Achieving subject results in English lessons. Meta-subject and subject results of teaching a foreign language Personal meta-subject and subject results in the Federal State Educational Standards of English

DEPARTMENT OF EDUCATION AND YOUTH POLICY OF THE ADMINISTRATION OF THE MUNICIPAL FORM OF RADUZHNY

MUNICIPAL BUDGET

GENERAL EDUCATIONAL INSTITUTION

“SECONDARY SCHOOL No. 4”

GRADUATION ABSTRACT

ADVANCED PROFESSIONAL STUDENTS

FOREIGN LANGUAGE TEACHERS

“Subject results of teaching a foreign language in primary school. Mastering systemic language knowledge and concepts”

Completed by: Kuznetsova Natalya Anatolyevna

English teacher

Raduzhny

2013

1. Introduction 3
2. Requirements for learning outcomes according to Federal State Educational Standards NOO 4
3. System-activity approach as the basis of Federal State Educational Standards NEO 4-5
4. Goals of learning a foreign language in primary school. 5
5. Subject results. 6-7
6. Subject results in various fields. 7-10
7. Communication skills by type of speech activity 10-12
8. Conclusion 12
9. References 13

I. Introduction

“The great goal of education is not knowledge, but action.”

Gerber Spencer

The federal state educational standard for primary general education is a set of requirements that are mandatory for the implementation of the basic educational program of primary general education by educational institutions that have 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, foreign language teaching according to the new standard began in 2nd grade. It is quite obvious that the role of the subject “Foreign Language” is increasing in modern society, value guidelines are changing, and a new system for assessing the achievement of planned results by primary school students is emerging. All these features of the Federal State Educational Standard require certain changes in the organization of foreign language teaching.

II. Requirements for the results of students in accordance with the Federal State Educational Standards of NOO

The standard establishes 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, and the value and semantic attitudes of students. They reflect their individual personal positions, social competencies, personal qualities, and the formation of the foundations of civic identity.

Meta-subject resultsinclude students’ mastery of universal learning activities (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, andinterdisciplinary concepts.

Subject resultsinclude students’ mastering, in the course of studying an academic subject, experience of activity specific to a given subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

1. System-activity approach as the basis of the Federal State Educational Standard of NEO

The Federal State Educational Standard for Primary General Education is based onsystem-activity approach, which presupposes: recognition of the essential role of active educational and cognitive activity of students on the basis of universal ways of knowing and transforming the world, the content of education and methods of organizing educational activities and cooperation in achieving the goals of personal, social and cognitive development of students.

One cannot but agree that the subject “Foreign Language” isactive character, which corresponds to the nature of a junior schoolchild who perceives the world holistically, emotionally and actively. This allows you to include foreign language speech activity in other types of activities characteristic of a child of a given age (play, cognitive, artistic, aesthetic, etc.) and makes it possible to make various connections with the subjects studied in primary school and to form general educational skills and abilities, which are interdisciplinary in nature. Consequently, the result of a foreign language teacher’s work cannot be assessed in isolation.The primary school graduate model is the result of the work of the entire primary school teaching team.

The federal state educational standard for primary general education of the second generation and new exemplary programs reinforce the line for early education, What

• will have a positive impact 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 meta-subject learning results.

III. Goals of learning a foreign language in primary school

Goals of learning a foreign language in primary school:

developing communication skillsin English at an elementary level, taking into account the speech capabilities and needs of primary schoolchildren in oral (listening and speaking) and written (reading and writing) forms;

development of speech, intellectual and cognitive abilitiesyounger schoolchildren, as well as their general educational skills; development of motivation for further mastery of a foreign language;

Education and diversified development of the youngestschoolchildren using a foreign language.

V. Subject results

Subject resultsmastering basic educationalPrimary general education programs, taking into account the specific content of subject areas that include specific academic subjects, must reflect:

Foreign language:

1. acquiring initial communication skills in oral and written form with native speakers of a foreign language based on one’s speech capabilities and needs; mastering the rules of speech and non-speech behavior;
2. mastering the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, expanding the linguistic horizons;
3. the formation of a friendly attitude and tolerance towards speakers of another language based on familiarity with the life of their peers in other countries, with children's folklore and accessible examples of children's fiction.

In accordance with the Model Foreign Language Program developed within the framework of the second generation standards,subject resultsdifferentiated into 5 areas:communicative, cognitive, value-orientation, aesthetic, labor.Subject planned resultsin the communication fieldare represented by two blocks, distinguished on the following basis:

"The graduate will learn"(productive level) includes planned results that characterize 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 its significance for solving the main problems of education at a given level, the supporting nature of the material being studied for subsequent training, as well as taking into account the principle of realism and the potential possibility of achieving them by the majority of students. In other words, this group includesa system of such knowledge, skills, educational activities that, firstly, are fundamentally necessary for successful learning and, secondly, with special targeted work of the teacher, in principle they can be achievedthe vast majority of children.Achieving 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 that characterize educational activities in relation to knowledge, abilities, skills that expand and deepen the support system and act as propaedeutics (a basic course preceding a more in-depth 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 subject of final assessment. This does not detract from their role in assessing educational institutions in terms of the quality of educational services provided, guaranteed by the Federal State Educational Standard, and their significance for the formation of personal and meta-subject results.

Thus, the level approach to subject results significantly influences the organization of foreign language teaching, which will allow the teacher to plan his activities taking into account the abilities and level of learning of children based on the principle of differentiation and individualization of learning.

VI. Subject results in various fields

Subject resultsstudying a foreign language in primary school are: mastering 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 linguistic units such as sound, letter, word.

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

Speech competencein the following types of speech activity:

Speaking:

Conduct a basic etiquette dialogue in a limited range of typical communication situations; dialogue-questioning (question-answer) and dialogue-incitement to action;

Be able to tell at a basic level about yourself, family, friend, describe an object, a picture; Briefly describe the character.

Listening:

- 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 the sample holiday greetings and a short personal letter.

Linguistic competence (proficiency in language means):

Adequate pronunciation and auditory distinction of all sounds of the English language; maintaining correct stress in words and phrases;

Compliance with the intonation features 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 language being studied, some literary characters of famous children's works, the plots of some popular fairy tales written in the language being studied, small works of children's folklore (poems, songs); knowledge of basic norms of speech and non-speech behavior adopted in the country of the language being studied.

1. 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;

The ability to act according to a model when performing exercises and composing one’s own statements within the scope of primary school topics;

Improving techniques for working with text based on skills acquired in native language lessons (predicting the content of a text based on 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-assessment within the limits accessible to a primary school student;

1. In the value-oriented sphere:

• the idea of ​​the language being studied as a means of expressing thoughts, feelings, and emotions;
• familiarization with the cultural values ​​of another people through works of children's folklore, through direct participation in tourist trips.

1. In the aesthetic sphere:

• mastery of basic means of expressing feelings and emotions in English;
• developing a sense of beauty in the process of getting acquainted with examples of accessible children's literature.

1. In the labor sphere:

The ability to follow a planned plan in your academic work.

VII. Communication skills by type of speech activity

In the process of mastering English, students will developcommunication skillsby type of speech activity.

In speaking the student must learn:

• conduct and maintain basic etiquette dialogue;
• briefly describe and characterize an object, picture, character;
• talk about yourself, your family (within the scope of the first year of study);
• reproduce by heart small works of children's folklore: rhymes, poems, songs;
• express your attitude towards what you read/heard.

In listening the student must learn:

• understand by ear the teacher’s speech during the lesson; coherent statements by the teacher, built on familiar material and containing some unfamiliar words; statements from classmates;
• understand the basic information of what was heard (both in direct communication and when perceiving an audio recording);
• extract specific information from what you hear;
• respond verbally or non-verbally to what is heard;
• 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 (learned) reading rules and with correct word stress;
• simple sentences with correct logical and phrasal stress;
• basic communicative types of sentences (narrative, interrogative, incentive);
• short texts with different strategies to ensure understanding of the main idea of ​​the text, complete understanding of the text and understanding of the 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 meanings 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 appropriate rhythmic and intonation design;

In a letter the student will learn:

• write off correctly;
• perform lexical and grammatical exercises;
• make captions for drawings;
• write greeting cards for holidays and birthdays;

Language tools and skills in using them

Graphics, calligraphy and spelling

The student must learn:

• recognize words written in different fonts;
• distinguish letters from transcription signs;
• read words by transcription;
• use the English alphabet;
• write all the letters of the English alphabet and basic letter combinations (in semi-printed font);
• write beautifully (master the skills of English calligraphy);
• write correctly (master the basic rules of spelling);
• write transcription signs;
• group words in accordance with the learned reading rules;
• use a dictionary to clarify the spelling of a word.

Phonetic side of speech

The student must learn:

• distinguish by ear and adequately pronounce all sounds of the English language;

• observe the norms of pronunciation of sounds of the English language in reading aloud and oral speech (longness and shortness of vowels, no deafening of voiced consonants at the end of words, no softening of consonants before vowels);
• recognize cases of using the connective “r” and use them in speech;
• observe the correct stress in an isolated word or phrase;

understand and use logical stress in a phrase or sentence.

Conclusion

Based on the foregoing, we can conclude that the Federal State Educational Standard for Primary General Education, the Model Program for Primary General Education, gives a certain idea of ​​what subject-specific results of teaching a foreign language in primary school need to be formed. During the implementation of this program, a system is used to assess the achievement of the planned results of mastering the main educational program. The object of assessment of subject results is the ability of students to solve educational-cognitive and educational-practical problems using means relevant to the content of a given academic subject, including on the basis of meta-subject actions. M. Montaigne once said: “A well-built brain is worth more than a well-filled brain,” and one cannot but agree with this.

Bibliography

1. Federal state educational standard for primary general education: text with amendments and additions for 2011 /Ministry of Education and Science of the Russian Federation. – M.: Education, 2011. – 48s. – (Second generation standards).
2. Sample programs of primary general education. In 2 hours. Part 2. – M.: Education, 2009. – (Series “Second Generation Standards”).
3. Federal state educational standard of basic general education. /Ministry of Education and Science of the Russian Federation. – M.: Education, 2011. – 48s. – (Second generation standards).
4. http://www.standart.edu.ru
5. http://www.nachalka.seminfo.ru/
6. 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” (Gazette of the Congress of People's Deputies of the Russian Federation and the Supreme Council of the Russian Federation, 1992, No. 30, Art. 1797; Collection of Legislation of the Russian Federation, 1996, No. 3, Art. 150; 2007, No. 49, article 6070)

“Achieving subject results in English”

Introduction
Conclusion

Introduction

Today, instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal of school education is developing the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, developing the ability to learn. The student himself must become the “architect and builder” of the educational process. Traditionally, the teacher was obliged to give the student a deep and lasting 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 for the ability to learn and develop throughout life arises. And as a result, instead of transferring the sum of knowledge, the development of the student’s personality is based on methods of activity. Subject content ceases to be the central part of the standard. The most important task of the modern education system is the formation of a set of educational activities “universal educational activities”, which provide the opportunity for each student to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, be able to control and evaluate educational activities and their results. They create conditions for the development of personality and its self-realization. The formation of educational learning is based on the “ability to learn”, which presupposes the full mastery of all components of educational activity (cognitive and educational motives; educational goal; educational task; educational actions and operations) and acts as a significant factor in increasing the efficiency of students’ mastery 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 must be taught in all lessons in primary school. Universal learning activities can be grouped into four main blocks:

Personal results The ability to independently make YOUR CHOICE in the world of thoughts, feelings and VALUES and be responsible for this choice

Regulatory universal learning activities Ability to ORGANIZE your activities

Cognitive UUD Ability to THINK effectively and work with INFORMATION in the modern world

Communicative UUD Ability to COMMUNICATE and interact with people

Personal universal learning activities

Personal universal learning activities provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished: - personal, professional, life self-determination;

Meaning formation, i.e., the establishment by students of a connection between the goal of a learning activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? - and be able to answer it.

Moral and ethical orientation, including the assessment of the acquired content (based on social and personal values), ensuring personal moral choice.

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

Personal UUD(provide value-semantic orientation for students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards, etc.) and orientation in social roles and interpersonal relationships).
- self-determination (personal, professional, life): Ask students 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-making, that is, the establishment by students of a connection between the purpose of a learning activity and its motive (in other words, between the result of the learning and what motivates the activity, for the sake of which it is carried out). The student must ask the question, “what is the meaning of learning for me,” and be able to find an answer to it : 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 acquired content, based on social and personal values, ensuring 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 learning activities

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

· goal setting as setting an educational 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;

· forecasting - anticipation of the result and level of knowledge acquisition, its time characteristics;

· control in the form of comparison of a 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 one’s activities, based on the assessment of this result by the student himself, the teacher, and his friends;

· assessment - highlighting and awareness by the student of what has already been learned and what still 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 exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles.

Exercises for the formation of regulatory universal educational actions in English lessons:

Goal setting is the setting of an educational task based on the correlation of what is already known and learned by the student 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 a 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.
- forecasting – anticipation of the result and level of mastery, its time characteristics . Pupils must talk much during the lesson how has it increased in comparison whit the beginning of the school year.

Control is a comparison of a 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 - identification and awareness by the student of what has already been learned and what still needs to be learned, 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 make 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 education UUD :

Independent identification 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?

searching and identifying the necessary information; using information retrieval methods, including using 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 symbolic model, where the essential characteristics of the object are highlighted) and transformation of the model in order to identify general laws that define a given 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 the pupils to make reports in front of the class showing the photos of their friends and telling the class about them.
- structuring knowledge - 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 voluntary construction of a speech utterance in oral and written form: 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 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 on methods and conditions of action, control and evaluation of the process and results of activity - 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.
- extracting the necessary information from 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.

Definition of primary 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 adequately assessing the language of the 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, non-essential): 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 the composition of 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, 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 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.

Summarizing subconcepts, deriving consequences - Say the word “vegetarian” and ask pupils to guess or explain to pupils its meaning.

Establishing cause-and-effect 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.
- 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.
- 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.
- putting forward a hypothesis and justification - 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 :

Formulation of the problem - Ask pupils to make a short description of their family albums to each other in groups.

Independent creation of ways to solve problems of a creative and exploratory nature - 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 students to join in.

Communicative universal learning activities

Communication (ensure social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults)
- planning educational cooperation with the teacher and peers - determining the purpose, functions of 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.

asking questions – proactive cooperation in seeking and collecting 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 evaluation of alternative ways to resolve conflict, decision making and its implementation - How successfully do pupils work in groups? What are the advantages of group work? What do pupils heed to do in groups more effective?

Management of a partner’s behavior – control, correction, evaluation of 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 than complete with each other.

The ability to express one’s 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.
- mastery of monologue and dialogic forms of speech in accordance with the norms of the language being studied: 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 the pupils play the game.

Conclusion

K.D. Ushinsky wrote: “Each lesson should be a task for the mentor, which he must carry out, thinking about it in advance: in each lesson he must 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? Why teach? how to teach?

Educational activity is the student’s independent activity to acquire knowledge, skills and abilities, in which he changes and is aware of these changes.

The learning task (what? why?) is the goal that the student sets for himself.

A learning action (how?) is a system of essential features of a concept or an algorithm.

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

Self-assessment (good? can it be better?) - determining the degree of compliance with the standard or the quality of the action performed.

The formation of UUD largely depends not only on the educational and methodological set, but also on the pedagogically correct interaction between teacher and student, and the effectiveness of their communicative activities.

As a result of studying all subjects without exception at the stage of primary general education, graduates will develop personal, regulatory, cognitive and communicative universal learning activities as the basis of the ability to learn.

List of sources used

Literature:

“About the educational and methodological set “School of Russia”. Primary school, No. 4, 2009, S - 6.

Asmolov A.G. etc. How to design educational activities in elementary school. Publishing house "Enlightenment", 2008, P149.

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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. 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.A. Safronova, Publishing House "Prosveshchenie", 2008, C315.

Federal State Educational Standard for General Primary Education, 2009.

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Federal State Educational Standard [Electronic resource]. URL: http://standart.edu.ru

Planned subject results of mastering the primary education program in English

Studying a foreign language will contribute to the formation of a communicative culture of schoolchildren, their overall speech development, broadening their horizons, and nurturing feelings and emotions.

As a result of studying English, primary schoolchildren will acquirebasic communicative competence, those. the ability and willingness to communicate with native speakers, taking into account their speech capabilities and needs in different forms: oral (speaking and listening) and written (reading and writing).

Junior schoolchildren will expand their linguistic horizons, they will master the initial linguistic concepts that are accessible to them and 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, and in the course of mastering the linguistic 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 lives of their English-speaking peers, children's folklore and accessible examples of children's fiction, primary schoolchildren will acquire a sense of involvement in a universal children's culture, a friendly attitude and tolerance towards representatives of other countries.

Listening

The graduate will learn:

understand by ear the speech of the teacher and classmates directly

communication and respond verbally/non-verbally to what is heard;

perceive by ear in audio recordings basic information from messages, stories, fairy tales, built mainly on familiar language material.

perceive 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 in operating 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 the letters of the English alphabet (semi-printed writing of letters, letter combinations, words);

apply basic rules of reading and spelling, read and write learned English words;

distinguish letters from transcription signs.

The graduate will have the opportunity to learn:

compare and analyze letter combinations of the English language and their transcription;

group words in accordance with the learned reading rules;

clarify the spelling of the word using the textbook dictionary.

Phonetic side of speech

The graduate will learn:

distinguish by ear and adequately pronounce all sounds of the English language,

observing the norms of pronunciation of sounds;

observe the correct stress in an isolated word or phrase;

distinguish communicative types of sentences by intonation;

correctly pronounce sentences in terms of their rhythmic and intonation features.

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 no emphasis on function words (articles, conjunctions, prepositions);

Lexical side of speech

The graduate will learn:

recognize the studied lexical units, including phrases, within the scope of primary school topics in written and oral texts;

operate with active vocabulary in the process of communication in accordance with the communicative task.

The graduate will have the opportunity to learn:

recognize simple word-forming elements;

rely on linguistic guesswork in the process of reading and listening

(international and complex words).

The grammatical side of speech

The graduate will learn:

recognize and use basic communicative types of sentences in speech;

recognize and use studied nouns with definite / indefinite / zero articles in speech; verbs inPresent, Past, FutureSimple; modal verbscan, may, must; personal, possessive and demonstrative pronouns; studied adjectives in the positive, comparative and superlative degrees; quantitative (up to 100) and ordinal (up to 20) numbers; the most common prepositions for expressing temporal and spatial relations.

The graduate will have the opportunity to learn:

recognize complex sentences with conjunctionsand And but;

use impersonal sentences in speech (Itscold. It's 5 o'clock. It's interesting), proposals with design there is / there are;

use indefinite pronouns in speechsome, any(some usages:CanIhavesometea? Is there any milk in the refrigerator? - No, there isn't , t any);

form adjectives in the comparative and superlative degrees according to the rule and use them in speech;

recognize in the text and differentiate words according to certain

characteristics (nouns, adjectives, modal/semantic verbs).

Subject content

General characteristics of the item. A foreign language (FL), along with the Russian language and literary reading, is included in the subject area of ​​“philology”. Currently, teaching a foreign language is considered as one of the priority areas for modernizing modern school education, which is due to a number of reasons.

The social status of “foreign language” as an academic subject has changed radically. Civilizational changes on a planetary scale (globalization, multiculturalism, informatization, interdependence of countries and cultures) combined with 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) have led to an increasing role of a foreign language in the life of the 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, a foreign language has turned into a tool that is really in demand by the 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 to implementing joint international projects and creating joint ventures is linguistic and cultural);

entry and 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 and material production, it turns into a direct productive force.

The role of a foreign language as an academic subject is also increasing in connection with the introduction of Federal State Educational Standard-2, “where the development of the student’s personality on the basis of universal educational activities, knowledge and mastery of the world constitute the goal and main result of education.” The transition from a knowledge paradigm to an educational one makes the enormous educational potential of the subject “foreign language” especially in demand. “Foreign language” is truly unique in its educational opportunities and is capable of making its own special contribution to the main result of education - raising a citizen of Russia.

A foreign language is the most important means of educational influence on a person. Being a part, an instrument of culture, a foreign language 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.

A foreign language opens direct access to the enormous spiritual wealth of another people, increases the level of a student’s humanitarian education, and contributes to future entry into the world community by fostering respect for other cultures. Getting to know the culture of the people (peoples) of the language being studied contributes to a deeper understanding of one’s native culture, fostering patriotism and internationalism. Knowledge of a foreign language and culture eliminates barriers of mistrust, makes it possible to carry and spread one’s culture, and create a positive image of one’s country abroad.

Schoolchildren master rational techniques for studying a foreign language and universal learning activities (ULA): using various dictionaries and other reference books, finding information on the Internet, using electronic educational resources, navigating the information and educational environment, etc.

Intercultural communication training promotes:

formation of an active life position of students. In foreign language lessons, they get the opportunity to discuss current problems and events, their own actions and the actions of their peers, learn to express their attitude to what is happening, and justify their own opinions. All this facilitates their further socialization;

development of communicative culture. Schoolchildren learn communication techniques, master speech etiquette, strategy and tactics of dialogic and group communication, learn to be polite, friendly 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 communicative tasks, develop the ability to adequately use available speech and non-speech means of communication;

cultivating an attentive attitude to the text, forming a thoughtful reader - a quality inherent in every cultured person;

expanding your philological horizons through awareness of the peculiarities of your thinking. Based on a 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 a 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 them to successfully build relationships with other people, work in groups and teams. Proficient communication in a foreign language has today become one of the conditions for a specialist’s professional competence, since knowledge of a foreign language 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 consists of communication skills by type of speech activity and linguistic means and skills in using them.

The textbooks use an integrated approach, i.e. interconnected training in all types of speech activities.

Communication skills by type of speech activity

Speaking.

Education dialogical form speeches is aimed at developing in students the ability to conduct dialogue of an etiquette nature, dialogue-questioning, dialogue-exchange of opinions, dialogue-incitement to action and mastering various speech functions for this; and trainingmonologue form of speech – to develop the ability to use basic communicative types of speech: description, message, story, characterization, expression relationship. Students are taught monologue and dialogic forms of speech using model statements. In grades 3 and 4, the final lessons of each cycle are devoted to the development of monologue and dialogic forms of communication. The exercises in these lessons are aimed at transforming and combining the material learned in previous lessons in new situations. Supports are offered to students depending on their level of readiness. In categories“ Pair Work ”, “ Group Work ”, “ Role Play ” Students learn to work in pairs and groups.

The specific content of teaching dialogic and monologue forms of speech in primary school is presented in Table No. 5.

IN listening Students learn to perceive and understand by ear the speech of the teacher and classmates. To develop listening skills, sets of exercises (headings) are given in the Textbook, Workbook and Teacher’s Book“ Follow the leader ”, “ Foley Artist ”, “Learn to listen and hear”, “ Let's ’ s Sing !” ). Students also learn to understand by ear the content of different types of texts, appropriate to the age and interests of the students, read by native speakers with different strategies: complete understanding of what they heard, understanding of the main content of what they heard; selecting and understanding the necessary information from audio texts. Specific objectives for teaching listening comprehension are listed under the objectives of each lesson in the Teacher's Books.

In reading students will master reading techniques, 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 headings“Learn to Read”, “Signs and Sounds”, “Letters and Sounds” (2nd grade) teach children to read aloud from transcription, introduce them to the rules of reading consonant letters, and develop the ability for visual differentiation. In categories“ Reading Rules ” (grades 3 and 4) the formation and improvement of reading skills according to the rules takes place.

In grades 3 and 4, three main types of reading are taught: with a general coverage of content, with a complete understanding of what is read, and 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 carried out in a classroom under the guidance of a teacher. The lesson uses exercises aimed at developing certain reading skills, such as: the ability to work with a dictionary (section“ Using a dictionary ” ), determine the main idea of ​​the text, build a sequence of events, actions and isolate main and secondary sentences in paragraphs, etc.

The specific content of reading instruction in each cycle is indicated in the lesson objectives and thematic maps in the section"Reading" Books for teachers.

IN letter students 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 holiday greeting, a short personal letter). To master the skills of calligraphy, spelling, as well as to develop writing skills, the Textbook and Workbook provide exercises under the headings “Learn to write correctly”, “ Words for Frederick ”(grade 2), “ Write it right ”, “ All About Me ”, “ In your Culture ” (2, 3, 4 grades). By completing entertaining educational tasks in “Copybooks” (2nd grade), students not only learn to write the letters of the English alphabet correctly, but also become participants in funny stories and get acquainted with fairy-tale characters from children's English-language literature.

To develop imagination and teach the beginnings of a coherent written statement, a section is highlighted in the Textbook“ My Friend ” (2nd grade).

The last pages in the Workbooks are reserved for the section“ All About Me ” , in which students learn to write about themselves, their family, friends, city, etc. (within the scope of primary school topics). Specific objectives for teaching writing are listed under each lesson's objectives in the Teacher's Books.

Language tools and skills in using them.

Graphics, calligraphy, spelling. Letters of the English alphabet. Basic letter combinations. Sound-letter correspondences. 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 norms of pronunciation of the sounds of the English language: compliance with the longness and shortness of vowels, the absence of deafening of voiced consonants at the end of words, the absence of softening of consonants before vowels, the distinction and use of a connective “r” (thereis/ thereare). Word stress. Dividing sentences into semantic groups. Logical and phrasal stress. Rhythmic-intonation design of the main communicative types of sentences: narrative (affirmative and negative), interrogative (general and special questions), incentive, exclamation, as well as sentences with homogeneous members (intonation of enumeration).

During training pronunciation side of speech the exercises placed in the headings are used“Learn to listen and hear”, “ Follow the Leader ”, “ Let's ’ s Sing !”, “ Foley Artist ” , as well as reading poetry and rhymes to the soundtrack.

Lexical side of speech

During training lexical side of speech Students are presented with 792 lexical units intended for receptive and productive acquisition and serving communication situations within the scope of primary school topics: individual words; stable phrases; cliche remarks corresponding to the speech etiquette of English-speaking countries; international words, phrasal verbs; evaluative vocabulary; classroom vocabulary, speech functions; methods of word formation (affixation - suffixes and prefixes, compounding, conversion). In UMK “English2-4”, the rule of redundancy of speech material is used, according to which, for teaching speaking, lexical units are presented in excess, 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.

Contents of foreign language education in primary school.

The authors consider a foreign language as an “educational discipline” that has enormous potential that can make a significant contribution to the development 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 the student finds himself is considered as a process of foreign language education. Foreign language education acts as a means to achieve the ultimate goal - the development of the student as an individual, ready and capable of conducting a dialogue between cultures. Primary general education lays the foundations for this readiness and ability. The process of foreign language education includes four interrelated and interdependent aspects:

- cognition , which is aimed at mastering cultural content (knowledge of a foreign culture and the ability to use it in dialogue with the native culture);

- development , which is aimed at mastering psychological content (ability for cognitive, transformative, emotional-evaluative activities, development of language abilities, mental functions and mental operations, development of the motivational sphere, formation of special educational skills and universal educational actions);

- upbringing , which is aimed at mastering pedagogical content, i.e. spiritual values ​​of native and world cultures);

- doctrine , 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.

Cmastery of the educational discipline “foreign language” constitutes 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 , which are based on cognitive and educational. This is possible thanks to a certain strategy, expressed by the formula “culture through language, language through culture.” This strategy means the appropriation of cultural facts in the process of using language (types of speech activity as means of communication) and mastery of language (types of speech activity as means of communication) based on the appropriation of cultural facts. This strategy reorients education from knowledge-centric to culture-appropriate, 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.

Mastering the facts of a foreign culture occurs in the process of their constant dialogue with their native culture, due to which the status of the student as a subject of their native culture increases, 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.

The principle of functionality.

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 student act as personally equal speech partners. Such communication serves as a channel of knowledge, a means of development, an instrument of education and a learning environment. It ensures the birth of personal meaning in 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 it, on the desire to cooperate and help in mastering a foreign language culture, the culture of mental work, projected onto long-term results. All this lays the foundation 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 a child to learning a foreign language as early as possible and the lack of a real need among younger schoolchildren to master foreign language communication;

Between the expectation of a child to quickly and easily master a foreign language and the need to work long and hard;

Between the collective form of learning 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 in students that ensure successful mastery of a foreign language;

Between the individual nature of the 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 foreign language culture.

I and my family. Family members, their names, ages, professions, character traits. Responsibilities of family members and their relationships. Favorite activities of family members. Family holidays and traditions. Present. Spending time together. Holidays with family. Housework and garden work. Purchases. Favorite food.

My day. Schedule. Classes on weekdays and weekends.

My house. House/apartment: rooms and pieces of furniture and interior. My room.

Me and my friends. Acquaintance. Greetings, farewells. My friends: character traits, appearance, clothes, what they can do, games they play together, favorite activities. Letter to a foreign friend.

The world of my hobbies. Favorite games and activities. Toys, songs, books. Winter and summer sports, various sports.

My school. Cool room. School supplies. Academic subjects. Daily routine at school. Children's activities in class and at recess. School fairs. Holidays. Children's activities during the holidays. Summer camp.

The world around me. Pets and their care. Favorite animals. Animals in the circus, on the farm and in the zoo.

Weather. Seasons. Trips. Favorite season. Weather: classes in different weather conditions. Family travel. Types of transport.

Country/countries of the language being studied and native country. Names of continents, countries and cities. Attractions. Capital Cities. National holidays and traditions. My city/village: public places, places of recreation.

Literary works, animated 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 language being studied (at school, on the street, while spending time together).

The distribution of the subject content of speech by year of study, indicating the approximate number of hours allocated in each class to study a specific topic, is presented in Table No. 1.

Table No. 1.

Distribution of subject content by years of study.

Me and my friends. (24 hours)

Acquaintance.

My friends, what can they do? Joint games, favorite activities. Meeting peers and adults, greetings, farewells. (13 hours)

My best friends. Character traits. Appearance, clothes. 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 sports. (9 hours)

Toys, songs, books. Favorite games and activities. Computer games. A walk in the park, zoo. (8 hours)

A toy shop. (2 hours)

My school. (14 hours)

Summer camp. Classes there, children's activities in the summer. (2 hours)

Cool room. School supplies. Academic subjects. Daily routine at school. Children's activities in the classroom and

at a break. School fairs. (12 hours)

Continuation of Table No. 1.

Favorite animals.

Pets and their care. (10 hours)

Animals, description of animals. Animals in the circus, on the farm and in the zoo. (8 hours)

Weather. Seasons. Trips. (19 hours)

Types of transport. (2 hours)

Favorite season. Weather: classes in different weather conditions. (8 hours)

Traveling around the countries of the language you are learning/home country. (9 hours)

Country/countries of the language being studied and native country. (35 hours)

Names of continents, countries and cities. Description of the area.

Sights: sculptures of fairy-tale heroes.

National holiday (Thanksgiving Day). Christmas and New Year: heroes of the Christmas and New Year holidays, 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 language being studied and the native country. Holidays: children's parties, Friendship Day, birthdays, Christmas and New Year: preparation and celebration, fancy dress. (12 hours)

My city/village: public places, places of recreation. Entertainment in the city. Sights of the countries of the language being studied and the native country. (8 hours)

Literary works, animated films, television programs and their characters * .

Fairy-tale 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, and television programs takes place within the framework of the proposed topic.

The volume of students' vocabulary to be mastered in primary school is presented in Table No. 2.

Table No. 2.

The volume of students' vocabulary to be mastered in primary 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

Book for the teacher: Kuzovlev V. P., Lapa N. M., Peregudova E. Sh. English language: Book for the teacher for the English language textbook for 2nd grade in general education institutions. – Moscow: Education, 2012.

Textbook: Kuzovlev V. P., Lapa N. M., Peregudova E. Sh. English language: textbook for 2nd grade. educational institutions. – 2nd ed., – Moscow: Education, 2012.

Workbook for the textbook for 2nd grade of general education institutions: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. - 2nd ed., - Moscow: Education, 2012.

Tests for elementary school (grades 2-4): Kuzovlev V. P., Lapa N. M., Peregudova E. Sh. English language: – 2nd ed., – Moscow: Education, 2012.

Copybooks: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. English language: copybooks for the English language textbook for 2nd grade of educational institutions. – Moscow: Education, 2012.

Logistics support

Federal State Educational Standard for Primary General Education

Work program for primary general education in a foreign language

Educational and methodological kits (textbooks, workbooks) in English, recommended or approved for use in the educational process

Test materials by language

Bilingual dictionaries

Books for teachers (methodological recommendations 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 education

1.9

Audio recordings for teaching materials, which are used for learning a foreign language

1. 10

TSO