||||||
My vacation! | Acquaintance with vocabulary on the topic "Weather and Clothing", development of lexical reading skills |
Past Simple (regular verbs) | |||||
Vocabulary on the topic "Weather and clothing" | Combined lesson | Improving lexical reading skills on the topic "Weather and clothing" | |||||
Windy! | Development of the skill of monologue speech on the topic "Weather and clothing", development of reading skills. | ||||||
Windy and cold, clothes | Development of the skill of monologue speech on the topic "Weather and clothing", development of listening and reading skills. | ||||||
Reading words with letters“c” , “k” , | Formation of the skill of reading words with letters“c” , “k” , letter combination“ck” using previously learned words. |
REFERENCES FOR STUDENTS
- Textbook "English in focus"
- Workbook "English in focus"
state budgetary educational institution of the Samara region secondary school with. Malyachkino, municipal district Shigonsky, Samara region
CONSIDERED AGREED APPROVED
At a meeting of the Moscow Region, Deputy Director for WRM Director
Protocol No. ___ GBOU SOSH p. Malyachkino GBOU secondary school with. Malyachkino
"__" _____2016 ________/Zhulkova E.Yu./ ___________/Bolbas N.V./
_______________ "___" _______ 2016 Order No. ____ dated ________
Adapted educational program
in English language
3rd grade
Program creator:
Yanushevich A.Yu.
2016
Explanatory note
The adapted work program of the English language course for grade 3 was developed on the basis of an exemplary adapted basic general education program of primary general education for students with mental retardation and in accordance with the author's program "The English language course program for teaching materials "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 Organization and Implementation of 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 the Russian Federation dated March 9, 2004 No. 1312 “On Approval of the Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs”;
Order of the Ministry of Education and Science of Russia dated 06.10.2009 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”;
Decree 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 Education in General 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 discloses the content of the standard, determines the overall strategy for teaching, educating and developing students by means of the 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 opportunities.
When compiling the program, the following features of children were taken into account: unstable attention, small memory, difficulties in reproducing educational material, unformed mental operations (analysis, synthesis, comparison), poorly developed reading, speaking and writing skills.
The process of teaching such schoolchildren is of a correctional and developmental nature, aimed at correcting the students' developmental deficiencies, knowledge gaps and is based on the subjective experience of schoolchildren and connection with real life.
Goals:
Prepare the child for real communication in a foreign language in social situations at a basic level;
- creating conditions for the social adaptation of students by improving their English-speaking literacy, which creates the basis for painless integration into the modern society of the child through knowledge of the basics of the English language.
Tasks:
the formation of ideas about the English language as a means of communication, allowing to achieve mutual understanding with people who speak / write in English, to learn new things through sounding and written texts;
ensuring communicative and psychological adaptation of junior schoolchildren to
new language world in order to overcome the psychological barrier in the future and
using English as a means of communication;
expanding the linguistic horizons of younger students; mastering elementary linguistic concepts available to younger students and necessary for mastering oral and written speech in a foreign language at an elementary level;
development of personal qualities of a younger student, his attention, thinking, memory and
imagination in the process of participation in simulated situations of communication, role-playing games; in the course of mastering the language material;
development of the emotional sphere of children in the process of educational games, educational performances with
using English;
introducing younger students to a new social experience by playing various roles in English in game situations typical of family, everyday, educational communication;
spiritual and moral education of the student, understanding and compliance with such
moral foundations of the family, like love for loved ones, mutual assistance, respect for parents, care for the younger ones;
development of cognitive abilities, mastering the ability to coordinate work with different 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 social and age needs of children with disabilities studying according to adapted educational programs. The most difficult to understand topics have been simplified, the requirements for knowledge and skills of students have been reduced.
Features of the mental development of children involved in adapted educational programs, first of all, insufficient formation of mental operations. All this leads to additional correctional tasks aimed at developing the cognitive activity of students, at creating conditions for understanding the work being done. 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 contributes to the disclosure of 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 the state of health, the presence of physical disabilities and provide an opportunity for socialization in the process of learning a foreign language.
Adapted educational program and is aimed at the comprehensive development of the personality of pupils, contributes to their mental development, provides civil, aesthetic, moral education. The content of training has a practical orientation.
In the program, the main principle is the principle of corrective orientation. Particular attention is paid to the correction of the pupils' specific disorders, using the principle of educational and developmental orientation of education, the principle of scientific and accessibility of education, the principle of systematic and consistent teaching, the principle of visibility in teaching, the principle of an individual and differentiated approach to teaching, etc.
Methods :
Verbal - story, explanation, conversation;
Visual - observation, demonstration;
Practical - exercises;
Methods of presentation of new knowledge;
Methods of repetition, consolidation of knowledge;
Methods of application of knowledge;
Control methods.
The most effective methods of teaching children with disabilities are:
visual-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 of motivation for action, monologues-self-presentations);
visual teaching aids are widely used to visualize the spelling of words, recognize and memorize;
work according to the standard / sample;
modeling of speech situations, repetition, portioned expansion of vocabulary;
using the method of physical response to test knowledge of clichés and words, the method of teaching reading in whole words, copying, memorizing, working with a bilingual dictionary, phrase book. Repetition of educational material on the topic under study or previously studied material should be an element of each lesson.
Technologies used in the educational process.
1. Person-centered technologies.
2. Differentiated learning.
3. Technologies of activation of cognitive interests, creative independence of students.
4. Technologies of traditional education.
5. Technology of game learning.
6. Health-saving education and life safety.
7. Project teaching methods.
Homework is usually not assigned. In some cases, students can be instructed to collect certain information (for example, the place of work of parents, their position, etc.)
Classes are held in class-lesson form.
Lesson types:
Lesson of communication of new knowledge (lesson of initial study of the material);
Lesson of formation and consolidation of knowledge and skills (practical lesson);
Lesson of generalization and systematization of knowledge (repetitive-generalizing lesson);
Combined lesson;
To control the ZUN of students, test work is used
The place of the subject in the school curriculum
In accordance with the Federal Basic Curriculum for Educational Institutions of the Russian Federation, the study of the subject "English" is given in the 3rd grade - 68 hours (2 hours per week).
Psychological and pedagogical characteristics of a student with mental retardation
Students with mental retardation are children with deficiencies in psychological development, confirmed by the PMPK and preventing education without creating special conditions.
The category of students with mental retardation is the most numerous among children with disabilities (HIA) and a heterogeneous group of schoolchildren. Organic and / or functional insufficiency of the central nervous system, constitutional factors, chronic somatic diseases, unfavorable conditions of education, mental and social deprivation may appear among the causes of the development of mental retardation. Such a variety of etiological factors causes a significant range of severity of disorders - from conditions approaching the level of the age norm to conditions that require delimitation from mental retardation.
All students with mental retardation experience to some extent pronounced difficulties in mastering curricula due to insufficient cognitive abilities, specific disorders of psychological development (school skills, speech, etc.), disturbances in the organization of activities and / or behavior. Common to all students with mental retardation are, to varying degrees, 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 have violations of speech and fine manual motor skills, visual perception and spatial orientation, mental performance and emotional sphere.
AOP IEO is addressed to students with mental retardation who have reached the level of psychophysical development close to the age norm by the time they enter school, butdifficulties of arbitrary self-regulation,manifested in the 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 insufficiency 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 above characteristics, students may have typical, to varying degrees, dysfunctions in the areas of spatial representations, visual-motor coordination, phonetic-phonemic development, neurodynamics, etc. But at the same time, the stability of forms of adaptive behavior is observed.
Pedagogical characteristics on
Date of Birth
Learning class_ 3
Chapter
Criteria and specific examples of wording
1.Organization of training
Training program
Inclusive
The term of study in this educational institution for this program
Form of study
Attending classes in all subjects with the class
2. Learning activities
Formation of motivation for educational activities
Learning motivation: partially formed,game motivation remains the leading one, learning interests are formed with difficulty and to a minimal extent
The success of mastering the program material with an indication of external reasons in case of progress or failure (due to behavioral disorders, frequent illnesses, somatic weakness, a limited / fragmentary stock of ideas, knowledge about the environment; violations ... etc.)
Program material assimilates partially.The greatest difficulties arise in reading and writing due to the weak development of phonemic perception and lack of interest in this occupation. Often distracted, violates discipline in the classroom.
Features of educational and cognitive activity
He is aware of the learning task, but does not always accept it, depending on his mood.
The ability to keep the learning task is weak, the lessons are often distracted. Not able to plan independent actions, 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, does not seek to correct the mistakes made.
Deciphering the features of mastering educational knowledge, skills, abilities
With auditory perception of educational material and
when writing "by ear" has difficulty in understanding what is heard.
For better memorization, repeated repetition of words and sentences is required.
Understands the meaning of what is read poorly, reproduces the content only with the help of questions from the teacher
The proposed educational material is able to realize partially, only when it is brighter and is of interest to the child himself.
Not capable of independent learning activities, often performs only on the basis of a sample.
Features of mental development
temperament type
Choleric
Representative system (the dominant modality in receiving and processing information
kinesthetic
Leading hemisphere
left hemispheric
Features of cognitive processes
Attention is steady. Switching attention is difficult. The child does not immediately move from one type of exercise to another, it takes time. The amount of attention is sufficient - 2 - 3 objects. The girl is dominated by involuntary attention.
Her performance is unstable, due to rapid fatigue. The volume of tasks performed per lesson is less than half of the norm.
The ability to navigate in space is formed at a sufficient level.
The child is characterized by a visual-figurative type of memory. Memory is unstable, short-lived. The process of forgetting dominates.
Understands materials only after additional classes, performs tasks extremely slowly, blindly uses known “templates”, is not able to establish cause-and-effect relationships.
The girl has an insufficient vocabulary. Unable to formulate thoughts independently.
Features of the emotional-volitional sphere and personality traits
By temperament, the child is very emotional, irritable, capable of aggressive actions.
The level of self-esteem of the child is overestimated.He often boasts about things he hasn't done yet.
Does not always carefully control his words and actions. The actions of the child are often deliberate. Criticism, advice is inattentive, does not try to correct shortcomings. Occasionally listens to fair remarks, tries to take them into account.
Very rarely completes his plans, even if he encounters minor difficulties.
Features of communication
Easily engages in conversation with both adults and other children. The teacher is treated with respect, recognizes his authority. Likes to talk about what happened at home. The ability to work in a team requires improving the organization of behavior, constant monitoring by the teacher.
Planned results of mastering by students with mental retardation of 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 foreign language learning in elementary school are: a general understanding of the world and how a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of the language, including a foreign one, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the studied foreign language through children's folklore, some samples of children's fiction, traditions).
1. Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person:
value attitude to their small homeland, family traditions; state symbols, native language, to Russia;
elementary ideas about the cultural heritage of the small Motherland;
initial experience of comprehension of 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 duties of a person and a citizen.
2. Education of moral feelings and ethical consciousness:
elementary ideas about moral norms and rules of moral behavior, including ethical norms of relationships in the family, class, school, as well as between carriers of different cultures;
initial ideas about the humanistic worldview: kindness, the desire to bring joy to people; careful, humane attitude towards all living things; generosity, sympathy; fellowship and mutual assistance;
the desire to make the right moral choice: the ability to analyze the moral side of their 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 ethical standards;
friendly attitude towards other participants in educational and gaming activities based on ethical standards.
3. Raising respect for the culture of the peoples of English-speaking countries:
elementary ideas about the cultural heritage of English-speaking countries;
initial experience of intercultural communication;
respect for other opinions and cultures of other peoples.
4. Education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values (aesthetic education):
elementary ideas about the aesthetic and artistic values of the native culture and the culture of the English-speaking countries;
the initial experience of emotional comprehension of folk art, children's folklore, cultural monuments;
the initial experience of self-realization in various types of creative activity, the formation of a need and the ability to express oneself in accessible types of creativity;
motivation to implement aesthetic values in the space of school and family;
attitude towards learning as a creative activity.
5. Education of industriousness, creative attitude to learning, work, life:
value attitude to work, study and creativity, industriousness;
needs and initial skills to express themselves in various types of creative activity accessible and most attractive to the child;
discipline, consistency, perseverance and independence;
the initial experience of participating 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 learning and playing activities with peers and adults;
careful attitude to the results of their own work, the work of other people, to school property, textbooks, personal belongings;
motivation for self-realization in cognitive and educational activities;
curiosity and the desire to broaden one's horizons.
6. Formation of a value attitude towards health and a healthy lifestyle:
value attitude to one's health, the health of loved ones and those around them;
initial ideas about the role of physical culture and sports for human health;
initial personal experience of health-saving activities.
7. Education of a value attitude towards nature, the environment (ecological education):
value attitude to nature;
initial experience of aesthetic, emotional and moral attitude to nature.
Metasubject outcomes learning a foreign language in elementary school are:
Development of the ability to interact with others in the performance of different roles within the speech needs and capabilities of the younger student;
Development of the student's communicative abilities, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task;
Expansion of the general linguistic horizons of the younger student;
Development of the cognitive, emotional and volitional spheres of the younger student; formation of motivation for learning a foreign language;
Mastering the ability to coordinate work with different components of the educational and methodological kit (textbook, audio CD, etc.)
The subject results of learning a foreign language in primary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.
As a result of studying the subject, students should be able to:
Communication skills by types of speech activity
In the course of speaking
1. Dialogic form
Know how 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 a model, the volume of a dialogic statement is 2-3 replicas on each side;
dialogue is a call to action.
2. Monologic form
Be able to use the main communicative types of speech: description, story,characteristic (personzhey) based on the picture (small volume).
In line with listening
Listen and understand:
the speech of the teacher and classmates in the process of communication in the lesson and verbally / non-verbally respond to what they heard.
In line with reading
read aloud the words of the studied vocabularyand understandlittle dialogues,built on learnedlanguage material; find the necessary information (names of characters, where the action takes place, etc.).
In line with writing
Know and be able to write letters of the English alphabet.
Own:
the ability to write out words, phrases and sentences from the text.
Language tools and skills to use them
English language
Graphics, calligraphy, spelling. Bletters of the English alphabet. Basic letter combinations. Sound-lettercompliance. Apostrophe.
The phonetic side of speech. Ppronunciation and aural discrimination of sounds and sound combinations of Englishlanguage. Compliance with the norms of pronunciation: longitude andshortness of vowels, lack of stunning of voiced consonantsat the end of a syllable or word, no softening of consonants before vowels. Diphthongs.Connecting "r" (there is / there are). Stress in a word, phrase. Lack of stress on function words (articles, conjunctions, prepositions). Division of sentences into semantic groups.Rhythmic intonational features of narrative, incentiveand interrogative (general and special question) sentencesny.enumeration intonation.
The lexical side of speech. Lexical units, serviceliving situations of communication, within the subject of elementary school, in the amount of 300 lexical units for assimilation, the simplestset 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. The main 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.). Offers with turnover there is/there are. Simple common sentences. Offerswith identical members.
Verb constructions I’d like to… Singular and plural nouns (formed according torule and exceptions), nouns with indefinite, definite and zero articles.
Pronouns: personal (in nominative and object 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 elementary school, students get acquainted with: the names of countries fromlearning language; with some literary characterspopular children's works; with the plots of some popular fairy tales, as well as small workschildren's folklore (poetry, songs) in a foreign language; with elementary forms of verbal and non-verbal behavior adopted in the countries of the language being studied.
A 3rd grade student will learn:
Reproduce graphically and calligraphically correctly all letters of the English alphabet (semi-printed spelling of letters, letter combinations, words);
Use the English alphabet, know the sequence of letters in it;
Distinguish letters from transcription marks.
Apply the basic rules of reading and spelling (the ability to apply them when reading and writing).
Group words according to the learned reading rules;
Check the spelling of a word in a dictionary
Phonetic side of speech
A 3rd grade student will learn:
Pronounce all the sounds of the English alphabet;
Distinguish the sounds of the English and Russian alphabet by ear;
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 studied foreign language
The lexical side of speech
A 3rd grade student will learn:
Recognize in the written and oral text the studied lexical units, including phrases, within the subject;
Use active vocabulary in the process of communication in accordance with the communicative task;
A 3rd grade student will have the opportunity to learn:
Recognize simple word-formation elements;
Rely on a linguistic guess in the process of reading and listening (international and compound words).
Recognize lexical units, the simplest set phrases, evaluative vocabulary and cliché 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 the ways of word formation (composition and affixation), about borrowings from other languages (international words).
The grammatical side of speech
A 3rd grade student will learn:
Use speech samples 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 in the text and differentiate words according to certain features (nouns, adjectives, modal / semantic verbs).
The content of the subject.
(Grade 3, 68 hours)
Topic
Number of hours
Welcome to Green School!! Acquaintance, name, age.
Since a student with a mental retardation receives an education that is fully consistent with the final achievements by the time of completion of the education of students who do not have health limitations, in the same terms of study,thematic planning coincides with the planning of grade 3.
p/p
Lesson topic
Lesson type
Correctional work
Planned
results
Personal
UUD
cognitive
UUD
Communicative UUD
Regulatory
UUD
View
control
Note
“Welcome to Green School!” (eighteen 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, work in pairs.
Be able to:
say hello
and answer the greeting;
introduce yourself and
get partner's name
Development
cognitive
interests, educational motives, formation
the foundations of the civic identity of the individual
The ability to consciously and voluntarily build speech
statements
in oral form
Need to interact 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-sound aids (presentations, cartoons)
The work program was compiled on the basis of the author's program Biboletova M.Z. in English for grades 5-11. Textbook Biboletov M.Z. English with pleasure "Enjoy English" for the 2nd grade of educational institutions. 1 hour per week (34 hours per year) per academic year
The main objective of the course: to develop the child's cognitive abilities, based on speech experience in their native language language concepts
Tasks: Educational: creation of an initial base for the development of speech abilities; formation of skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; perception, attention, language memory, imagination; development of speech culture, as well as a culture of communication development of students' creative abilities in various fields using a foreign language
The following approaches should be taken into account in the learning process: 1. Use various incentives. 2. To form a positive image of the teacher in children, which increases the child's reflective abilities. 3. Systematically introduce vocabulary. 4. Take into account the short-term memory of children, systematically return to previously studied material and include it in subsequent classes. 5. Teach complete speech structures, which contributes to the development of speaking skills. 6. Give priority to frontal and individual work. This helps to establish a favorable psychological climate in the group and removes language barriers. 7. Take into account the psychophysical characteristics and health status of each student.
The main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Animal names, personal pronouns, verbs of motion.) IV. Cheerful account. (Introduction with English scores up to 5, plural nouns.) V. Colors. (Introduction to the names of color shades.) VI. Colorful garden. (Names of vegetables and fruits.) VII. There is a time for everything. (Seasons, parts of the day, weather .) VIII. Family. (Family members.) IX. Where do we live? (Habitat, housing). X. Repetition. (Repetition and consolidation of the studied material. Checking the acquired knowledge.)
The main stages of the study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repetition of previously studied vocabulary. 2. Main: activation of the studied vocabulary, performance of tasks, games, survey, knowledge control. 3. Final: acquaintance with new vocabulary, homework, summing up.
1. Personal psychological barriers in students due to unusual sounds of foreign speech, words and phrases strange for children, random associations with native speech. 2. Mastering a foreign language remains an insufficiently motivated type of cognitive activity. 3. Many children are characterized by weak short-term auditory memory, a short period of concentration, difficulties in mastering and remembering new concepts and skills. Learning difficulties:
Sections included in the program:
— Explanatory note
— Educational and thematic plan
– Requirements for knowledge, skills and abilities of students by the end of the academic year
— Educational and methodical set
— Calendar-thematic planning
Explanatory note (special (correctional) class).
The work program for the 8th grade was compiled on the basis of the federal component of the state standard of general education (2004), the approximate program of basic general and secondary (complete) education in a foreign language, the program of the English language course for teaching materials New English course for Russian schools (5-9 classes) (O. V. Afanasyev, I. M. Mikheeva) and in accordance with the Federal Basic Curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs, approved by order of the Ministry of Education of the Russian Federation of 09.03.2004. No. 1312.
This academic subject is aimed at the formation and development of communicative competence in English in the aggregate of its components - speech, language, sociocultural, compensatory and educational-cognitive, development and education of the student by means of a foreign language.
The educational process in this class is carried out in accordance with the level
General educational programs of the second stage of education: basic general education according to the program for public schools, adapted to the characteristics of the psychophysical development of the child.
The explanatory note is drawn up taking into account the main tasks:
1. to form the basics of functional literacy and the basic skills and abilities of learning and
communication, to give the student an idea of domestic and world culture.
2. to correct the lag in the development of the student, eliminating gaps in knowledge and
ideas about the world around, to overcome the shortcomings that have arisen as a result of developmental disorders, including shortcomings in mental activity, speech, motor skills, regulation of behavior.
This course provides for the mastery of knowledge in the volume of the basic core of the compulsory training course, common for general educational institutions of the Russian Federation. In addition, it provides for the correction of developmental deficiencies and individual work aimed at overcoming difficulties and mastering various types of activities.
"Foreign language" is represented by a course, the purpose of which is to master foreign language communication, which ensures the formation of elementary communicative competence.
Number of hours according to the curriculum:
per week - 2 hours
Total – 68 hours
Planned control works - 16:
Listening-4,
Speaking-4,
Requirementsto knowledge, skills andSkills Students at the end of the academic year
Students should Know:
The main meanings of the studied lexical units (words, phrases) in accordance with the subject content of speech provided for by the program for this stage, the main methods of word formation (affixation, word formation, conversion);
Features of the structure of simple (affirmative, exclamatory, incentive) and complex sentences in the English language; intonation of various communicative types of sentences;
Signs of the studied grammatical phenomena (spectacular forms of verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);
The basic norms of speech etiquette (remarks-clichés, the most common evaluative vocabulary) adopted in the country of the language being studied;
Culture of Great Britain, USA (lifestyle, way of life, customs, traditions, holidays, world-famous sights, outstanding people and their contribution to world cultures), similarities and differences in the traditions of their country and the countries of the language being studied.
Students should Be able to:
In the field of speaking:
Communicate on the following topics:
— Traveling in Russia and abroad.
- Appearance. Youth fashion. Purchases. Healthy lifestyle.
- School education. Subjects studied.
— Countries of the language being studied: Great Britain and the USA.
- Nature. Ecological problems.
— The man and his profession.
— English is the language of international communication.
— Music, cinema, theater.
Conduct a dialogue within the framework of the designated topic:
Etiquette dialogue;
Questioning dialogue;
Incentive dialogue;
Dialogue exchange - opinions.
Express facts and events using such types of speech as narration, message, description;
State the main content of the reading based on the text;
Express your opinion in connection with the text read and listened to;
In the field of listening:
Understand the main content of simple authentic texts related to various communicative types of speech (message / story);
Be able to determine the topic and facts of the message, isolate semantic milestones; highlight the main, omitting the secondary;
Selectively understand the necessary or interesting information in messages of a pragmatic nature based on a linguistic guess, context.
In the field of writing and writing:
Make extracts from the text;
Plan the text;
Write holiday greetings, express wishes (up to 30 words, including the address);
Fill out questionnaires, forms, indicating the name, surname, gender, age, citizenship, address;
Write a personal letter based on a sample.
Due to the psychological characteristics of this class, the work program focused on the use of the textbook: the 4th year of study (authors O. V. Afanaseva, I. V. Mikheeva) has been reduced to 68 hours (instead of 102 hours).
Educational kit
The work program is focused on the use of the textbook:
English language. 4th year of study. Grade 8: a textbook for educational institutions, authors O. V. Afanasyeva, I. V. Mikheeva, Moscow: Drofa, 2010;
Teaching aids for teachers:
1. A book for the teacher to the textbook by O. V. Afanasyev (Drofa, 2007)
Additional literature for the teacher:
1. Audio cassette
2. Journal "Foreign Languages at School"
3. Newspaper "First of September"
Additional literature for students:
1. Workbook No. 1,2
Thematic planning in the 8th (special correctional) class
