Personal metasubject and subject results in FGOS English. Achieving subject results in English lessons
"Achievement of subject results in English"
| Introduction | |
| Conclusion | |
Introduction
Today, instead of a simple transfer of knowledge, skills and abilities from teacher to student, the priority goal of school education is to develop the student's ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become an "architect and builder" educational process... Traditionally, the teacher was obliged to give the student a deep and solid knowledge of the subjects. Life changes quickly and neither the teacher, nor the parent, nor the student himself is able to predict what knowledge and skills he will need in the future. Hence the need arises for the ability to learn and develop throughout life. And as a consequence, instead of transferring the sum of knowledge - the development of the student's personality based on the methods of activity. Subject content ceases to be the central part of the standard. The most important task modern system education is the formation of a set of UUD "universal educational actions", which provide the opportunity for each student to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, be able to control and evaluate educational activities and their results. They create the conditions for the development of the personality and its self-realization. At the heart of the formation of UUD is the "ability to learn", which involves the full development of all components learning activities(cognitive and educational motives; learning goal; educational task; educational actions and operations) and acts as a significant factor in increasing the effectiveness of students' mastering of subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice. Universal Learning Activities are skills that need to be taught in elementary school for all lessons. The universal learning activities can be grouped into four main blocks:
| Personal results Ability to independently make YOUR CHOICE in the world of thoughts, feelings and VALUES and be responsible for this choice | Regulatory universal training activities Skills to ORGANIZE your activities | Cognitive UUD Skills to THINK effectively and work with INFORMATION in modern world | Communicative UUD Ability to COMMUNICATE, interact with people |
Personal universal learning activities
Personal universal learning activities provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activity, three types of personal actions should be distinguished: - personal, professional, life self-determination;
Meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning and what prompts the activity, for the sake of which it is carried out. The student should ask the question: What is the meaning and meaning of the teaching for me? - and be able to answer it.
Moral and ethical orientation, including the assessment of the assimilated content (based on social and personal values), providing a personal moral choice.
Exercises for the formation of personal universal educational actions in English lessons:
Personal UUD(provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms, etc.) and orientation in social roles and interpersonal relationships).
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self-determination (personal, professional, life): Ask pupils to look through the units and choose the activities they like best. Ask pupils to put the numbers of the exercises they like under the picture. Ask pupils to explain their choice.
The action of meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive (in other words, between the result of learning, and what prompts the activity, for the sake of which it is carried out). The student should ask the question, "What is the meaning, meaning of the teaching for me," and be able to find an answer : When children listen to the teacher or the tape, it’s not important for them to understand every word; they can get clues from the teacher’s repetition or rephrasing of messages.
The action of moral and ethical assessment of the assimilated content, based on social and personal values, providing a personal moral choice: Brainstorm rhymes, songs, chants and games and writing the names on the board. Ask pupils what they can do. Let some of the pupils complete the sentences about what they can do in written form.
Meaning formation and moral and ethical orientation: Complete the sentences. Say what pupils must or mustn’t do in the lesson.
Regulatory universal training activities
Regulatory universal training activities provide students with the organization of their educational activities. These include:
• goal-setting as a formulation of an educational task based on the correlation of what is already known and assimilated by students and what is still unknown;
Planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
Forecasting - anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;
· Control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
· Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result; making changes to the result of their activities, based on the assessment of this result by the student himself, teacher, comrades;
· Assessment - the allocation and awareness of students of what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
· Self-regulation as the ability to mobilize strength and energy, to volitional effort (to make a choice in a situation of motivational conflict) and overcome obstacles.
Exercises for the formation of regulatory universal educational actions in English lessons:
Goal-setting is the formulation of an educational task based on the correlation of what is already known and assimilated by students and what is still unknown: Game “My English school bag”. Draw a big school bag on the board. Put the strips of paper in the form of a daisy on the table. Ask a pupil to take one strip, read it aloud and follow the instructions. Stick the strip on the picture of a school bag. Then summarize the results by saying that pupils can say / do lots of things in English. Tell pupils that there’s some more space in the school bag. Ask pupils to add topics they’d like to learn to the school bag. Write them on the board. Let pupils flip through Millie-4 for 2-3 minutes and find the most interesting picture. Talk to pupils about what they can learn from the book, judging by its pictures.
Planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions. Children acquire new language without much effort when they are having fun and when there are many opportunities for them to hear the language in familiar contexts. If the context makes sense, they have the opportunity to hear the language the more they will be able to say in that language.
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forecasting - anticipating the result and the level of assimilation, its modern characteristics ... Pupils must talk much during the lesson how has it increased in comparison whit the beginning of the school year.
Control - comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard. After progress work ask pupils to open their books and check their answers. Make sure pupils have checked their work correctly. Let pupils count and find their scores in the evaluation boxes. Ask pupils if they’re happy with their results.
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product. Children need to hear the new language patterns first. But very quickly they are ready to practice these in teacher - controlled gamed. Then children will start using the language in pairs or in groups.
- assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation. Ask pupils if they know any famous travelers. What do they know? Tell pupils about an Italian explorer called Marco Polo and an English explorer called Sir Francis Drake. Tell pupils they can learn more about the travelers and explorers.
- volitional self-regulation - the ability to mobilize strength and energy; to volitional effort, that is, to a choice in a situation of motivational conflict and to overcome obstacles. Suggest that pupils play the game Dino-quest. Split the class into two teams and let teams choose a name. Let teams take turns in asking and answering questions about dinosaurs.
Cognitive universal learning activities
Exercises for the formation of cognitive universal educational actions in English lessons:
1. General educational UUD :
Self-selection and formulation of a cognitive goal: Describe the pictures using new language. Ask pupils to point to the toys. Name an object from the picture and ask pupils to say what color it is?
search and highlight the necessary information; the use of information search methods, including the use of computer tools : ask pupils to find the information about dinosaurs on the Internet or encyclopedia and write it on strips of paper.
- modeling (transformation of an object from a sensory form into a graphic or sign model, where the essential characteristics of the object are highlighted) and transformation of the model in order to identify the general laws that determine this subject area - Ask pupils to put the photos of their family members on the desks, ask each other questions and fill in the table in Activity Books. Then ask pupils to make reports in front of the class showing the photos of their friends and telling the class about them.
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structuring knowledge - Within the Progress page, we also encourage children to reflect on what they can do in Russian on a regular basis. Ask children what they enjoyed and why.
- conscious and arbitrary construction verbal and written speech: Game Clever Parrot. Show the cards and ask to repeat the word after you only if it corresponds to the one on the card.
Choosing the most effective ways to solve problems depending on the specific conditions - How do pupils feel in the lesson? Do they have fun? What do they like and dislike? Do they like the materials, the methods?
Reflection of methods and conditions of action, control and assessment of the process and results of activities - Pupils reflect in English, using phrases and sentences they have leant. Emphasize their progress and ability to talk about the learning process in English. Ask pupils if they are happy with their results.
Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose: ask pupils to read the sentences and match them to the corresponding pictures. Ask pupils to read the sentences from the story in pairs and put them in the correct order. Ask pupils to read the sentences and say if they are true or false. Suggest that pupils correct the false sentences.
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extraction of necessary information from the listened texts of various genres : tell pupils to read the information in the profile, listen to the interview with a girl and then say which information is wrong.
Determination of basic and secondary information : suggest that pupils read the texts about famous Russian sports people who were among the top-ten sportsmen and women in Russia. Ask pupils to draw a table in their exercise books and fill in the information about sports people do while reading the texts.
Free orientation and perception of texts of artistic, scientific, journalistic and official-business styles: read the articles from the newspaper and answer the questions.
Understanding and adequate assessment of the language of the means mass media: ask pupils to read the article from the newspaper. Explain that pupils have to restore the article using the information in the picture.
Statement and formulation of the problem Ask pupils to listen to the story and say what the children are doing (books closed). Then ask them to say the names of children and their favorite toys. Ask pupils to guess what the world’s top toy is?
2. Logical UUD:
- analysis of objects in order to identify features (essential, insignificant): Spot the differences. Prepare a list of minimal pairs the words that are similar in sound but are distinguished by one consonantal or vowel difference. Read out the actual pairs and sometimes say the same word twice. Ask pupils to repeat the words after you only when you pronounce different words.
Synthesis as composing a whole from parts, including independently completing, replenishing the missing components: Game Virus. Write a message on the board, for example, Shift all letters along one space in the alphabet. Write L under M, m under n, a under b, p under q etc. Let pupils guess the code / explain that each coded letter can be decoded with the help of the previous letter of the alphabet, so L becomes M, a becomes b, and p becomes q. Answer key: Let’s make a project. Dr Webster. Game Password. Draw five dashes next to the word Password on the board. Point to the first dash and say, “It’s the first letter in the world pal.” Repeat the procedure with other letters to guess the password. Example: it's the second letter in the word Brazil. It's the third letter in the word look for. It's the first letter in the word Japan. It's the fifth letter in the word letter. It's the sixth letter in the word collect. It’s the eighth letter in the word interesting. Key: project.
Generalization, analogy, comparison, serialization, classification: Categorizing. Prepare word cards. Write two or three letters, or letter combinations on the board, e.g. o, oo, ow. Read the words on the cards and ask a pupil to point to the appropriate letter / letter combination and then stick the card under it. E.g. teacher reads the word look, the pupil points to the letters oo and then sticks the card under the letters. Acrostic. Prepare word cards. Write a word with the letters in a vertical column. Read another word from a card and ask a pupil to point to the letter in the vertical word which is the initial letter of the word you’ve read. Then the pupil stick the card next to the letter in the vertical column.
Summing up the understanding, deriving the consequences - Say the word “vegetarian” and ask pupils to guess or explain to pupils its meaning.
Establishing causal relationships- Draw three columns on the board. Write “teddy bear” in the second column. Let children complete the column. Write “big” in the first column and suggest that pupils add some more features to the characters. Then ask pupils to collocate the words and invent the names of new computer game.
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building a logical chain of reasoning - Tell pupils to look at the pictures of the fairy farm, name eight animals living in the house and say what they eat.
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proof - Ask pupils to read the description and say which animal the room belongs to. Ask pupils to say the words which helped them to guess.
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nominating a hypothesis and rationale - Ask pupils to help you tell a new story. Tell the story, miming in the pauses. Let pupils complete the sentences and guess from your miming. Then let pupils create a story about any food item.
3.
Staging
and
solution
Problems
:
Formulating the problem - Ask pupils to make a short description of their family albums to each other in groups.
Self-creation of a way to solve creative and exploratory problems - Ask pupils in small groups to create a song about the family members they like most of all. Ask groups to sing their songs to the same tune. Encourage other pupils to join in.
Communicative Universal Learning Activities
Communicative
(provide social competence and consideration of the position of other people, a communication partner or activity, the ability to listen and engage in dialogue, participate in collective discussion problems, integrate into a peer group and build productive interaction and cooperation with peers and adults)
- planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, methods of interaction: Game Find a pen pal. Elicit from pupils the words which can be used as nicknames and write them in a column on the board. Hand out the gray cards and ask pupils to fill in the nickname starting with the letter on the card. Hand out “Find a pen pal” cards and tell pupils to walk around the classroom and find a pen pal whose name, age, country and favorite activity match the ones from the gray card. Let pupils read the sample questions from the textbook. A message of sympathy (in ancient times, when there were a very few doctors, people placed ill relatives in crowded streets. Passers-by expressed their sympathy and shared their experience by giving advice how to cure the illness). Suggest that pupils walk around the classroom and share their imaginary or real unlucky past experiences with others. Let their friends express sympathy. Ask pupils to remember what happened to their classmates. Let pupils use the table from the book for support.
formulation of questions - proactive cooperation in the search and collection of information : assign the roles: one pupil is a famous sportsman or sports woman and another pupil an interviewer. Ask her / him to fill in the necessary information. Pupil 2 interviews the sports person and then reports on the results in front of the class / group.
- conflict resolution - identification, problem identification, search and assessment of alternative ways of conflict resolution, decision making and its implementation - How successfully do pupils work in groups? What are the advantages of group work? What do pupils heed do work in groups more effective?
Managing the partner's behavior - monitoring, correcting, evaluating the partner's actions - When children finished counting their scores, ask pairs, to swap exercise books and check their friends scores. Explain to the children that they should help each other rather that complete with each other.
Ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication: Game New identities. Ask pupils to write down the following words on a sheet of paper: 1 - the name of any food, 2 - a number between 1 and 100, 3 - the name of any building from the list on the board (school, supermarket, zoo , etc.). Tell pupils that these things are: 1 - their names, 2 - their age, 3 - the place where they live. Let pupils walk around the classroom and share information about their new identities.
- possession of monologue and dialogical forms of speech in accordance with the norms of the target language: Game I don’t believe you. Hand out 2-5 strips of each color to every pupil. Ask them to write true sentences about their past experiences on red strips, and false sentences on blue strips. Demonstrate the game by reading a sentence from a strip, without showing its color to the class. Let pupils guess if it's true or false / see if they believe or don’t believe it. If pupils guessed right, they take the strip. The aim of the game is to guess right and get as many strips as possible. Let pupils play the game.
Conclusion
KD Ushinsky wrote: "Each lesson should be a task for the mentor, which he should perform, thinking it over in advance: at each lesson he should achieve something, take a step further and force the whole class to take this step." Therefore, the main pedagogical task is to organize the conditions that initiate children's action - what to teach? for what to teach? how to teach
Learning activity is an independent student's activity in assimilating knowledge, skills and abilities, in which he changes and realizes these changes.
The learning task (for what? Why?) Is the goal that the student sets for himself.
Learning action (how?) Is a system of essential features of a concept or an algorithm.
Self-control (right?) - determination of the correctness of the performed action.
Self-assessment (good? Can you do better?) - determining the degree of compliance with the standard or the quality of the performed action.
The formation of UUD largely depends not only on the educational and methodological set, but also on the pedagogically correct interaction between the teacher and the student, the effectiveness of their communicative activity.
As a result of studying all subjects without exception at the level of primary general education, graduates will have personal, regulatory, cognitive and communicative universal learning activities as a basis for learning.
List of sources used
Literature:
“On the educational and methodological set“ School of Russia ”. Primary school, No. 4,2009, С - 6.
A.G. Asmolov and others. How to design educational activities in primary school. Publishing house "Education", 2008, С149.
A.G. Asmolov Psychology of Personality. Cultural and historical understanding of human development. - M .: Meaning, 2007.
Aspects of the modernization of the Russian school: scientific and methodological recommendations for a large-scale experiment to update the content and structure of general secondary education. - M .: GU HSE, 2001.
National educational initiative "Our new school" // Education Bulletin. Special number. 1 semester, 2009. С - 6-21
New pedagogical and information technologies in the education system / Ed. E.S. Polat. - M .: Аcademia, 2000.
Planned results of primary general education. Ed. G.S. Kovaleva, O.B. Loginova. - M .: Education, 2009.120 p.
Potashnik M.M., Requirements for a modern lesson. Toolkit... M .: Center for Pedagogical Education, 2008 .-- 272 p.
Sample programs of primary general education in 2 parts. Part 1. Editor I.А. Safronova, Prosveshchenie Publishing House, 2008, С315.
Federal state educational standard general primary education, 2009
Kholodnaya M.A. The psychology of intelligence: paradoxes of research. - M.-Tomsk, 1997.
Tsvetkova I.V. How to create a program educational work: Method. allowance. - M .: Education, 2006 .-- 207 p.
Internet resources
Federal state educational standards [Electronic resource]. URL: http://fgos.isiorao.ru/
The main directions of the implementation of the national educational initiative "Our new school": Internet conference [Electronic resource]. URL: http://omskedu.ru/conferens/
FSES of the second generation // Open class. Network educational communities [Electronic resource]. URL: http://www.openclass.ru/blogs/61808
What is the level of teachers' readiness for the implementation of the Federal State Educational Standard? // Public and state examination of textbooks [Electronic resource]. URL: http://www.fsu-expert.ru/node/2235
Federal state educational standard [Electronic resource]. URL: http://standart.edu.ru
Personal, metasubject, subject results of mastering the English language
The federal state educational standard of primary general education establishes the requirements for the results of students who have mastered the 2nd grade program at three levels - personal, metasubject and subject.
Personal results
to form an idea of the English language as a means of establishing mutual understanding with representatives of other peoples, in learning new things, as a means of adaptation in a foreign language environment;
to form a respectful attitude towards a different opinion, towards the culture of other peoples;
to form a friendly attitude and tolerance towards speakers of another language based on familiarity with the life of their peers in English-speaking countries, with children's folklore and available samples of children's fiction;
to develop independence, purposefulness, benevolence, emotional and moral responsiveness, understanding of the feelings of other people, adherence to the norms of speech and non-speech etiquette;
to understand the new social role of the student for the student, to form a stable motivation for mastering a foreign language;
develop the skills of cooperation with a teacher, other adults and peers in different communication situations in the process of joint activities, including project activities;
form attitudes towards a safe, healthy lifestyle
to accept the tasks of educational and communication activities, including those of a creative nature, to search for a solution to the problem, for example, to select adequate language means in the process of communicating in English;
plan, perform and evaluate their educational / communication activities in accordance with the task and the conditions for its implementation;
understand the reasons for the failure of educational activities and act on the basis of the learned rule / algorithm in order to achieve success;
use sign-symbolic means of presenting information to create models of the objects under study;
use speech means and means information technologies for solving communication and cognitive tasks;
use different ways search for information in accordance with the communicative / cognitive task to be solved;
analyze, compare, summarize, classify, group linguistic information at the level of sound, letter, word, sentence by separate signs;
possess basic grammatical concepts that reflect essential connections and relationships;
transfer, record information in the table;
rely on language guess in the process of reading / listening to texts in English;
possess the skills of semantic reading of texts of different styles and genres in accordance with the goals and communicative tasks (with an understanding of the main content, with full understanding);
deliberately build a speech utterance in accordance with the tasks of communication in oral and written form;
listen and hear the interlocutor, conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own, agree on the distribution of roles in the process of joint activities;
exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others:
to work in a material and informational environment: to comprehensively use different components of the teaching materials (textbook, workbook, audio application), a training computer program.
Communicative competence(proficiency in a foreign language as a means of communication)
The student will learn:
participate in elementary dialogues: etiquette, dialogue-inquiry;
make up small description object, animal, character;
briefly talk about yourself, your family, friend
participate in a dialogue of an etiquette nature: greet and respond to a greeting, say goodbye, express gratitude, dialogue - questioning (question the interlocutor and answer his questions), an incentive dialogue: give orders, offer to do something together;
make up brief description friend, character of the read work;
to reproduce by heart poems, songs, rhymes.
The student will learn:
distinguish by ear sounds, sound combinations, words, sentences of the English language;
distinguish intonation by ear and emotional coloring phrases;
to perceive and understand the speech of the teacher and classmates in the process of dialogical communication in the lesson and verbally / non-verbally respond to what he heard;
to perceive by ear and to understand, based on clarity (illustrations), small messages built on familiar lexical and grammatical material.
to perceive by ear an audio text based on familiar linguistic material and fully understand the information contained in it;
use contextual or textual guesswork when listening to texts containing some unfamiliar words.
The student will learn:
correlate the graphic image of a word with its sound image;
read expressively aloud short texts containing only the studied language material, observing the pronunciation rules and the corresponding intonation;
read silently and fully understand educational texts containing only the studied language material.
read to oneself and understand simple texts and find necessary or interesting information in them;
do not pay attention to unfamiliar words that do not interfere with understanding the main content of the text.
The student will learn:
write letters of the English alphabet in semi-printed type;
copy text;
write out words, phrases and sentences from the text;
fill out the table according to the sample;
sign pictures.
give short written answers;
fill out a simple questionnaire.
Graphics, calligraphy, spelling
I.will learn:
use the English alphabet, know the sequence of letters in it;
reproduce graphically and calligraphically correctly all English letters of the alphabet (semi-printed spelling of letters, words);
find and compare (within the scope of the course content) such language units as sound, letter, word;
apply the basic rules of reading and spelling learned in grade 2 to distinguish letters from transcription signs.
compare and analyze the letter combinations of the English language and their transcription;
group words according to the learned reading rules;
to clarify the spelling of a word according to the dictionary of the textbook.
I.will learn:
adequately pronounce and distinguish by ear all the sounds of the English language;
observe the norms of pronunciation of sounds;
observe the correct stress in isolated words and phrases;
observe the peculiarities of intonation of the main types of sentences;
correctly pronounce sentences from the point of view of their rhythmic and intonational characteristics.
recognize cases of using the binder "r" and observe them in speech;
observe the intonation of the enumeration;
observe the no-stress rule official words(articles, conjunctions, prepositions);
read the studied words by transcription;
write a transcription of individual sounds, combinations of sounds according to the sample.
I.will learn:
to recognize and use lexical units (words, phrases, evaluative vocabulary, speech cliches) studied within the subject of elementary school in speech, observing lexical norms;
operate in the process of communication with active vocabulary in accordance with the communicative task.
recognize simple word-building elements;
rely on a linguistic guess in the perception of international and compound words in the process of reading and listening;
I.will learn:
recognize and use in speech the main communicative types of sentences, general and special questions, affirmative and negative sentences;
recognize and use in speech learned nouns with indefinite / definite / zero article, singular and plural; possessive nouns; modal verb can.
II.get an opportunity to learn:
recognize compound sentences with and and but conjunctions;
recognize in the text and differentiate words for certain
Verbs);
1.3. Sociocultural awareness
I.will learn:
name the countries of the target language in English;
to recognize some literary characters of famous children's works, plots of some popular fairy tales written in the target language, small works of children's folklore (poems, songs);
observe the elementary norms of speech and non-speech behavior, adopted in the country of the target language, in educational and speech situations.
to name the capitals of the countries of the target language in English;
talk about some of the sights of the countries of the target language;
reproduce by heart small works of children's folklore (poems, songs) in English;
search for information about the country of the target language in accordance with the set educational task within the subject studied in primary school.
will learn:
to compare the linguistic phenomena of the native and foreign languages at the level of individual sounds, letters, words, phrases, simple sentences;
follow the pattern when doing exercises and composing your own statements within the scope of elementary school;
improve the techniques of working with text based on the skills acquired in the lessons of the native language (predict the content of the text by the title, illustrations, etc.);
use reference material presented in a form accessible to a given age (rules, tables);
to carry out self-observation and self-assessment within the limits accessible to the younger student.
will learn:
represent the studied foreign language as a means of expressing thoughts, feelings, emotions;
to become familiar with the cultural values of another people through the works of children's folklore, through direct participation in tourist trips.
will learn:
possess elementary means of expressing feelings and emotions in a foreign language;
to realize the aesthetic value of literary works in the process of getting acquainted with the samples of available children's literature.
will learn:
follow the outlined plan in your educational work.
in the field of listening:
Distinguish by ear sounds, sound combinations, words, sentences of the English language.
Distinguish by ear the intonation and emotional coloring of phrases.
To perceive and understand the speech of the teacher and classmates in the process of dialogical communication in the lesson.
Fully comprehend by ear, relying on clarity (illustrations), small messages built on familiar lexical and grammatical material.
Describe the animal, object, indicating the name, quality, size, color, quantity, affiliation.
Briefly speak about yourself, your family, your friend, your pet, the hero of a fairy tale / cartoon: give a name, place of residence, what he can do.
Play learned poems, songs, rhymes.
Conduct an etiquette dialogue: greet and respond to a greeting, say goodbye, express gratitude.
To conduct a dialogue is an inquiry.
Conduct a dialogue of an incentive nature: give orders, offer to do something together.
Correlate the graphic image of a word with its sound image based on knowledge of the basic rules of reading, observe the correct stress in words and phrases, intonation in general.
Read aloud expressively short texts containing only the studied language material.
To read silently and fully understand educational texts containing only the studied language material.
Write the letters of the English alphabet in semi-printed type.
Copy text.
Write out words, phrases and sentences from the text.
Educational-thematic planning
| № p / p | Theme | Number of hours | Language material (L-vocabulary, G-grammar) | Characteristics of student activities or types of educational activities: A - listening; G - speaking; H - reading; P - letter | Planned results | date |
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| Personal | Subject | Metasubject | According to plan | In fact |
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| Unit 1 Hello, English! - 18 hours |
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| 1 | Introduction to English | 1 | L: Hello, my, your, name, goodbye. Doctor, dentist, pilot, actress, photographer, lamp, computer, radio, telephone G: Good morning. Hello! Hi! Goodbye! What's your name? My name is ... | A: understand basic phrases of speech etiquette G: greet and answer the greeting; introduce yourself and find out the name of the partner. | express your attitude to foreign languages and various professions; take a position different from them. | find characters based on the text you have heard, understand the English names of some professions and subjects that are consonant with the Russian language; take part in an etiquette dialogue | be aware of the role of language and speech in people's lives; navigate the textbook and workbook | 2.09 | |||||||||||||||
| 2 | Introduction of vocabulary on the topic Animals. " Letter Aa | 1 | L: I, you, who, a dog, a cat, a fox, an elephant, a tiger, a crocodile. Names of English boys and girls. G: Whoareyou? –Iam ... | understand small simple messages G: give the names of English boys and girls; Pronounce the names of animals. | | find a character based on the text heard, distinguish between the names of English boys and girls; use elementary formulas of verbal communication; distinguish between semi-printed and printed spelling of the letter Aa | work according to the plan suggested by the teacher Consciously build a speech utterance Work in pairs in accordance with the norms of communication | 4.09 | |||||||||||||||
| 3 | Account introduction 1-10. Age. Letter B | 1 | L... One, two three, four, five; number one. How old are you? G. How old are you? I am ... | A: G: conduct a mini-dialogue "Acquaintance"; Give name and age. NS: write letter Bb | have a desire to learn, understand the meaning of knowledge for a person, correctly identify oneself with the position of a student. | fully understand the dialogue by ear and reproduce it, distinguish between questions and answers by ear; make sentences using grammatical schemes, compose a story according to the scheme; distinguish between correct and incorrect spelling of the letter Bb | -participate in the distribution of roles for the scene Listen and understand the interlocutor | 9.09 | |||||||||||||||
| 4 | Where do puppet theater actors live? Dialogue-inquiry training LetterSs. | 1 | L. Six, seven, eight, nine, ten. G. How old are you? I am ... | A: understand text by ear based on a picture G: keep score from 1 to 10, talk about yourself on behalf of one of the athletes, reproduce the listened dialogue NS: write the letter cc. | are guided by the values of educational activity, the presence of cognitive interests and educational motives; evaluate their actions; operate with basic moral norms (fair distribution, mutual assistance, responsibility). | find characters based on the text you listened to; talk about yourself using sentences with a linking verb based on a model, compose a dialogue based on what you heard; write short words using learned letters | use symbolic means Build a story by model | 11.09. | |||||||||||||||
| 5 | Development of speaking skills. Name, age of my friend. Letter Dd | L: A parrot, jump, run, fly, skip, sit, swim, he, she, can. G: I can ... | A: understand text by ear based on a picture G: describe your actions and the actions of the artists, represent yourself on behalf of one of the artists NS: write letter Dd. | show a cognitive interest in educational activities, learning a foreign language; are guided by significant educational motives; evaluate their actions. | find who talks about himself; talk about what they can do based on a grammatical model; distinguish spelling lowercase letters b and d | -Find the information you need in the audio text Analyze and find differences in graphical display of letters Follow the teacher's commands | 16.09 | ||||||||||||||||
| 6 | Learning the skills of listening to a foreign language. Letter Her | L: jump, run, fly, skip, sit, swim G: Can you ...? No, I cannot. | A: understand text by ear based on a picture G: ask the interlocutor what they know how to do, give short answers NS: write the letter Ee | to determine the boundaries of their own knowledge and ignorance; to acquire a sense of belonging to their homeland and cultural identity based on the awareness of "I" as a citizen of Russia. | listen and find an artist who knows how to perform actions; tell on behalf of the hero from a fairy tale about what he can do, conduct a dialogue-questioning; distinguish between upper and lower case letters, distinguish between vowels and consonants | - get acquainted with the peculiarities of the account in different countries Use speech to regulate your actions Adequately use speech actions to solve a communicative task | 18.09 | ||||||||||||||||
| 7 | Introduction of new vocabulary. The letter Ff. | L: a lion, a monkey, sing, dance, G: Can you ...? No, Icannot. | A: understand short text by ear G: talking about yourself using speech patterns NS: write the letter Ff | show cognitive interest in educational activities, learning a foreign language; be guided by meaningful learning motives; evaluate your actions. | listen and understand commands, find an artist who was not given an assignment; ask about what they can do based on the grammatical model, conduct a questioning dialogue; write lowercase letters in alphabetical order | -extract the necessary information from the text Work in pairs in accordance with the norms of communication, rules of conduct and etiquette | 23.09 | ||||||||||||||||
| 8 | Enhanced vocabulary in speech. Letter Gg | L: a cockerel, and. G: I can ... I can’t ... He can… he can \ t…. | A: understand by ear the dialogue on the topic (conversation on the phone) G: build a monologue statement according to the Ican model ... / Ican’t ... NS: write the letter Gg. | be aware of the role of language and speech in people's lives; express your emotions about what you hear; evaluate your actions. | listen and find information that the artist cannot do; build a monologue statement based on comparison with the actions of the heroes, build a dialogue based on the text heard; distinguish between uppercase and lowercase letters | express your guess based on work with the textbook material | 25.09 | ||||||||||||||||
| 9 | Information request training. Letter Hh | 1 | G: What is your name? How old are you? His, her | A: understand by ear the text-dialogue based on the picture G: to play a scene "Acquaintance in the theater" NS: write the letter Hh. | have a desire to learn; understand the meaning of knowledge for a person, correctly identify oneself with the position of the student. | to distinguish and reproduce questions in the listened dialogue; to reproduce by heart small works of children's foreign language folklore; distinguish the spelling of lowercase letters n, h, b | -extract the necessary information from audio texts | 30.09 | |||||||||||||||
| 10 | Teaching a monologue on a topic. Letter Ii | 1 | L: Counts from 1 to 10. Count, read, write, draw. G: I am ... Can't, He cannot | A: understand by ear a text-dialogue built on familiar speech material G: dialogue using Canyou ...? NS: write the letter Ii. | correctly identify with the position of the student .; be guided by meaningful learning motives; evaluate your actions. | distinguish and reproduce responses; act out a dialogue-questioning on a given situation and use the information received in a monologue speech; write short words using learned letters | - highlight the necessary information from audio texts Ask and use the information received Work in pairs in accordance with the norms of communication, rules of conduct and etiquette | 2.10 | |||||||||||||||
| 11 | Teaching etiquette dialogue.Letter Jj | 1 | L: Sing, skip, fly, dance, swim, a lion, a parrot, a crocodile, a fish Fine! Well done! OK! G: I am… I can… Can you…? Yes, I can. No, I cannot. | A: understand by ear a short dialogue based on familiar language material G: statements about what animals can / cannot do, students NS: write letter Jj | show cognitive interest in educational activities, learning a foreign language; evaluate your actions; be aware of the language, including a foreign one, as the main means of communication between people. | understand and reproduce commands, understand praise; act out the dialogue between the artist and the director using praise; analyze and find extra letters | -evaluate the actions of classmates using the vocabulary of the lesson Build logical chains based on analysis Work in pairs in accordance with the norms of communication, rules of conduct and etiquette | 7.10 | |||||||||||||||
| 12 | Learning the skills of listening to the text. Letter Kk | 1 | L... Run, swim, count, walk, Fine! Welldone! OK! The score is from 1 to 10. G... He / She can ... He / She can’t ... | A: understand by ear a small text based on illustrations G: talk about someone using the He / Shecan ... He / Shecan't ... speech pattern, give commands to classmates NS: write the letter Kk. | evaluate your actions; have a desire to learn; express your emotions about what you hear. | fully understand Alice's story, find pictures that she forgot to tell; compose a story based on pictures, give commands to classmates and evaluate their implementation; distinguish the spelling of lowercase letters k, h, b | - evaluate the actions of classmates using the vocabulary of the lesson Plan the actions of classmates Consciously build a speech utterance in oral form | 9.10 | |||||||||||||||
MUNICIPAL BUDGET
EDUCATIONAL INSTITUTION
"SECONDARY EDUCATIONAL SCHOOL №4"
GRADUATION ABSTRACT
TRAINING STUDENTS
FOREIGN LANGUAGE TEACHERS
“Subject results of teaching a foreign language in primary school. Mastering systemic linguistic knowledge and concepts ”
Completed by: Kuznetsova Natalya Anatolyevna
English teacher
city of Raduzhny
2013
- Introduction 3
- Requirements for learning outcomes according to FSES NO 4
- The system-activity approach as the basis of the Federal State Educational Standard for LEO 4-5
- The goals of learning a foreign language in primary school. 5
- Subject results. 6-7
- Subject results in various fields. 7-10
- Communication skills by types of speech activity 10-12
- Conclusion 12
- References 13
I. Introduction
"The great goal of education is not knowledge, but action."
Gerber Spencer
The federal state educational standard of primary general education is a set of requirements that are mandatory in the implementation of the basic educational program primary general education by educational institutions with state accreditation.
Federal state educational standards for primary general education were approved by order of the Ministry of Education and Science in 2009.
Since September 2011, the introduction of federal state educational standards for primary general education has become mandatory in all educational institutions of the Russian Federation.
Since September 2012, in 2 grades began teaching a foreign language according to the new standard. It is quite obvious that the role of the subject "Foreign language" in modern society is growing, value orientations are changing, a new system for assessing the achievement of the planned results of primary school students is emerging. All these features of the Federal State Educational Standard require the introduction of certain changes in the organization of teaching a foreign language.
II. Requirements for the results of students according to the Federal State Educational Standard of the LEO
The standard establishes the requirements for the results of students who have mastered the basic educational program of primary general education.
Personal resultsinclude the readiness and ability of students for self-development, the formation of motivation for learning and cognition, value-semantic attitudes of students. They reflect their individual and personal positions, social competences, personal qualities, the formation of the foundations of civic identity.
Metasubject resultsinclude the development by students of universal educational actions (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, andinterdisciplinary concepts.
Subject resultsinclude the development by students in the course of studying a subject of experience specific to a given subject area of activity for obtaining new knowledge, its transformation and application, as well as a system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.
- The system-activity approach as the basis of the federal state educational standard for educational institutions
The Federal State Educational Standard of Primary General Education is based onsystem-activity approach, which presupposes: recognition of the essential role of an active educational cognitive activities students on the basis of universal methods of cognition and transformation of the world, educational content and methods of organizing educational activities and cooperation in achieving the goals of personal, social and cognitive development of students.
It is impossible not to agree that the subject "Foreign language" isactive character, which corresponds to the nature of a younger student, who perceives the world as a whole, emotionally and actively. This allows you to include foreign language speech activity in other types of activities characteristic of a child of this age (play, cognitive, artistic, aesthetic, etc.) and makes it possible to carry out various connections with the subjects studied in elementary school, and to form general educational skills, which are interdisciplinary in nature. Consequently, the result of the work of a foreign language teacher cannot be assessed in isolation.The elementary school graduate model is the product of the entire team of elementary school teachers.
The federal state educational standard for primary general education of the second generation and new exemplary programs reinforce the line on early education, what
- will have a positive effect on the development of not only foreign language communicative competence, but also the general communicative competence of students,
- and will also allow you to achieve higher personal and metasubject learning outcomes.
III. Objectives of learning a foreign language in primary school
Objectives of learning a foreign language in primary school:
the formation of the ability to communicatein English at an elementary level, taking into account the speech capabilities and needs of younger students in oral (listening and speaking) and written (reading and writing) forms;
development of speech, intellectual and cognitive abilitiesjunior schoolchildren, as well as their general educational skills; development of motivation to further master a foreign language;
Education and diversified development of the youngera student by means of a foreign language.
V. Subject results
Subject resultsmastering basic educationalprograms of primary general education, taking into account the specifics of the content of subject areas, including specific academic subjects, should reflect:
Foreign language:
- the acquisition of basic communication skills in oral and written form with native speakers of a foreign language based on their speech abilities and needs; mastering the rules of speech and non-speech behavior;
- mastering the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, expanding the linguistic horizons;
- the formation of a friendly attitude and tolerance towards speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and available samples of children's fiction.
In accordance with the Model Foreign Language Program developed within the framework of the second generation standards,subject resultsdifferentiated in 5 areas:communicative, cognitive, value-orientational, aesthetic, labor.Subject planned resultsin the communication sphereare represented by two blocks, allocated on the following grounds:
"A graduate will learn"(productive level) includes the planned results characterizing the learning activities necessary for further learning and corresponding to the supporting system of knowledge, skills and competencies. The supporting system of knowledge is determined taking into account their significance for solving the main problems of education at a given stage, the supporting nature of the studied material for subsequent education, as well as taking into account the principle of realism, the potential for their achievement by the majority of students. In other words, this group includesa system of such knowledge, skills, educational actions that, firstly, are fundamentally necessary for successful learning and, secondly, if there is a special purposeful work of the teacher, in principle it can be achievedthe vast majority of children.The achievement of the planned results of this block is the subject of the final assessment of primary school graduates and corresponds tobasic level.
"The graduate will have the opportunity to learn" (receptive level) reflects the planned results characterizing educational actions in relation to knowledge, abilities, skills that expand and deepen the support system and act as a propaedeutic (a basic course preceding a deeper study of the subject) to develop the interests and abilities of students within the zone of proximal development. Achievement of the planned results related to this block, is not final grade. This does not diminish their role in assessing educational institutions in terms of the quality of educational services provided, guaranteed by the Federal State Educational Standard, and their importance for the formation of personal and metasubject results.
Thus, the layered approach to subject results significantly affects the organization of teaching a foreign language, which will allow the teacher to plan his activities taking into account the abilities and level of learning of children on the basis of the principle of differentiation and individualization of teaching.
Vi. Subject results in various fields
Subject resultsstudying a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare such linguistic units as sound, letter, word.
- In the communicative sphere (i.e., proficiency in English as a means of communication)
Speech competencein the following types of speech activity:
In speaking:
Conduct an elementary etiquette dialogue in a limited circle of typical communication situations; dialogue-inquiry (question-answer) and dialogue-motivation to action;
To be able to tell at an elementary level about yourself, family, friend, describe an object, a picture; briefly characterize the character.
Listening:
- to understand by ear the speech of the teacher and classmates, the main content of small accessible texts in audio recordings, built on the studied language material;
Written speech:
Master the writing technique;
Write based on a sample of holiday greetings and a short personal letter.
Language competence (language skills):
Adequate pronunciation and hearing distinction of all sounds of the English language; observance of the correct stress in words and phrases;
Compliance with the peculiarities of intonation of the main types of sentences;
Application of the basic rules of reading and spelling learned in the elementary school course;
Recognition and use in speech of lexical units (words, phrases, evaluative vocabulary, speech cliches) and grammatical phenomena studied in the primary school course.
Sociocultural awareness:
Knowledge of the names of the countries of the target language, some literary characters of famous children's works, plots of some popular fairy tales written in the target language, small works of children's folklore (poems, songs); knowledge of the elementary norms of speech and non-speech behavior, adopted in the country of the target language.
- In the cognitive sphere:
Ability to compare linguistic phenomena of native and foreign languages at the level of individual sounds of letters, words, phrases, simple sentences;
Ability to follow the pattern when performing exercises and composing your own statements within the scope of primary school;
Improving the techniques of working with text based on the skills acquired in the lessons of the native language (predicting the content of the text by the title, illustrations, etc.)
Ability to use reference material presented in a form accessible to a given age (rules, tables);
The ability to carry out self-observation and self-esteem within the limits available to the younger student;
- In the value-oriented area:
- the idea of the studied language as a means of expressing thoughts, feelings, emotions;
- introduction to the cultural values of another people through the works of children's folklore, through direct participation in tourist trips.
- In the aesthetic field:
- possession of elementary means of expressing feelings and emotions in English;
- developing a sense of beauty in the process of getting to know the samples of available children's literature.
- In the labor sphere:
Ability to follow the outlined plan in your educational work.
Vii. Communication skills by types of speech activity
In the process of mastering the English language, students will developcommunication skillsby types of speech activity.
In speaking the student must learn:
- conduct and maintain an elementary etiquette dialogue;
- briefly describe and characterize an object, picture, character;
- talk about yourself, your family (within the scope of the first year of study);
- to reproduce by heart small works of children's folklore: rhymes, poems, songs;
- express attitude to read / heard.
In listening the student must learn:
- to understand by ear the teacher's speech on teaching the lesson; coherent statements of the teacher, built on familiar material and containing some unfamiliar words; showing classmates;
- understand the basic information heard (both in direct communication and in the perception of an audio recording);
- extract specific information from what you hear;
- to verbally or non-verbally respond to what you hear;
- understand by ear different types of text (short dialogues, descriptions, rhymes, songs).
In reading the student must master the reading technique, i.e. learn to read:
- with the help of the (learned) reading rules and with the correct word stress;
- simple sentences with correct logical and phrasal stress;
- basic communicative types of sentences (declarative, interrogative, incentive);
- small texts with different strategies to ensure understanding of the main idea of the text, full understanding of the text and understanding necessary information.
He must also learn
- read and understand the content of the text at the level of meaning and answer questions about the content of the text; determine values by analogy with the native language or illustrative clarity;
- use reference materials ( English-Russian dictionary) using knowledge of the alphabet and transcription;
- read and understand texts written in different types of fonts;
- read simple common sentences with homogeneous members with the appropriate rhythmic and intonational design;
In a letter the student will learn:
- write off correctly;
- perform lexical and grammatical exercises;
- make captions for figures;
- write postcards, congratulations on the holiday and birthday;
Language tools and skills to use them
Graphics, calligraphy and spelling
The student must learn to:
- recognize words written in different fonts;
- distinguish letters from transcription marks;
- read words by transcription;
- use the English alphabet;
- write all letters of the English alphabet and basic letter combinations (in semi-printed type);
- write beautifully (master the skills of English calligraphy);
- write correctly (master the basic spelling rules);
- write transcription marks;
- group words according to the learned reading rules;
- use a dictionary to refine the spelling of a word.
Phonetic side of speech
The student must learn to:
- distinguish by ear and adequately pronounce all the sounds of the English language;
- observe the norms of pronunciation of the sounds of the English language in reading aloud and speaking (longitude and brevity of vowels, no stunning of voiced consonants at the end of words, no softening of consonants before vowels);
- recognize the use of the binder "r" and use them in speech;
- observe the correct stress in an isolated word, phrase;
understand and use logical stress in a phrase, sentence.
Conclusion
Based on the foregoing, we can conclude that the Federal State Educational Standard of Primary General Education, Sample program elementary general education gives a certain idea of what subject results of teaching a foreign language in elementary school need to be formed. In the course of the implementation of this program, a system for assessing the achievement of the planned results of mastering the main educational program is used. The object of evaluating subject results is the ability of students to solve educational-cognitive and educational-practical tasks using means relevant to the content of a given academic subject, including on the basis of metasubject actions. M. Montaigne once said: “A well-organized brain is worth more than a well-filled brain,” and one cannot but agree with this.
Bibliography
- Federal state educational standard of primary general education: text with amendments and additions for 2011 / Ministry of Education and Science of the Russian Federation. - M .: Education, 2011. - 48p. - (Second generation standards).
- Sample programs for primary general education. At 2 pm, Part 2. - M .: Education, 2009. - (Series "Standards of the second generation").
- Federal state educational standard of basic general education. / Ministry of Education and Science of the Russian Federation. - M .: Education, 2011. - 48p. - (Second generation standards).
- http://www.standart.edu.ru
- http://www.nachalka.seminfo.ru/
- http://www.u.wikipedia.org/wiki/%CF%F0%EE%EF%E5%E4%E5%E2%F2%E8%EA%E0
Clause 1 of Article 7 of the Law of the Russian Federation "On Education" (Bulletin of the Congress of People's Deputies of the Russian Federation and the Supreme Council of the Russian Federation, 1992, No. 30, Art. 1797; Collected Legislation of the Russian Federation, 1996, No. 3, Art. 150; 2007, No. 49, art. 6070)
Planned subject results of mastering the program of primary education in English
Learning a foreign language will contribute to the formation communication culture schoolchildren, their general speech development, broadening of horizons, education of feelings and emotions.
As a result of learning English, junior schoolchildren will acquireelementary communicative competence, those. the ability and willingness to communicate with native speakers, taking into account their speech abilities and needs in different forms: oral (speaking and listening) and written (reading writing).
Younger schoolchildren will expand their linguistic horizons, they will master the initial linguistic concepts that are available to them and are necessary for mastering oral and written speech in English at an elementary level.
In the process of participating in simulated communication situations, role-playing games, in the course of mastering the language material of the English language, primary schoolchildren will develop speech, intellectual and cognitive abilities, personal qualities, attention, thinking, memory and imagination.
Along with mastering the rules of speech and non-speech behavior in the process of getting to know the life of their English-speaking peers, with children's folklore and available samples of children's fiction, junior schoolchildren will acquire a sense of belonging to a universal children's culture, friendly attitude and tolerance towards representatives of other countries.
Listening
The graduate will learn:
understand by ear the speech of the teacher and classmates with direct
communicate and verbally / non-verbally respond to what is heard;
to perceive by ear in audio recording the basic information from messages, stories, fairy tales, built mainly on familiar linguistic material.
to perceive the audio text by ear and fully understand the information contained in it;
use contextual or linguistic guesswork when listening to texts containing some unfamiliar words.
Section "Language tools and skills to operate them"
Graphics, calligraphy, spelling
The graduate will learn:
use the English alphabet, know the sequence of letters in it;
reproduce graphically and calligraphically correctly all letters of the English alphabet (semi-printed spelling of letters, letter combinations, words);
apply the basic rules of reading and spelling, read and write the learned words of the English language;
distinguish letters from transcription characters.
The graduate will have the opportunity to learn:
compare and analyze the letter combinations of the English language and their transcription;
group words according to the learned reading rules;
to clarify the spelling of a word according to the dictionary of the textbook.
Phonetic side of speech
The graduate will learn:
to distinguish by ear and adequately pronounce all the sounds of the English language,
observing the norms of pronunciation of sounds;
observe the correct stress in an isolated word, phrase;
distinguish between communicative types of sentences by intonation;
correctly pronounce sentences from the point of view of their rhythmic-intonational characteristics.
The graduate will have the opportunity to learn:
recognize binder use casesrand observe them in speech;
observe the intonation of the enumeration;
observe the rule of not stressing official words (articles, conjunctions, prepositions);
Lexical side of speech
The graduate will learn:
to recognize in the written and oral text the studied lexical units, including phrases, within the scope of the primary school subject;
operate in the process of communication with active vocabulary in accordance with the communicative task.
The graduate will have the opportunity to learn:
recognize simple word-building elements;
rely on language guess in the process of reading and listening
(international and compound words).
The grammatical side of speech
The graduate will learn:
recognize and use the main communicative types of sentences in speech;
recognize and use the learned nouns with a definite / indefinite / zero article in speech; verbs inPresent, Past, FutureSimple; modal verbscan, may, must; personal, possessive and demonstrative pronouns; learned adjectives in positive, comparative and superlative degrees; quantitative (up to 100) and ordinal (up to 20) numbers; the most common prepositions for expressing temporal and spatial relationships.
The graduate will have the opportunity to learn:
learn complex sentences with unionsand and but;
use impersonal sentences in speech (Itscold. It s 5 o clock. It s interesting), proposals with design there is / there are;
operate in speech with indefinite pronounssome, any(some uses:CanIhavesometea? Is there any milk in the fridge? - No, there isn , t any);
form adjectives according to the rule in comparative and superlative degrees and use them in speech;
recognize in the text and differentiate words for certain
features (nouns, adjectives, modal / semantic verbs).
Content of the subject
General characteristics of the subject. Foreign language (FL), along with the Russian language and literary reading, is included in the subject area "philology". At present, training in foreign languages is considered as one of the priority areas of modernization of modern school education, which is due to a number of reasons.
The social status of the “foreign language” as an academic subject has radically changed. Civilizational changes on a planetary scale (globalization, multiculturalism, informatization, interdependence of countries and cultures), combined with the changes that have occurred in recent decades within the country (changes in the socio-economic and political foundations of the Russian state, openness and internationalization of all spheres of public life, expansion of opportunities for international and intercultural communication, the need for integration into the world community), led to an increase in the role of a foreign language in the life of an individual, society and state. From a subject that had no real application and was in the minds of students in one of the last places in terms of importance, the IL has turned into a tool that is really in demand by an individual, society and the state.
It became obvious that the existence and successful development of modern society is possible only with a certain level of foreign language literacy of its members. Foreign language literacy contributes to:
increasing the competitiveness of the state, restructuring the economy within the country (the biggest barrier in the implementation of joint international projects, the creation of joint ventures - linguistic and cultural);
entry, integration of the state into the world economic and cultural community;
access to the information "universe" and the latest information technologies.
Foreign language literacy in the current conditions should be considered as an economic category. Integrating with technical sciences, material production, it turns into a direct productive force.
The role of foreign language as an academic subject is also increasing in connection with the introduction of FSES-2, "where the development of the student's personality on the basis of universal educational actions, cognition and mastery of the world are the goal and the main result of education." The transition from a knowledge paradigm to an educational one makes the huge educational potential of the subject "foreign language" especially in demand. “Foreign language” is truly unique in its educational opportunities and is able to make its own special contribution to the main result of education - the upbringing of a citizen of Russia.
IL is the most important means of educational influence on the personality. Being a part, an instrument of culture, IL forms a person's personality through the vision of the world, mentality, attitude towards people, etc., inherent in the language, that is, through the culture of the people who use this language as a means of communication.
IYA opens up direct access to the enormous spiritual wealth of another nation, raises the level liberal education student, contributes to the future entry into the world community by fostering respect for other cultures. Acquaintance with the culture of the people (peoples) of the studied language contributes to a deeper understanding of their native culture, the education of patriotism and internationalism. Knowledge of foreign languages and culture removes the barriers of mistrust, makes it possible to carry and spread your culture, to create a positive image of your country abroad.
Schoolchildren master the rational techniques of learning IL and universal learning actions (ULE): use various dictionaries and other reference literature, find information on the Internet, use electronic educational resources, navigate the information and educational environment, etc.
Intercultural communication training promotes:
the formation of an active life position of students. In FL lessons, they get the opportunity to discuss actual problems and events, their own actions and the actions of their peers, to learn to express their attitude to what is happening, to justify their own opinion. All this facilitates their further socialization;
the development of a communicative culture. Schoolchildren learn communication techniques, master speech etiquette, strategy and tactics of dialogical and group communication, learn to be polite, benevolent speech partners;
general speech development of students. They learn to be more conscious and attentive to the choice of methods and means for expressing their thoughts, improve the ability to plan their speech behavior, set and solve communication problems, develop the ability to adequately use the available speech and non-speech means of communication;
fostering an attentive attitude to the text, forming a thoughtful reader - a quality inherent in every cultured person;
expanding the philological horizons through awareness of the peculiarities of their thinking. Based on the comparison of a foreign language with a native one, it becomes clear that there are different ways of expressing and formalizing thoughts.
The study of foreign language makes a significant contribution to the culture of mental work. "Foreign language" as an academic subject prepares students for successful socialization after graduation from an educational institution, teaches how to successfully build relationships with other people, work in a group and team. Possession of communication in FL has become today one of the conditions for the professional competence of a specialist, since knowledge of FL can significantly affect his educational and self-educational opportunities, choice of profession and career prospects.
The educational aspect is aimed at achieving the subject results of general primary education. The content of the educational aspect is made up of communication skills by types of speech activity and language means and skills to use them.
The textbooks use an integrated approach, i.e. interconnected training in all types of speech activity.
Communication skills by type of speech activity
Speaking.
Education dialogical form speeches is aimed at developing students' ability to conduct an etiquette dialogue, dialogue-inquiry, dialogue-exchange of opinions, dialogue-motivation to action and mastering various speech functions; and trainingmonologue – on the development of the ability to use the main communicative types of speech: description, message, story, characteristic, expression relationship. Students learn monologue and dialogical forms of speech with the help of statements based on patterns. In grades 3 and 4, the final lessons of each cycle are devoted to the development of monologic and dialogical forms of communication. The exercises in these lessons are aimed at transforming and combining the material learned in the previous lessons in new situations. Supports are offered for students depending on their level of preparedness. In headings“ Pair Work ”, “ Group Work ”, “ Role Play ” students learn to work in pairs and groups.
The specific content of teaching dialogical and monologic forms of speech in primary school is presented in Table 5.
V listening students learn to perceive and understand by ear the speech of the teacher, classmates. To develop listening skills in the Textbook, in the Workbook and in the Teacher's Book, sets of exercises are given (headings“ Follow the leader ”, “ Foley Artist ”,“ Learn to listen and hear ”,“ Let ’ s Sing !” ). Pupils also learn to understand by ear the content of different types of texts, appropriate for the age and interests of students, read by native speakers with different strategies: full understanding of what was heard, understanding of the main content of what was heard; selection and understanding of the necessary information from audio texts. Specific tasks for teaching listening listening are listed for each lesson goal in the Teacher Books.
In reading students master the technique of reading, learn to readdifferent types of texts in order to understand the main content, in order to extract specific information and for the purpose full understanding of the contentExercises under headingsLearn to Read, Signs and Sounds, Letters and Sounds (Grade 2) teach children to read aloud from transcription, introduce them to the rules of reading consonants, develop the ability to visual differentiation. In headings“ Reading Rules ” (Grades 3 and 4) there is a formation and improvement of reading skills according to the rules.
In grades 3 and 4, three main types of reading are taught: with general coverage of the content, with full reading comprehension, with the extraction of specific information. The development of reading skills is carried out in special lessons.“ Reading Lessons ” developed in the Reading Book, which are conducted in the classroom under the guidance of the teacher. The lesson uses exercises aimed at developing certain reading skills, such as: the ability to work with a dictionary (heading“ Using a dictionary ” ), determine the main idea of the text, build a sequence of events, actions and isolate the main and secondary sentences in paragraphs, etc.
The specific content of teaching reading in each cycle is indicated in the lesson objectives and thematic cards in the section"Reading" Books for the teacher.
V letter learners master calligraphy and spelling, use writing as a means of mastering other types of speech activity; master the basics of writing (writing based on a sample of congratulations on the holiday, a short personal letter). For mastering the skills of calligraphy, spelling, as well as for the development of writing skills in the Textbook and Workbook exercises are given under the headings "Learn to write correctly "," Words for Frederick "(2nd grade)," Write it right ”, “ All About Me ”, “ In your Culture ” (Grades 2, 3, 4). Fulfilling entertaining developmental tasks in the "Proceedings" (grade 2), students not only learn how to write the letters of the English alphabet, but also become participants in funny stories, get acquainted with the fairy-tale characters of children's English-language literature.
For the development of imagination and teaching the beginnings of a coherent written statement in the Textbook, the heading is highlighted“ My Friend ” (Grade 2).
The last pages in the Workbooks are reserved for the section“ All About Me ” in which students learn in writing to talk about themselves, their family, friends, city, etc. (within the scope of primary school). Specific objectives for teaching writing are listed for each lesson goal in the Teacher Books.
Language tools and skills to use them.
Graphics, calligraphy, spelling. The letters of the English alphabet. Basic letter combinations. Sound-letter matches. Transcription signs. Apostrophe. Basic rules of calligraphy. Basic spelling rules.
Phonetic side of speech . Distinguishing the sounds of the English language by ear. Compliance with the pronunciation of English sounds: compliance with the length and brevity of vowels, no stunning voiced consonants at the end of words, no softening of consonants before vowels, discrimination and use of a binder "r” (thereis/ thereare). Verbal stress. Division of sentences into semantic groups. Logical and phrasal stress. Rhythmic and intonation design of the main communicative types of sentences: declarative (affirmative and negative), interrogative (general and special question), incentive, exclamation, as well as sentences with homogeneous members (enumeration intonation).
When teaching the pronunciation side of speech uses the exercises listed in the headings“Learn to listen and hear”, “ Follow the Leader ”, “ Let ’ s Sing !”, “ Foley Artist ” , as well as reading verses and rhymes to the soundtrack.
Lexical side of speech
When teaching lexical side of speech students are presented with 792 lexical units intended for receptive and productive mastery and serving communication situations within the primary school subject matter: individual words; stable phrases; cliche cliches that correspond to the speech etiquette of English-speaking countries; international words, phrasal verbs; evaluative vocabulary; classroom vocabulary, speech functions; ways of word formation (affixation - suffixes and prefixes, word formation, conversion). In UMK "English2-4 ”, the rule of redundancy of speech material is used, according to which lexical units are supplied in excess for teaching speaking, and when solving a communicative task, each student is given the opportunity to choose speech means in accordance with their individual characteristics. Thus, each student can have an individual productive stock of lexical units.
The content of foreign language education in primary school.
The authors regard foreign language as an "educational discipline" that has enormous potential, capable of making a significant contribution to the formation of a person as a citizen of Russia and individuality.
This work program was created on the basis of the modern scientific concept of foreign language education "Development of individuality in the dialogue of cultures".
According to this concept, the process in which a student finds himself is considered as a process of foreign language education. Foreign language education acts as a means of achieving the ultimate goal - the development of the student as an individual, ready and able to conduct a dialogue of cultures. Primary general education lays the foundations for this willingness and ability. The process of foreign language education includes four interrelated and interdependent aspects:
- cognition , which is aimed at mastering the cultural content (knowledge of foreign culture and the ability to use it in dialogue with the native culture);
- development , which is aimed at mastering the psychological content (the ability to cognitive, transformative, emotional and evaluative activities, the development of language abilities, mental functions and mental operations, the development of the motivational sphere, the formation of special educational skills and universal educational actions);
- upbringing , which is aimed at mastering the pedagogical content, i.e. spiritual values of native and world cultures);
- teaching , which is aimed at mastering social content, social in the sense that speech skills (speaking, reading, listening, writing) are acquired as a means of communication in society.
Cthe obsession of the educational discipline "foreign language" is a foreign language culture as an integrative spiritual essence, assigned to students in the process of functioning of all four aspects of foreign language education - cognitive, developmental, educational, educational.
The leaders at the initial stage aredevelopmental and educational aspects that rely on cognitive and educational. This becomes possible thanks to a certain strategy expressed by the formula "culture through language, language through culture." This strategy means the appropriation of the facts of culture in the process of using the language (types of speech activities as means of communication) and mastery of the language (types of speech activities as means of communication) based on the appropriation of the facts of culture. This strategy will reorient education from knowledge-centric to culture-consistent, ensuring the spiritual development of students in accordance with the national educational ideal.
Culture as a system of values is the content of education, mastering which, the student becomes a spiritual person.
The mastery of the facts of a foreign culture takes place in the process of their constant dialogue with their native culture, due to which the student's status as a subject of the native culture rises, a sense of patriotism is fostered, and a citizen of Russia is formed.
This course implements the basic methodological principles of communicative foreign language education:
The principle of mastering a foreign language culture through communication.
The principle of complexity.
The principle of speech-thinking activity and independence.
The principle of individualization of the educational process.
Functionality principle.
The principle of situationality.
The principle of novelty.
This course uses educational technology, which is based on an effective mechanism for its implementation, namely, truly humanistic communication, which makes the process of primary foreign language education effective. In fact, the process of foreign language education is a model of the communication process, in which the teacher and the student act as personally equal speech partners. Such communication serves as a channel of knowledge, a means of development, an instrument of education and an environment for learning. It ensures the birth of the personal meaning of the student's activity, since it is built on a dialogue in which everything is projected onto his personality, satisfies his interests, built on respect for his personality, attention to her, on the desire to cooperate and help in mastering a foreign language culture, a culture of mental work, projected on long-term results. All this lays the foundations for a real dialogue of cultures.
In addition, the proposed course contains the necessary tools that can remove objectively existing contradictions in the educational process:
Between the desire of adults to introduce the child to the study of a foreign language as early as possible and the lack of a real need for mastering foreign language communication among younger students;
Between the expectation of a child, it is quick and easy to master FL and the need to work long and hard;
Between the collective form of education and the individual nature of the process of mastering a foreign language;
Between the need to be able to learn and the lack of general educational and special educational skills among students that ensure the successful mastery of foreign language;
Between the individual character of a student's speech and a single textbook for everyone.
Subject content of speech
The subject content of speech is realized in the educational, developmental, cognitive (sociocultural) and educational aspects of a foreign language culture.
I and my family. Family members, their names, age, profession, character traits. The responsibilities of family members and their relationships. Favorite activities of family members. Family holidays and traditions. Present. Joint pastime. Family vacation. Housework and gardening. Purchases. Favorite food.
My day. Schedule. Classes on weekdays and weekends.
My house. House / apartment: rooms and pieces of furniture and interiors. My room.
Me and my friends. Acquaintance. Greetings, goodbyes. My friends: character traits, appearance, clothes, what they can do, joint games, favorite activities. Letter to a foreign friend.
The world of my hobbies. Favorite games and activities. Toys, songs, books. Winter and summer sports, various kinds of sports.
My school. Cool room. School supplies. Academic subjects. School routine. Classes of children in the classroom and at recess. School fairs. Holidays. Activities for children on vacation. Summer camp.
The world around me. Pets and their care. Favorite animals. Animals in the circus, farm and zoo.
Weather. Seasons. Trips. Favorite season. Weather: activities in different weather. Family travel. Types of transport.
Country / countries of target language and home country. Names of continents, countries and cities. Sights. Capital Cities. National holidays and traditions. My city / village: public places, resting places.
Literary works, animation films and television programs. Fairy-tale characters, heroes of children's poems, fairy tales and stories, heroes of ethnic legends, character traits, what they can do, favorite activities.
Some forms of speech and non-speech etiquette of the countries of the target language (at school, on the street, during a joint pastime).
The distribution of the subject content of speech by years of study with an indication of the approximate number of hours allocated in each class for the study of a particular topic is presented in Table 1.
Table # 1.
Distribution of subject content by year of study.
Me and my friends. (24 hours)Acquaintance.
My friends, what can they do. Joint games, favorite activities. Acquaintance with peers and adults, greeting, farewell. (13 hours)
My best friends... Traits. Appearance, clothing. Joint games and activities.
Letter to a foreign friend. (8 hours)
Letter to a foreign friend. (3 hours)
The world of my hobbies. (19 hours)
Toys, songs. Favorite games and activities. Winter and summer sports, various kinds of sports. (9 hours)
Toys, songs, books. Favorite games and activities. Computer games. Walk in the park, zoo. (8 hours)
A toy shop. (2 hours)
My school. (14 hours)
Summer camp. Classes in it, classes for children in the summer. (2 hours)
Cool room. School supplies. Academic subjects. School routine. Classes of children in the lesson and
during break. School fairs. (12 hours)
Continuation of Table 1.
Favorite animals.Pets and their care. (10 hours)
Animals, description of animals. Animals in the circus, farm and zoo. (8 hours)
Weather. Seasons. Trips. (19 hours)
Types of transport. (2 hours)
Favorite season. Weather: activities in different weather. (8 hours)
Traveling to the countries of the target language / home country. (9 hours)
Country / countries of target language and home country. (35 hours)
Names of continents, countries and cities. Description of the area.
Sightseeing: sculptures of fairy-tale heroes.
National Day (Thanksgiving Day). Christmas and New Year: Heroes of Christmas and new year holiday, their character traits and favorite activities, New Year's costumes.
Native Americans and their household items. (15 hours)
Capital Cities. City and countryside, public places, description of the area. Favorite places in the city. Sights of the countries of the target language and home country... Holidays: children's parties, Friendship Day, birthday, Christmas and New Year: preparation and celebration, fancy dress. (12 hours)
My city / village: public places, resting places. Entertainment in the city. Sights of the countries of the target language and the native country. (8 hours)
Literary works, animation films, television programs and their heroes * .
Fabulous animals, heroes of children's poems and fairy tales, heroes of ethnic legends, computer characters, their character traits, what they can do, their favorite activities.
Heroes of fairy tales and literary works for children.
Heroes of literary works for children.
* Acquaintance with the characters of literary works, animated films, television programs takes place within the framework of the proposed topic.
The volume of the vocabulary of students to be assimilated in primary school is presented in Table 2.
Table No. 2.
The volume of the vocabulary of students to be assimilated in elementary school.
Vocabulary
Primary School
UMK "English-2"
UMK "English-3"
UMK "English-4"
Total
Productive
2 45
147
152
5 44
Receptive
127
248
General vocabulary
2 74
239
279
792
Educational and methodological support
The book for the teacher: Kuzovlev V.P., Lapa N.M., Peregudova E. Sh. English: The book for the teacher to the textbook of English for the 2nd grade of educational institutions. - Moscow: Education, 2012.Textbook: Kuzovlev V.P., Lapa N.M., Peregudova E. Sh. English: textbook for 2nd grade. educational institutions. - 2nd ed., - Moscow: Education, 2012.
Workbook for the textbook for the 2nd grade of educational institutions: V.P. Kuzovlev, N.M. Lapa, E. Sh. Peregudova - 2nd ed., - Moscow: Education, 2012.
Control tasks for primary school (grades 2-4): Kuzovlev V.P., Lapa N.M., Peregudova E. Sh. English language: - 2nd ed., - Moscow: Education, 2012.
Recipes: Kuzovlev V.P., Lapa N.M., Peregudova E. Sh. English: prescriptions for an English textbook for grade 2 of educational institutions. - Moscow: Education, 2012.
Logistics support
Federal State Educational Standard of Primary General EducationWork program of primary general education in a foreign language
Teaching kits (textbooks, workbooks) in English, recommended or approved for use in educational process
Test and measurement materials by language
Bilingual dictionaries
Books for teachers (guidelines for teaching materials)
Alphabet (wall chart)
1.8
Grammar tables for the main sections of grammatical material contained in the standards for each level of study
1.9
Audio recordings to the teaching materials, which are used to learn a foreign language
1. 10
TSO
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