The work program for the second foreign language is French. Work program in French (as a second foreign language)

Work programs with thematic planning of lessons of French as a second foreign language in high school... For grades 5-11. Study load 2 hours per week (total 68 hours)

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WORKING PROGRAMM

on academic subject

French

Grade 5

for the 2016/2017 academic year

French teacher

Moscow, 2016

Planned results of mastering the subject

The transition to training according to the Federal State Education Standard is a new modern stage in teaching schoolchildren.

The purpose of language educationwas the development of a multilingual personality through the formation communicative competence, ability and willingness to communicate in foreign languages.

Introductory course

Metasubject links

Subject results of mastering the subject

Introductory course the textbook is designed for 10 lessons. Its main task is to give in a concentrated form all the rules of reading and to provide exercises for its initial assimilation. It also contains brief regional geographic material.

Structure of the main course:

1. Vocabulary. The 1 year vocabulary contains about 700 words and expressions. The vocabulary is divided into 8 blocks of the textbook - "Family", "Working day", "Happy birthday!", "In the store", "Pets", "In the city", "Tastes and preferences", "Vacations". All new LUs of each lesson are given on a separate page. To consolidate LE and RO on each topic, the textbook contains only a part of the exercises, the rest are contained in the workbook.
2. Reading technique. Each block contains special training exercises on the reading technique, in which the skill of the spelling patterns already mastered in the introductory course is fixed on another lexical material. These are calligrams and microtexts.
3. Grammar. This is a system of rules, schemes and teaching tables that are aimed at conscious assimilation, comparison with the grammatical categories of the Russian language. Each rule is accompanied by exercises that are also communicative in nature.
4. Work with text.The core of each block is a monologue text with exercises. Individual texts are presented in the form of comics. The purpose of working with text is to develop the ability to read expressively, meaningfully and the ability to extract the necessary information from what you read. Then, using question-and-answer exercises and keyword-based schemes, students practice writing a short monologue statement. Special place are occupied with role-playing games, scenes and writing stories from pictures.
5. Letter. The introductory course offers cheating exercises. In the future, written assignments become more complex and varied. Dictations are regularly held, the texts of which are included in the teacher's book.
6. Speaking. Each section begins with dialogue and dialogic exercises that contain speech cliches used in a given situation. On the final stage work on the topic, the speech of LE and RO on the topic in a monologue statement is carried out.
7. Interesting material.Poems, songs, proverbs and riddles designed to give students a break from memorizing vocabulary and grammar and see how the acquired knowledge can be used in different ways. We felt that from this knowledge we can derive not only benefit, but also pleasure.
8. Repetition. In the last lesson of each block, the learned lexical and grammatical material on the topic is repeated. Dictation is conducted, listening exercise is performed.

1. Learning to read.
2. Family album. Ability to talk about your family.
3. The working day is the routine of the school day.
4. Holidays and birthday.
5. The name of the products. Going to the store. Purchases.
6. Our pets are pets.
7. In the town. Sights of the capital and cities of France.
8. Tastes and preferences. Leisure.
9. Winter and summer vacations.

Thematic planning

on French

Class: 5

Textbook:

EM. Beregovskaya, T.V. Beloselskaya "Blue Bird". French. Second foreign language... Grade 5. Tutorial for educational organizations... 2nd edition, M .: Education, 2014

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GBOU School with in-depth study of English language

Adopted on pedagogical council"APPROVED"

protocol No. _____________ Director of GBOU School No. 1246

dated "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

on academic subject

French

6th grade

for the 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualification category

Moscow, 2016

The educational-methodical set "Blue Bird" - 6 is a logical continuation of the teaching materials for the 5th grade of a comprehensive school. It is focused on a new quality level of teaching the French language. Students not only master new ways and means of expressing thoughts, but do so in familiarizing themselves with a different culture, which contributes to the vision of the world around them in its diversity.

The second year of study is an important intermediate stage on the way to achieving the main goal of teaching French in secondary school: the formation of communicative competence, i.e. ability and readiness to communicate in the foreign language being studied, both within the lesson and in real situation communication. The main task of teaching French in grade 6 can be considered the maximum possible development of foreign language communication skills for this stage - a simple conversation on everyday topics, reading an adapted text, listening comprehension of educational audio recordings available for perception.

Linguistic competence, which consists in the ability to create utterances in accordance with the rules of the target language, is realized in vocabulary subject to active and passive assimilation (400 LE and 500 LE, respectively) and a certain amount of grammatical material. The volume of grammatical material is limited in order to repeat and consolidate what was learned in grade 5 and to create the necessary lexical stock for mastering new grammatical structures with different lexical content. Grammar is considered not only as a collection of certain structures and forms, but also as an integral part of oral and written speech.

Personal results of mastering the subject

• fostering a tolerant attitude towards representatives of another culture
• formation of readiness and ability to conduct dialogue with other people and achieve mutual understanding
• the formation of a responsible attitude to learning, readiness for self-development and the choice of a further way to improve the education received in secondary school

Metasubject links

• development of the ability to set goals and objectives of your learning
• development of the ability to reason, think, establish causal relationships, make comparisons and conclusions
• development of the ability to delve into the meaning of what has been read and heard, the ability to determine the topic and the main idea
• development of the ability to organize joint educational activities with the group and work individually

Subject content of the training course

The tutorial consists of 12 blocks:

1. First meeting. Correspondence with foreign peers is a personal letter based on a sample.
2. The beginning of the school year. The education system in France and Russia. Similarities and differences.
3. Products. Cooking recipes.
4. Work and rest mode. Healthy eating. Favorite dish.
5. Peer relationships. Appearance and character traits of a person.
6. Funds mass media... TV. TV program and favorite TV shows.
7. Leisure, travel. Transport. Region Normandy.
8. Fairy tales and comics. Biography of storytellers. Composing your own fairy tale.
9. Francophonie - French-speaking peoples and countries. Switzerland.
10. Let's play detectives! Write your own detective story.
11. Who seeks will always find! Search announcement.
12. Hello Paris! The capital of France and its attractions. The program of the stay of Russian schoolchildren in Paris.

First part each block consists of an introductory dialogue that sets the main topic and is designed to teach the listening comprehension of French colloquial speech, its intonation and consolidation of the pronunciation skills of students.

The second part represents grammar pages on which new grammatical material is proposed in a communicative form.

Third (main) parteach block contains text intended for teaching reading (search reading, reading with a general understanding of the content, reading with full understanding), introduction and consolidation of new grammatical material in conditional speech and speech exercises based on the content of the text.

Fourth part contains country-specific material, studying which students receive information about the country of the target language, about the cultural, historical and geographical realities of France and some other French-speaking countries.

Fifth part , the final one, contains educational material designed to develop and consolidate the skills of working with a written source of information.

Work with each section of each block is carried out in accordance with the following stages aimed at perception, comprehension, assimilation and interpretation of written and oral sources of information:

1. familiarization - the stage of working with a visual and auditory form (students identify the text, then find supporting elements for work on comprehension);
2. assimilation - training in the use of new LE, RO and grammatical concepts (the main load at this stage is in the collection of exercises);
3. speech output - exercises aimed at teaching the techniques of semantic folding and expanding the text by making sentences from the given key fragments that serve as the basis for the statement;
4. creative processing of the learned material.

Thematic planning

in French

Class: 6

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled tests: 2

The planning is based on:

1. FSES. Second generation standards. I.A. Safronov. Sample programs for academic subjects. Foreign language. 5 - 9 grades. M .: "Education", 2012
2. FSES. ON THE. Selivanov "French language". Second foreign language. Work programs. Subject line of textbooks "Blue Bird". 5 - 9 grades; M .: Education, 2013.

Textbook:

ON THE. Selivanova, A. Yu. Shashurin "Blue Bird". French. Second foreign language. 6th grade. Textbook for educational organizations. 7th edition, M .: Education, 2014

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Preview:

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Preview:

GBOU School with in-depth study of the English language

Adopted by the pedagogical council "APPROVED"

protocol No. _____________ Director of GBOU School No. 1246

dated "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

on academic subject

French

10-11 grades

for the 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualification category

Moscow, 2016

Planned results of mastering the academic subject

Teaching French at the final stage in secondary school involves preparing students for intercultural communication in the field of secondary and higher education.

Educational materials of the educational complex "Objectif" are designed to:

• to interest students, to involve them in the discussion of various problems with the opportunity to express their personal opinion, approval or doubt on the proposed topic;
• provide speech models for use natural language, that is, closely link form and use in context;
• take into account the different interests of students and their level of learning;
• encourage interaction, mutual assistance and independence of students;
• provide a constant opportunity for repetition and consolidation of educational material;
• promote the development of students' independent work and the ability to evaluate it.

Personal results of mastering the subject

• fostering a tolerant attitude towards representatives of another culture
• formation of readiness and ability to conduct dialogue with other people and achieve mutual understanding
• the formation of a responsible attitude to learning, readiness for self-development and the choice of a further way to improve the education received in secondary school

Metasubject links

• development of the ability to set goals and objectives of your learning
• developing the ability to exercise self-control in learning activities
• development of the ability to find the most effective ways to solve educational problems
• development of the ability to reason, think, establish causal relationships, make comparisons and conclusions
• developing the ability to defend one's point of view
• development of the ability to delve into the meaning of what has been read and heard, the ability to determine the topic and the main idea
• development of the ability to organize joint educational activities with the group and work individually

Subject content of the course

1. Textbook

The Objectif tutorial contains 10 blocks, which include the following thematic sections:

1. Interpersonal relationships with peers and with adults.
2. Leisure activities. Travels. Vacation work.
3. Historical heritage and cultural features of the target language country.
4. Improving personal correspondence skills.
5. School life of foreign peers.
6. Leisure and hobbies (reading, cinema, theater, etc.)
7. Our Motherland. Moscow and St. Petersburg. Sights.
8. Heroes and legends of France from different eras. Heroes of our time.
9. Charity. Charity organisations. Volunteering.
10. The problem of immigrants in France. Countries of the Maghreb.
11. Ecological problems - flora and fauna. How to save endangered species of animals.
12. Public transport in France.
13. Music. Rock and Roll: History from the Beginning to the Present Day.
14. Cultural features of the country of the target language - holidays and traditions.
15. The underground world of our planet.
16. Space exploration. Russian and French cosmonauts.
17. The world of professions. Problems of choosing a profession. Women's and men's professions.
18. Choice future profession... The role of a foreign language in future plans.
19. French cuisine - features, national dishes.
20. Drugs. Drug addiction as one of the problems of modern youth.
21. Modern French family.
22. The rights of children and youth.
23. The world through the eyes of youth. The relationship of adolescents. Relationship with parents.
24. Popular supermarkets, shops and shopping centers France.
25. Fashion. Its importance in the life of young people. Modern fashion trends.
26. Paris is the capital of fashion.

Each block of the textbook has the same structure and includes the following sections:

Texte-déclencheur. The block begins with a dialogue, interview, reportage, which introduce students to general theme block. Tasks when working with text are aimed at general and then detailed understanding of the text.

Compréhension écrite. This section presents a wide range of authentic texts: announcements, schedules, letters from readers to youth magazines, opinion polls. Tasks are aimed at expanding the linguistic knowledge of students, to test reading comprehension.

Compréhension orale ... This section contains texts for listening: interviews with parents and French lyceum students, an ecologist and a famous top model. The tasks after listening to the texts are aimed at both global and detailed understanding. This section also includes tasks to consolidate the phonetic skills of students.

Grammaire ... The section is aimed at repetition and generalization of grammatical material learned in previous years of study. Basically, these are those grammatical topics that have no analogue in their native language and cause difficulties in mastering. The textbook contains tasks of a creative nature, and in the notebooks for students - mostly training ones.

Texte littéraire ... This section of the tutorial presents snippets from works of art French writers. Translations of the most difficult words and expressions are given in the margins. Working with texts presupposes their detailed understanding. Tasks after the texts allow you to expand the linguistic knowledge of students, and also provide an opportunity to speak out on a particular situation, problem, justify your own opinion... Also offered are tasks of a creative nature that require collective implementation and discussion. This section can also be used as home reading.

Civilization. The pages of this section acquaint students with a variety of culturological material, which makes it possible to use it for comparative and comparative analysis with similar phenomena in Russian reality. The tasks are aimed at developing the skills to interpret the socio-cultural realities of the French-speaking environment, events and phenomena of French life and culture.

Vie pratique. The materials in this section provide students with an opportunity to get acquainted with the daily life of French society, to receive practical advice. How to use transport: train, metro, bus, taxi? How to call? What is a minitel? What opportunities does the Internet open up? Do the French gesticulate a lot? How do young people feel about fashion? What types of cheese are there in France and how to choose cheese? This section not only expands knowledge about the country of the target language, acquaints with the realities Everyday life and behavior in certain communication situations, but also makes it possible to learn the life style of French society, to respond appropriately when communicating with native speakers.

Evaluation. Each block ends with the implementation of specific tasks that test the knowledge, skills and abilities of students in all types of speech activity: in reading, speaking, listening and writing.

These tests are designed to meet international requirements for the level of proficiency in French.

Projet. At the end of each block, the implementation of a project aimed at independent work outside the classroom. Work on a project involves the creation of the most favorable conditions for the disclosure and manifestation of the creative potential of students: it develops their imagination, fantasy and thinking. At the same time, an internal motive for speaking is formed, there is a need to speak out, which is dictated by the desire to take part in communication. Students' activities are based on group interaction, which is not only a form of learning, but also a natural component educational process... Work on the project is carried out at the request and choice of the students.

1. Exercise book

The collection is intended for practicing and consolidating lexical and grammatical material, contains tasks for teaching written speech: writing a telegram, postcard, formal and informal letter, congratulations, announcements, etc. On the material of the collection, work is carried out to teach the interpretation of a drawing, photograph, sketches. These tasks were not included in the textbook and are presented only in the collection of exercises.

Thematic planning

in French

Grade: 10-11

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled tests: 2

The planning is based on:

E. Ya. Grigorieva "French language". Programs educational institutions... Grades 10-11, Moscow: Education, 2009.

Textbook :

E. Ya. Grigorieva, E.Yu. Gorbachev, M.R. Lysenko "Objectif". French. 10-11 grades. Textbook for educational institutions.

M .: Education, 2012

WORKING PROGRAMM

FRENCH LANGUAGE

(SECOND FOREIGN LANGUAGE)

BASIC GENERAL EDUCATION

Class:6 "B", gymnasium

Teacher:

Number of hours - 68 hours (2 hours a week)

The work program is drawn up on the basis of the federal component of the state standard for basic general education.

MOSCOW

2013/14 academic year

The main purpose of a foreign language is the formation of communicative competence, that is, the ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

A foreign language as an academic subject is characterized by

Interdisciplinary (the content of speech in a foreign language may be information from different areas knowledge, for example, literature, art, history, geography, mathematics, etc.);

Multilevel (on the one hand, it is necessary to master various linguistic means corresponding to the aspects of the language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);

Polyfunctionality (can act as a goal of learning and as a means of acquiring information in a wide variety of areas of knowledge).

Being an essential element of the culture of the people - the bearer of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world in schoolchildren.

Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of the personality and its social adaptation to the conditions of the constantly changing multicultural, multilingual world.

A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, contributes to the general speech development of students. This is the manifestation of the interaction of all language school subjects that contribute to the formation of the foundations of the philological education of schoolchildren.

The work program is aimed at implementing a personality-oriented, communicative-cognitive, socio-cultural activity approach to teaching French.

The formation of a foreign language communicative competence, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren by means of an academic subject, is considered as an integrative goal of learning.

The personality-oriented approach, placing the personality of the student at the center of the educational process, taking into account his abilities, capabilities and inclinations, presupposes a special emphasis on the socio-cultural component of foreign language communicative competence. This should ensure the culturological orientation of education, familiarizing schoolchildren with the culture of the country / countries of the studied language, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.

The teaching of the French language in basic school must ensure continuity with the preparation of students in primary school... This stage of learning a foreign language is characterized by the presence of significant changes in the development of schoolchildren, since by the time they start studying in basic school, their horizons have significantly expanded and general idea about the world, elementary communication skills have been formed in four types of speech activity, as well as general educational skills necessary for learning a foreign language as an academic subject have been accumulated

some knowledge about the rules of speech behavior in the native and foreign languages. At this age, they have a desire for independence and self-affirmation, and a selective cognitive interest is formed. In the basic school, the importance of the principles of individualization and differentiation of education is increasing, the greater importance

acquires the use of project methods and modern technologies for teaching a foreign language (including information). All this makes it possible to expand the ties of the French language with other academic subjects, promotes foreign language communication of schoolchildren with students from other classes and schools, for example, in the course of project activities with peers from other countries, including via the Internet, promotes them

social adaptation in the modern world, which is largely facilitated by the introduction of a second foreign language due to the component of the educational institution.

The purpose of teaching French as a second foreign language

is the development of students' ability to communicate in a foreign language, allowing them to participate in situations intercultural communication, that is, the formation of communicative competence and its components: speech language, socio-cultural, compensatory, educational and cognitive. The main goal of teaching French is the formation of communicative competence, i.e. the ability to communicate in French, taking into account elementary communication skills in speaking, listening, reading, writing, and further development foreign language communication skills.

The purpose of training is realized in the unity of interrelated components: upbringing, educational, developmental, practical.

The place of the subject of a foreign language in the basic curriculum.

Federal basic syllabus for educational institutions of the Russian Federation, he assigns 315 hours in grades 5-7 at the rate of 3 teaching hours per week. The work program at GBOU Secondary School No. 000 is designed for 210 teaching hours at the rate of 2 teaching hours per week. At the same time, it provides for a reserve of free time for the implementation of the author's approaches, the use of various forms of organizing the educational process, the introduction of modern pedagogical technologies.

Thematic planning of teaching French as a second foreign language in 6th grade compiled on the basis of the Federal component state standard and a sample curriculum for basic general education in French. The teaching materials include a textbook of French as the second / first year of study /, workbook, a book for a teacher, an audio course (and others).

General educational skills, skills and methods of activity

The work program provides for the formation of general educational skills in students

knowledge and skills, universal modes of activity and key competencies in the following areas: the use of educational skills related to the methods of organizing educational activities available to students in grades 5-7 and promoting self-study the French language and the culture of the target language country; as well as the development of special educational skills, such as finding keywords when working with text, their semantisation based on language guess, word-formation analysis, selective use of translation; the ability to use bilingual dictionaries; participate in project activities of an interdisciplinary nature.

Speech skills

Speaking

Dialogue speech .

In the 6th grade when teaching leading dialogue-inquiry verbal skills of requesting and communicating factual information (Who? What? How? Where? Where? When? With whom? Why?) The volume of dialogues is up to 4 remarks from each student.

When teaching lead dialogue-motivation to action skills are being worked out:

♦ make a request and express readiness or refusal to fulfill it;

♦ give advice and accept or not accept it;

♦ invite to action or interaction and agree or disagree, take part in it.

The volume of dialogues is up to 2 remarks from each student.

When teaching lead dialogue-exchange of views skills are being worked out:

Express your point of view;

Express agreement / disagreement with the partner's point of view;

Express doubt;

Express feelings, emotions (joy, grief).

The volume of educational dialogues is up to 2 remarks from each student.

Monologue speech.

The development of monologue speech in grade 6 provides for the mastery of the following skills:

Convey the content, the main idea of ​​the read based on the text;

Make a message in connection with the read / heard text.

The volume of the monologue is up to 8-10 phrases.

Listening

Possession of the ability to comprehend a foreign language text provides

understanding of simple texts with different depths of penetration into their content (with

understanding of the main content, with selective understanding and full understanding of the text

hundred) depending on the communicative task and the functional type of the text.

This provides for the development of skills:

♦ highlight the main idea in the text perceived by ear;

♦ choose the main facts, omitting the secondary ones;

♦ selectively understand necessary information in messages of a pragmatic nature based on linguistic conjecture, context.

6th grade students, have educational and educational value. Playing time

listening texts - up to 2 minutes.

Reading

Pupils learn to read and understand texts with different depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (learning reading); with selective understanding of the necessary or interesting information (viewing / search reading).

nouns with suffixes : - tion, - sion (collection, révision); (appartement); - eur

(ordinateur); -ette (bicyclette, disquette); - ique (gymnastique); - iste, - isme (journaliste,

tourisme); - er / - and re (boulanger / boulangerie); - ien / -ienne (pharmacien / pharmacienne); - erie

(parfumerie);

an adverb with the –ment suffix;

adjectives with suffixes : - eur / -euse (heureux / heureuse); - ique (sympatique); - ant

(intéressant); - ain (américain); - ais (français); - ois (chinois); - ien (parisien).

2) compounding: noun + noun (télécarte); noun + preposition + noun (sac-à-dos); adjective + noun (cybercafé), verb + pronoun (rendez-vous), verb + noun (passe-temps), preposition + noun (sous-sol).

The grammatical side of speech

Knowledge of signs and skills of recognition and use of uncommon and widespread simple sentences in speech; impersonal sentences (il est intéresant); sentences with an indefinite personal pronoun on; compound sentences with the unions ou, mais; complex sentences with subordinate unions si, que, quand, parce que. All types of interrogative sentences. Direct word order and inversion. Interrogative adjective quel, interrogative adverb comment.

Knowledge of signs and skills of recognition and use of temporary forms in speech indicative mood(l 'indicatif): pr ésent, futur simple, pass é compos é, imparfait.

Knowledge of complex conjugated verbs with avoir or e tre. Possession of the conjugation features of the most common irregular verbs selected for this stage of learning (mettre, prendre, savoir, lire, voir, venir, dire, écrire, etc.); reflexive (pronoun) verbs.

The use of the active and passive voice in the present tense of the indicative mood (présent de l'indicatif).

Knowledge and use in speech of special forms of feminine and plural nouns (travail - travaux), special forms of adjectives female and plural (belle - beau, long - longue). The use of nouns with definite, indefinite, partial, continuous forms of the article. Comparison of adjectives and adverbs, special cases their formations (bon - meilleur, bien - mieux). Adverbs in - ment.

Requirements for the level of training of students

Grade 6 students should be able to:

- compose sentences and a short monologue message with the studied lexical units;

- describe the picture;

- use a dictionary;

- participate in etiquette dialogue;

- to understand by ear the speech of the teacher and classmates.

Must know:

- conjugation of verbs avoir, etre;

- conjugation of verbs in the present tense;

Prepositions dans, sur, sous, près de, à, en, derrière;

Conjugation of verbs aller, vouloir, pouvoir, voir, lire, écrire, apprendre in present time ;

- personal pronouns;

- adjectives;

- masculine and feminine nouns;

- the formation of a negative form of the verb;

- ordinals;

- possessive adjectives;

Students must have general educational skills:

- distinguish between the main types of sentences in terms of intonation and the purpose of the statement;

- compose mono and dialogical statements based on a sample (up to 10 sentences);

- work with text for reading;

- copy a text in a foreign language, write out and insert words into it;

- be able to use a dictionary.

Students get acquainted with the socio-cultural elements of speech behavioral etiquette in the conditions different situations communication in the family, at school, etc. The use of French as a means of socio-cultural development at this stage includes acquaintance with:

- state symbols;

- holiday traditions;

- French words that have entered other languages;

- surnames and names of prominent French people;

- original or adapted materials for children's fairy tales;

- foreign language stories, poems.

Educational and methodological support

Implementation of the program with the help of the teaching and learning method "We speak and discuss", French as the second, 2 years of study.

1. French language textbook for educational institutions / Approved by the Ministry of Education and Science of the Russian Federation / - Moscow, "Drofa", 2011

2. Workbooks.

3. Book for the teacher.

4. Audio applications.

Online support for textbooks and additional materials

Http: // www. ***** /

Http: // www. ***** /

Http: // pedsovet. su /

· *****

Http: // www. ***** /

Municipal autonomous educational institution

Naro-Fominsk secondary school No. 3 with in-depth study of individual subjects

I approve

Director of MAOU Naro-Fominsk

School No. 3 SUIOP

"____" ________________ 2017

Compiled by:

French teachers

Planned results of mastering the academic subject

Personal results:

Motivation for learning foreign languages ​​and striving for self-improvement - awareness of the possibilities of self-realization by means of a foreign language;

Striving to improve one's own speech culture as a whole;

Striving to develop such qualities as will, dedication, creativity, initiative, hard work, discipline;

Striving for a better understanding of the culture of their people and readiness to promote familiarization with it by representatives of other countries;

Tolerant attitude towards manifestations of another culture; awareness of oneself as a citizen of one's country and the world;

Willingness to defend national and universal (humanistic, democratic) values, their civic position.

Metasubject results:

Development of the ability to plan your verbal and non-verbal behavior;

Development of communicative competence, including the ability to interact with others, performing various social roles;

Development of research educational activities, including skills in working with information: search and selection of the necessary information, generalization and fixation of information;

The development of semantic reading, including the ability to determine the topic, predict the content of the text by the title / by keywords, highlight the main idea, the main facts, omitting the secondary ones, establish a logical sequence of the main facts;

Implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activity in a foreign language.

Students will learn to:

Plan your speech and non-speech behavior; - interact with others, performing different social roles; - work with information (search for the necessary information, generalize and record information); - to carry out semantic reading.

Carry out research in the subject.

Subject results

Monologue speech:

Students will learn to:

Briefly speak about facts, events, using such types of speech as description, narration, message, as well as emotional and value judgments; - to convey the content, the main idea of ​​the read text; - make messages on the read (heard) text; - express your attitude to the read (heard) text. - to speak on a given topic based on keywords, plan, questions.

The volume of a monologue statement is from 8 to 10 phrases, formalized in grammatical and semantic terms.

Students will have the opportunity to learn:

speak out on a given topic without using support.

Dialogue speech:

Students will learn to:

lead - etiquette dialogues - up to 3 replicas from each student; - dialogue - questioning - up to 4 remarks from each student; - dialogue - motivation to action - up to 2 replicas from each student;

Students will have the opportunity to learn:

Conduct a dialogue - exchange of views - up to 2 remarks from each student.

Listening:

Students will learn to:

predict the content of the text at the beginning of the message; - understand the main content of concise authentic pragmatic texts; - highlight the necessary information; - determine the main theme of the text; - highlight the main facts; - ignore unfamiliar language material that does not interfere with the performance of the speech task. The playing time of the text for listening is up to 2 minutes.

Students will have the opportunity to learn:

Understand the content of texts related to different communicative types of speech;

Students will learn to:

read and understand authentic texts with varying depth and accuracy of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (learning reading); with selective understanding of the necessary or interesting / requested information (viewing / search reading).

During the introductory reading, students will learn:

Determine the theme / main idea; - to highlight the main facts, omitting secondary ones; - to establish a logical sequence of the main facts of the text; - guess the meaning individual words(based on similarity with the native language, word-formation elements, context); - to use footnotes and a linguistic and cultural reference book, a dictionary.

In the course of the student reading, children will learn to: - read simple, authentic and adapted texts different types fully and accurately understanding the text based on its information processing (analysis of individual places in the text, selective translation); - evaluate the information received from the text, express your opinion.

Students will have the opportunity to learn:

Establish a causal relationship between the facts and events of the text; - choose the necessary / interesting information by looking at one text or several short texts and use this information in further work, interpret the information received.

Students will learn to:

Make various notes (shorten text, remove unnecessary things); - draw up a text plan; - fill out questionnaires, forms, tables; - to complete the started proposals based on the previously acquired knowledge; - perform lexical and grammatical exercises.

Students will have the opportunity to learn:

Complete written projects (individually and in a group).

The work program for French as a second foreign language is developed on the basis of:

Work program (grades 5-11) for educational institutions for a series of textbooks in French "In the world of French": www drofa. ru

Teaching French in the 5th grade is carried out according to the textbook “French language 1st year of study. 5 cl. in 2 hours study. for educational institutions:,. - 4th ed., M .: Bustard, 2016 The textbook is the main component of educational - methodological complex in French and is intended for schools in which French is taught as a second foreign language. One hour per week (34 hours per year) is allocated for the study of a second language at MAOU SOSH No. 3 of SUIEP.
and training starts from the 5th grade.

Agreed

Deputy Director for OIA

"____" __________________2017

Agreed

Minutes dated "____" __________________2017 No. ______

The French language work program is based on

Federal component of the state standard of secondary (complete) general education;

Approximate program of secondary (complete) general education in foreign languages

Curriculum MBOU "Gymnasium №34" for the 2018-2019 academic year.

The program is designed for 70 hours a year (2 hours a week), incl. 2 hours for conducting tests to check lexical and grammatical skills and speech skills, and is intended for students in grade 9 (1st year of study).

The teaching materials are intended for primary education of students studying French as a second foreign language, and is designed for 2 hours a week (70 hours a year).

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DEPARTMENT OF EDUCATION OF THE CITY OF UYANOVSK

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"COLLEGE № 34"

CONSIDERED AGREED APPROVED

at the meeting of the NMS, Deputy Director for Water Resources Management, Director of MBOU

protocol No. 1 _______ N.V. Sviyazov "Gymnasium No. 34"

from "30" 08. 2018 "___" _____ 2018 _____ L.P. Tokmakova

Order from ______ No.__

Head of the Ministry of Defense

V.M. Polushkina

French language work program

for students in grades 9

(first year of study)

for the 2018-2019 academic year

Level of study:basic (second foreign language)

Compiled on the basis of the Federal State Educational Standard in a foreign language, the program "French"

Work programs. Subject line of textbooks "Blue Bird" grades 5-9. Author Selivanova N.A., Moscow, "Education", 2013.

Compiled by: Rynkova K.G., French language teacher

Number of hours planned:70 hours per year; 2 hours a week.

Ulyanovsk, 2018

Explanatory note

Program status

Working the French language curriculum is based on

Federal component of the state standard of secondary (complete) general education;

Approximate program of secondary (complete) general education in foreign languages

Curriculum MBOU "Gymnasium №34" for the 2018-2019 academic year.

The program is designed for 70 hours a year (2 hours a week), incl. 2 hours for conducting tests to check lexical and grammatical skills and speech skills, and is intended for students in grade 9 (1st year of study).

Place of the subject in the curriculum

This program was developed on the basis of the Model Program of Basic General Education in a Foreign Language, which was drawn up on the basis of the Federal component of the state standard of basic general education.

The working program for the 9th grade is focused on the use of the educational-methodical complex of E. Beregovskaya "Blue Bird" for the 5th grade of educational institutions.

The composition of the UMK class 5 includes:

Textbook - E.M. Beregovskaya "L'oiseau bleu": French textbook for grade 5 educational institutions (Recommended by the Ministry of Education of the Russian Federation) - Moscow, Education, 2014

Workbook "Cahier d'activités"

Teacher's book"Livre du professeur"

Book to read"Livre de lecture"

Audio application- CD MP3

The teaching materials are intended for primary education of students studying French as a second foreign language, and is designed for 2 hours a week (70 hours a year).

The main purpose of this program is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

In the process of learning French, the following goals are realized:

mastering foreign language communication at a basic level;

increasing the amount of knowledge about the socio-cultural specifics of the country / countries of the target language;

development and education among schoolchildren of an understanding of the importance of learning a foreign language in the modern world.

Mastering the subject "Foreign language (second)" in basic school involves the use of a communicative approach in teaching a foreign language.

The subject "Foreign language (second)" provides the formation and development of foreign language communication skills and language skills, which are necessary for students to continue their education in school or in the system of secondary vocational education.

Mastering the subject "Foreign language (second)" is aimed at achieving a pre-threshold level of foreign language communicative competence by students, which allows them to communicate in a foreign language in oral and written forms within the subject and language material of the main school, both with native speakers of a foreign language and with representatives of other countries. who use a foreign language as a means of interpersonal and intercultural communication.

The study of the subject "Foreign language (second)" in terms of the formation of skills and the development of skills to generalize and systematize the existing language and speech experience is based on interdisciplinary connections with the subjects "Russian language", "Literature", "History", "Geography", "Physics" , "Music", " art" and etc.

Subject content of speech

My family. Family relationships. Conflict situations and ways to solve them.

My friends. Best friend / girlfriend. Appearance and character traits. Interpersonal relationships with friends and at school.

Free time.Leisure and hobbies (music, reading; visiting theater, cinema, museum, exhibition). Leisure activities. Shopping. Pocket money. Youth fashion.

Healthy lifestyle.Work and rest, sports, healthy eating, rejection of bad habits.

Sport. Sports. Sport games. Sport competitions.

School. School life. School rules of conduct. Studied subjects and attitudes towards them. Extracurricular activities. Mugs. School uniform. Holidays. Correspondence with foreign peers.

Choice of profession.The world of professions. The problem of choosing a profession. The role of a foreign language in future plans.

Travels. Travels across Russia and the countries of the target language. Transport.

The world

Nature: plants and animals. Weather. Ecology problems. Environmental Protection. Life in the city / in the countryside

Mass media

The role of the media in the life of society. Mass media: press, television, radio, Internet.

Target language countries and home country

Countries, capitals, big cities... State symbols. Geographical position. Climate. Population. Sights. Cultural features: national holidays, memorable dates, historical events, traditions and customs. Outstanding people and their contribution to science and world culture.

At the first stage of general education, the basic foundations and the foundation of all subsequent education are formed: the foundations for the formation of the child's educational activity are laid, universal training activities, cognitive motivation and interests of students are provided, the foundations are formed moral behavior... Upon completion of this course, students should master the followingskills and abilities.

Communication skills

Speaking. Dialogue speech

The graduate will learn:

conduct a dialogue (dialogue of etiquette, dialogue-inquiry, dialogue, motivation to action; combined dialogue) in standard situations of informal communication within the framework of the mastered subject, observing the norms of speech etiquette adopted in the country of the target language.

conduct a dialogue-exchange of views;

take and give interviews;

conduct a questioning dialogue based on nonlinear text (tables, diagrams, etc.)

Speaking. Monologue speech

The graduate will learn:

build a coherent monologue statement based on visual clarity and / or verbal support (keywords, plan, questions) within the framework of the mastered topic;

describe events based on visual clarity and / or verbal support (keywords, plan, questions);

give a brief description of real people and literary characters;

convey the main content of the read text with or without support on the text, keywords / plan / questions;

describe a picture / photo with or without reliance on keywords / plan / questions.

The graduate will have the opportunity to learn:

make a message on a given topic based on what you read;

comment on facts from the read / listened to text, express and argue their attitude to the read / listened to;

briefly express without preliminary preparation on a given topic in accordance with the proposed communication situation;

speak briefly based on non-linear text (tables, diagrams, schedule, etc.)

summarize the results of the completed design work.

Listening

The graduate will learn:

to perceive by ear and understand the main content of simple authentic texts containing a number of unexplored linguistic phenomena;

to perceive by ear and understand the necessary / interesting / requested information in authentic texts containing both studied linguistic phenomena and a number of unexplored linguistic phenomena.

The graduate will have the opportunity to learn:

highlight the main topic in the text perceived by the ear;

use contextual or linguistic guesswork when listening to texts containing unfamiliar words.

Reading

The graduate will learn:

The graduate will have the opportunity to learn:

establish a causal relationship between facts and events set out in a simple authentic text;

Reconstruct text from scattered paragraphs or by adding released passages.

Written speech

The graduate will learn:

fill out questionnaires and forms, providing basic information about yourself (name, surname, gender, age, citizenship, nationality, address, etc.);

write short birthday greetings and other holidays, using the formulas of speech etiquette adopted in the country of the target language, express wishes (30–40 words, including the address);

write a personal letter in response to an incentive letter using speech etiquette formulas accepted in the country of the target language: report brief information about yourself and request similar information about a pen friend; express gratitude, apology, request; give advice, etc. (120 words, including address);

write small written statements based on a sample / outline.

The graduate will have the opportunity to learn:

make short extracts from the text in order to use them in their own oral statements;

write an email to a foreign friend in response to an incentive email;

draw up a plan / theses of an oral or written communication;

summarize in writing the results of project activities;

write a small written statement based on non-linear text (tables, diagrams, etc.).

Language skills and means of operating them

Spelling and punctuation

The graduate will learn:

write the learned words correctly;

correctly put punctuation marks at the end of a sentence: a period at the end of a declarative sentence, a question mark at the end of an interrogative sentence, an exclamation mark at the end of an exclamation sentence;

to place punctuation marks dictated by its format in a personal letter, in accordance with the norms adopted in the country of the target language.

The graduate will have the opportunity to learn:

compare and analyze French letter combinations and their transcriptions.

Phonetic side of speech

The graduate will learn:

distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce the words of the foreign language being studied;

observe the correct stress in the studied words;

distinguish between communicative types of sentences by their intonation;

divide the sentence into semantic groups;

adequately, without errors leading to communication failure, pronounce phrases from the point of view of their rhythmic and intonational characteristics (incentive sentence; general, special, alternative and dividing questions), including, observing the rule of absence of phrasal stress on official words.

The graduate will have the opportunity to learn:

express modal meanings, feelings and emotions using intonation.

Lexical side of speech

The graduate will learn:

to recognize in the written and sounding text the studied lexical units (words, phrases, cliche cliches of speech etiquette), including polysemous ones within the subject of the basic school;

use in oral and written speech in their basic meaning the studied lexical units (words, phrases, cliche cliches of speech etiquette), including polysemous ones, within the subject of the main school in accordance with the communicative task to be solved;

comply with the norms of lexical compatibility existing in the French language;

recognize and form related words using word composition and conversion within the main school subject matter in accordance with the communicative task to be solved;

recognize and form related words using affixation within the main school subject matter in accordance with the communicative task being solved:

verbs using the affixes dé-, dis-; re-, ré-, pré-.

nouns using the suffixes -tion, -sion; -ement; -eur; -ure; -ette; -ique; -iste, -isme; -er / -ère; -ien / -ienne; -erie; -ence, -ance; -aire; -oir, -oire, -âge, -té; -ude; -aison; -esse; -ure; -ise;

adjectives using the eur / -euse affixes; -ique; -ant; -ain; -ais; -ois; -ien; -able / -ible; -el / -elle, -al / -ale, -ile, -il / -ille; -eau / -elle; -aire; -atif / -ative;

adverbs using the suffix -ment, -emment, -amment.

nouns, adjectives, adverbs with negative prefixes in-, im- il-

The graduate will have the opportunity to learn:

to recognize and use in speech in several meanings polysemantic words studied within the subject of basic school;

know the differences between the phenomena of synonymy and antonymy; use the studied synonyms and antonyms in speech adequately to the communication situation;

recognize and use the most common phrasal verbs in speech;

recognize the belonging of words to parts of speech by affixes;

recognize and use in speech various means of communication in the text to ensure its integrity (pourtant, enfin, d "abord ensuit; etc.);

use a linguistic guess in the process of reading and listening (guessing about the meaning of unfamiliar words by context, by similarity to Russian / native language, by word-formation elements.

The grammatical side of speech

The graduate will learn:

operate in the process of oral and written communication with the main syntactic constructions and morphological forms in accordance with the communicative task in a communicatively meaningful context:

to recognize and use in speech various communicative types of sentences: declarative (in an affirmative and negative form) interrogative (general, special, alternative and dividing questions), incentive (in an affirmative and negative form) and exclamation points;

recognize and use in speech common and uncommon simple sentences, including those with several circumstances, following in a certain order;

recognize and use sentences with the initial Il il faut, il y a.,

recognize and use sentences with initial c'est, ce sont in speech;

recognize and use compound sentences with the compositional conjunctions ou, mais in speech;

recognize and use complex sentences in speech with conjunctions and union words qui, qu "est-ce que, est-ce que, quand, pourquoi, combien, où, quel;

use indirect speech in affirmative and interrogative sentences in the present and past tense;

recognize and use in speech nouns in the singular and in plural rule-based and exceptions;

recognize and use nouns with a definite / indefinite / zero article in speech;

recognize and use pronouns in speech: personal pronouns in the function of direct and indirect additions. Stressed and unstressed forms of personal pronouns. Pronouns en and у. Relative pronouns (qui, que, où, dont). Demonstrative (celu celle, ceux, etc.) and possessive (le mien, la mienne les miens, les miennes, etc.) pronouns. Indefinite adjectives and pronouns (on, tout, même, personne chaque, chacun (e), quelque (s), quelqu "un, quelques-un (e) si plusieurs). Possessive, reflexive, demonstrative, indefinite and their derivatives, relative , interrogative;

recognize and use adjectives in the speech in positive, comparative and superlative degrees, formed according to the rule, and exceptions;

recognize and use quantitative and ordinal numbers in speech;

recognize and use in speech the studied impersonal forms of the verb (impersonal forms of the verb infinitif, gérondif, participe présent and participe passé);

recognize and use prepositions of place, time, direction in speech; prepositions used with passive verbs.

The graduate will have the opportunity to learn:

recognize complex sentences with subordinate clauses: tandis que, comme, puisque, etc., complex forms of relative pronouns (1е-quel, laquelle ...) and their derivatives with the prepositions a and de;

recognize and use prepositions in speech that serve to express spatial (à, de, dans, sur, sous, entre, vers) and temporal (pendant, depuis, en, dans, pour) relationships.

recognize and use in speech causal relationships in simple and complex sentence: parce que, grace à, à cause de.

recognize and use possessive pronouns in speech (le mien, la mienne les miens, les miennes, etc.).

to recognize and use in speech the definitions expressed by adjectives, in the correct order of their following;

recognize and use in speech verbs in temporary forms of the active voice: leprésent, le futur simple, le futur immédiat, le passé composé, l "imparfait, le plus-que-parfait, lefutur dans le passé

recognize and use verbs in the forms of the indicative mood (l’indicatif): plus-que-parfait, futur dans le passé, as well as gerunds (gérondif)

recognize and use interrogative adverbs in speech où, quand, comment, pourquoi; interrogative pronouns qui, que. Negative particles plus, jamais, non, personne. Restrictive turnover ne ... que.

to recognize and use in speech the conditional mood (1st conditionnel présent) in a simple and complex sentence.

Sociocultural knowledge and skills

The graduate will learn:

use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the target language;

represent home country and culture in English;

understand socio-cultural realities when reading and listening in the framework of the studied material

The graduate will have the opportunity to learn:

use socio-cultural realities when creating oral and written statements;

find similarities and differences in the traditions of the native country and the country / countries of the target language.

Compensatory skills

The graduate will learn:

get out of the situation with a shortage of linguistic means: use re-questioning when speaking.

The graduate will have the opportunity to learn:

use paraphrase, synonymous and antonymic means when speaking;

countries / countries of the target language, acquired in foreign language lessons and in the process of studying other subjects (knowledge of an interdisciplinary nature). This involves mastering:

knowledge about the meaning of native and foreign languages ​​in the modern world;

information about the socio-cultural portrait of countries speaking a foreign language, their symbols and cultural heritage;

knowledge about the realities of the country / countries of the target language: traditions (in food, weekends, main national holidays, etc.), common samples of folklore (proverbs, etc.);

ideas about the similarities and differences in the traditions of their country and the countries of the target language; about the peculiarities of the way of life, everyday life, culture (world famous sights, outstanding people and their contribution to world culture) of the country / countries of the target language; about some works fiction in the studied foreign language;

the ability to recognize and use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the target language (cliche cliches, the most common evaluative vocabulary);

the ability to represent the native country and its culture in a foreign language; to provide assistance to foreign guests in our country in situations of everyday communication.

Compensatory skills

Improving skills:

ask again, ask to repeat, clarifying the meaning of unfamiliar words;

use keywords, a plan for the text, a thematic dictionary, etc as a support when generating your own statements;

predict the content of the text based on the title, pre-posed questions, etc .;

guess about the meaning of unfamiliar words from the context, from the gestures and facial expressions used by the interlocutor;

use synonyms, antonyms, a description of the concept with a shortage of language means.

Used types and forms of control

Control types:

preliminary control;

current control;

intermediate control;

final control.

Control forms:

search reading;

introductory reading;

external control of the teacher over the activities of students;

mutual control;

self-control of students

Means of education:

for students: textbooks, workbooks, technical teaching aids;

CALENDAR-THEME PLANNING

Approximate distribution of study time, provided 2 hours a week for the study of a second foreign language (French): Total for the program: 70 hours

References (main and additional)

Collection of normative documents. Foreign language. Federal component of the state standard "Publishing house Moscow. Bustard. 2009.

Sample programs for academic subjects. Foreign language. 5-9 grades. Standards of the second generation. - M .: Education, 2010.

ON THE. Selevanov. General educational institutions program. French. 5-9 grades. M .: Education, 2009

"Theory and practice of teaching French as a second languageforeign ”E.Ya. Grigoriev. Ministry of General and. vocational education. Moscow, APKiPRO, 2003

Work programs in French. Grades 2-11. ( A basic level of) T.V. Gorshkova. - M .: Globus, 2008.

Stakhovskaya Olga Eduardovna, teacher of English and French, MBOU "Gymnasium No. 97 of Yelets", Yelets, Lipetsk region

Work program in French (as a second foreign language)

Abstract. The article describes the work program for teaching the subject "Foreign language" (French as a second foreign language). Key words: work program, French, second foreign language, high school.

This work program is designed to teach the subject "Foreign language" (French as a second foreign language). In accordance with the Federal State Educational Standard, the study of a foreign language at school is aimed at the formation and development of communicative competence, understood as the ability of a person to carry out intercultural communication based on the acquired linguistic and sociocultural knowledge, speech skills and communication skills and attitude to activity in the aggregate of its components: speech, socio-cultural, compensatory and educational and cognitive competencies. subject area"Foreign language". Conceptual framework for building academic discipline"French" in 5 grades are personality-activity, competence-based, communicative-cognitive, intercultural approaches to education in the field of foreign languages ​​in a comprehensive school. The presented program provides for the study of French as a second foreign language in basic secondary school and is designed for 35 weeks (2 hours a week, at the expense of the federal component). Thus, the work program is designed for 70 lessons per year. One of the main objectives of the course "Danslemondedufrançais" is to help students enter the world of the French language and French culture, therefore language learning is carried out through the culture of the country, and culture education through language. Proceeding from the fact that the content of education is culture, the authors believe that the content of a foreign language education should be a foreign language culture. The series "Danslemondedufrançais" introduces students to the French language and culture of France, helps to comprehend the system of value norms of the people of the country of the target language, as well as the problems of concern French youth. The subject "Foreign language (second)" provides the formation and development of foreign language communication skills and language skills that are necessary for students to continue their education at school or in the system of secondary vocational education. the level of foreign language communicative competence, which allows you to communicate in a foreign language in oral and written forms within the scope and language material of grade 5 both with native speakers of a foreign language and with representatives of other countries who use a foreign language as a means of interpersonal and intercultural communication. The study of the subject "Foreign language (second)" in terms of the formation of skills and the development of skills to generalize and systematize the existing language and speech experience is based on interdisciplinary connections with the subjects "Russian language", "Literature", "History", "Geography", "Music" , "Fine Arts", etc.