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. Training program English language 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 based on the Federal State Educational Standard of the Basic general education, Programs of the basic course of teaching English
The English language training program in Grade 2 is based on personal
oriented approach. The program is focused on the basic English language course for students with mental retardation, which is built on the basis of one hour per week, 35 hours per academic year.
The purpose of teaching English:
To form the communicative competence of pupils on the basis of their mastery of language, linguistic and cultural and sociocultural skills.
Tasks:
1. Shape
The ability to carry out verbal communication in standard situations, including making brief coherent messages about oneself, one's environment.
Ability to listen and understand short messages;
2. To form a friendly and tolerant attitude towards the values of English culture, optimism and a pronounced personal position in the perception of the world, in the development of national identity on the basis of acquaintance with the life of their peers in the UK, with examples of English culture.
3. Develop cognitive abilities, thought processes, broaden your horizons.
The effectiveness of teaching children with mental retardation in special schools and leveling classes is ensured by adequate conditions, a special curriculum, corrective techniques and methods of education and upbringing. Improving the educational process for such children is associated with the need to adapt
curricula while maintaining the total qualification volume of the content of training. When adapting the program, the main attention is paid to mastering children's practical skills and abilities, reducing the amount of theoretical information.
When learning a foreign language, children experience certain difficulties:
The assimilation of lexical material, syntactic constructions and their main use in oral speech is slow;
Difficulty in perception grammatical categories and their application in practice;
It is typical that problems arise when listening (auditing) oral speech, especially connected texts, as well as difficulties in mastering the forms of 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 test papers 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 in this case the children realize the meaning of what they read, and thus their fear of an unfamiliar text disappears.
New vocabulary is practiced in sentences. This type of work is combined with work with a dictionary, and not new exercises are given at home, but those worked out in the lesson.
Listening of texts is reduced, volume 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. Drama 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.
Do short message about yourself, about a friend, about your home, family, about your city, village, about your knowledge.
Requirements for learning to write
Learning to write is aimed primarily at mastering the technique of writing and the most elementary communication skills for correspondence.
Maintain a dictionary
Pronunciation of sounds, mastery of intonation
clearly pronounce and distinguish by ear all the sounds and basic sound combinations of the English language;
observe the longitude and shortness of vowels, a hard attack;
stun consonants at the end of a syllable, word;
observe the stress in the word, especially in complex words;
own the intonation of affirmative, interrogative (with and without a question word) and incentive sentences.
They should know: all letters of the alphabet, basic letter combinations and sound-letter correspondences; basic spelling rules.
The lexical side of speech
Master a productive lexical minimum, which covers approximately 400 - 500 lexical units and also includes set phrases, clichés.
This is first of all:
greetings, appeals to peers, adults;
terms of kinship, designation of age, profession;
names of human qualities;
The grammatical side of speech
The main types of the English simple sentence, reflecting the structural minimum (the so-called speech samples).
Use the verb "to be" in affirmative, negative and interrogative sentences in Present Simple in full and short forms,
personal pronouns in the nominative case, possessive pronouns,
possessive noun, demonstrative pronoun this, connective conjunction and, indefinite article a/an, prepositions of place in, on, under, Let`s structure…
Communicative types of sentences: affirmative; interrogative (with and without a question word); negative; incentive.
Students must be proficient:
the main cases of the use of nouns with definite, indefinite and zero articles; cardinal numbers from 1 to 20, negation not, no
listening
Listening to and understanding the teacher's speech
Reading
Fully master the technique of reading aloud: correlate the graphic image of a word with the sound image, correctly pronounce the text, observe the stress in words, phrases, the basic rules for reading letters and letter combinations, and correctly intonate.
Visually perceive and recognize the studied material (words, phrases,
sentences), to be aware of their meaning and meaning in the text.
To master the ability to fully understand the content of texts entirely built on the studied material.
Educational and thematic planning
on English language
Classes 2 (home-based education type VII)
Teacher Baranova S.V.
Number of hours
Total 35 hours; per week 1 hour
Planning based on
work program in English for grade 2
Textbook "English in focus"
additional literature
English in pictures. Publishing house "Russian encyclopedic partnership", Moscow, 2003
p/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 area:
| ||||
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. |
| ||||
Gifts 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 like animals | Combined lesson | Development of lexical and grammatical skills of speaking and reading on the topic. Development of coordination of movements | |||||
I can jump! | Combined lesson | ||||||
I can run | Combined lesson | Development of the skill of monologue speech on the topic "I can!", Development of reading skills | |||||
At the circus! Reading words with letters"i" . | Combined lesson | Acquaintance with vocabulary on the topic and the formation of reading skills | |||||
My toys! | Lesson learning new material | Acquaintance with vocabulary on the topic and prepositions of place, development of lexical speaking and reading skills. |
Past Simple of the verb "to be" The expression “be going to”, Present Perfect | ||||
Prepositions "place" | Combined lesson | Improving the lexical skills of speaking and reading on the topics "Toys", "Prepositions of place", | |||||
She has blue eyes! | Acquaintance with vocabulary on the topic "Appearance", the development of lexical reading and speaking skills. | ||||||
Wonderful teddy bear! | Development of the skill of monologue speech on the topics "Toys", "Appearance". Development of reading and listening skills. | ||||||
Reading words with letters"y" . | Formation of the skill of reading previously learned words with a letter"y" . | ||||||
My vacation! | Acquaintance with vocabulary on the topic "Weather and Clothing", development of lexical reading skills |
Past Simple (regular verbs) | |||||
Vocabulary on the topic "Weather and clothing" | Combined lesson | Improving lexical reading skills on the topic "Weather and clothing" | |||||
Windy! | Development of the skill of monologue speech on the topic "Weather and clothing", development of reading skills. | ||||||
Windy and cold, clothes | Development of the skill of monologue speech on the topic "Weather and clothing", development of listening and reading skills. | ||||||
Reading words with letters“c” , “k” , | Formation of the skill of reading words with letters“c” , “k” , letter combination“ck” using previously learned words. |
REFERENCES FOR STUDENTS
- Textbook "English in focus"
- Workbook "English in focus"
The work program was compiled on the basis of the author's program Biboletova M.Z. in English for grades 5-11. Textbook Biboletov M.Z. English with pleasure "Enjoy English" for the 2nd grade of educational institutions. 1 hour per week (34 hours per year) per academic year
The main objective of the course: to develop the child's cognitive abilities, based on speech experience in their native language language concepts
Tasks: Educational: creation of an initial base for the development of speech abilities; formation of skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; perception, attention, language memory, imagination; development of speech culture, as well as a culture of communication development of students' creative abilities in various fields using a foreign language
The following approaches should be taken into account in the learning process: 1. Use various incentives. 2. To form a positive image of the teacher in children, which increases the child's reflective abilities. 3. Systematically introduce vocabulary. 4. Take into account the short-term memory of children, systematically return to previously studied material and include it in subsequent classes. 5. Teach complete speech structures, which contributes to the development of speaking skills. 6. Give priority to frontal and individual work. This helps to establish a favorable psychological climate in the group and removes language barriers. 7. Take into account the psychophysical characteristics and health status of each student.
The main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Animal names, personal pronouns, verbs of motion.) IV. Cheerful account. (Introduction with English account up to 5, plural nouns.) V. Colors. (Introduction to the names of color shades.) VI. Colorful garden. (Names of vegetables and fruits.) VII. There is a time for everything. (Seasons, parts of the day, weather.) VIII .Family. (Family members.) IX. Where do we live? (Habitat, housing). X. Repetition. (Repetition and consolidation of the studied material. Checking the acquired knowledge.)
The main stages of the study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repetition of previously studied vocabulary. 2. Main: activation of the studied vocabulary, tasks, games, survey, knowledge control. 3. Final: acquaintance with new vocabulary, homework, summarizing.
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. Learning a foreign language remains an under-motivated species 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:
state budgetary educational institution Samara region average comprehensive 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
Adapted working programm educational course "English" for the 3rd grade 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 program of the English language course for teaching materials "English with pleasure" for grades 2-4" - 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 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 for students with handicapped health";
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 on basic level;
- creating conditions for the social adaptation of students by improving their English-speaking literacy, which creates the basis for painless integration into modern society 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 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 personal qualities junior schoolchild, 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 emotional sphere 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 presenting 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. Activation technologies cognitive interests and 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 one degree or another, 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 in varying degrees pronounced shortcomings in the formation of higher mental functions, slow pace or uneven development of cognitive activity, 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 a 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 the
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 poor development 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
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 “patterns”, 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 foreign language being studied 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 moral conduct, including the 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;
initial emotional experience 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;
initial experience in learning activities on mastering a foreign language and understanding its significance for the personality of the student;
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 to 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 physical culture and sports for human health;
initial personal experience of health-saving activities.
7. Education of a value attitude to nature, environment(environmental 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 various components of the educational and methodological kit (textbook, audio CD, etc.)
The subject results of learning a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.
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 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 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.), compound nominal (My family is big.) and compound verbal (I like to dance. She can skate well.) predicate. 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 correct order words 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)
Subject
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)
Sections: Foreign languages
Foreign language teacher of the highest category Shiryay Larisa Mikhailovna
11th grade student Stakheeva Natalya Valerievna
Explanatory note
Contradictions and problems that have arisen in the educational process. Resource support for the implementation of an individual program
Since 2001, Stakheeva Natalia has been studying in a specialized mathematical class.
Has a high level of English language training, as for two years she studied the language additionally under the guidance of a teacher and independently;
- not satisfied with the content of the material on the subject in the mathematical profile, as well as the pace of the program;
- not satisfied with the level of training of students in the group;
- dissatisfied with the lack of modern teaching aids in the school;
- recognizes the need for language proficiency functional level for a qualified specialist in any field, will study the language at the university chosen for admission;
- I would like to master the program of a humanitarian profile in English;
- I would like to free up study time for myself in the second half of 2004 to prepare for final exams in selected subjects and university entrance exams;
- has the ability to independently learn the language;
- has a computer at home and access to the Internet.
Realizes the discrepancy between the student's requests and the content of the program of a mathematical profile;
- would like, based on the abilities of the student, that the student has reached level B1 of the Common European Framework of Reference for Languages;
- considers it possible to use the student's design skills in mastering the content of the subject;
- can provide additional material and software;
- can use the opportunity of specialized education and create an individually-oriented program for a particular student, as the school participates in the Federal experiment on “Modernization of the structure and content of general education”.
Program goals:
Mastering the program in English for the course of complete secondary education during the 1st half of the 2003-2004 academic year;
- creating conditions for in-depth study of a foreign language;
- ensuring continuity between general and vocational education, more effective preparation of a student for the development of an English language program in a higher educational institution.
Program objectives:
Creation of psychological and pedagogical conditions that would provide active stimulation of the student's self-valuable educational activity on the basis of self-education, self-development, self-expression in the course of mastering the English language;
- formation of self-educational competence, i.e. the ability to maintain and improve the level of English language proficiency in the process of self-education;
- creation of conditions for the development of mental skills (generalization, abstraction, comparison, - grouping, analysis, synthesis, conclusion);
- Ensuring the success of mastering the program;
- maintaining the health of the child;
pairing the humanitarian profile program with the program of entrance exams in English to the university to ensure continuity in education;
- achievement of the appropriate level B1 of the Common European Framework of Reference for Languages;
- completion of work on the textbook Kuzovlev V.R 10-11 grade, on the textbook Klementieva T.B. "Happy English 3".
Requirements for practical knowledge of English
The level of mastery of the content of the English language program is assumed to correspond to the threshold level (B1) of the “Common European Framework of Reference for Languages”, i.e. the student:
Can understand generally clear standard messages on familiar topics found in the field of study, leisure;
- communicates in most situations that arise while traveling around the country of the language being studied;
- builds simple coherent statements on familiar topics;
- Describes events, dreams and briefly explains the opinion.
Description of skills
Listening - can understand the main points in clear standard statements on familiar topics that are regularly encountered in study and leisure. Can understand the main content of many radio/television programs dealing with current events or matters of professional/personal interest when the presentation is relatively slow and clear. 3 - 4% of unfamiliar words are allowed. The duration of the sound is 3 - 5 minutes.
Reading – can understand short texts that mostly consist of high-frequency daily or specialized lectures. Can understand the description of events, feelings, desires in letters personal nature. Reads in order to extract complete, basic, partial information.
speaking – Dialogic speech– can communicate in various situations that arise while traveling around the country of the language being studied. Can engage in unprepared conversations about familiar personal or everyday topics (family, hobbies, work, travel, current events). The volume of replicas is at least 10. monologue speech- can simplistically link phrases to describe events, desires, hopes. Can briefly justify and explain opinions, plans. Can tell the story, the content of the book/movie and describe the feelings they evoke. The volume of the statement is at least 20 phrases. Letter- can write a simple coherent text on topics of a personal nature or close to the student. Can write a letter of a personal nature, describing his experience, impressions. Able to fill out a questionnaire, write an autobiography.
The student is able to:
Compare the cultural characteristics of different countries of the world of life (way of life, traditions and customs), drawing on information from other school subjects;
- use modern information technologies to expand language and regional knowledge, enhance communication skills.
Product: a student who completed the full program ahead of schedule high school and reached the threshold level of English proficiency established by the Common European Framework of Reference for Languages.
Language competence
Graphics and spelling: in the volume of the basic school. Writing new vocabulary on the topics of the senior stage and in connection with the humanitarian profile.
Pronunciation side of speech: expanding the set of intonational structures for expressing feelings and emotions;
Lexical side of speech:
active possession of 1100-1500 lexical units; the volume of vocabulary for reading and listening in the amount of at least 2600 lexical units;
idiomatic expressions, evaluative vocabulary, cliché remarks of speech etiquette, reflecting the peculiarities of the culture of the countries of the language being studied;
synonyms, antonyms, word formation.
The grammatical side of speech:
syntax: the use of a simple (non-common, common) sentence with a verbal nominal predicate, the use of impersonal sentences, constructions with there is- there are, various sentences for the purpose of the statement, complex sentences and their types, direct and indirect speech, tense coordination;
morphology:
numeral name (quantitative, ordinal);
pronouns: personal (nominative, object cases), possessive (absolute, dependent forms), demonstrative, reflexive, interrogative, indefinite (some, any, no, every, their derivatives), pronouns one, it, generalizing pronouns;
verb: active and passive verb tense system, tense usage features, imperative mood, modal verbs and their substitutes, used to, would, to get used to, to be used to, to be going to, phrasal verbs, conditional sentences with various degree of probability, mood of verbs;
adverbs: degrees of comparison of adverbs, place of adverbs in a sentence;
noun: number, case, gender, article, use of articles;
adjective: degrees of comparison of adjectives, comparative constructions with adjectives;
numeral: quantitative, ordinal, fractions, percentages;
prepositions: place of prepositions in a sentence, specificity of prepositions for, during, since;
unions.
Subject content of speech:
Situations of everyday communication in social, household, cultural and educational spheres. Foreign language and profession.
Speech competence
Speaking: all types of monologue and dialogue based on extended topics and vocabulary in situations of formal and informal communication in social, everyday, cultural, educational and professional fields. Polylogue in the form of discussion and business conversation in compliance with the norms of speech etiquette. Public speaking (in connection with what he saw, read). Presentation of the socio-cultural portrait of the native country and the countries of the language being studied. Evaluation or characterization of events, facts of modern life in one's own country and in the countries of the language being studied.
Listening: understanding the main content of the statements of native speakers of the target language in situations of everyday and professional communication; extracting selective information from audio and media texts of various genres within the selected topic; isolating significant information from sounding texts;
Reading original texts of various genres using various types of reading: introductory, viewing, searching, studying. Annotation. Elementary linguistic analysis, translation from English into native;
Letter: presentation of information about yourself, writing abstracts of an oral (written) message, writing a personal and business letter, filling out questionnaires of a different nature. Drawing up a synopsis, abstract, annotation, text, characteristics of literary heroes;
Sociocultural competence
Expansion of the volume of country-specific information due to new issues and topics of speech communication. English as a means of national communication in the country, as the language of international communication. Famous public figures, discoverers, scientists, writers, artists of their country and English-speaking countries, their contribution to the development of national and world culture.
Thematic planning
Western Democracies. Are They Democratic? Shall, should and modal verbs. |
Kuzovlev V.P. 10-11 Unit 2; “English” No. 3/2003, p.5; CD Professor Higgins. |
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“Is System of Social Welfare Fair?”. adjective modifiers. The numeral. Subordinate clauses with conjunctions and prepositions. |
Kuszovlev V.P. 10-11 Unit 5; CD Professor Higgins; Guzeeva K.A. English grammar. |
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“What Help you to Enjoy Yourselves?”. relative clause. adjective modifiers. emphatic sentences. exclamatory sentences. |
Kuszovlev V.P. 10-11 Unit 6; “English” No. 21/2003 p.14; Speak Out #1-6 2001; English Grammar Support, p.615. |
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“Inventions that Shook the World” |
Kuszovlev V.P. 10-11 Unit 7. |
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Welcome to Australia. Review of all Verb Tenses. Active and Passive Voices Compared. |
Klementieva T.B. 10 - 11 Unit 1; Guzeeva K.A. English Grammar p. 93-132; CD Professor Higgins. |
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school life. Infinitive, Gerund, Participle. personal letter. |
Klementieva T.B. 10 - 11 Unit 2; Guzeeva K.A. English Grammar p. 167-191; CD Professor Higgins. |
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"multiculturalism". modal verbs. articles. |
Klementieva T.B. 10 - 11 Unit 3; Guzeeva K.A. English Grammar p. 144-157, 167-191; CD Professor Higgins |
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The Olympic Games. Reported Speech. Types of Questions. |
Klementieva T.B. 10 - 11 Unit 4; Guzeeva K.A. English Grammar, p. 136, 240-244, 214-227; CD Professor Higgins. |
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Australian wild life. subjunctive mood. nouns. |
Klementieva T.B. 10 - 11 Unit 5; Guzeeva K.A. English Grammar p. 160-161, 42-46; CD Professor Higgins. |
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“Music and art”. Verb to be, to have. adjective adverbs. |
Klementieva T.B. 10 - 11 Unit 6; Guzeeva K.A. English Grammar p. 60-68, 192-196; CD Professor Higgins. English Grammar Support p. 619-620. |
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"Work Experience". Suffixes, prefixes. Curriculum Vitae. business letters. |
Klementieva T.B. 10 - 11 Unit 7; Bogatckyi A.I. English Business Course; English Grammar Support p. 597-598; “English” No. 15/2003, p.5. |
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Tasks for certification and certification forms
A test system of control is carried out after each block of educational material mastered independently by the student. Between offsets, consultations are held once a week.
Topics for speaking and writing |
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Kuzovlev V.P.Unit2 AB Ex. 3 p.20; AB Ex. 5 p.57; AB Ex. 9 p.26; AB Ex. 1 p.50 |
“English” №3 2003 p.5 AB Ex.5 p.23 Test Kuzovlev V.P. 10-11 p.65 |
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Kuzovlev V.P. Unit5 AB Ex. 4 p.63; AB Ex. 1.2 p.146; AB Ex. 2 p.151; AB Ex. 1 p.160; Phrases p.162 |
Test Kuzovev V.P. 10-11 p.170 |
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My favorite film. My favorite play. Thearte in my life. |
Kuzovlev V.P.Unit6 AB Ex. 1 p.185; AB Ex. 1 p.192; AB Phrases p.201 |
Test Kuzovlev V.P. 10-11 p.242 Project. |
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American, Russian Scientists and their |
Kuzovlev V.P. Unit 7 AB Ex. 1 p.226; AB Ex. 2 p.238; AB Ex. 2 p.232 |
Test Kuzovlev V.P. 10-11 p.242 Afanasieva O.V. Tests p.142, 88 |
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Klementieva T.B. "Happy English-3" Unit1 Kaufman K.I.Work book p. 11Ex. 6; p. 13 Quiz; p. 34 Quiz; p. 39 Quiz; p. 51 Quiz; p. 62 test |
Klementieva T.B. “Happy English 3” p.79, p.78; Kaufman K.I. Work book 1 p.41 Test, p.44 Test, p.39, Test, p.59 Test. |
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Education in the USA, the UK and Australia (compared). Education in Russia. my school. my school day. |
Workbook: p.23 Test; p.24 Test; p.36 Test; p.31 Ex.6; p.33 Ex. 1.3 |
Klementieva T.B. "Happy English 3"; p.121 listening, p.125 dictation; Kaufman K.I. Workbook 1 p.27 Test |
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Personal Heritage Russian travelers |
Workbook: p.47 Test 1; p.48 Test 2; p.54 Ex. 4; p.61 Test |
Klementieva T.B. “Happy English 3” p. 164 listening, p. 169 dictation; Kaufman K.I. Workbook 2 p.49 Test |
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The history of Olympic Games. Sport in my life. sport and health. |
Klementieva T.B. “Happy English 3” Unit 4. Kaufman K.I. Workbook 2: p.72 Test 1, 2; p.78 Test. |
Klementieva T.B. “Happy English 3” p.207 dictation; Kaufman K.I. Work book 2 |
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environmental problems. Australian wild life. |
Klementieva T.B. “Happy English 3” Unit 5. Kaufman K.I. Workbook 3: p.7 Ex. 2; p.12 Test |
Klementieva T.B. “Happy English 3” p.243 dictation, p.242 listening; “English” No. 21/2003 p.14. |
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Music in my life. Galleries in Russia and in the UK. The USA, Historical Famous Painters. |
Klementieva T.B. “Happy English 3” Unit 6 Workbook 3: p.34 Ex. 2; p.36 Ex. 2; p.37 Ex. one |
Klementieva T.B. “Happy English 3” p.276 dictation, p.279 listening; Kaufman K.I. Work Book3 p.39 Test; “English” No. 21/2003 p.14. |
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Curriculum Vitae. business letter. Choosing Profession. |
Klementieva "Happy English-3" Unit7 Work Book 3: p.72 Test; p.64 Ex.2; p.66 Ex.2 |
Klementieva T.B. “Happy English” 3p.311 Listening, p.314 Dictation; Kaufman K.I. Workbook3 |
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Preparation for Final Test. |
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Final Test.(DEMO EGE 2003) |
Features of the educational process
accelerated passage of the program;
the use of a communicative approach in teaching;
use of a computer in teaching;
the learning process is personality-oriented;
the basis of learning is an active motivated independent mental activity of the student;
block division language material;
credit control system;
linguo-cultural orientation of education;
construction principles individual training:
democracy
motivation
cooperation
self improvement
self-awareness
self-esteem;
independent choice by students of the pace, time for submitting the report and methods of work.
Literature
- English language. A large reference book for schoolchildren and applicants to universities, M, "Business Bustard", 1998;
- Afanasyeva O. V. Training tests for preparing for the exam in English, Rostov-on-Don, "Phoenix", 2003;
- Bogatsky I. S. “Business course of the English language”, Kyiv, “Logos”, 1999;
- Guzeeva K. A. English language, Reference materials, M, “Enlightenment”, 1992;
- Program in English, edited by Galskova N.D., M, “Enlightenment”, 1994;
- Periodicals:
The concept of the structure and content of general secondary education in the 12th summer school, U G, No. 50, 1999;
Common European Framework of Reference for a Foreign Language. “ Foreign languages at school”, No. 5, 2000;
Organization of specialized education in the 11th grade of a general educational institution in the 2002-2003 academic year. Letter of recommendation, “YASH”, No. 1, 2002;
Requirements for the level of training of graduates. Mandatory minimum content of education (draft), “English”, No. 43, 2001;
7. Tutorials:
- Kaufman K.I., Kaufman M.Yu.. Workbooks for the textbook by Klementieva T.V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Klementieva T. V. “Happy English –3”, Obninsk, “Titul”, 1998;
- Kuzovlev V.P. English language grade 10-11. M, "Enlightenment", 2001;
- Kuzovlev V.P. Workbook for the textbook of grades 10-11, M, “Enlightenment”, 2001.
- CD "Professor Higgins"
