Individual educational program in English. "Funny English". Early Learning Program for Preschool Children Correctional Work Program in English

Correctional program (VII type) on the subject "English" Grade 2 (home education) according to the textbook "English in focus". Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V. The program of teaching English in grade 2 is based on a student-centered approach. The program is focused on the basic English language course for students with IDD, which is built at the rate of one hour per week, 35 hours per academic year (home teaching)

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Considered at the meeting "Agreed" "Approved"

methodological Council Deputy Director for O&M Director

Protocol No. _______ MBOU Tokarevskaya secondary school №1 MBOU Tokarevskaya secondary school №1

from "___" ________20 __________ / _______________

Full name Full name

"" 20, Order No. _

from "" _ 20

Correctional program (VII type) in the academic subject "English" Grade 2 (home education)

MBOU Tokarevskaya secondary school №1

2013-2014 academic year

Teacher: Baranova S.V., English teacher

Tokarevka 2013

EXPLANATORY NOTE

The program is based on the Federal State Educational Standard of Basic General Education, the Program of the Basic Course of English Language Teaching

The English language training program in grade 2 is based on personal

oriented approach. The program is focused on the basic English language course for students with IDD, which is built at the rate of one hour per week, 35 hours per academic year.

Purpose of teaching English:

To form the communicative competence of pupils on the basis of their mastery of linguistic, linguistic and cultural and socio-cultural skills.

Tasks:

1. Form

Ability to carry out verbal communication in standard situations, including making short coherent messages about yourself and your environment.

Ability to listen and understand short messages;

2. To form a friendly and tolerant attitude to the values \u200b\u200bof English culture, optimism and a pronounced personal position in the perception of the world, in the development of national identity based on familiarity with the life of their peers in the UK, with samples of English culture.

3. Develop cognitive abilities, thought processes, broaden horizons.

The effectiveness of teaching children with mental retardation in special schools and equalization classes is provided by adequate conditions, a special curriculum, correctional techniques and methods of teaching and upbringing. Improving the educational process for such children is associated with the need for adaptation

curricula while maintaining the overall qualification volume of training content. When adapting the program, the main attention is paid to the acquisition of practical skills and abilities by children, and a reduction in the amount of theoretical information.

When learning a foreign language, children experience certain difficulties:

The assimilation of lexical material, syntactic structures and their main use in oral speech are slowed down;

Comprehension of grammatical categories and their application in practice is difficult;

Characterized by the emergence of problems when listening (listening) oral speech, especially coherent texts, as well as difficulties in mastering the forms of dialogical speech.

In the learning process, students master the main types of speech activity: reading, speaking (speaking), listening.

Writing is used only as a teaching tool, contributing to a more solid assimilation of lexical and grammatical material, as well as improving reading and speaking skills.

Education in grade 2 is based on teaching reading, while in general education school teaching is based on an oral basis.

The assignments are more specific, practically directed.

The teacher constantly helps students to carefully monitor their work, points out specific sections for repetition and selects effective, but feasible exercises to eliminate mistakes.

The main focus is on the selection of texts for reading. The material is carefully selected - the lexical and grammatical minimum, taking into account the feasibility of its assimilation and the interests of children of this age. The international vocabulary is expanding, which is easy to understand when reading. Recognition of such words contributes to the development of guesswork, in addition, sound-letter correspondences are fixed.

Control works at the end of each quarter, as well as final control works are excluded.

In grade 2, training is carried out in clearly developed thematic sections, the number of which does not decrease. However, the volume of the studied material is undergoing significant changes.

In the 2nd grade, the volume of lexical material is reduced to 350 words, which is determined by the low ability of schoolchildren to master new words. On

reading and translating what has been read is given more study time.

Particular attention is paid to translation, since at the same time children realize the meaning of what they read and thus their fear of unfamiliar text disappears.

New vocabulary is practiced in sentences. This type of work is combined with work with a dictionary, and not new exercises are given at home, but those worked out in the lesson.

Listening to texts is reduced, the amount of written exercises based on grammatical phenomena that are difficult for children to learn is reduced, and the rest are carefully analyzed.

When teaching children dialogical speech, everyday situations that are accessible for understanding are used, which are played out according to roles. Dramatization is one of the most effective ways in the formation of this type of speech activity.

REQUIREMENTS FOR THE LEVEL OF TRAINING STUDENTS AT THE END OF THE SCHOOL YEAR

Requirements for teaching dialogical speech

Answer a question in the affirmative using all the basic types of a simple sentence.

Object using negative sentences.

Request information using interrogative sentences with question words (what, who, where, how, how many, how old, whose)

Make a request with incentive sentences.

To respond positively (negatively) to a request, a wish, using speech cliches like Yes (No).

Requirements for teaching monologue speech

Describe a picture, your own drawing.

Make a short message about yourself, your friend, your home, your family, your city, village, your knowledge.

Requirements for teaching writing

Learning to write is aimed primarily at mastering the writing technique and the most elementary communicative skills for correspondence.

Maintain a dictionary

Pronunciation of sounds, mastery of intonation

clearly pronounce and distinguish by ear all sounds and basic sound combinations of the English language;

observe the longitude and brevity of vowels, hard attack;

deafen consonants at the end of a syllable, word;

observe stress in a word, especially in difficult words;

own the intonation of the affirmative, interrogative (with and without an interrogative word) and motivating sentences.

They should know: all letters of the alphabet, basic letter combinations and sound-letter matches; basic spelling rules.

Lexical side of speech

To master a productive lexical minimum, which covers about 400 - 500 lexical units and also includes stable phrases, cliche cues.

This is primarily:

greetings, appeals to a peer, adults;

kinship terms, designation of age, profession;

names of human qualities;

The grammatical side of speech

The main types of English simple sentences, reflecting a structural minimum (the so-called speech patterns).

Use the verb "to be" in affirmative, negative and interrogative sentences in Present Simple in full and short forms,

personal pronouns in the nominative case, possessive pronouns,

possessive noun, demonstrative this, conjunction and, indefinite article a / an, place prepositions in, on, under, Let`s structure ...

Communicative types of sentences: affirmative; interrogative (with and without an interrogative word); negative; incentive.

Students must be proficient:

the main cases of the use of nouns with a definite, indefinite and zero article; cardinal numbers from 1 to 20, negation not, no

Listening

Listen and understand the teacher's speech

Reading

To fully master the technique of reading aloud: to correlate the graphic image of a word with a sound one, to pronounce the text correctly, to observe the stress in words, phrases, the basic rules for reading letters and letter combinations, to intonate correctly.

Visually perceive and recognize the studied material (words, phrases,

sentences), be aware of their meaning and meaning in the text.

Master the ability to fully understand the content of texts that are entirely based on the studied material.

Educational-thematic planning

by english language

Classes 2 (home education type VII)

Teacher Baranova S.V.

Number of hours

Only 35 hours; 1 hour per week

The planning is based on

work program in English for grade 2

Textbook "English in focus"

additional literature

English in pictures. Publishing house "Russian Encyclopedic Association", Moscow, 2003

p / p	Names of sections and topics	Total hours
	Let's start!	5h
	Introductory module “Hello! My family"	5h
	Module 1 "My home"	5h
	Module 2 "My birthday"	5h
	Module 3 "My Animals"	5h
	Module 4 "My toys"	5h
	Module 5 "My Holidays"	5h
	Total:	35h

Calendar-thematic planningenglish lessons in grade 2 (home education VII type)

Publishing house "Education", Moscow, 2012

The number of hours per year is 35, per week is 1 hour.

P / p No.	Lesson topic	Lesson type	Content elements	Requirements for the level of training of students	Versatile learning activities	the date of the
						Plan	Fact
	Let's get started!		Acquaintance with speech clichés on the topic "Greetings", the formation of dialogic speech skills.	They conduct an etiquette dialogue in a situation of everyday communication (they greet, say goodbye, find out how things are, get to know each other, ask about their age). All letters of the English alphabet and basic letter combinations are reproduced graphically and calligraphically correctly (in semi-printed type). Distinguish between letters and transcription symbols. They use the verb "to be" in affirmative, negative and interrogative sentences in Present Simple in full and short forms, personal pronouns in the nominative case, possessive pronouns, the possessive case of a noun, interrogative words (what, who, where, how, how many, how (old), whose, demonstrative this, conjunctive conjunction and, indefinite article a / an, place prepositions in, on, under, structure Let`s ... Operate with interrogative words in productive speech.	Personal resultsare: general understanding of the world as a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of language, including foreign language, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the studied foreign language (through children's folklore, some samples of children's fiction, traditions). Metasubjectthe results of learning English in primary school are: developing the ability to interact with others when performing different roles within the limits of the speech needs and capabilities of the younger student; development of the student's communicative skills, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task; broadening the general linguistic outlook of a younger student; development of the cognitive, emotional and volitional spheres of a younger student; formation of motivation to learn a foreign language; possession of the ability to coordinate work with different components of the educational and methodological kit (textbook, audio CD, etc.) Subject resultslearning English in elementary school are: mastering the initial concepts of the norms of the English language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare such linguistic units as sound, letter, word. AND. In the communicative sphere, i.e. in the knowledge of English as a means of communication): Speech competence in the following types of speech activity In speaking: conduct an elementary etiquette dialogue in a limited circle of typical communication situations, dialogue-inquiry (question-answer) and dialogue-motivation to action; be able to talk at an elementary level about yourself / family / friend, describe an object / picture, briefly describe a character. In listening: understand the teacher's speech by ear In reading: read aloud short texts based on the studied language material, observing the reading rules and the desired intonation; to read silently texts that include both the studied language material and individual new words, and to understand their main content, to find the necessary information in the text. In written speech: master the technique of writing; Language competence (language skills) adequate pronunciation and distinction by ear of all sounds of the English language, observance of the correct stress in words and phrases; applying the basic rules of reading and spelling learned in grade 2; Sociocultural awareness knowledge of the names of the countries of the target language, some literary characters of famous children's works, the plots of some popular fairy tales written in English, small works of children's folklore (poems, songs); knowledge of the elementary norms of speech and non-speech behavior, adopted in English-speaking countries. B. In the cognitive sphere: the ability to recognize grammatical phenomena that are absent in the native language, such as articles; the ability to act according to the model when performing exercises and composing their own statements within the scope of the primary school subject; the ability to use reference material presented in the form of tables, diagrams, rules; the ability to use a bilingual textbook dictionary (including transcription), a computer dictionary; AT. In the value-orientational sphere: introduction to the cultural values \u200b\u200bof another people through the works of children's folklore, through direct participation in tourist trips. G. In the aesthetic field: possession of elementary means of expressing feelings and emotions in a foreign language; D. In the labor sphere: the ability to follow the intended plan in your educational work; the ability to keep a dictionary (vocabulary notebook).
	My letters!		(a-h) , the formation of the skill of reading words.
	My letters!		Familiarization with the letters of the English alphabet(i-g) , building reading skills
	My letters! Formation of reading skills		Familiarization with the letters of the English alphabet(r-z) , the formation of the skill of reading words, the formation of the skill of writing. Development of listening skills.
	Letter combinations		Formation of reading and writing skills of words with letter combinations "sh", "ch", "th", "ph"
	Hello!	Combined lesson	Familiarization with commands, development of reading skills, Development of coordination of movements. Improving the skill of dialogical speech on the topic "Acquaintance".
	I'm glad to see you!
	My family		Acquaintance with the vocabulary on the topic, development of lexical reading skills
	Family members		Acquaintance with the vocabulary on the topic "Colors", the development of lexical reading skills.
	Colors
	My house	Combined lesson	Acquaintance with the vocabulary on the topic "Furniture items", the development of lexical reading and speaking skills. Improving lexical reading skills on the topic "Family". Development of listening skills.
	Where is Chuckles?		Acquaintance with the vocabulary on the topic "Rooms in the house", development of lexical reading skills. Development of the skill of dialogical speech.
	In bathroom!		Improving phonetic, lexical reading and speaking skills on the topics covered. Development of coordination of movements.
	In bathroom!		Formation of the skill of reading words with a letter"E" in a closed syllable, words with letter combinations"Ee" , improving the lexical skills of reading and speaking on the topics covered.
	The letter e in a closed syllable
	My birthday!	Lesson in learning new material	Acquaintance with the vocabulary on the topic, numbers from 1 to 10, the development of lexical reading and speaking skills.	They lead a dialogue-questioning (about favorite food, favorite holidays, hobbies) and a dialogue-motivation to action (they report the weather and advise what to wear). Describe family members, favorite food, birthday celebration. Understand the teacher's speech
	Gifts Development of reading skills.	Combined lesson	Development of lexical reading and speaking skills on the topic, development of listening skills.
	Tasty food		Improving reading skills.
	My favorite meal!		Development of the skill of monologue speech on the topic "Food", improvement of reading skills.
	What is on the table? H melting words with letter“C”.		Improving lexical and grammatical reading skills. Formation of the skill of reading words with a letter“C”.
	My animals!	Lesson in learning new material	Acquaintance with the vocabulary on the topic "Names of animals", familiarization with the modal verb "can" and the verbs of movement. Development of lexical and grammatical reading and speaking skills.	Based on a sample, they write a small story about their family, favorite food, favorite holiday, as well as congratulations on their birthday. Observe the norms of pronunciation of English sounds when reading aloud
	I like animals	Combined lesson	Development of lexical and grammatical skills of speaking and reading on the topic. Development of coordination of movements
	I can jump!	Combined lesson
	I can run	Combined lesson	Development of the skill of monologue speech on the topic "I can!", Development of reading skills
	At the circus! Reading words with letter“I”.	Combined lesson	Acquaintance with the vocabulary on the topic and the formation of reading skills
	My toys!	Lesson in learning new material	Acquaintance with vocabulary on the topic and prepositions of place, development of lexical skills in speaking and reading.	Understand the teacher's speech by ear, They expressively read aloud and to themselves small texts, built both on the studied linguistic material, and containing individual unfamiliar words. Prepositions of place: next to, between, on the left of, on the right of, indefinite and definite articles, plural of nouns Comparison of adjectives Past Simple of the verb "to be" Expression "be going to", Present Perfect
	Prepositions of "place"	Combined lesson	Improvement of lexical skills of speaking and reading on the topics "Toys", "Prepositions of place",
	She has blue eyes!		Acquaintance with vocabulary on the topic "Appearance", the development of lexical reading and speaking skills.
	Wonderful bear cub!		Development of the skill of monologue speech on the topics "Toys", "Appearance". Development of reading and listening skills.
	Reading words with letter“Y”.		Formation of the skill of reading previously learned words with a letter“Y”.
	My holidays!		Familiarization with the vocabulary on the topic "Weather and clothing", the development of lexical reading skills	They conduct a dialogue-questioning (they ask what lessons are in school, what they do in different lessons, ask each other about their favorite lesson). Verbally or non-verbally react to what they hear. They read aloud and silently to themselves small texts, built both on the studied language material, and containing separate new words. They perceive the text visually, recognize familiar words, grammatical phenomena, fully understand its content. Verbs “to be”, “have got”, “can”, construction “May I…?”, Possessive pronouns, Present Continuous, prepositions of direction and movement: over, through, into, out of, up, down Present Simple, adverbs of mode of action, adverbs of frequency of action: always, usually, sometimes, never, prepositions of time: in, on, at The verbs “must / mustn`t”, “have to”, “should / shouldn`t”, object pronouns Past Simple (regular verbs)
	Weather and clothing vocabulary	Combined lesson	Improving lexical reading skills on the topic "Weather and clothing"
	It's windy!		Development of monologue speech skills on the topic "Weather and Clothing", development of reading skills
	Windy and cold clothes		Development of monologue speech skills on the topic "Weather and clothing", development of listening and reading skills
	Reading words with letters“C”, “k”,		Formation of the skill of reading words with letters"C", "k" , letter combination"Ck" using the example of previously learned words.

REFERENCES FOR STUDENTS

1. English in Focus Tutorial

1. Workbook "English in Focus"

state budgetary educational institution of the Samara region secondary school with. Malyachkino Municipal District Shigonskiy Samara Region

CONSIDERED AGREED APPROVED

At a meeting of the Ministry of Defense Deputy. Director for OIA Director

Protocol No. ___ GBOU SOSH s. Malyachkino GBOU SOSH s. Malyachkino

"__" _____ 2016 ________ / Zhulkova E.Yu. / ___________ / Bolbas N.V. /

_______________ "___" ________ 2016 Order No. ____ dated ________

Adapted educational program

in English language

Grade 3

Program compiler:

Yanushevich A.Yu.

2016

Explanatory note

The adapted working program of the training course "English" for grade 3 was developed on the basis of an approximate adapted basic general educational program of primary general education of students with mental retardation and in accordance with the author's program "Program of the English language course for the teaching materials" English with pleasure "for 2-4 classes "- Obninsk: Title, 2013. edited by M.Z. Biboletova

The program is compiled in accordance with:

Federal Law of December 29, 2012 No. 273 - FZ "On Education in the Russian Federation";

Order of the Ministry of Education and Science of Russia dated 30.08.2013 No. 1015 "On approval of the Procedure for organizing and carrying out educational activities for basic general education programs - educational programs of primary general, basic general and secondary general education";

Order of the Ministry of Education and Science of Russia dated 09.03.2004 No. 1312 "On the approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs";

Order of the Ministry of Education and Science of Russia dated 06.10.2009 No. 373 "On the approval and implementation of the federal state educational standard of primary general education";

Order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1598 "On approval of the federal state educational standard for primary general education of students with disabilities";

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189 "On approval of SanPiN 2.4.2.2821-10 Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions for students with disabilities";

The adapted educational program for teaching English is aimed at meeting both general and special educational needs of a child with disabilities.

The program details and reveals the content of the standard, determines the general strategy of teaching, upbringing and development of students by means of the academic subject in accordance with the goals of learning English, which are defined by the standard.

The program is designed for students with insufficient language training, mental retardation, disabilities.

When drawing up the program, the following features of children were taken into account: unstable attention, small memory volume, difficulties in reproducing educational material, lack of formation of mental operations (analysis, synthesis, comparison), poorly developed reading, oral and written skills.

The teaching process of such schoolchildren has a correctional and developmental character, aimed at correcting the developmental deficiencies of students, knowledge gaps and is based on the subjective experience of schoolchildren and connection with real life.

Objectives:

Prepare the child for real communication in a foreign language in social situations at a basic level;

- creating conditions for the social adaptation of students by increasing their English-speaking literacy, which creates the basis for painless integration into the modern society of a child through knowledge of the basics of the English language.

Tasks:

the formation of ideas about the English language as a means of communication that allows you to achieve mutual understanding with people who speak / write in English, learn new things through sounding and written texts;

ensuring the communicative and psychological adaptation of primary schoolchildren to

a new language world to overcome the psychological barrier in the future and

using English as a means of communication;

broadening the linguistic horizons of younger students; mastering elementary linguistic concepts available to younger students and necessary for mastering oral and written speech in a foreign language at an elementary level;

development of personal qualities of a younger student, his attention, thinking, memory and

imagination of the process of participation in simulated communication situations, role-playing games; in the course of mastering linguistic material;

development of the emotional sphere of children in the process of educational games, educational performances with

use of English;

introducing younger students to a new social experience by playing various roles in English in game situations typical for family, everyday, educational communication;

spiritual and moral education of the student, understanding and observance of such

the moral foundations of the family, such as love for loved ones, mutual assistance, respect for parents, caring for the younger ones;

development of cognitive abilities, mastering the ability to coordinate work with various components of the educational and methodological kit (textbook, workbook, audio application, multimedia application, etc.), the ability to work in pairs, in a group.

General characteristics of the subject "English"

The selection of the content of the English language course is made taking into account the psychological and socio-age needs of children with disabilities studying according to adapted educational programs. The most difficult to understand topics have been simplified, the requirements for knowledge and skills of students have been reduced.

The peculiarities of the mental development of children studying according to adapted educational programs, first of all, the insufficient formation of mental operations. All this leads to additional correctional tasks aimed at developing the cognitive activity of students, at creating conditions for understanding the work performed. The logic and structure of the course remain unchanged. The sequence of studying the sections and topics remains the same, only their content has been revised.

Thus, the English course contributes to the disclosure of the personal potential of students with disabilities. The adapted program provides an opportunity for students to develop at their own personal pace, based on their own educational abilities and interests. Also, to implement the goals and objectives of education of students with disabilities, regardless of health status, physical disabilities and provide an opportunity for socialization in the process of learning a foreign language.

Adapted educational programs and is aimed at the all-round development of the personality of pupils, contributes to their mental development, provides civil, aesthetic, moral education. The training content is practical.

The main principle in the program is the principle of correctional orientation. Particular attention is paid to the correction of specific disorders existing in pupils, using the principle of upbringing and developmental orientation of training, the principle of scientific nature and accessibility of training, the principle of systematicity and consistency in training, the principle of visibility in training, the principle of an individual and differentiated approach to training, etc.

Methods :

• • Verbal - story, explanation, conversation;

    Visual - observation, demonstration;

    Practical exercises;

    Methods of presenting new knowledge;

    Repetition methods, knowledge consolidation;

    Knowledge application methods;

    Control methods.

The most effective methods of teaching children with disabilities are:

visual-practical method (visualization of the spelling of words, recognition and memorization, exercises in speech situations);

role-playing games (in the process of this technology, students adapt to social conditions, mastering social roles), conversations (students interact in questioning dialogues, dialogues of motivation for action, self-presentation monologues);

visual teaching aids are widely used to visualize the spelling of words, recognition and memorization;

work on the reference / sample;

modeling of speech situations, repetition, portionwise expansion of vocabulary;

the use of the physical answer method to test the knowledge of clichés and words, the method of teaching reading in whole words, cheating, memorizing, working with a bilingual dictionary, phrasebook. Repetition of study material on the topic being studied or previously studied material should be an element of each lesson.

Technologies used in the educational process.

1. Personality-oriented technologies.

2. Differentiated learning.

3. Technologies for activating cognitive interests, creative independence of students.

4. Technologies of traditional education.

5. Technology of game learning.

6. Health-preserving educational and life safety.

7. Project teaching methods.

Homework assignments are usually not given. In some cases, students can be instructed to collect certain information (for example, the place of work of the parents, their position, etc.)

Classes are held in a classroom-lesson form.

Lesson types:

Lesson in communicating new knowledge (lesson in the initial study of the material);

Lesson in the formation and consolidation of knowledge and skills (practical lesson);

Lesson in generalization and systematization of knowledge (repetitive-generalizing lesson);

Combined lesson;

To control the students' ZUNs, test works are used

Place of the subject in the school curriculum

In accordance with the federal basic curriculum for educational institutions of the Russian Federation, the study of the subject "English" is allocated in grade 3 - 68 hours (2 hours per week).

Psychological and pedagogical characteristics of a student with mental retardation

Students with MAD are children who have psychological developmental deficiencies, confirmed by the PMPK and hinder their education without creating special conditions.

The category of students with disabilities is the most numerous among children with disabilities and a heterogeneous group of schoolchildren. Among the reasons for the onset of CRD may appear organic and / or functional insufficiency of the central nervous system, constitutional factors, chronic somatic diseases, unfavorable conditions of upbringing, mental and social deprivation. Such a variety of etiological factors determines a significant range of severity of disorders - from conditions approaching the level of the age norm to conditions requiring delimitation from mental retardation.

All students with mental retardation experience, to one degree or another, pronounced difficulties in mastering curricula due to insufficient cognitive abilities, specific disorders of psychological development (school skills, speech, etc.), disorders in the organization of activities and / or behavior. Common to all students with PDD are, to varying degrees, pronounced shortcomings in the formation of higher mental functions, a slow pace or uneven formation of cognitive activity, and difficulties in voluntary self-regulation. Quite often, students have violations of speech and fine manual motor skills, visual perception and spatial orientation, mental performance and emotional sphere.

AOP LEO is addressed to students with mental retardation who have reached a level of psychophysical development close to the age norm by the time they enter school, but are noteddifficulties in voluntary self-regulation,manifested in the conditions of activity and organized behavior, and signs of general socio-emotional immaturity. In addition, this category of students may show signs of mild organic insufficiency of the central nervous system (CNS), expressed in increased mental exhaustion with a concomitant decrease in mental performance and resistance to intellectual and emotional stress. In addition to the listed characteristics, students may have typical, to varying degrees, dysfunctions in the spheres of spatial representations, hand-eye coordination, phonetic-phonemic development, neurodynamics, etc. But at the same time, the stability of forms of adaptive behavior is observed.

Pedagogical characteristics on

Date of Birth

Class of training_ 3

Section

Criteria and specific examples of wording

1. Organization of training

Training program

Inclusive

The term of study in this educational institution for this program

Form of study

Attending lessons in all subjects with a class

2. Educational activities

Formation of motivation for educational activities

Learning motivation: partially formed,game motivation remains the leading one, educational interests are formed with difficulty and to a minimum

The success of mastering the program material with an indication of external reasons in case of academic success or failure (due to behavioral disorders, frequent illnesses, somatic weakness, limited / fragmented stock of ideas, knowledge about the environment; violations ... etc.)

Learns the program material partially.The greatest difficulties arise in reading and writing due to the weak development of phonemic perception and lack of interest in this kind of occupation. Often distracted, violates discipline in the lesson.

Features of educational and cognitive activity

Is aware of the learning task, but does not always accept - depending on the mood.

The ability to hold on to a learning task is weak, and is often distracted in class. She is not able to plan independent actions, she needs constant help from the teacher.

Often, when difficulties arise, he makes contact with the teacher, using his help.

Does not possess the ability to be critical of his work, does not seek to correct mistakes.

Deciphering the features of mastering educational knowledge, abilities, skills

With the auditory perception of educational material and

when writing "by ear" has difficulty understanding what he has heard.

For better memorization, repeated repetition of words and sentences is required.

Understands the meaning of the read poorly, reproduces the content only with the help of the teacher's questions

The proposed educational material is able to be partially aware only if it is brighter and is of interest to the child himself.

She is not capable of independent educational actions, often performs only with reference to a model.

Features of mental development

Temperament type

Choleric

Representative system (dominant modality when receiving and processing information

Kinesthetic

Leading hemisphere

Left-hemispheric

Features of cognitive processes

Attention is steady. Switching attention is difficult. The child does not immediately switch from one type of exercise to another, he needs time. The amount of attention is sufficient - 2 - 3 objects. The girl's involuntary attention predominates.

Her performance is unstable, due to rapid fatigue. The volume of tasks performed per lesson is less than half of the norm.

The ability to navigate in space is formed at a sufficient level.

The child is characterized by a visual-shaped type of memory. Memory is unstable, short-term. The process of forgetting dominates.

Understands materials only after additional lessons, performs tasks extremely slowly, blindly uses well-known "patterns", is not able to establish causal relationships.

The girl has insufficient vocabulary. Not able to formulate a thought on her own.

Features of the emotional-volitional sphere and personal characteristics

By temperament, the child is very emotional, irritable, capable of aggressive actions.

The child's self-esteem is too high.Often brags about what has not yet been done.

Does not always carefully control his words and actions. The child's actions are often deliberate. He does not pay attention to critical remarks and advice, does not try to correct shortcomings. Occasionally he listens to fair comments, tries to take them into account.

Very rarely he brings his plans to the end, even if he faces minor difficulties.

Features of communication

Easily enters into conversation with both adults and other children. He treats the teacher with respect, recognizes his authority. Likes to talk about what happened at home. The ability to work in a team requires improving the organization of behavior, constant monitoring by the teacher.

Planned results of mastering by students with mental retardation of the adapted general education program of primary general education

The program ensures that primary school graduates achieve certain personal, metasubject and subject results.

Personal results learning a foreign language in primary school are: a general understanding of the world and how a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of language, including foreign language, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the studied foreign language through children's folklore, some samples of children's fiction, traditions).

1. Education of citizenship, patriotism, respect for human rights, freedoms and duties:

value attitude towards their small homeland, family traditions; state symbols, native language, to Russia;

elementary ideas about the cultural heritage of the small homeland;

initial experience of comprehending the values \u200b\u200bof national culture;

initial experience of participation in intercultural communication and the ability to represent the native culture;

initial understanding of the rights and obligations of a person and a citizen.

2. Education of moral feelings and ethical consciousness:

elementary ideas about moral norms and rules of moral behavior, including ethical norms of relationships in the family, classroom, school, as well as between bearers of different cultures;

initial ideas about the humanistic worldview: kindness, the desire to bring joy to people; careful, humane attitude to all living things; generosity, sympathy; partnership and mutual assistance;

striving to make the right moral choice: the ability to analyze the moral side of one's own actions and the actions of other people;

respectful attitude towards parents, respectful attitude towards elders, caring attitude towards younger ones;

moral and ethical experience of interacting with peers, older and younger children, adults in accordance with generally accepted moral ethical standards;

a benevolent attitude towards other participants in educational and play activities based on ethical standards.

3. Fostering respect for the culture of the peoples of the English-speaking countries:

elementary ideas about the cultural heritage of English-speaking countries;

initial experience of intercultural communication;

respect for other opinions and cultures of other peoples.

4. Education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values \u200b\u200b(aesthetic education):

elementary ideas about the aesthetic and artistic values \u200b\u200bof the native culture and culture of the English-speaking countries;

initial experience of emotional comprehension of folk art, children's folklore, cultural monuments;

the initial experience of self-realization in various types of creative activity, the formation of the need and the ability to express oneself in the available types of creativity;

motivation for the realization of aesthetic values \u200b\u200bin the space of the school and family;

attitude towards learning as a creative activity.

5. Education of industriousness, creative attitude towards learning, work, life:

value attitude to work, study and creativity, hard work;

needs and initial skills to express oneself in various types of creative activity that are accessible and most attractive to the child;

discipline, consistency, perseverance and independence;

initial experience of participation in educational activities to master a foreign language and awareness of its importance for the student's personality;

initial skills of cooperation in the process of educational and play activities with peers and adults;

respect for the results of one's own labor, the work of other people, for school property, textbooks, personal belongings;

motivation for self-realization in cognitive and educational activities;

curiosity and desire to expand horizons.

6. Formation of a value attitude towards health and a healthy lifestyle:

value attitude to one's own health, health of relatives and people around;

initial ideas about the role of physical culture and sports for human health;

initial personal experience of health-preserving activities.

7. Education of a value attitude towards nature, the environment (ecological education):

value attitude to nature;

initial experience of aesthetic, emotional and moral attitude to nature.

Metasubject results learning a foreign language in primary school are:

Development of the ability to interact with others when performing different roles within the limits of the speech needs and capabilities of the younger student;

Development of the student's communication skills, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task;

Expansion of the general linguistic outlook of a younger student;

Development of the cognitive, emotional and volitional spheres of a younger student; formation of motivation to learn a foreign language;

Mastering the ability to work in a coordinated manner with different components of the educational and methodological set (textbook, audio CD, etc.)

The subject results of studying a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare such language units as sound, letter, word.

As a result of studying a subject, students should be able to:

Communication skills by type of speech activity

In line with speaking

1. Dialogue form

Be able to lead:

etiquette dialogues in typical situations of everyday and educational communication;

dialograsspros (request for information and the answer to it) based on a picture and a model, the volume of a dialogical utterance is 2-3 replicas on each side;

dialogue is an incentive to action.

2. Monologue form

Be able to use the basic communicative types of speech: description, story,characteristic (personzhey) based on the picture (small volume).

In line with listening

Listen and understand:

the speech of the teacher and classmates in the process of communication in the lesson and verbal / non-verbal response to what is heard.

In line with reading

read the words of the studied vocabulary out loud and understandsmall dialogues, built on learnedlanguage material; find the necessary information (names of characters, where the action takes place, etc.).

In line with the letter

Know and be able to write the letters of the English alphabet.

Own:

the ability to write words, phrases and sentences from the text.

Language tools and skills to use them

English language

Graphics, calligraphy, spelling. Bletters of the English alphabet. Basic letter combinations. Sound alphanumericcompliance. Apostrophe.

The phonetic side of speech. Ppronunciation and distinction by ear of sounds and sound combinations of Englishlanguage. Compliance with pronunciation norms: longitude andshort vowels, no stunning voiced consonantsat the end of a syllable or word, no softening of consonants before vowels. Diphthongs.Binder "r" (there is / there are). Accent in a word, phrase. Lack of stress on official words (articles, conjunctions, prepositions). Membership of proposals into semantic groups. Rhythmic-intonational features of the narrative, incentiveand interrogative (general and special question) sentenceniy.Enumeration intonation.

The lexical side of speech. Lexical units, obsluliving situations of communication, within the scope of the primary school subject, in the amount of 300 lexical units for mastering, the simpleststable phrases, evaluative vocabulary and speechclichés as elements of speech etiquette, reflecting the culture of English-speaking countries. International words (e.g.doctor, film).

The grammatical side of speech. Basic communicative types of sentences: declarative, interrogative,incentive. General and specific questions. Question words: what, who, when, where, why, how. Orderwords in a sentence. Affirmative and negative sentences. A simple sentence with a simple verb predicate (He speaks English.), A compound nominal (My family is big.) And a compound verb (I like to dance. She can skate well.) Predicate. Incentive sentences in affirmative (Help me, please.) And negative (Don’t be late!) Forms.Impersonal sentences in the present tense (It is cold. It’s five o’ clock.). Offers with turnover there is / there are. Simple common sentences. suggestionswith homogeneous members.

Verb constructions I’d like to ... Nouns in the singular and plural (formed byrule and exceptions), nouns with indefinite, definite and zero articles.

Pronouns: personal (in nominative and object), possessive, interrogative, demonstrative (this / these, that / those),undefined (some, any - some use cases).

Adverbs time (yesterday, tomorrow, never, usually,often, sometimes).Adverbs of degree (much, little, very).

Cardinal numbers (up to 100), ordinal numbers (up to 10).

Most common prepositions: in, on, at, into, to,from, of, with.

Sociocultural awareness

In the process of teaching a foreign language in primary school, students get acquainted: with the names of countries fromlearning language; with some literary characterspopular children's works; with plots of some popular fairy tales, as well as small workschildren's folklore (poems, songs) in a foreign language; with elementary forms of speech and non-speech behavior, adopted in the countries of the target language.

A 3rd grade student will learn:

Reproduce graphically and calligraphically correctly all letters of the English alphabet (semi-printed spelling of letters, letter combinations, words);

Use the English alphabet, know the sequence of letters in it;

Distinguish letters from transcription signs.

Apply the basic rules of reading and spelling (the ability to apply them when reading and writing).

Group words according to the learned reading rules;

Refine the spelling of a word using the dictionary

Phonetic side of speech

A 3rd grade student will learn:

Pronounce all the sounds of the English alphabet;

Distinguish by ear the sounds of the English and Russian alphabet;

A 3rd grade student will have the opportunity to learn:

Observe the intonation of the enumeration;

Adequately pronounce and distinguish by ear the sounds of the foreign language being studied

Lexical side of speech

A 3rd grade student will learn:

Recognize the studied lexical units, including phrases, in the written and oral text within the subject;

Use active vocabulary in the process of communication in accordance with the communicative task;

A 3rd grade student will have the opportunity to learn:

Learn simple word-building elements;

Rely on a linguistic guess in the process of reading and listening (international and complex words).

To recognize lexical units, the simplest stable phrases, evaluative vocabulary and cliche cliches as elements of speech etiquette, reflecting the culture of the countries of the target language (use and recognition in speech).

Learn about the methods of word formation (word composition and affixation), about borrowings from other languages \u200b\u200b(international words).

The grammatical side of speech

A 3rd grade student will learn:

Use speech patterns with verbs to have, to be, modal and semantic verbs in the present tense;

Use the correct word order in a sentence;

Use singular and plural;

A 3rd grade student will have the opportunity to learn:

Recognize and differentiate words in the text according to certain characteristics (nouns, adjectives, modal / semantic verbs).

Content of the subject.

(Grade 3, 68 h)

Topic

Number of hours

Welcome to Green School !! Acquaintance, name, age.

Since a student with DPD receives an education that is fully consistent in terms of final achievements by the time the training is completed, the education of students who have no health limitations, within the same terms of study,thematic planning is the same as grade 3 planning.

p / p

Lesson topic

Lesson type

Correctional work

Planned

results

Personal

UUD

Cognitive

UUD

Communicative UUD

Regulatory

UUD

View

control

Note

“Welcome to Green School! ” (eighteen hours )

Acquaintance: name, age.

PPM

Testing speech cliche “What is your name? How old are you? How are you ? " through the use of audio materials, cards, work in pairs.

Be able to:

Say hello

and reply to a greeting;

Introduce yourself and

find out the name of the partner

Development

cognitive

interests, educational motives, formation

foundations of civic identity

The ability to consciously and arbitrarily build speech

utterances

in oral form

The need for communication with adults and peers

Ability to interact with adults and peer

mi

Current

TECHNICAL TRAINING TOOLS

1. TV.

2. Personal computer.

3. Interactive whiteboard.

4. Screen-sound aids (presentations, cartoons)

The working program is based on the author's program of M.Z.Biboletova. in English for grades 5-11. Textbook Biboletov M.Z. English with pleasure "Enjoy English" for the 2nd grade of general education institutions. 1 hour per week (34 hours per year) for the academic year

The main objective of the course: to develop the cognitive abilities of the child, relying on speech experience in the native language It is important: not to deviate from the basic principle of clarity and imagery, be guided by the principle of "do as I do", "speak as I do" teach the language exclusively in practice, without the use of even elementary theoretical linguistic concepts

Tasks: Educational: creating an initial base for the development of speech abilities; formation of skills and abilities to independently solve the simplest communicative and cognitive tasks in oral speech; expanding the child's ideas about the world around them and language as a means of cognition and communication with the help of English as a means of cognition and communication; Correctional and developmental: development and correction perception, attention, language memory, imagination; the development of speech culture, as well as the culture of communication; development of the creative abilities of students in various fields using a foreign language; Educational: fostering in children a steady interest in learning a new language; fostering the desire and ability to enter the world of another culture

In the learning process, the following approaches should be taken into account: 1. Use various means of encouragement. 2. To form a positive image of a teacher in children, which increases the child's reflexive abilities. 3. Systematically enter vocabulary. 4. Take into account the short-term memory of children, systematically return to the previously learned material and include it in subsequent lessons. 5. Teach complete speech structures to help develop speaking skills. 6. Give priority to frontal and individual work. This helps to establish a favorable psychological climate in the group and removes language barriers. 7. Take into account the psychophysical characteristics and state of health of each student.

The main sections of the program: I. Introduction. (The meaning of the English language. English-speaking countries.) II. Acquaintance. (Greeting and introduction.) III. Puppet theater. (Names of animals, personal pronouns, verbs of movement.) IV. Cheerful account. (Acquaintance with English count to 5, plural nouns.) V. Colors. (Acquaintance with the names of color shades.) VI. Colorful garden. (Names of vegetables and fruits.) VII. There is a time for everything. (Seasons, parts of the day, weather VIII. Family. (Family members.) IX. Where do we live? (Habitat, housing). X. Repetition. (Repetition and consolidation of the studied material. Checking the knowledge gained.)

The main stages of the study: 1. Preparatory: greeting, setting goals and objectives of the lesson, repetition of previously studied vocabulary. 2. The main one: activation of the studied vocabulary, completing tasks, games, polling, knowledge control. 3. Final: acquaintance with new vocabulary, homework, summing up.

1. Personal psychological barriers among students due to unusual sounds of foreign language speech, strange words and phrases for children, random associations with native speech. 2. Mastering a foreign language remains an insufficiently motivated type of cognitive activity. 3. Many children are characterized by weak short-term auditory memory, a short period of concentration, difficulties in mastering and memorizing new concepts and skills. Learning difficulties:

The program includes sections:

- Explanatory note

- Academic-thematic plan

- Requirements for knowledge, abilities and skills of students by the end of the academic year

- Educational-methodical kit

- Calendar-thematic planning

Explanatory note (special (correction) class).

The work program for grade 8 was drawn up on the basis of the federal component of the state standard of general education (2004), an approximate program of basic general and secondary (complete) education in a foreign language, the program of the English language course for the teaching materials New English course for Russian schools (5-9 classes) (O. V. Afanasyeva, I. M. Mikheeva) and in accordance with the Federal basic curriculum and approximate curricula for educational institutions of the Russian Federation implementing general education programs, approved by order of the Ministry of Education of the Russian Federation dated 09.03.2004. No. 1312.

This academic subject has as its goal the formation and development of communicative competence in English in the aggregate of its components - speech, language, socio-cultural, compensatory and educational-cognitive, the development and education of the student by means of a foreign language.

The educational process in this class is carried out in accordance with the level

General education programs of the second stage of education: basic general education according to the program for mass schools, adapted to the peculiarities of the psychophysical development of the child.

The explanatory note was drawn up taking into account the main tasks:

1.to form the foundations of functional literacy and basic learning skills and

communication, to give the student an idea of \u200b\u200bthe national and world culture.

2. to correct the developmental lag of the learner by filling knowledge gaps and

ideas about the world around, to overcome the shortcomings that have arisen as a result of developmental disorders, including the shortcomings of mental activity, speech, motor skills, regulation of behavior

This course provides for the mastery of knowledge in the amount of the basic core of a compulsory training course, the same for general educational institutions of the Russian Federation. In addition, it provides for the correction of developmental deficiencies and individual work aimed at overcoming difficulties and mastering various types of activities.

"Foreign language" is presented by a course, the purpose of which is to master foreign language communication, ensuring the formation of elementary communicative competence.

Number of hours for the curriculum:

2 hours per week

Total - 68 hours

Scheduled control works - 16:

Listening-4,

Talking-4,

RequirementsTo knowledge, skills andSkills Students by the end of the academic year

Students should Know:

The main meanings of the studied lexical units (words, phrases) in accordance with the subject content of speech provided by the program for this stage, the main ways of word formation (affixation, word composition, conversion);

Features of the structure of simple (affirmative, exclamatory, incentive) and complex sentences in the English language; intonation of various communicative types of sentences;

Signs of the studied grammatical phenomena (temporal forms of verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);

Basic norms of speech etiquette (cliche remarks, the most common evaluative vocabulary), adopted in the country of the target language;

Culture of Great Britain, USA (way of life, way of life, customs, traditions, holidays, world-famous sights, outstanding people and their contribution to world cultures), similarities and differences in the traditions of their country and the countries of the target language.

Students should Be able to:

In the area of \u200b\u200bspeaking:

Communicate on the following topics:

- Travel in Russia and abroad.

- Appearance. Youth fashion. Purchases. Healthy lifestyle.

- School education. Studied subjects.

- Countries of the target language: Great Britain and the USA.

- Nature. Ecological problems.

- Man and his profession.

- English is the language of international communication.

- Music, cinema, theater.

Conduct a dialogue within the designated topic:

Etiquette dialogue;

Dialogue questioning;

Dialogue of an incentive nature;

Dialogue exchange - opinions.

Express facts and events using such types of speech as narration, message, description;

Present the main content of the read based on the text;

Express your opinion in connection with the text read and heard;

In the field of listening:

Understand the main content of simple authentic texts related to various communicative types of speech (message / story);

Be able to determine the topic and facts of the message, to isolate semantic milestones; highlight the main thing, omitting the secondary;

Selectively understand the necessary or interesting information in messages of a pragmatic nature, based on linguistic conjecture, context.

In the field of writing and writing:

Make extracts from the text;

Make a plan for the text;

Write congratulations on the holidays, express wishes (up to 30 words, including the address);

Fill out questionnaires, forms, indicating the name, surname, gender, age, citizenship, address;

Write a personal letter based on a sample.

In connection with the psychological characteristics of this class, the work program focused on the use of the textbook: 4th year of study (authors O. V. Afanasyeva, I. V. Mikheeva) is reduced to 68 hours (instead of 102 hours).

Educational-methodical kit

The work program is focused on using the textbook:

English language. 4th year of study. Grade 8: textbook for educational institutions, authors OV Afanasyeva, IV Mikheeva, Moscow: Bustard, 2010;

Teaching aids for teachers:

1. Book for the teacher to the textbook O. V. Afanasyev (Bustard, 2007)

Additional literature for teachers:

1. Audio cassette

2. Journal "Foreign languages \u200b\u200bat school"

3. Newspaper "September First"

Additional literature for students:

1.Workbook No. 1,2

Thematic planning in 8 (special correctional) class

Sections: Foreign languages

Foreign language teacher of the highest category Shiryai Larisa Mikhailovna
Student of grade 11 Stakheeva Natalia Valerievna

Explanatory letter

Contradictions and problems that have arisen in the educational process. Resource support for the implementation of an individual program

Since 2001 Natalya Stakheeva has been studying in a specialized mathematical class.

She has a high level of training in English, since for two years she studied the language additionally under the guidance of a teacher and independently;
- not satisfied with the content of the material on the subject in the mathematical profile, as well as the pace of the program;
- not satisfied with the level of training of students in the group;
- not satisfied with the lack of modern teaching aids at school;
- realizes the need for proficiency in the language at the functional level for a qualified specialist in any field, will study the language at the university chosen for admission;
- would like to master the program of the humanitarian profile in English;
- I would like to free up study time for myself in the second half of 2004 to prepare for the final exams in selected subjects and entrance exams to the university;
- has the ability to independently learn the language;
- has a computer at home and Internet access.

Realizes the discrepancy between the student's requests and the content of the program of a mathematical profile;
- would like, based on the student's abilities, the student to reach level B1 of the Common European Framework of Reference for Languages;
- considers it possible to use the design skills of the student in mastering the content of the subject;
- can provide additional material and software;
- can use the opportunity of profile training and create an individually oriented program for a specific student, since the school participates in the Federal experiment on “Modernization of the structure and content of general education”.

Program objectives:

Mastering the program in English for the course of complete secondary education during the 1st half of the 2003-2004 academic year;
- creation of conditions for providing in-depth study of a foreign language;
- ensuring continuity between general and vocational education, more effective preparation of a student for the development of an English language program at a higher educational institution.

Program objectives:

Creation of psychological and pedagogical conditions that would provide active stimulation of the student's self-valuable educational activity on the basis of self-education, self-development, self-expression in the course of mastering the English language;
- formation of self-educational competence, i.e. the ability to maintain and improve in the process of self-education the level of English proficiency;
- creating conditions for the development of thinking skills (generalization, abstraction, comparison, - grouping, analysis, synthesis, inference);
- ensuring the success of mastering the program;
- maintaining the health of the child;
linking the program of the humanitarian profile with the program of entrance examinations in English in the university to ensure continuity in learning;
- achieving the appropriate level B1 of the Common European Framework of Reference for Languages;
- completion of work on the textbook Kuzovlev V.R 10-11 grade, on the textbook Klementyeva T.B. “Happy Engish 3”.

Practical English Requirements

It is assumed that the level of assimilation of the content of the program in English corresponds to the threshold level (B1) of the Common European Framework of Reference for Languages, that is, the student:

Can understand generally clear standard messages on familiar topics encountered in the field of study, leisure;
- communicates in most situations that arise while traveling around the country of the target language;
- builds simple, coherent statements on familiar topics;
- describes events, dreams and briefly explains the opinion.

Description of skills

Listening - can understand basic thoughts in clear standard statements on familiar topics that are regularly encountered in school and leisure. Can understand the main content of many radio / TV programs about current affairs or professional / personal interest when the presentation is relatively slow and clear. 3-4% of unfamiliar words are allowed. The duration of the sound is 3 - 5 minutes.

Reading - can understand short texts that mainly consist of high frequency everyday or profile lectures. Can understand the description of events, feelings, desires in letters of a personal nature. Reads in order to extract complete, basic, partial information.

Speaking – Dialogue speech - can communicate in various situations that arise while traveling around the country of the target language. Can, without preparation, enter into a conversation on familiar topics of a personal or everyday nature (family, hobbies, work, travel, current events). The volume of replicas is at least 10. Monologue speech - can connect phrases in a simplified way to describe events, desires, hopes. Can briefly substantiate and explain opinions, plans. Can tell a story, the content of a book / film and describe the feelings they caused. The volume of the statement is at least 20 phrases Letter - can write a simple coherent text on topics of a personal nature or close to the student. Can write a letter of a personal nature, describing his experience, impressions. Knows how to fill out a questionnaire, write an autobiography.

The student is able to:

Compare the cultural characteristics of different countries of the world of life (lifestyle, traditions and customs), drawing on information from other school subjects;
- use modern information technologies to expand linguistic and regional knowledge, to activate communication skills.

Output: A student who has completed the high school program ahead of schedule and has reached the threshold for English proficiency set by the Common European Framework of Reference for Languages.

Language competence

Graphics and spelling: within the scope of basic school. Writing new vocabulary on the senior stage and in connection with the humanitarian profile.

Pronunciation side of speech: expanding the set of intonational structures for expressing feelings and emotions;

Lexical side of speech:

active possession of 1100-1500 lexical units; volume of vocabulary for reading and listening in the volume of at least 2600 lexical units;
idiomatic expressions, evaluative vocabulary, cliche cliches of speech etiquette, reflecting the peculiarities of the culture of the countries of the target language;
synonyms, antonyms, word formation.

Grammatical side of speech:

syntax: the use of a simple (non-widespread, widespread) sentence with a verbal nominal predicate, the use of impersonal sentences, constructions with there is-there are, various sentences on the purpose of the statement, complex sentences and their types, direct and indirect speech, the coordination of tenses;

morphology:

numeral name (quantitative, ordinal);
pronouns: personal (nominative, objective), possessive (absolute, dependent forms), demonstrative, reflexive, interrogative, indefinite (some, any, no, every, their derivatives), pronouns one, it, generalizing pronouns;
verb: system of verb tenses of active and passive voice, peculiarities of using tenses, imperative mood, modal verbs and their substitutes, used to, would, to get used to, to be used to, to be going to, phrasal verbs, conditional sentences with different the degree of probability, mood of verbs;
adverbs: the degree of comparisons of adverbs, the place of adverbs in a sentence;
noun: number, case, gender, article, use of articles;
adjective: degree of comparison of adjectives, comparative constructions with adjectives;
numeral name: cardinal, ordinal, fractions, percent;
prepositions: the place of prepositions in a sentence, specificity of prepositions for, during, since;
unions.

Subject content of speech:

Situations of everyday communication in the social, cultural and educational spheres. Foreign language and profession.

Speech competence

Speaking: all types of monologue and dialogue based on extended topics and vocabulary in situations of formal and informal communication in social, cultural, educational and professional spheres. Polylog in the form of discussion and business conversation in compliance with the rules of speech etiquette. Public speeches (in connection with what he saw, read). Presentation of a socio-cultural portrait of the native country and countries of the target language. Evaluation or characterization of events, facts of modern life in their country and countries of the target language.

Listening: understanding the main content of the statements of native speakers of the target language in situations of everyday and professional communication; extraction of selected information from audio and media texts of various genres within the selected subject; isolation of meaningful information from sounding texts;

Reading original texts of various genres using various types of reading: introductory, viewing, search, studying. Annotation. Elementary linguistic analysis, translation from English into native;

Writing: presenting information about yourself, writing abstracts of an oral (written) message, writing a personal and business letter, filling out questionnaires of a different nature. Drawing up a synopsis, abstract, annotation, text, characteristics of literary characters;

Sociocultural competence

Expansion of the volume of regional geographic information due to new problems and topics of speech communication. English as a means of national communication in the country, as a language of international communication. Famous public figures, discoverers, scientists, writers, artists of their country and English-speaking countries, their contribution to the development of national and world culture.

Thematic planning

		“Western Democracies. Are They Democratic? ”. Shall, should and modal verbs.	Kuzovlev V.P. 10-11 Unit 2; “English” No. 3/2003, p.5; CD Professor Higgins.
		“Is System of Social Welfare Fair?”. Adjective modifiers. The numeral. Subordinate clauses with conjunctions and prepositions.	Kuszovlev V.P. 10-11 Unit 5; CD Professor Higgins; Guzeeva K.A. English Grammar.
		“What Help you to Enjoy Yourselves?”. Relative clause. Adjective modifiers. Emphatic sentences. Exclamatory sentences.	Kuszovlev V.P. 10-11 Unit 6; “English” No. 21/2003 p.14; Speak Out # 1-6 2001; English Grammar Support, p.615.
		"Inventions that Shook the World"	Kuszovlev V.P. 10-11 Unit 7.
		“Welcome to Australia”. Review of all Verb Tenses. Active and Passive Voices Compared.	Klementieva T.B. 10 - 11 Unit 1; Guzeeva K.A. English Grammar p. 93-132; CD Professor Higgins.
		“School life”. Infinitive, Gerund, Participle. Personal letter.	Klementieva T.B. 10 - 11 Unit 2; Guzeeva K.A. English Grammar p. 167-191; CD Professor Higgins.
		“Multiculturalism”. Modal verbs. Articles.	Klementieva T.B. 10 - 11 Unit 3; Guzeeva K.A. English Grammar p. 144-157, 167-191; CD Professor Higgins
		“The Olympic Games”. Reported Speech. Types of Questions.	Klementieva T.B. 10 - 11 Unit 4; Guzeeva K.A. English Grammar, p. 136,240-244,214-227; CD Professor Higgins.
		"Australian Wild life". Subjunctive mood. Nouns.	Klementieva T.B. 10 - 11 Unit 5; Guzeeva K.A. English Grammar p. 160-161, 42-46; CD Professor Higgins.
		“Music and art”. Verb to be, to have. Adjectives adverbs.	Klementieva T.B. 10 - 11 Unit 6; Guzeeva K.A. English Grammar p. 60-68, 192-196; CD Professor Higgins. English Grammar Support p. 619-620.
		“Work Experience”. Suffixes, prefixes. Curriculum Vitae. Business letter.	Klementieva T.B. 10 - 11 Unit 7; Bogatckyi A.I. English Business-Course; English Grammar Support p. 597-598; “English” No. 15/2003, p.5.

Tasks for certification and certification forms

A credit control system is carried out after each block of educational material mastered independently by a student. Consultations are held between the tests once a week.

		Topics for speaking and writing
			Kuzovlev V.P. Unit2 AB Ex. 3 p.20; AB Ex. 5 p.57; AB Ex. 9 p. 26; AB Ex. 1 p.50	“English” No. 3 2003 p.5 AB Ex.5 p.23 Test Kuzovlev V.P. 10-11 p.65
			Kuzovlev V.P. Unit5 AB Ex. 4 p. 63; AB Ex. 1.2 p. 146; AB Ex. 2 p. 151; AB Ex. 1 p. 160; Phrases p.162	Test Kuzovev V.P. 10-11 p.170
		My favorite film. My favorite play. Thearte in my life.	Kuzovlev V.P. Unit6 AB Ex. 1 p.185; AB Ex. 1 p. 192; AB Phrases p.201	Test Kuzovlev V.P. 10-11 p. 242 Project.
		American, Russian Scientists and their	Kuzovlev V.P. Unit 7 AB Ex. 1 p. 226; AB Ex. 2 p. 238; AB Ex. 2 p.232	Test Kuzovlev V.P. 10-11 p. 242 Afanasieva O.V. Tests p. 142, 88
			Klementieva T.B. "Happy English-3" Unit1 Kaufman K.I. Work book p. 11 Ex. 6; p. 13 Quiz; p. 34 Quiz; p. 39 Quiz; p. 51 Quiz; p. 62 Test	Klementieva T.B. “Happy English 3” p.79, p.78; Kaufman K.I. Work book 1 p.41 Test, p.44 Test, p.39, Test, p.59 Test.
		Education in the USA, the UK and Australia (compared). Education in Russia. My school. My school day.	Work book: p.23 Test; p.24 Test; p.36 Test; p.31 Ex.6; p.33 Ex. 1,3	Klementieva T.B. “Happy English 3”; p.121 listening, p.125 dictation; Kaufman K.I. Work book 1 p. 27 Test
		Personal heritage Russian travelers	Work book: p. 47 Test 1; p.48 Test 2; p.54 Ex. 4; p.61 Test	Klementieva T.B. “Happy English 3” p. 164 listening, p. 169 dictation; Kaufman K.I. Work book 2 p.49 Test
		The history of Olympic Games. Sport in my life. Sport and health.	Klementieva T.B. “Happy English 3” Unit 4. Kaufman K.I. Work book 2: p. 72 Test 1, 2; p.78 Test.	Klementieva T.B. “Happy English 3” p.207 dictation; Kaufman K.I. Work book 2
		Environmental problems. Australian wild life.	Klementieva T.B. “Happy English 3” Unit 5. Kaufman K.I. Work book 3: p. 7 Ex. 2; p.12 Test	Klementieva T.B. “Happy English 3” p.243 dictation, p.242 listening; “English” No. 21/2003 p.14.
		Music in my life. Galleries in Russia and in the UK. The USA, Historical Famous Painters.	Klementieva T.B. “Happy English 3” Unit 6 Work book 3: p. 34 Ex. 2; p.36 Ex. 2; p.37 Ex. 1	Klementieva T.B. “Happy English 3” p.276 dictation, p.279 listening; Kaufman K.I. Work Book3 p.39 Test; “English” No. 21/2003 p.14.
		Curriculum Vitae. Business Letter. Choosing Profession.	Klementieva "Happy English-3" Unit7 Work Book 3: p. 72 Test; p.64 Ex.2; p.66 Ex.2	Klementieva T.B. “Happy English” 3p.311 Listening, p.314 Dictation; Kaufman K.I. Work book3
		Preparation for Final Test.
		Final Test. (DEMO EGE 2003)

Features of the educational process

accelerated passage of the program;
using a communicative approach in teaching;
using a computer in teaching;
the learning process is personality-oriented;
the basis of training is an active motivated independent mental activity of a student;
block division of language material;
credit control system;
linguistic and regional orientation of education;
principles of building individual training:
democracy
motivation
cooperation
self improvement
self-awareness
self-esteem;
students' independent choice of the pace, time of delivery of the report and methods of work.

Literature

1. English language. A large reference book for schoolchildren and university applicants, M, “Bustard”, 1998;
2. Afanasyeva OV Training tests to prepare for the Unified State Exam in English, Rostov-on-Don, “Phoenix”, 2003;
3. Bogatskiy I. S. “Business English course”, Kiev, “Logos”, 1999;
4. Guzeeva K. A. English language, Reference materials, M, “Education”, 1992;
5. English language program edited by ND Galskova, M, “Education”, 1994;
6. Periodic printing:
   The concept of the structure and content of general secondary education in a 12 summer school, UG, No. 50, 1999;
   Common European Framework of Reference for Languages. “Foreign languages \u200b\u200bat school”, No. 5, 2000;
   Organization of specialized training in the 11th grade of a general educational institution in the 2002-2003 academic year. Letter of recommendation, “IYASH”, No. 1,2002;
   Requirements for the level of training of graduates. Mandatory minimum of educational content (draft), “English”, №43, 2001;

7. Tutorials:

1. Kaufman KI, Kaufman M. Yu. Workbooks for the textbook by TV Klementyeva “Happy English –3”, Obninsk, “Title”, 1998;
2. Klementyeva TV “Happy English –3”, Obninsk, “Title”, 1998;
3. Kuzovlev V.P. English language 10-11 grade. M, "Education", 2001;
4. Kuzovlev VP Workbook for the textbook of grades 10-11, M, "Education", 2001.
5. CD "Professor Higgins"