Personal results of GEF in English. Personal results of foreign language learning in school

This program ensures the formation of personal, meta-delta and subject results.

Personal

· formation The foundations of Russian civil identity, feelings of pride for their homeland, Russian people and the history of Russia;

· awareness its ethnic and nationality;

· formation values \u200b\u200bof a multinational Russian society;

· formation humanistic and democratic value orientations;

· formation ideas about English as a means of establishing mutual understanding with representatives of other peoples, in the knowledge of a new, as an adaptation means in a foreign-speaking environment;

· formation respectful relationship to other opinions, to the culture of other peoples;

· formation friendly relationship and tolerance to the carriers of another language on the basis of acquaintance with the life of peers in English-language countries, with children's folklore and affordable samples of children's fiction;

· adoption new for the schoolchildren of the social role of the student, in the formation of a sustainable motivation to master the foreign language;

· development collaboration skills with teacher, other adults and peers in different situations Communication in the process of joint activities, including project.

MetaPermet

Cognitive:

· Use various ways to search for information (for example, in the dictionary and other reference materials of the textbook, in the "prompt" to the multimedia application) in accordance with the solvable communicative / cognitive task;

· To own the skills of the semantic reading of texts of different styles and genres in accordance with the goals and communicative tasks (with the understanding of the main content, with a complete understanding);

· Take the tasks of educational and communicative activities, including a creative nature, to search for means of solving the problem, for example, select adequate linguistic means in the process of communication in English;

· Use the iconic symbolic tools for presenting information to create models of studied objects, for example, in the process of grammatical modeling;

· Transmit, fix information in a table, for example when listening to texts in English;

· To own basic grammatical concepts reflecting significant links and relationships (time, number, person);

· Rely on the linguistic guide in the process of reading / perception on the hearing of texts containing certain unfamiliar words or new combinations of familiar words;

· Use speech tools and means of information and communication technologies (in particular, multimedia applications to the course) to solve communicative tasks.

Communicative:

· Contact the distribution of roles in the process of joint activities, such as the project;

· Request to build a speech statement in accordance with the tasks of communication in oral and writing;

· Listen and hear the interlocutor, to keep a dialogue, recognize the possibility of the existence of various points of view and the right of everyone to have its own;

· Analyze, compare, summarize, classify, group by separate signs. Language information at the sound level, letters, words, suggestions, for example, group lexical units on the thematic basis, in parts of speech, compare the ways of reading vowels in the open and closed syllable, analyze the structure Offers in English and Russian, etc;

· Understand the reasons for the failure of educational activities and act with a support for the studied rule / algorithm in order to achieve success, for example, when achieving mutual understanding in the process of a dialogue communication;

Regulatory:

· Work in a material and information environment: Completely use different components of the UMC (textbook, workbook, audio attachment);

· Plan, fulfill and evaluate your training / communicative actions In accordance with the task and conditions of its implementation, which indicates the development of initial forms of cognitive and personal reflection;

· Implement mutual control in joint activities, adequately assess your own behavior and behavior of others.

Subject

Communicative skills by type of speech activity:

1) in speaking:

· Keep and maintain an elementary dialogue: dialogue-abrasion, dialogue-motivation;

· Briefly describe and characterize the subject, picture, character;

· Talk about yourself, your family, friend, school, native edge, country, etc. (within the subject of primary school);

· Reproduce by heart small works of children's folklore: rhymes, poems, songs;

· Briefly convey the content of the read (heard) text;

· Express the attitude to the read, heard;

2) in auditation:

· Understand the speech of the teacher, his connected statements built on a familiar material and containing some unfamiliar words; saying classmates;

· Understand the main content of the heard (small texts and messages built on the studied speech material) both with direct communication and the perception of audio recordings;

· Remove specific information from the heard;

· Verbral or unbellected react to the heard;

· Understand the hearing a different types of text (brief dialogues, descriptions, rhyms, songs);

· Use a contextual or linguistic guide;

· Do not pay attention to unfamiliar words that do not interfere with the understanding of the main content of the text;

· Determine the values \u200b\u200bof unfamiliar words on familiar word-forming elements (consoles, suffixes) and according to the well-known components of complex words, analogies with native language, conversion, context, illustrative visibility;

· Use the reference material (Anglo-Russian dictionary, lingu-resistant reference book) with the use of knowledge of alphabet and transcription;

· Understand the internal organization of the text;

4) in writing speech:

· Clean text correctly;

· Perform lexico-grammatical exercises;

· Do signatures for drawings;

· Answer writing to questions;

· Write greetings-congratulations on the birthday and other holidays;

· Writing personal letters in the framework of the subject matter with a sample support;

· Proceed to make an envelope with a sample support.

Lexical material	Grammar Material
Unit 1. "Speaking About Season and The Weather" ("Let's talk about the days and weather") 8 hours
Your favorite season. Favorite sports activities at different times of the year. Weather. The weather forecast for tomorrow. Talk about the future. Plans for tomorrow, for the future week, winter, summer holidays. Day off: Picnic. Tale of a frog-traveler "Two Ducks and The Frog". Tale of the days of the year "The Donkey's Favorite Season".	Present Simple. (affirmative and question deals). Impersonential offers (IT IS COLD. IT IS Winter.) Future Simple Time (Applicational Offers), Future Time Satellites ( tomorrow, Next Week, NEXT YEAR, IN AN HOUR).
Unit 2. "Enjoying Your Home" ("Enjoy home") 8 hours
English house. My house, my apartment, my room. Tale of the adventures of the English boy "The Big Secret". Mini-project "We go to a fabulous country!"	Offers with turnover there IS / Are. Negation. Narrative, questional, negative proposals with turnover there IS / Are.
Unit 3. "Being Happy In The Country and In tHE CITY."(" Being happy in the city and outside the city ") 8 hours
Life in the city and village. Weather in different cities in the world. International Music Festival. Russia and the United Kingdom. Favorite day, month, season, weather, sport. Weather fairy tale "The Sun and The Wind". A fairy tale about turning a gray city in the Blooming Garden "The Green Garden". Wild and domestic animals. As people and animals help each other.	Present Simple.. Multiple nouns - exceptions ( a Sheep - Sheep, A Man - Men). Forms verb to Be (AM, IA, Are). Degrees of comparison of adjectives ( warm-Warmer- (The) warmest; Good-Better- (The) Best; Interesting-More Interesting- (The) Most Interesting). Impersonal suggestions ( IT's Sunny.).
Unit 4. "TELLING STORIES" ("Test History") 8 hours
Events last summer. Funny non-residents. Costume ball. English tales: "The Smart Little Bird", "The Wolf and The Sheep". The story of how Santa Claus is preparing for Christmas and the New Year. Mini-project "Let's Write A Fairy Tale!"	Past Simple. (affirmative and question deals). The formation of the second form of verbs. Past time satellites ( yesterday, The Day Before Yesterday, Ago, Last). Verb to be Last time (WAS / WERE). Negation.
UNIT 5. "HAVING A Good Time With Your Family" ("Free time in a family circle") 12 hours
Family members. Last winter holidays. Weekend in a family circle: Favorite family members. Favorite home duties. Household duties. Polite telephone conversation. Table manners. English Fairy Tales: "I don't Want To", "Why Do Cats Wash After Dinner?".	Landsive offers (Please, Skate!). Brief negative forms (Don't, Doesn't, CAN't, Won't, Haven't, Hasn't, Didn't, Wasn't, Weren't). Right and incorrect verbs. Adcharations Always, Often, Sometimes. Personal attracted pronouns (I-My, He-His, She-Her, IT-Its, We-Our, Theyir). Prepositions (On, Under, In, Behind, Next To, Between, Above).
Unit 6. "Shopping For Everything" ("Shopping") 10 hours
Buying clothes. A polite conversation with the seller. Buying products in different packages. Polite conversation at the table. Typical English breakfast. English tale: "Baby Elephant and His New Clothes." Project "MFM (Modern Fashion Magazine) for Stars."	Nouns: Trusers, Jeans, Shorts, Clothes. The combination of adjective + adjective (color) + noun (A Nice Blue Shirt). General and special questions in the present and last time. Undefined pronoun some and any.
Unit 7. "School IS FUN" ("School is great!") 16 hours
My school. My cool room. Classes at school (in class and change). School supplies. School educational subjects. Funny stories about teachers and students. The world of my hobbies. Favorite children's works of my foreign peers. School stories: "Jason and Becky at School", "The Best Time for Apples". The English tale about the ability to find a common language with neighbors: "The King and The Cheese". Favorite children's works of my foreign peers: fairy tales, songs, poems. Drafting fairy tales and stories. Mini project "Diploma".	TRANSFER THERE IS / Are (repetition). MODAL VIMOL MUST. Present / passed simple time (repetition). Indexing pronouns (this / thta, these / those).

7. Calendar-thematic planning

Personal, meta-delta, subject results of the development of English
The Federal State Educational Standard of Primary General Education establishes requirements for the results of students who have mastered the program of class 2 on three levels - personal, meta-delta and subject.

Personal results

to form an idea of \u200b\u200bEnglish as a means of establishing a mutual understanding with representatives of other peoples, in the knowledge of a new, as an adaptation means in a foreign-speaking environment;
to form a valid attitude to other opinions, to the culture of other peoples;
to form a friendly attitude and tolerance to the carriers of another language on the basis of acquaintance with the life of their peers in Anglo-Public countries, with children's folklore and accessible samples of children's fiction;
develop independence, purposefulness, goodwill, emotionally moral responsiveness, understanding of feelings of other people, compliance with the norms of speech and non-ejector etiquette;
understand the social role of the student for the student new for the student, to form a stable motivation to master the foreign language;
develop the skills of cooperation with the teacher, other adults and peers in different situations of communication in the process of joint activities, including the project;
form installations on a safe, healthy lifestyle

MetaPered results

taking the tasks of educational and communicative activities, including a creative nature, to search for solving the problem, for example, select adequate language funds in the process of communicating in English;
plan, implement and evaluate your training / communicative actions in accordance with the task and conditions of its implementation;
understand the reasons for the failure of educational activities and act with a support for the studied rule / algorithm in order to achieve success;
use information and symbolic tools for presenting information to create models of studied objects;
use speech tools and information technology tool for communicative and cognitive tasks;
use various ways to search for information in accordance with the solved communicative / cognitive task;
analyze, compare, summarize, classify, group by individual features of language information at the level of sound, letters, words, suggestions;
own basic grammatical concepts reflecting significant links and relationships;
transmit, fix information in the table;
rely on the language guess in the process of reading / perception on the hearing of texts in English;
to own the skills of the semantic reading of texts of different styles and genres in accordance with the objectives and communicative tasks (with the understanding of the main content, with a complete understanding);
consciously build a speech statement in accordance with the tasks of communication in oral and writing;
listen and hear the interlocutor, to dialogue, recognize the possibility of the existence of various points of view and the right of everyone to have their own, negotiate in the distribution of roles in the process of joint activities;
mutual control in joint activities, adequately assess their own behavior and behavior of others:
work in the material and information environment: Integrated to use different components of the UMC (textbook, workbook, audio attachment), a training computer program.

Subject results

Communicative competence(possession of foreign language as a means of communication)

Speaking

The student will learn:

participate in elementary dialogues: etiquette, dialogue-abrasion;
make a small description of the subject, animal, character;
briefly talk about yourself, your family, friend

participate in a dialokeethicate nature: welcome and respond to greeting, saying goodbye, express gratitude, dialogue - Distribution (ask the interlocutor and answer his questions), a dialogue of an inception: to give orders to offer something together;
make a brief description of a friend, the character of the work read;
reproduce by heart poems, songs, rhymes.

Audition

The student will learn:

distinguish between sounds, sounding, words, proposals of the English language;
distinguish between intonation and emotional colors of phrases;
to perceive and understand the speech of the teacher and classmates in the process of dialogic communication in the lesson and verbally / unnecessarily react to the heard;
perceive on rumor and understand with a support for visibility (illustrations). Small messages built on a familiar lexico-grammatical material.

The student will get the opportunity to learn:

audioText, built on a familiar language material and to fully understand the information contained in it;
use a contextual or text guess when perceiving on the hearing of texts containing some unfamiliar words.

Reading

The student will learn:

relate the graphic image of the word with its sound;
to read aloud aloud, small texts containing only the studied language material, complying with the rules of pronunciation and the corresponding intonation;
read about yourself and understand fully educational texts containing only the studied language material.

The student will get the opportunity to learn:

read about yourself and understand simple texts and find the necessary or information in them;
do not pay attention to unfamiliar words that do not interfere with understanding the main content of the text.

Letter

The student will learn:

write letters english alphabet seaspension font;
write text;
write out of the text of words, phrases and suggestions;
fill the table by sample;
sign pictures.

The student will get the opportunity to learn:

give brief replies in writing;
fill out a simple questionnaire.

1.2. Language competence(linguistic means)

Graphics, calligraphy, spelling

I.learn:

use the English alphabet, know the sequence of letters in it;
play graphically and calligraphically correctly english letters alphabet (seaspension writing letters, words);
find and compare (in the amount of course content) such language units, like sound, letter, word;
apply the basic rules of reading and spelling, studied in 2 grade to distinguish the letters from transcription signs.

II.:

compare and analyze the book of English and their transcription;

group words in accordance with the studied reading rules;
create writing the word in the textbook dictionary.

Phonetic side of speech

I.learn:

adequately pronounce and distinguish between all the sounds of the English language;
comply with the norms of pronunciation of sounds;
observe the correct stress in isolated words and phrases;
comply with the features of the intonation of the main types of proposals;
correctly pronounce proposals from the point of view of their rhythmic-intonation features.

II.get the opportunity to learn:

recognize the use of the binder "R" and comply with them in speech;
observe the enumeration intonation;
comply with the rule of lack of emphasis on official words (articles, unions, pretexts);

read studied words on transcription;
to write the transcription of individual sounds, combinations of sounds according to the sample.

Lexical side of speech

I.learn:

recognizing and use in speechs studied within the subject of elementary school lexical units (words, phrases, evaluation vocabulary, speech cliché), observing lexical norms;
operate in the process of communication with active vocabulary in accordance with the communicative task.

II.get the opportunity to learn:

recognize simple word formation elements;
rely on the linguistic guide in the perception of international and complex words in the process of reading and listening;

The grammatical side of the speech

I.learn:

recognize and consume the main communicative types of proposals, general and special issues, affirmative and negative proposals;
recognizing and consumed in speech studied nouns with uncertain / specific / zero articles, in the only and plural; Hardening case of nouns; Modal verb CAN.

Personal pronouns; quantitative (up to 20) numeral; The most common prepositions for expressing temporary and spatial relations.

II.get the opportunity to learn:

recognize complex offers with alliances and and butt;
recognize in the text and differentiate words by defined

signs (nouns, adjectives, modal / semantic

verbs);

1.3. Socio-cultural awareness

I.learn:

call the country studied in English;

recognize some literary characters of famous children's works, the plots of some popular fairy tales written in the study, small works of children's folklore (poems, songs);

comply with the elementary norms of speech and non-corrupt behavior adopted in the country of the studied language in educational and speech situations.

II.get the opportunity to learn:

call the capital of the countries studied in English;

talk about some of the sights of the countries of the studied language;

reproduce by heart small works of children's folklore (poems, songs) in English;

search for information about the country under study in accordance with the classified task within the subject matter studied in primary school.

2 . Subject results in the cognitive sphere

learn:

compare language phenomena of native and foreign languages \u200b\u200bat the level of individual sounds, letters, words, phrases, simple sentences;

act according to the sample when performing exercises and compiling our own statements within the subject of primary school;

improve the techniques for working with the text based on the skills acquired in the lessons native language (predict the content of the text by header, illustrations, etc.);

use the reference material presented in the available age form (rules, tables);

implement self-surveillance and self-esteem in the limits available to younger.

3. Subsection in the value-orientation sphere

learn:

represent a studied foreign language as a means of expressing thoughts, feelings, emotions;

combuse to the cultural values \u200b\u200bof another people through the works of children's folklore, through direct participation in tourist trips.

4. Subsection in the aesthetic sphere

learn:

own elementary means of expressing feelings and emotions in a foreign language;

realize the aesthetic value of literary works in the process of acquaintance with samples of affordable children's literature.

5. Snature Results in the Labor Sphere

learn:

follow the planned plan in his training work.

As a result of studying a foreign language in grade 2, students must learn

in the area of \u200b\u200blistening:

Discern the sounds, soundness, words, sentences of the English language.
Distinguish between intonation and emotional color phrases.
Perceive and understand the speech of the teacher and classmates in the process of dialogic communication in the lesson.
Fully understand the rumor with a support for clarity (illustrations) Small messages built on a familiar lexico-grammatical material.

in the area of \u200b\u200bspeaking:

Describe an animal, subject, indicating the name, quality, size, color, quantity, belonging.
Briefly speak about yourself, your family, your friend, your pet, a tale / cartoon hero: call a name, place of living, which is able to do.
Play learned poems, songs, rhymes.
Make a label dialogue: welcome and respond to greeting, saying goodbye, express gratitude.
Dialogue - Distribution.
Move the dispensing dialogue: to give orders, offer to do something together.

in the field of reading:

Correct the graphic image of the word with its sound based on the knowledge of basic reading rules, comply with the correct stress in words and phrases, intonation as a whole.
To read expressively loud small texts containing only the studied language material.
Read about yourself and understand fully educational texts containing only the studied language material.

in the field of letters:

Writing the letters of the English alphabet with seaspension font.
Write down text.
Register from the text of words, phrases and suggestions.

Educational and thematic planning

№ p / P.

Subject

Clock

Language material

(L-vocabulary,

M-grammar)

Characteristics of student activities or types of training activities:

A - audience;

G - speaking;

H - reading;

P - letter

Planned results

date

Personal

Subject

MetaPermet

According to plan

In fact

Unit 1 Hello, English! - 18 hours

Acquaintance with English

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 ...

BUT: Understand the elementary phrases of speech etiquette

G: Hello and respond to a greeting; Submit and recognize the name of the partner.

express your attitude to foreign languages \u200b\u200band various professions; Take a position excellent oti.

find characters on the basis of listened text, understand the English names of some professions and items consistent with the Russian language;

take part in a dialogue

conduct the role of language and speech in people's life;

focus on textbook and workbook

2.09

Introduction of vocabulary on the subject of animals. " AA letter

L.: I, You, Who, A Dog, A Cat, A Fox, An Elephant, A Tiger, a Crocodile. Names of English boys and girls.
G.: Woareyou? -Iam ...

understand small simple messages
G:call the names of English boys and girls;

Pronounce animal names.
P:write the letter AA

find the character on the basis of the listened text, distinguish between English boys and girls; use elementary formulas of speech communication; distinguish the half-print and printed writing of the letter AA

work on the proposed teacher plan

Consciously build speech statement

Work in a pair in accordance with communication standards

4.09

Introduction of account 1-10. Age. Letter v

L.. One, Two Three, Four, Five; Number One. How Old Are you?
G.. How Old Are you?

I am ...

BUT:

G:lead a mini dialogue "Meet";

Call name and age.

P:writing bb.

have a desire to learn, understand the meaning of knowledge for a person, correctly identify yourself with a student's position.

fully understand the dialogue on the ear and reproduce it, to distinguish with questions and answers; make sentences using grammatical schemes, make up a story according to the scheme; distinguish the correct and incorrect writing of the BB letter

- in the distribution of roles for the scene

Listen and understand the interlocutor

9.09

Where do the actors of the puppet theater live? Learning dialogue-questioning the letterwood.

L.. Six, SEVEN, EIGHT, NINE, TEN.
G.. How Old Are you? I am ...

BUT:understand the hearing text with a support for the picture

G:make an account from 1 to 10, talk about yourself on behalf of one of the athletes, reproduce the listened dialogue

P:writing a letter

focus on the values \u200b\u200bof educational activities, for the presence of cognitive interests and training motives; evaluate their actions; Operate the main moral norms (fair distribution, mutual assistance, responsibility).

find characters based on listened text; telling about themselves using suggestions with the verbal bundle with a support for the model, make a dialogue based on listened; write short words using the studied letters

use iconic

Make a story

11.09.

Development of oral speech skills. The name, the age of my friend. Letter DD.

L.: A Parrot, Jump, Run, Fly, Skip, Sit, Swim, He, She, Can.
G:I can ...

BUT:understand the hearing text with a support for the picture

G:describe your actions and action of artists, to submit yourself on behalf of one of the artists

P:write a letter.

show cognitive interest in learning activities, studying a foreign language; guided by significant learning motives; Evaluate their actions.

find who tells about themselves;

talk about what they know how to do with a support for the grammatical model;

distinguish the writing of the lowercase letters B and D

- enter the necessary information in the audio set

Analyze and find differences in graphic display letters

Perform team teachers

16.09

Education to the skills of the perception of foreign language speech on the rumor. The letter it

L.: jump, Run, Fly, Skip, Sit, Swim
G.: Can You ...?

No, I cannot.

BUT:understand the hearing text with a support for the picture
G:ask the interlocutor what they know how to make a brief replies
P:writing the letter EE.

determine the boundaries of their own knowledge and ignorance; To acquire a sense of involvement in your 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; to tell on behalf of the hero from a fairy tale about what he can do, keep a dialogue-questioning; distinguish capital and lowercase letters, distinguish vowels and consonants

- will recognize with the characteristics of the account in different countries

Use speech to regulate your actions

Adequately use speech actions to solve the communicative task

18.09

Introduction of a new vocabulary. Letter FF.

L.: A Lion, A Monkey, Sing, Dance,

G.: Can You ...?

NO, ICANNOT.

BUT:understand the rumor short text
G:talk about yourself using speech samples
P:writing the letter FF.

show cognitive interest in learning activities, studying a foreign language; guided by significant learning motives; Evaluate your actions.

listen and understand the teams, find an artist who did not give a task; ask about what they know how to do with a support for the grammatical model, to keep a dialogue - write down the lowercase letters in alphabetical order

- identify the necessary information from the text

Work in a pair in accordance with communication standards, rules of behavior and etiquette

23.09

Activation of vocabulary in speech. Letter GG.

L.: A Cockerel, and.
G.: I CAN ... I CAN'T ...

He Can ... He can \\ t ...

BUT:understand the ear dialogue on the topic (talking on the phone)
G:build a monologic statement according to the model ICAN ... / ICAN't ...
P:writing the letter GG.

conduct the role of language and speech in people's life; express your emotions about what he heard; Evaluate your actions.

listen and find information that does not know how to do an artist; build a monologue statement on comparison with the actions of heroes, build a dialogue on the listened text; distinguish capital and lowercase letters

express your assumption based on working with a textbook material

25.09

Training request information. Letter HH.

G.: What is your name?

How Old Are you?

His, Her.

BUT:understand the hearing text-dialogue with a support for the picture

G:play scene "Acquaintance in the theater"

P:writing the HH letter.

have a desire to learn; Understand the meaning of knowledge for a person, correctly identify yourself with a student's position.

distinguish and reproduce questions in the listened dialog; reproduce by heart small works of children's foreign language folklore; distinguish the writing of the lowercase letters N, H, B

-Digid the necessary information from audio advertists

30.09

Training in the monologue statement on the topic. Letter II.

L.: Account 1 to 10.

Count, Read, Write, Draw.

G.: I am ...

Not CAN, he cannot

BUT:understand the hearing text-dialogue built on a familiar speech material

G:conduct a dialogue using Canyou ...?

P:writing letter II.

correctly identify yourself with a student's position.; guided by significant learning motives; Evaluate your actions.

distinguish and reproduce answers; play a dialog-to-miss dialogue on a given situation and use the information received in monologic speech; Writing short words using studied letters

- allocate the necessary information from audio advertists

Ask and use the information received

Work in a pair in accordance with communication standards, rules of behavior and etiquette

2.10

Learning dialogue of a label character. Buckwajjj

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.

BUT:understand a short dialogue, built on a familiar language material
G:the statements about what animals can do / do not know

P:write the letter jj.

show cognitive interest in learning activities, studying a foreign language; evaluate their actions; Realize the language, including foreign, as the main means of communication between people.

understand and reproduce teams, understand praise; play the dialog between the artist and the director, using praise; analyze and find extra letters

- addictive actions of classmates using lesson lexic

Arrange logical chains based on analysis

Work in a pair in accordance with communication standards, rules of behavior and etiquette

7.10

Conscription skills perception of text on rumor. Letter KK.

L.. RUN, SWIM, COUNT, WALK, FINE! Welldone! OK!

Account from 1 to 10.

G.. He / She Can ... He / She Can't ...

BUT:understand the hearing a small text with a support for an illustration

G: Talk about someone using a speech sample He / Shecan ... He / Shecan't ..., give commands to classmates

P:writing the letter KK.

evaluate their actions; have a desire to learn; Express your emotions about what he heard.

fully understand the story of Alice, find pictures that she forgot to tell; make a story on pictures, give commands to classmates and evaluate their implementation; Discern the writing of the lowercase letters K, H, B

- increase the actions of classmates using the lesson lexic

Plan the actions of Odnoklassniki.

Consciously build speech statement orally

9.10

"Achieving subject results in the English language"

Introduction




Conclusion

Introduction

Today, instead of a simple transfer of knowledge, skills and skills from a teacher to a student, the priority goal of school education becomes the development of the student's ability to independently put training goals, to design ways to implement them, control and evaluate their achievements, in other words - the formation of the ability to learn. The student himself must become an "architect and builder" of the educational process. Traditionally, the teacher was obliged to give a disciple of deep and strong knowledge of subjects. Life is changing quickly and neither the teacher nor the parent, nor the student itself is not able to predict what knowledge and ability to be needed in the future. From here there is a need for the ability to study and develop throughout life. And as a result, instead of transferring the amount of knowledge - the development of the personality of the student on the basis of ways of activity. Delivered content ceases to be the central part of the standard. The most important task of the modern system of education is the formation of a set of "universal training actions", which provide an opportunity for each student to independently carry out the activities of the teaching, to put training goals, to seek and use the necessary funds and how to achieve them, be able to control and evaluate learning activities and its results. They create the conditions for the development of the personality and its self-realization. At the heart of the formation of URU underlies the "ability to learn", which involves the full development of all components of the training activities (cognitive and training motives; a training goal; the educational task; learning activities and operations) and acts as a significant factor in improving the development of subjects of subject knowledge, skills and formation of competences , the image of the world and the value-semantic bases of personal moral choice. Universal training actions are the skills that must be put in elementary school at all lessons. Universal academic actions can be grouped into four main blocks:

Personal results

Skills independently do their choice in the world of thoughts, feelings and values \u200b\u200band answer for this choice

Regulatory Universal Training Actions

Ability to organize their activities

Graduate Wood

Ability to think perfectly and work with information in the modern world

Communicative Wood

Skills to communicate, interact with people

Personal Universal Training Actions

Personal Universal Training Actions provide value-semantic orientation of students (the ability to relate actions and events with accepted ethical principles, knowledge of moral norms and the ability to single out the moral aspect of behavior) and orientation in social roles and interpersonal relationships. For training activities, three types of personality should be distinguished: - personal, professional, vital self-determination;

Sense formation, i.e., the establishment of studying links between the purpose of educational activities and its motive, in other words, between the result of the teachings and the fact that it encourages the activity for which it is carried out. The student should be wondering: What is the meaning and what is the point of the teaching for me? - And be able to answer him.

Moral and ethical orientation, including the estimation of the digestible content (based on social and personal values), providing a personality moral choice.

Exercises for the formation of personal universal training actions in English lessons:

Personal Wood (Provide value-semantic orientation of students (the ability to relate actions and events with accepted ethical principles, knowledge of moral norms, etc.) and orientation in social roles and interpersonal relationships).
- self-determination (personal, professional, vital): Ask Pupils to Look Through The Units and Choose The Activities They Like Best. Ask Pupils to Put The Numbers of the Exercises The Like Under the Picture.Ask Pupils to Explain Their Choice.

The action of the sense formation, that is, the establishment of students' communication between the purpose of educational activities and its motive (in other words, between the result of the teachings, and what it encourages what it is carried out). ApprenticeshipClocked by awareness, "Caucannation, meaninghestlanemy", IMETNOMETTENNET : WHEN CHILDREN LISTEN TOACHER 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 estimation of the digestible content, based on social and personal values, providing 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.

Measiacy and moral and ethical orientation: Complete The Santhences. Say What Pupils Must or MustN't Do In The Lesson.

Regulatory Universal Training Actions

Regulatory Universal Training Actions Provide a student organization of their educational activities. These include:

· Goaling as a formulation of a learning task based on the correlation of what is already known and learned 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;

· Prediction - anticipation of the result and level of learning, its temporary characteristics;

· Control in the form of comparison of the method of action and its result with a given benchmark in order to detect deviations and differences from the reference;

· Correction - making the necessary additions and adjustments to the plan and method of action in the event of the discrepancy between the standal, real action and its result; Amendments to the result of its activities, based on the assessment of this result, the students themselves, the teacher, comrades;

· Evaluation - allocation and awareness of the student that has already been learned and what else needs to be assimilated, awareness of the quality and level of assimilation; evaluation of the results of work;

· Self-regulation as the ability to mobilize forces and energy, to a volitional effort (to the selection in the situation of the motivational conflict) and overcoming obstacles.

Exercises on the formation of regulatory universal training actions in English lessons:

Goaling is the formulation of an educational task based on the correlation of what is already known and learned by students, and the fact that it 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 - determination of the sequence of intermediate purposes, taking into account the final result; Drawing up a plan and sequence of actions. Children Acquire New Language Without Much Effort When Are Having Fun and When There Are Many OpportUnities for Them to Hear The Language in Familiar Contexts. IF The Context Makes Sense, They The Opportunity to Hear The Language The More The Will Be Able to Say in That Language.
- forecasting - anticipation of anticultation, Egovernmental acception . Pupils Must Talk Much During The Lesson How Has It Increased in Comparison Whit The Beginning of the School Year.

Control is the draining of the method of action and its result with a given benchmark in order to detect deviations and differences from the reference. 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 - introducing the necessary additions and adjustments to the plan and method of action in the event of the discrepancy between the standard, real action and its product. Children Need to Hear The New Language Patterns First. But Very Quickly These Are Ready to Practice These in Teacher - Controlled Gamed.Then Children Will Start Using The Language in Pairs or in Groups.
- Evaluation - the allocation and awareness of students of what has already been learned 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 it know? Tell Pupils About An Italian Explorer Called Marco Polo and An English Explorer Called Sir Francis Drake. Tell Pupils The Travelers and Explorers TELL Pupils The Travelers and Explorers.
- vollage self-regulation - the ability to mobilize forces and energy; To the volitional effort, that is, to the selection in the situation of the 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 on the formation of cognitive universal training activities in English lessons:

1. Overworking Uud. :

Independent selection and formulation of a cognitive target: 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?

searcodeneennesenencycling; ApplicationThe order of informational phosphous, carcasspose-absolutes : Ask Pupils to Find The Information about Dinosaurs on the Internet or Encyclopedia and Write It On Strips of Paper.
- Modeling (conversion of an object from a sensual form into a graphical or character model, where the essential characteristics of the object are highlighted) and the conversion of the model in order to identify common laws that define this subject area- Ask Pupils to Put The Desks, Ask 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 Their Friends and Telling The Class ABOUT Them.
- structurovation - WITHIN THE PROGRESS PAGE, WE ALSO ENCOURAGE CHILDREN TO REFLECT ON WHAT THEY CAN DO in English On A Regular Basis.Ask Children What They Enjoyed and Why.
- conscious and arbitrary construction of speech statement in oral and writing: 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 them have fun.? What do it like and dislike? Does Like The Materials, The Methods?

Reflexuspossesovical appearances, control of aircraft results - Pupils Reflect in English, using Phrases and Sentences The Have He 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 how to understand the purpose of reading and choosing a type of reading depending on the purpose: Ask Pupils to Read The Sentencesponding 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.
- recoveryenenenesened-forming informationsProssoshantetextromychyshnuanov : Tell Pupils to Read The Information In The Profile, Listen to the Interview with a Girl and then Say Which Information IS Wrong.

Identifying methodsProduction : Suggesta Than 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 media language assessment: Ask Pupils to read the article from the newspaper. Explain That Pupils Have to Restore The Article using the information in the picture.

Formulation Problems 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. Logic Wood:

- analysis of objects in order to highlight features (significant, 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 Ponounce Different Words.

Synthesis as a compilation of a whole of parts, including independently completing, omitting 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 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, seriation, 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 LETTSERS 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 Word Which Is The Initial Letter of the Word You've Read. The Pupil Stick The Card Next To the Letter in The Vertical Column.

Summing up, derivatives - 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.
- connecting co-fertilizing - Tell Pupils To Look At The Pictures of the Fairy Farm, Name Eight Animals Living In The House and Say What They Eat.
- evidence - 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.
- retractableEgipoteziah boss - 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 decision problems :

Formulation Problems - Ask Pupils to make a short Description of their Family Albums to Each Other in Groups.

Self-visibility CreativeRealicizingPoscher - 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 actions

Communicative (Provide social competence and accounting of the position of other people, partner to communicate or activity, the ability to listen and join the dialogue, participate in collective discussion of problems, integrate into a group of peers and build productive interaction and cooperation with peers and adults)
- Planning of educational cooperation with teacher and peers - definition of goals, functions of participants, ways to interact: 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 Grey 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 Grey Card. Let Pupils Read The Textbook. A Message of Sympathy (In Ancient Times, Whene Were a Very Few Doctors, People Placed Ill Relative 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.

rESOLUTIONS - INITIAL PERFORMANCEMITSISSISSISSISSISSISTINGFORMATION : Assign The Roles: One Pupil Is a Famous Sportsman or Sports Woman And Another Pupil An Interviewer. Ask Her / Him to Fill in the Subsusary Information. Pupil 2 Interviews The Sports Person and Then Reports on The Results In Front Of The Class / Group.
- Conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve conflict, making a decision and implementing it- How SuccessFully Do Pupils Work in Groups? What Are the Advantages of Group Work? What do Pupils Heed Do Work in Groups More Effective?

Control OfficeParter - Control, Correction, Evaluation Evaluation - When Children Finished Counting Their Scores, Ask Pairs, to Swap Exercise Books and Check Their Friends Scores. EXPLAIN TO THE CHILDREN THAT THOULD HELP EACH OTHER RATHER THAT COMPLETE WITH EACH OTHER.

Ability with sufficient completeness and accuracy to express your thoughts 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 monologic and dialogic forms of speech in accordance with the norms of the studied 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 Santense From A Strip, without Showing Its Color to the Class. Let Pupils Guess If It's True Or False / See If They 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

K.D. Shushinsky wrote: "Each lesson should be for a mentor a task that he must perform, thinking about it in advance: at every lesson he must achieve something, take a step further and make the whole class make this step." Therefore, the main pedagogical task: the organization of conditions, initiating a child action - what to teach? for what to teach? How to teach?

Educational activities - independent activities of the student on the assimilation of knowledge, skills and skills in which it changes and these changes are aware of.

Educational task (what? Why?) - The goal that the student puts in front of them is.

Educational action (as?) - a system of essential signs of concept or algorithm.

Self-control (right?) - Determination of the correctness of the action performed.

Self-esteem (good? Is it possible better?) - Determination of the degree of compliance with the standard or quality of the action performed.

The formation of URU largely depends not only on the teaching and methodological kit, but also from the pedagogically proper interaction of the teacher and the student, the effectiveness of their communicative activities.

As a result of the study of all items, graduates will be formed without exception personal, Regulatory, Cognitive and Communicative Universal learning actions as the basis of the ability to learn.

List of sources used

Literature:

"On the educational and methodological set" School of Russia ". Primary school, №4,2009, C - 6.

Asmolov A.G. and others. How to design training actions in elementary school. Publisher "Enlightenment", 2008, C149.

Asmolov A.G. 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 on updating the content and structure of general secondary education. - M.: GU HSE, 2001.

National educational initiative "Our New School" // Bulletin of Education. Special number. 1 half year, 2009. C - 6-21

New pedagogical and information technologies in the education system / ed. E.S. Polat. - M.: Academia, 2000.

Planned results of primary general education. Ed. G.S. Kovaleva, O.B. Login. - M.: Enlightenment, 2009. -120 p.

Potchnik MM, Requirements for the modern lesson. Toolkit. M.: Center for Pedagogical Education, 2008. - 272 p.

Approximate primary general education programs in 2 parts. Part 1. Editor I.A. Safronova, Publisher "Enlightenment", 2008, C315.

Federal State Educational Standard of General Primary Education, 2009.

Cold MA Psychology of intelligence: research paradoxes. - M.-Tomsk, 1997.

Tsvetkova I.V. How to create a program of educational work: method. benefit. - M.: Enlightenment, 2006. - 207 p.

Internet resources

Federal State Educational Standards [Electronic Resource]. URL: http://fgos.isioorao.ru/

The main directions for the implementation of the National Educational Initiative "Our New School": Internet Conference [Electronic resource]. URL: http://omskedu.ru/conferens/

GEF second generation // Open class. Network educational communities [Electronic resource]. URL: http://www.openclass.ru/blogs/61808.

What is the level of readiness of teachers to the implementation of GEF? // Social 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.

Department of Education and Youth Policy of the Administration of the Municipal Education

Municipal budgetary

General Education

"Secondary school №4"

Graduation abstract

Listeners of advanced training

Foreign teachers

"Substantive learning outlets in elementary school. Mastering system linguistic knowledge and ideas "

Performed: Kuznetsova Natalia Anatolyevna

English teacher

g. Raduzhny

2013

Introduction 3.
Requirements for learning outcomes according to GEF NOO 4
System-active approach as the basis of GEF NOO 4-5
Goals of studying a foreign language in elementary school. five
Subject results. 6-7
Subject results in various fields. 7-10.
Communicative skills by type of speech activity 10-12
Conclusion 12.
List of references 13.

I. Introduction

"The Great Purpose of Education is not knowledge, but actions"

Gerber Spencer

The Federal State Educational Standard of Primary General Education is a set of requirements that are mandatory in the implementation of the main educational program of primary general education educational institutions that have state accreditation.

The federal state educational standards of 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 of primary general education has become mandatory in all educational institutions. Russian Federation.

Since September 2012, in 2 classes, a foreign language training has begun on a new standard. It is clear that the role of the subject "Foreign Language" in modern society increases, value guidelines are changing, a new system of assessing the achievement of the planned results of primary school students arises. All of these features of GEF requires certain changes to the organization of training in a foreign language.

II. Requirements for the results of students according to GEF NOO

The standard establishes the requirements for the results of students who have mastered the main educational program of primary general education.

Personal resultsinclude the readiness and ability of students to self-development, the formation of motivation to learning and knowledge, value-semantic settings of students. They reflect their individually personal positions, social competencies, personal qualities, formation of the foundations of civil identity.

MetaPered results include the development of educational universal training actions (cognitive, regulatory and communicative), providing mastering the key competences that constitute the basis of the ability to learn andinterdisciplinary concepts.

Subject resultsincludes the development of the learning objects specific to this subject matter of the study subject of new knowledge, its transformation and use, as well as a system of fundamental elements of scientific knowledge underlying the modern scientific painting of the world.

System-activity approach as the basis of GEF NOO

The federal state educational standard of primary general education liessystem-activity approach, which suggests: the recognition of the essential role of the active educational activities of students on the basis of universal ways to know and transform peace, the content of education and methods to organize training activities and cooperation in achieving the objectives of the personal, social and cognitive development of students.

It is impossible to disagree that the subject "Foreign language" is wearingactivitythat corresponds to the nature of the younger schoolboy, which perceives the world is intently, emotionally and actively. This allows you to include foreign language speech activities in other activities inherent in the child of this age (game, cognitive, artistic, aesthetic, etc.) and makes it possible to carry out a variety of ties with the subjects studied in elementary school, and form common school skills and skills, which are interpreciative in nature. Consequently, the result of the work of a foreign language teacher cannot be estimated insulated.The elementary school graduate model is the result of the whole team of primary school teachers.

The Federal State Educational Standard of Primary General Education of the second generation and new exemplary programs enshrine the line for early training,what

will have a positive effect on the development of not only foreign-speaking communicative competence, but also the general communicative competence of students,
and also allows you to achieve higher personal and meta-detective learning outcomes.

III. Objectives of studying a foreign language in elementary school

Objectives of the study of a foreign language in elementary school:

the formation of the ability to communicate in English at the elementary level, taking into account the speech capabilities and the needs of younger schoolchildren in oral (listening and speaking) and written (reading and writing) forms;

development of speech, intellectual and cognitive abilitiesyounger schoolchildren, as well as their common skills; development of motivation to further mastering foreign language;

Upbringing and versatile development of the younger Schoolchildren with funds of a foreign language.

V. Subsection

Subject resultsmastering the main educationalprimary general education programs, taking into account the specifics of the content of subject areas, including specific educational items, should reflect:

Foreign language:

acquisition of initial communication skills in oral and writing with foreign language carriers based on their speech capabilities and needs; mastering the rules of speech and non-behavior;
mastering the initial linguistic ideas necessary for mastering the elementary level oral and written speech in a foreign language, expanding the linguistic horizon;
The formation of a friendly relationship and tolerance to the carriers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction.

In accordance with the approximate program in a foreign language developed in the framework of the second generation standards,subject results Differentiating 5 spheres:communicative, cognitive, value-orientational, aesthetic, labor.Subject planned resultsin the communicative sphere Posted by two blocks allocated on the following bases:

"The graduate will learn"(Productive level) Includes planned results that characterize the training actions necessary for further training and corresponding to the supporting system of knowledge, skills and competencies. The supporting system of knowledge is determined taking into account their significance to solve the main tasks of formation at a given stage, the reference nature of the material being studied for subsequent training, as well as taking into account the principle of realism, the potential opportunity to achieve their achievement by the majority of students. In other words, this group turns onsystem of such knowledge, skills, training actions thatFirstly, it is fundamentally necessary for successful learning and, secondly, in the presence of a special purposeful work of the teacher, in principle can be achievedthe overwhelming majority of children. The achievement of the planned results of this unit serves as the subject of the final assessment of elementary school graduates and corresponds tobasic level.

"The graduate will get the opportunity to learn" (receptive level) Reflects the planned results that characterize learning activities against knowledge, skills, skills expanding and deepening the supporting system and act as propaedeutics (the basic course preceding a deeper study of the subject) to develop the interests and abilities of students within the neighboring zone. Achievement of planned results related to this unit,is not the subject of the final assessment. This does not detract from their role in the assessment of educational institutions in terms of the quality of the provided educational servicesGuaranteed by GEF, and significance for the formation of personal and meta-delicent results.

Thus, the level approach to subject results significantly affects the organization of training in a foreign language, which will allow the teacher to plan their activities with the ability and level of children's training on the basis of the principle of differentiation and individualization of training.

Vi. Subject results in various fields

Subject results Studying a foreign language in elementary school are: mastering initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); Skill (in the amount of course content) find and compare such language units as sound, letter, word.

In the communicative sphere (i.e. in owning English as a means of communication)

Speech competence In the following types of speech activities:

Speaking:

Conduct an elementary etiquette dialogue in a limited circle of typical situations of communication; dialogue-abrasion (question-answer) and dialogue-encouraging to action;

To be able to tell about yourself, family, friend, describe the item, picture on the elementary level. Briefly characterize the character.

Audit:

- Understand the speech of teachers and classmates, the main content of small available texts in audio recordings built on the studied language material;

Written speech:

Put the technique of letters;

Write with a design on a sample greetings on a holiday and a short personal letter.

Language competence (possession of language means):

Adequate pronunciation and distinction on the hearing of all the sounds of the English language; compliance with the correct stress in words and phrases;

Compliance with the features of the intonation of the main types of proposals;

Application of the basic rules of reading and spelling, studied in the course of primary school;

Recognition and consumption in speech studied in the course of the elementary school of lexical units (words, phrases, evaluation vocabulary, speech cliché) and grammatical phenomena.

Socio-cultural awareness:

Knowledge of the names of the countries studied language, some literary characters of famous children's works, plots of some popular fairy tales written in the study, small works of children's folklore (poems, songs); Knowledge of the elementary standards of speech and non-corrupt behavior adopted in the country under study.

In the cognitive sphere:

Ability to compare the linguistic phenomena of native and foreign languages \u200b\u200bat the level of individual sounds of letters, words, phrases, simple sentences;

The ability to act according to the sample when performing exercises and drawing up their own statements within the subject of primary school;

Improving the techniques for working with the text based on the skills acquired in the lessons of the native language (predict the content of the text by header, illustrations, etc.)

The ability to use the reference material presented in the available age form (rules, tables);

The ability to carry out self-observation and self-esteem in the limits available to younger;

In the value-oriented area:

the idea of \u200b\u200bthe studied language as a means of expressing thoughts, feelings, emotions;
attachment to the cultural values \u200b\u200bof another people through works of children's folklore, through direct participation in tourist trips.

In the aesthetic sphere:

possession of elementary means of expressing feelings and emotions in English;
development of a sense of excellent in the process of acquaintance with samples of affordable children's literature.

In the labor sphere:

The ability to follow the planned plan in its training work.

VII. Communicative skills by type of speech activity

In the process of mastering English, students will be developedcommunicative skills By type of speech activity.

In speaking The student must learn:

lead and maintain elementary etiquette dialog;
briefly describe and characterize the subject, picture, character;
talk about yourself, his family (within the subject of the first year of study);
reproduce by heart small works of children's folklore: rhymes, poems, songs;
express the attitude to the read / heard.

In audit The student must learn:

understand the speech of the teacher to conduct a lesson; Connected statements of teachers built on a familiar material and containing some unfamiliar words; showing classmates;
understand the basic information of the heard (both in direct communication and the perception of audio recordings);
remove specific information from the heard;
verbally or non-verbally react to the heard;
understand the rumor different types of text (brief dialogues, descriptions, rhymes, songs).

In reading The student must master the reading technique, i.e. will learn to read:

with the help of (studied) reading rules and with the right verbal emphasis;
with proper logical and phrase stressing simple sentences;
the main communicative types of proposals (narrative, questionative, motivating);
small texts with different strategies that provide an understanding of the basic idea of \u200b\u200bthe text, a complete understanding of the text and understanding the necessary information.

He must also learn

read and understand the content of the text at the level level and respond to questions on the content of the text; identify values \u200b\u200bby analogy with native language or illustrative visibility;
use reference materials (Anglo-Russian Dictionary) with the use of knowledge of alphabet and transcription;
read and understand texts written by different types of fonts;
read with the relevant rhythmic-intonation design of simple common offers with homogeneous members;

In a letter The student will learn:

correctly write off
perform lexico-grammatical exercises;
make signatures to drawings;
write greetings greetings on holiday and birthday;

Language facilities and skills for using them

Graphics, calligraphy and spelling

The student must learn:

recognize words written by different fonts;
distinguish the letters from transcriptional signs;
read the words on transcription;
use the English alphabet;
write all the letters of the English alphabet and the main letterproof (seaspension font);
writing beautifully (will master the skills of English calligraphy);
write correctly (mastering the main rules of spelling);
write transcriptional signs;
group words in accordance with the studied reading rules;
use a dictionary to clarify the word writing.

Phonetic side of speech

The student must learn:

distinguish between hearing and adequately pronounce all the sounds of the English language;

comply with the norms of pronunciation of English sounds in reading out loud and oral speech (longitude and shortness of vowels, the absence of stunning ringing consonants at the end of words, the lack of mitigating consonants before vowels);
recognize the use of the binder "R" and use them in speech;
comply with the correct stress in an isolated word, phrase;

understand and use logical stress in the phrase, sentence.

Conclusion

Based on the foregoing, it can be concluded that the Federal State Educational Standard of Primary General Education, an exemplary initial general education program gives a certain idea of \u200b\u200bwhich subject results of foreign language learning in elementary school must be formalized. During the implementation of this program, a system for assessing the achievement of the planned results of the development of the main educational program is used. The object of assessing subject results is the ability of students to solve educational and educational and practical tasks using funds relevant to the content of this training subject, including on the basis of meta-concrete actions. M. Monten once said: "The brain is well arranged, it costs more than the brain well filled with" and this cannot be disagreed.

Bibliography

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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" (Vedomosti Congress of People's Deputies of the Russian Federation and the Supreme Council of the Russian Federation, 1992, No. 30, Art. 1797; Meeting of the legislation of the Russian Federation, 1996, No. 3, Art. 150; 2007, No. 3 49, Art. 6070)