Author's program in English. Work program in English

Sections: Foreign languages

Explanatory note

The introduction of the course “Complex questions of grammar” in the 5th grade as part of additional education is determined, on the one hand, by the need to solve the problems of improving students’ literacy, on the other hand, by the insufficient time in the lesson to train grammatical skills. This course is intended for 5th grade students and is designed for 60 hours.

Course objectives:

expand students' knowledge of English grammar;
create a basis for high-quality preparation of students for exams and participation in olympiads;

Course objectives:

knowledge of the culture of English-speaking countries in its dialogue with the native culture;
development of the student as an individual;
education of a moral, spiritual personality;
mastering a foreign language as a means of communication through a system of speaking exercises.

Table of thematic distribution of hours by course

	Sections, topics	Number of hours
	Sections, topics	Working programm
1	Verbs: be /have/do in present, past and future tenses.
2	English verb tenses. Simple group: present, future and past.
3	English verb tenses. Continuous group (long): present.
4	Comparisons of English verb tenses: present simple and present continuous.
5	Types of offers.
6	Modal verbs.
7	Noun: plural, possessive case.
8	Article.
9	Pronouns.
10	Adjective: types of adjectives, degrees of comparison.
11	Prepositions.
12	English verb tenses. Group Perfect (completed): present.
Total

Forms of intermediate and final control: lexical and grammatical tests, written tests, oral questioning, tests, presentation of creative projects on the topic “English grammar”. There is no grade given for the course.

Didactic principles for selecting material content:

scientific character;
availability;
consistency and systematic presentation of the material;
continuity and perspective;
connection between theory and practice;
visibility;
integrity.

As a result of studying the discipline, the student must learn:

understand and distinguish aspectual and tense forms of a verb, which will facilitate the understanding of English written and oral speech, and specifically: verbs of simple, continuous and complete tenses;
use personal, possessive, demonstrative and indefinite pronouns; modal verbs;
use basic communicative types of sentences;
understand and use articles;
understand and use plural nouns in speech; degrees of comparison of adjectives;
recognize parts of speech by certain characteristics;
perform lexical and grammatical tests in GIA format.

Essential Grammar in Use. Elementary. Raymond Murphy. Cambridge University Press. 2007
Additional exercises/Essential English in Use. Elementary.
KET/ Practice Tests/ Peter Lucantoni. Pearson Longman. 2009
English Vocabulary in Use / Elementary/ (with CD-ROM). Michael McCarthy, Felicity O'Dell. Cambridge University Press 2007 (third edition) http://www.cambridge.org
Essential grammar in Use / Elementary/ (with CD-ROM) Raymond Murphy Cambridge University Press 2007 (third edition) http://www.cambridge.org
Round-up 2 (with CD-ROM) Virginia Evans. Pearson Education Ltd 2005 www.longman.com
Round-up 3 (with CD-ROM) Virginia Evans. Pearson Education Ltd 2005 www.longman.com
Grammarway 1 Jenny Dooly, Virginia Evans, Express Publishing (CenterCom) Translation from English by Associate Professor G.I. Bardina, edited by Professor O.V. Afanasyeva. Moscow CenterCom 2000
Opportunities/New/ Russian Edition /Beginner/Pearson Education Ltd 2006
- Students’ Book with Mini-Dictionary
- Language Powerbook
- Teacher's book with Test Master CD-ROM
- Class CDs
- Test Book/ Cassette Pack
- Video/DVD
- Placement Tests
Opportunities/New/ Russian Edition /Elementary/ Pearson Education Ltd 2006
Students’ Book with Mini-Dictionary, Language Powerbook, Teacher’s book with Test Master CD-ROM, Class CDs, Test Book/ Cassette Pack, Video/DVD, Placement Tests

additional education

in English language

for primary school

"We speak English"

Teacher MBOU Secondary School No. 51 Kuzhagalieva Dinara Sirazhovna

Moscow

2009-2010 academic year

Explanatory note.

Language is a means of intercultural communication, a means of understanding the world as a single whole.

Language is a universal means of transmitting experience to enter into an equal dialogue with representatives of other cultures and traditions; provides individuals with inclusion in modern generally civilized processes.

English has become the language of international communication. It has become widespread throughout the world. It is the language of all areas of human communication: business, scientific, political and environmental.

The educational process is based on the latest methodological and teaching aids, selected specifically taking into account the age and individual abilities of students. The program is designed taking into account the needs of the modern child and is based on the principle of accessibility of education.

This program has a social and pedagogical orientation.

Being adapted and multi-level, the program is designed for teaching children from 7 to 12 years old. It widely uses games, creative productive activities (“Draw, color, stick”), as well as physical activities (exercise, outdoor games). The program can be mastered by individual students at an individual speed.

Relevance and novelty of this program.

This program is the result of joint work of teachers of the association based on generalized experience in teaching English and includes materials developed by teachers of the association.

Particular attention in the program is paid to working on the formation of auditory and pronunciation skills and the development of auditory memory of students, which will facilitate the process of mastering listening and reading.

It is necessary to make the most of the opportunities of the initial stage to create a solid foundation for teaching English in subsequent stages.

Goals and objectives of the program

Target:

The main goals of teaching English to children of primary school age are: awakening their interest and developing a positive attitude towards the English language as a means of communication; the formation of basic skills and abilities of oral communication in English at a level accessible to children, taking into account their speech experience in their native language and their speech needs; demonstration that the process of mastering the language of another people is a fascinating, but painstaking daily work that requires effort on the part of the student; development of children's creative abilities, their desire to understand the world around them through communication in a foreign language, expressing their thoughts in a foreign language and raising a harmoniously developed and educated personality.

Program objectives:

involve students in the educational process;

develop the communication skills of pupils;

promote their understanding of a foreign language as a tool for understanding the world and a means of communication;

teach children the basic types of speech activity, auditory perception of speech, oral speech, reading and writing in the order they are listed;

develop a sense of language;

to form in children of different ages ideas about the lives of their foreign peers;

contribute to the accumulation of knowledge by students about the life of other peoples, their culture, science, and art;

give an idea of the culture, history and traditions of the countries of the language being studied, the role of the native language and culture in comparison with the culture of other peoples;

instill a friendly attitude towards others;

promote good manners and polite behavior; develop feelings of friendship and internationalism.

The program is a system of training children of primary school age, carried out over two years.

Form and mode of classes:

Classes are conducted in group form.

1 year of study – 144 hours. Class schedule: 4 hours per week (twice a week for two hours);

2nd year of study – 216 hours (three times a week for two hours or twice a week for three hours).

The number of students in a group of 1 year of study is 15 people, 2 years of study - 12-15 people.

Predicted results and control of material assimilation

As a result of the implementation of this program, first-year students:

master the standard pronunciation of the basic sounds of the English language;

are able to distinguish by ear the sounds of English and their native languages;

imitate the intonation of simple narrative and interrogative sentences;

understand by ear foreign language speech performed by a teacher and a native speaker;

can conduct dialogues based on memorized models, substituting the necessary words into them;

follow the teacher’s commands during classes and physical education breaks;

second year of study:

master oral speech skills based on a subconscious (and then conscious) understanding of the laws of a foreign language;

answer the teacher’s questions within the lexical topics covered;

imitate questions based on models presented by the teacher;

know how to ask and answer basic questions;

can express themselves within the program language material;

participate in elementary dialogues: etiquette, questioning dialogue, incentive dialogue;

analyze the sound-letter composition of a word;

make a short description of an object, picture, character.

At the initial stage of learning, interest in a foreign language is established; students’ achievements are very flexible and individual. Control at this stage is carried out in a playful way (competitions, performances, vocabulary games, solving crosswords and puzzles).

Both monitoring and assessment of students’ activities correspond to their age level.

Educational and thematic plan

first year of study

Total:

Educational and thematic plan

second year of study

Introduction to the program.

training session

Favorite pet.

training session

My school.

training session

Classroom activities. School holidays.

training session

The world around me.

training session

My house.

training session

Favorite season.

training session

Watch.

Numbers.

training session

Nature: plants and animals.

training session

Food.

training session

Country of the language being studied and native country.

training session

Literary characters from popular books.

training session

Works of children's folklore in English.

training session

Total:

Contents and methodological support of the program

The program consists of two main stages: the first and second years of study. Each stage consists of several lexical topics designed for one year of study and can be used as an independent course.In addition, teaching aids for each stage may vary taking into account the capabilities and individual abilities of children.

First year training consists of 8 topics. When studying each of the following topics, children's rhymes, rhymes, counting rhymes, as well as crosswords and puzzles on the topic are used.

Topic 2. Getting to know each other - forms of greetings and responses to greetings, addressing adults and peers, introducing yourself, saying goodbye.

Topic 3. Me and my family - family members, names of professions, character traits, appearance, age.

Topic 4. Holidays – names and organization of holidays, names of dishes and food products.

Topic 5. The world of my hobbies - outdoor games, toys, sports activities, hobbies, books, speech patterns (incitement to action)

Topic 6. Day off. Holidays. – outdoor recreation in the village or in the park, excursions to the museum, trips to the cinema and the zoo.

Topic 7. Me and my friends - introducing your friends, talking about spending your leisure time, composing situational dialogues.

Topic 8. Letter to a friend - designing an envelope, writing the addresses of the sender and recipient, drawing up an invitation, writing a postcard.

Second year of study consists of 13 topics. When studying them, children's rhymes, rhymes, counting rhymes, as well as crosswords and puzzles on the topic are also used.

Topic 1. Introduction to the program - familiarization with the program.

Topic 2. Favorite pet - animals and birds, body parts of animals, characteristics of animals.

Topic 3. My school and Topic 4. Lesson activities. School holidays. - description of the school and classroom, school supplies and objects, etiquette cliches.

Topic 5. The world around me - the city, transport, communication situations in the city, rules of behavior for children in the city and on the roads.

Topic 6. My home - rooms, furniture and modern items, location of items.

Topic 7. Favorite time of year – seasons, names of months, weather.

Topic 8. Clock. Numbers – time, parts of the day, counting.

Topic 9. Nature: plants and animals - colors, colors, animal actions, habitat.

Topic 10. Food - food products, names of dishes, familiarization with etiquette speech cliches.

Topic 11. Country of the language being studied - familiarization with countries and cities, watching video fragments with the sights of the countries of the language being studied.

Topic 12. Literary characters of popular books and Topic 13. Works of children's folklore in English - familiarization with the works, reading, watching and staging excerpts from “Snow White”, “Winnie the Pooh”, “Cinderella”, etc.

In modern international methodological practice of teaching English, great importance is attached to thematic creative works (Projectwork). One type of creative work is theatrical production. In this program, great attention is paid to dramatizations (theatrical performances). Considering that leading methodologists in Russia and English-speaking countries recommend the use of dramatization at all levels of education to maximize the emancipation of the child, to eliminate the fear of communicating in a foreign language, to reveal creative abilities, theatrical performances are used at every stage of education.

Study guides for all levels contain numerous creative tasks. These tasks are systematically given at the end of the study of each lexical and grammatical topic.

Games and game-based teaching techniques have acquired particular importance in the context of the modern communicative approach to teaching foreign languages and currently occupy a strong place in the practice of teaching foreign languages at different levels.

Playing is a great way to immerse yourself in a language; it stimulates the imagination and promotes the development of spontaneous speech. Thanks to the game, you can take advantage of knowledge hidden so deep in the depths of memory that it seems forgotten. When playing alone, you experience real joy when you find the right solution. Collective games teach you how to achieve success and make speech more free. In a linguistic game, you can simulate communication situations, creating conditions for the development of students' oral and written speech, which contributes to the development of motivation to learn a foreign language.

The program uses many games and exercises in a playful way that will help you penetrate the magical world of words: change, guess, choose, create, invent and find, in one word they will allow you to revive words.

The main goal of the program is to make learning English interesting and exciting.

The classes use games that can be played individually or in a small group: crosswords, scanwords, riddles, puzzles, etc. Some games will test your ability to think logically, while others will prepare beginners to learn English for visual perception.unfamiliar words, will be introduced to typical English gestures. All games help expand students' vocabulary.

Traditional English games are also used: for example, telephone (Thetelephone),gallows (TheHangman), monkey(TheMonkey) and others.

Most games do not require any special equipment. Players will need paper and pencils; a blackboard can also be used when organizing games in the classroom.

Deciding to use language games in the classroom is a huge step towards creativity and communication. Organizing games will require their participants to be able to jointly search for a solution and work in a team of like-minded people. To maintain a competitive spirit in the group, the teacher can announce individual and team results every month, and at the end of the year hold a big final game.

Bibliography.

"Song for children in English." Ed. Iris Press 2008 (6 parts)

“English jokingly.” Comp. I.Frank. Ed.Moscow Lyceum 2007

"Book to read." Comp. I.V. Evdokimova. Ed.AST. Astrel 2006

"Cognitive reading." Ed. Bustard. Moscow 2006

"English tongue twisters." Ed. CROWN print 2007

"Let's play!" M.Paon, K.Gret. Ed. Karo 2007

“105 English lessons for schoolchildren” I.V. Vronskaya. Ed. Karo 2006

"English for children." I.A. Shishkova, M.E. Verbovskaya. Ed.Moscow "Rosman" 2006

"Open lessons and holidays in English."Ed. "Phoenix" 2008

“Read Russian - learn English.”Ed. "Dragonfly-Press" 2007

"English for elementary grades." “Publishing school” “Rile” Moscow 2008

“English for schoolchildren.” Comp. G.G. Agapova, N.Yu. Agapova Ed. Bustard 2006

"Book to read." Comp. E.G. Kopyl, M.A. Borovik. Ed. AST Astrel 2006

"Time-based developments." E.V. Dzyuina. Ed.Moscow "Waco" 2009

"Exemplary programs of primary general education."Ed. "Enlightenment" 2009

“How to design universal educational activities in elementary school” A.G. Asmolov Ed.Enlightenment 2008

“Scenarios for school holidays in English.” M.A. Sukhorosova, I.N. Pavlenko, N.N. Fedotova. Ed. Ast.Astrel. Moscow 2008

"Holidays for children learning English." M.D. Astafieva. Ed. "Mosaic-Synthesis" 2006

The work program is intendedfor grades 2-4 of general education institutions andcompiled in accordance with the requirementsFederal State Educational Standard for Primary General Education, based onAsecond program in English N.I. Bykova, M.D. Pospelova “English language. Work programs. Subject line of textbooks “English in Focus”, grades 2-4, Moscow, “Prosveshchenie”, 2012.

The work program is focused on the educational and methodological set “English in Focus” for grades 2-4, N. Bykova, J. Dooley, M. Pospelova, V. Evans, Moscow “Enlightenment” 2014.

This program ensures the implementation of the followinggoals :

Formation of ideas about the English language as a means of communication, allowing one to achieve mutual understanding with people who speak/write in English, learn new things through spoken and written texts;

Formation of the ability to communicate in 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;

Expanding the linguistic horizons of younger schoolchildren; mastering elementary linguistic concepts accessible to primary schoolchildren and necessary for mastering oral and written speech in English at an elementary level;

Development of speech, intellectual and cognitive abilities of younger schoolchildren, as well as their general educational skills; development of motivation for further mastery of the English language;

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

Introducing children to new social experiences using the English language: introducing younger schoolchildren to the world of foreign peers, to children's foreign folklore and accessible examples of fiction; fostering a friendly attitude towards representatives of other countries;

Ensuring the communicative and psychological adaptation of junior schoolchildren to the new linguistic world in order to overcome the psychological barrier in the future and use the English language as a means of communication;

Education and diversified development of primary schoolchildren using the English language;

Development of the personal qualities of a junior schoolchild, his attention, thinking, memory and imagination in the process of participation in simulated communication situations, role-playing games, in the course of mastering language material;

Development of the emotional sphere of children in the process of educational games, educational performances using English;

Introducing younger schoolchildren to new social experiences by playing various roles in English in game situations typical for family, everyday and educational communication;

The spiritual and moral education of the student, his understanding and observance of such moral principles of the family as love for loved ones, mutual assistance, respect for parents, care for younger ones.

1. Planned subject results

Achieving the goals of personal, social and cognitive development of students is the main result of mastering the basic educational program of primary general education in English.

A primary school graduate will acquire the following personal characteristics:

love for your people, your land and your homeland;

respect and awareness of family and community values;

curiosity, active and interested knowledge of the world;

mastery of the basics of learning skills, the ability to organize one’s own activities;

willingness to act independently and be responsible for one’s actions to family and society;

goodwill, the ability to listen and hear the interlocutor, justify one’s position, express one’s opinion;

following the rules of a healthy and safe lifestyle for yourself and others.

In the process of upbringing, a primary school graduate will achieve certain personal results of mastering the academic subject “Foreign Language”. For a primary school graduate:

the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and the history of Russia, and an awareness of one’s ethnicity and nationality will be formed; values of multinational Russian society; humanistic and democratic value orientations;

a holistic, socially oriented view of the world will be formed in its organic unity and diversity of nature, peoples, cultures and religions;

a respectful attitude towards other opinions, history and culture of other peoples will be formed;

initial adaptation skills will be formed in a dynamically changing and developing world;

the motives for learning activities will be developed and the personal meaning of learning will be formed;

independence and personal responsibility for one’s actions will be developed, including in information activities, based on ideas about moral standards, social justice and freedom;

aesthetic needs, values and feelings will be formed;

ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people will be developed;

skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations will be developed;

attitudes towards a safe, healthy lifestyle, motivation for creative work, work for results, and careful attitude towards material and spiritual values will be formed.

meta-subject

In the process of mastering the basic educational program of primary general education, certain subject results. Primary school graduates:

will acquire initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; master the rules of speech and non-speech behavior;

will master the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, thus expanding their linguistic horizons;

will form 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 the process of mastering the English language, students will develop communication skills by type of speech activity.

In speaking the graduate will learn:

conduct and maintain elementary dialogue: etiquette, questioning dialogue, encouraging dialogue;

briefly describe and characterize an object, picture, character;

talk about yourself, your family, friend, school, native land, country, etc. (within the scope of primary school topics);

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

briefly convey the content of the text read/heard;

express your attitude towards what you read/heard.

In listening the graduate will learn:

understand by ear the teacher’s speech during the lesson; coherent statements by the teacher, based on familiar material and/or containing some unfamiliar words; statements from classmates;

understand the basic information of what was heard (short texts and messages built on the studied speech material, both during 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);

use contextual or linguistic guesswork;

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

In reading the graduate will master reading techniques, i.e. learn to read:

with the help of (learned) reading rules and with correct word stress;

simple uncommon sentences with correct logical and phrasal stress;

basic communicative types of sentences (narrative, interrogative, incentive, exclamatory);

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;

determine the meanings of unfamiliar words by familiar word-forming elements (prefixes, suffixes) and by known constituent elements of complex words, analogies to native languages, conversion, context, illustrative clarity;

use reference materials (English-Russian dictionary, linguistic and cultural reference book) using knowledge of the alphabet and transcription;

understand the internal organization of the text;

In a letter the graduate will learn:

write off correctly;

perform lexical and grammatical exercises;

make captions for drawings;

answer questions in writing;

write greeting cards for holidays and birthdays;

write personal letters within the framework of the topic being studied, based on the sample;

draw up the envelope correctly (based on the sample).

In the process of mastering the English language, students will develop skills in using language tools:

Graphics, calligraphy and spelling

The graduate will learn:

recognize words written in different fonts;

distinguish letters from transcription signs;

use the English alphabet;

write all the letters of the English alphabet and basic letter combinations (in semi-printed font);

compare and analyze letters/letter combinations and corresponding transcription signs;

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 graduate will 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;

observe the rule of no emphasis on function words;

correctly pronounce sentences with homogeneous members (observing the intonation of the enumeration);

distinguish the communicative type of sentence by its intonation;

correctly pronounce sentences from the point of view of their rhythmic and intonation features - narrative (affirmative and negative), interrogative (general and special questions),

imperative and exclamatory sentences.

Lexical side of speech

The graduate will learn:

understand the meaning of lexical units in written and oral text within the scope of primary school topics;

use lexical units in speech that serve communication situations within the scope of primary school topics in accordance with the communicative task;

recognize parts of speech based on certain characteristics;

use word formation rules;

guess the meaning of unfamiliar words using various types of guesses (by analogy with the native language, word-forming elements, etc.).

The grammatical side of speech

The graduate will learn:

understand and use in speech the studied nouns with the definite/indefinite/zero article, adjectives in the positive, comparative and superlative degrees, quantitative (up to 100) and ordinal (up to 30) numerals; personal, possessive and interrogative pronouns, verb have(got) linking verb to be modal verbs can, may, must, have to, typestemporary forms Present / Past / Future Simple , design to be going to to express future actions, adverbs of time, place and manner of action, the most common prepositions for expressing temporal and spatial relations;

use basic communicative types of sentences, impersonal sentences, sentences with turnover there is/there are, incentive sentences in affirmative and negative forms;

understand and use the indefinite, definite and zero articles;

understand and use demonstratives in speech ( this, that, these, those) and indefinite ( some,any) pronouns;

understand and use in speech the plural of nouns formed according to the rules and not according to the rules;

understand and use complex sentences with conjunctions in speech and And but;

understand and use complex sentences with a conjunction in speech because.

2.Course content

Subject content of speech

The subject content of oral and written speech corresponds to educational and educational goals, as well as the interests and age characteristics of primary schoolchildren and includes the following topics:

Acquaintance. With classmates, teacher, characters from children's works: name, age. Greetings, farewells (using typical phrases of speech etiquette).

I and my family. Family members, their names, ages. My day (daily routine, household chores). Favorite food. Family holidays: birthday, New Year/Christmas. Present.

The world of my hobbies. My favorite activities. Types of sports and sports games. My favorite fairy tales. Day off (at the zoo, circus), vacation.

Me and my friends. Name, age, appearance, character, interests/hobbies. Favorite pet: name, age, color, size, character, what it can do.

My school. Classroom, educational subjects, school supplies.

The world around me. My house/apartment/room: names of rooms, their size, furniture and interior items. Wild and domestic animals. Favorite season. Weather.

Country/countries of the language being studied and native country. General information: name, capital. Literary characters from books popular among my peers (names of book characters, their character traits). Small works of children's folklore in English (rhymes, poems, songs, fairy tales).

Some forms of verbal and non-verbal etiquette of the countries of the target language in a number of communication situations (at school, while playing together, in a store).

Communication skills by type of speech activity

1. Dialogue form

Be able to lead:

 etiquette dialogues in typical situations of everyday, educational, work and intercultural communication, including those obtained through means of communication;

 dialogue-questioning (request for information and response to it);

 dialogue is a call to action.

2. Monologue form

Know how to use:

 main communicative types of speech: description, story, characterization (of characters).

In line with listening

Listen and understand:

 the speech of the teacher and classmates during communication in the lesson and respond verbally/non-verbally to what is heard;

 small accessible texts in audio recordings, based mainly on studied language material, including those obtained through means of communication.

In line with reading

 aloud short texts based on studied language material;

 silently and understand texts containing both studied language material and individual new words, find the necessary information in the text (names of characters, where the action takes place, etc.).

In line with the letter

Possess:  the ability to write words, phrases and sentences from the text;

 basics of writing: write a congratulation on the holiday, a short personal letter according to the model.

Language tools and skills in using them

Graphics, calligraphy, spelling. All letters of the English alphabet. Basic letter combinations. Sound-letter correspondences. Transcription signs. Apostrophe. Basic rules of reading and spelling. Writing the most common words included in the active dictionary.

Phonetic side of speech. Adequate pronunciation and auditory discrimination of all sounds and sound combinations of the English language. Compliance with pronunciation standards: long and short vowels, no deafening of voiced consonants at the end of a syllable or word, no softening of consonants before vowels. Diphthongs. Binder “r” ( there is / there are ). Emphasis on a word or phrase. Lack of emphasis on function words (articles, conjunctions, prepositions). Division of sentences into semantic groups. Rhythmic-intonation features of narrative, incentive and interrogative (general and special questions) sentences. Intonation of enumeration. Reading by transcription of learned words.

Lexical side of speech. Lexical units serving communication situations within the scope of primary school topics, in the amount of 500 lexical units for bilateral (receptive and productive) assimilation, the simplest stable phrases, evaluative vocabulary and speech cliches as elements of speech etiquette, reflecting the culture of English-speaking countries. International words (for example,project, portfolio, garage, tennis). An initial idea of word formation methods: suffixation (suffixes-er, -ot, -tion, -ist, -ful, -ly, - teen , - ty , - th ) teach – teacher , friend – friendly , compounding (postcard), conversion (play –to play).

The grammatical side of speech. The main communicative types of sentences: narrative, interrogative, incentive. General and special questions. Question words: what , who , when , where , why , how . Order of words in a sentence. Affirmative and negative sentences. A simple sentence with a simple verbal predicate (Notspeaks English .), compound nominal (My family is big .) and compound verb (I like to dance . She can skate well .) predicate. Incentive sentences in the affirmative (Helpme, please.) and negative (Don’t

be late!) forms. Impersonal sentences in the present tense (Itis cold. It’s five o’clock.). Offers With turnoverthere is/there are. Simple common sentences. Sentences with homogeneous members. Compound sentences with conjunctionsand Andbut.

Complex sentences with conjunctionbecause. Regular and irregular verbs inPresent, Future, Past Simple. Infinitive. Linking verbto be. Modal verbscan , may , must , have to . Verb constructions“I’d like to...” Nouns in singular and plural (formed according to the rule and exceptions), nouns with indefinite, definite and zero articles. Possessive case of nouns. Adjectives in the positive, comparative and superlative degrees, formed according to rules and exceptions. Pronouns: personal (in the nominative and objective cases), possessive, interrogative, demonstrative(this/these, that/those), undefined (some,any – some cases of use).Adverbs of time (yesterday, tomorrow , never , usually , often , sometimes ). Adverbs of degree (much, little , very ). Cardinal numbers up to 100, ordinal numbers up to 30. The most common prepositions: in , on , at , into , to , from , of , with

EXPLANATORY NOTE

The preschool period is an extremely important stage in the development of a child’s life. It is during this period that enhanced physical and mental development occurs, and various abilities are intensively formed.

Based on the overall goal of environmental education, the characteristics of a child’s mental development, in preschool age it is possible and necessary to lay the foundations of an ecological culture, since at this age the foundation is laid for a correct attitude towards the world around us and a value orientation in it.

Due to interest in environmental education of children and parents, and also based on concern for the health of the child, there was a need to create this programs. The relevance of compiling this programs stems from the child’s needs to master environmental culture and acquire the fundamentals of environmental education. Children's mastery of environmental concepts is easier if game situations are included in the process of learning about nature. Therefore, in program environmental games are actively used in English language, rhymes and poems. Mastering the basics of environmental education occurs in parallel with the development of communication skills and abilities in English language, there is an accumulation of lexical and grammatical material with the help of knowledge about nature, natural phenomena, familiarity with the animal and plant world.

Target additional education is to create favorable conditions for the maximum disclosure of the individual and creative potential of children, identifying and developing their linguistic and special abilities with a view to their further self-determination in educationally-cognitive space of the system additional education. Therefore, in this program Creative tasks are presented, as well as tasks with elements of art therapy and art technologies.

Proposed program also takes into account the methodological principles of construction educational process when teaching a foreign language language. These are the principles How:

1. Principle of taking into account age characteristics (tasks are designed so that they are understandable to children 5-7 years old).

2. The principle of role-based organization of educational material and process.

3. The principle of communicative orientation is the selection of lexical and grammatical material that is significant for the child (names of seasons, natural phenomena, birds, flora and fauna on English language, creating situations and conditions that are closer to communication in natural conditions.

4. The principle of combining collective, group and individual forms of work.

5. The principle of interdisciplinary connections in the process of teaching a foreign language language(integration educational areas"Communication", "Music", "Cognition", "Artistic creativity").

PECULIARITIES PROGRAMS:

Among the features programs stand out following:

1. An integrated approach to studying in English children of preschool age and the use of different methods and activities in the learning process (playful, productive, etc.). This approach makes it possible to turn each educational activity into an exciting activity that will allow preschoolers to develop creative abilities.

2. Each lesson contains elements of art technologies and art therapy, which allow not only to increase motivation in studying in English, but also contribute to the psychological relief of children.

4. Material chosen this way that it can be learned by children of different ages in the same group.

5. B program there is integration of various educational areas: "Artistic creativity", "Music", "Health", "Socialization", "Cognition", which meets the requirements of FGT.

TARGET PROGRAMS:

Development in preschoolers general linguistic, intellectual, cognitive and creative abilities, be able to use the studied lexical and grammatical material in natural communication situations.

TASKS PROGRAMS:

1. Familiarization with natural phenomena, the world of animals, birds, plants. Formation of a caring attitude towards nature.

2. Development of elementary language skills.

3. Development of creative abilities.

4. Expanding the horizons of children and their environmental culture.

5. Development of skills and abilities of teamwork in a group.

6. Arouse children’s interest in learning a foreign language language.

7. Education and development of the child’s personality through familiarization with ecology.

8. Introduce children to simple vocabulary that is accessible and appropriate to their level of development.

TYPES AND FORMS OF WORK:

1. Use of environmental games.

2. Use of rhymes, songs and poems with environmental content on English language.

3. Elements of art technologies and art therapy (music therapy, kinesitherapy, isotherapy).

4. Working with thematic pictures: description of the picture, didactic game.

5. Learning poems and songs.

6. Creative activity.

7. Creation images: visual, musical, plastic.

ORGANIZATION OF WORK IN THE GROUP

Creating a relaxed atmosphere and a warm psychological microclimate in the group. During NOD, children sit in a circle or semicircle on chairs or on the carpet. Fast types of activities change. ICTs are used walks on the site, musical accompaniment. When choosing topics, lexical and grammatical structures, the level of development of children, their motivation, interests, as well as correlation with the curriculum for the development of cognitive abilities and speech in Russian were taken into account language in preschool educational institution. NOD is carried out twice a month for 20-30 minutes. At the beginning of the organization of educational activities, a speech therapist was consulted about the children’s suitability for learning. English language.

NODE STRUCTURE

1. Greeting.

2. Phonetic exercise.

3. Work on lexical and grammatical material (introducing new words on the topic, grammatical structures, working with thematic cards, rhymes, poems)

4. Ecological games, songs.

5. Creative activity.

6. Elements of art therapy and art technologies.

EDUCATIONAL AND THEMATIC PLANNING.

1.“BIRDS” ( "Birds")- 2 hours

2. “FLOWERS” ( "Flowers")-2 hours

3. “INSECTS” ( "Insects")- 2 hours

4. “DOMESTIC AND WILD ANIMALS” ( "Domestic and wild animals")-3 hours

5. “AUTUMN” ( "Autumn")- 2 hours

6. “WINTER” ( "Winter")-1 hour

7. “SPRING” ( "Spring")-1 hour

8. “SUMMER” ( "Summer")-1 hour

9. “SEAS AND OCEANS” ( "Seas and oceans")-2 hours

10. “FRUITS AND VEGETABLES” ( "Fruits and vegetables")-2 hours

The total duration of the course is 18 hours.

EXPECTED RESULTS

1. Development of children's communication skills.

2. Improvement of environmental children's education.

3. Formation of psychological stability of children.

4. Development of creative abilities.

IMPLEMENTATION TIMELINE PROGRAMS

Program implemented in the 2012-2013 academic year.

ECOLOGICAL EDUCATION OF PRESCHOOL CHILDREN IN THE LIGHT EDUCATIONAL ACTIVITIES IN ENGLISH LANGUAGE.

The development of a child’s personality in a preschool educational institution currently involves the use of the principle of integration educational areas, representing an alternative to the subject principle.

The principle of integration has a psychological basis associated with the age characteristics of preschool children, and exactly:

The behavior and activity of preschool children represents an insufficiently differentiated whole;

- "grasping" the whole before the parts allows the child to see objects integrally.

An integrated approach makes it possible to develop in unity the cognitive, emotional and practical activities of the child’s personality sphere. Educational activity carried out:

1. in the process of organizing various types of children's activities: gaming, communicative, musical and artistic, reading, labor, cognitive-research, productive;

2. during regime moments;

3. in children’s independent activities;

4. in the process of interaction with children's families.

This integrated approach applies and when teaching preschoolers a foreign language language. In this program integration of such educational areas, How "Communication", "Music", "Artistic creativity". Each topic includes various assignments on the same topic. For example, children become acquainted with wild animals through vocabulary in English language, songs, rhymes, poems, environmental games, creativity. This relationship ensures not only easy acquisition of lexical and grammatical units in English language, but also forms cognitive processes for children, broadens their horizons, direct perception of natural objects, its diversity.

In the process of environmental education and training English language the following types may occur activities:

1. Children's creativity based on impressions from nature;

2. speech activity;

3. viewing pictures, slides of natural history content - an activity that contributes to obtaining new and clarifying existing ideas about nature.

The expansion of lexical material occurs not only in working with thematic cards, but also in environmental games. It is easier for children to master ideas of an ecological nature if play-based learning situations are included in the process of learning about nature. Ecological games train the use of words in speech, reinforce learned material, and form additional idea of the animal and plant world.

The relationship between various types of learning activities in English.

ELEMENTS OF ART TECHNOLOGY AND ART THERAPY WHEN STUDYING IN ENGLISH PRESCHOOL CHILDREN.

Art technology – teaching intellectual activity through artistic creativity. Art technologies are based on the use of art therapy techniques and techniques.

During preschool age, rapid development of all cognitive processes occurs. Based on a humanistic approach, art therapy has a single goal - the harmonious development of a child with problems, expanding the possibilities of his social adaptation through art. Modern art therapy can be the following: directions:

Isotherapy (exposure to art: drawing, modeling, arts and crafts);

Imagotherapy (impact through image, dramatization, theatricalization);

Music therapy (impact through the perception of music);

Kinesitherapy (influence through dance-movement, corrective rhythms (influence through movement, choreotherapy.

Towards art technologies of education English language includes:

Illustrative aids (photos, paintings, cartoons, diagrams, collages, slides);

Fairy tales, songs, rhymes, poems, games;

Theatrical performances, dance, drawing.

Spontaneity, creativity and creativity are the most important components of art technologies.

As can be seen from the definitions, art technologies and art therapy are very interconnected. Their elements can be integrated into various educational fields. Art technologies in teaching children English speakers are very effective, they allow the teacher to increase motivation educational process, children learn the material more successfully, since elements of art therapy bring interest to classes. The use of art technologies includes the child’s imagination, as well as creative thinking, which has a positive effect on his emotional state.

An important element of GCD English language is phonetic charging. In it, elements of art technologies are present in the form of playing out a small situation (a small story with environmental content, which allows you not only to work on the correct pronunciation of sounds, but also to increase environmental children's education.

The use of rhymes, songs, poems in English language allows children to master lexical and grammatical material without much effort. Songs help to form linguistic competence and develop pronunciation skills. The content of songs, poems and rhymes helps to expand the active vocabulary, as well as improve environmental children's education.

The use of such elements of art technologies as artistic paintings, slides, and object pictures stimulates the activity and interest of children, since the principle of clarity is observed through the use of these technologies. The main function of visibility is to increase motivation, development imagination, creative thinking, mastering lexical material. Working with visual aids stimulates speaking and listening.

In this program There are also elements of art therapy, How: isotherapy, slide therapy, music therapy.

Exercise "Flowers" with the use of slide therapy occurs with the following conditions: quiet melodic music sounds, setting you up to feel tenderness, surprise and admiration for the world of living nature; on the screen there are close-ups of flowers, different flowers. Beauty fills all space, it penetrates children's hearts. Usually we do not notice details in nature, so it is on the slide that you can see "stop" the beauty of petals, fibers on a flower stem, dew drops, pollen, reflection of sunlight. The slide helps to imprint the special emotions of admiration in the brain.

Directly viewing the slide film takes 10-15 minutes. Each slide is exposed for 10-15 seconds. After viewing the slides, you can come up with or tell a fairy tale about the flower you like. You can also repeat the movie or freeze a particular frame to get a better look at the flower.

Music in play therapy sessions and music therapy implements several goals:

1) allows you to overcome the child’s psychological defense - calm or, conversely, activate, tune in, interest;

2) helps develop the child’s communication and creative abilities;

3) increases self-esteem based on self-actualization;

4) promotes the response of feelings;

5) develops empathic abilities;

6) captivates and has a strong calming effect on most hyperactive children;

7) closed, constrained children become more spontaneous and develop skills of interaction with other people. Speech function improves.

In this program apply elements of music therapy using the works of the wonderful Russian composer P. I. Tchaikovsky "October", "March", "Flight of the Bumblebee" Rimsky-Korsakov, as well as a musical game “Who walks like this?”.

When listening to a piece "October", children draw autumn as they imagine it in the light of the music they listened to. You can try to convey your feelings and attitude towards this time of year. The connection between music and drawing will help children develop their creativity.

Work "March" is an exercise in free expression of emotions. Children are invited to come up with a dance of spring, how nature awakens, how tender it is in the spring. All this is done through kinesitherapy (movements).

"Flight of the Bumblebee"- a great opportunity to activate physiological processes in children’s bodies, imagination and creativity. Children are asked to imagine themselves in image bumblebee and show its flight. There is a release and release of emotions.

Using a music game “Who walks like this?” there is a connection between the perception of sound and words.

Isotherapy is a powerful means of self-expression for a child. She helps children share their feelings on paper. When applying elements of this therapy, the child is given a choice of different artistic materials: paints, pencils, paper, brushes. Children also enjoy using technology in the lesson. You can use a stopwatch or hourglass during exercise.

In this program the following are used exercises:

“What kind of bird do I want to be?”(children are invited to imagine themselves as a forest bird. What kind of bird is it? What is its appearance and features? Where does this bird like to fly)

"I am a flower" (What flower are you? Where do you grow)

"Autumn"(drawing to the music of P.I. Tchaikovsky "October". What autumn did the composer want to talk about? How do you imagine her?)

"Summer Tree"(children are asked to draw a tree and then the feelings they experience looking at it).

"Water element"(children are invited to draw the type of element that corresponds to their current mood: calm - calm, storm - discontent, waves - excitement, etc.).

All elements of art technologies for teaching foreign languages language and art therapy in this program associated with the environmental education of the child. This integration makes it possible not only to carry out GCD in an interesting way English language, but also to contribute to the development of the child in the emotional and creative sphere, as well as in environmental education. These elements of art technology and art therapy are suitable for children with different abilities and in groups with mixed levels, as they allow each child to act at their own level and be assessed individually for their work.

The special importance of art technologies and art therapy in the development of a preschooler lies in the fact that it allows setting a creative task for the child, giving him the opportunity to invent, compose, and do something on his own. When performing creative tasks and exercises, the child needs to independently combine his impressions, create images, make wide use of your experience. This whole process is accompanied by the development of communication skills and abilities English language, since children learn vocabulary and are given tasks to English language.

SUBJECT: “BIRDS” ( "Birds")

The topic provides two GCDs.

Tasks:

1. Introduce new vocabulary on the topic.

2. Train speech samples of “It’s a bird”.”, “A bird can fly.”

The lesson can be held on site.

1. Greetings from the teacher and children.

2. Phonetic exercise “What sounds do birds make?”

Our friends birds love to sing and their songs are wonderful. But what sounds can they make? Let's imagine that we are birds. Children repeat English sounds for the teacher [t], [d], [k], [v], .

3. Working with thematic cards.

The teacher tells the children that birds are very useful to people and nature, and asks what birds they know. Children name birds, and the teacher shows them in pictures and says their name in English language: It's a woodpecker. It's a crow. It's a raven. Many people have funny parrots in their apartments. Parrot English - a parrot.

4. Working with grammatical material.

Speech is introduced It's a bird samples. A bird can fly. The teacher says that all birds can fly and suggests listening to the song “Once I saw a little bird.” Children listen to the song and repeat the words after the teacher.

5. Game "Collect and name". The teacher invites the children to play a game. During the game, children repeat the names of birds in English.

6. Game “Birds”. The presenter says these words counting rhymes:

Fly, fly to the sky.

Qiuck, quick and high – high!

One, two, fly you!

After these words, the children run away, and the trap catches them.

7. Drawing with elements of art technology. Subject: “What kind of bird do I want to be?”. The child’s task is to imagine himself as a bird with some characteristics and draw it on a piece of paper or on the asphalt. Drawing can be done while listening to soft music.

8. Farewell.

Entertainment for children of middle preschool age “OUR FUNNY TRIP TO THE MEADOW”.

Tasks:

1. Development of logical thinking, memory and attention.

2. Studying the color palette.

3. Development of fine motor skills.

4. Development of creative abilities.

5. Repetition of lexical units.

6. Learn to respond verbally to the teacher’s requests.

Phonetic language material:

[m], [a], [n], s

Lexical language material:

Colors: yellow, blue, purple, pink, green, red, white; numbers: 1 -5; words: an ant, a butterfly, a balloon, to fly, rain, to count, a house, a star, good morning, we, let’a.

Grammar material:

It's a... It's red. Let's...

Material for creativity:

Colored pencils, drawing paper.

Props:

Colored inflatable balls, plasticine ant, wooden sticks (mushrooms, berries, paper leaves (imitation leaves of any tree

Progress of ENTERTAINMENT:

Teacher: Hello children! Hello, my dear kids! Today we will go on an entertaining walk in the meadow. We will play there, have fun, and maybe meet someone. But our meadow is far away. How do we get there get there? Let's fly there in hot air balloons. Our balls are of different colors. What color balloons will you fly on? (children are given a basket with colored candies and each child chooses what color balloon he will fly on. Olya, you have a red candy. You fly with the red balloon.). Let's fly, my dear kids! (children together with the teacher run in a circle with colored balls and sing: “We fly! We fly! “

Well, here we are. Look how beautiful it is! Look! How nice! What a beautiful meadow!

Oh! It looks like it's going to rain. While we were flying, gray clouds appeared. How will we play if it rains?

Children: (suggested answer) We won't be able to play. We'll all get wet.

Teacher: Let's then ask the rain to water another meadow. Let's show him finger play.

Rain, rain, go away!

Come again another day.

We want to play!

Teacher: Good boys and girls! Oh look! Who is it? It's a little ant. Children, look how small the ant is. He's carrying something. What's this? What is this?

Children: Sticks. Sticks.

Teacher: Ants love to work. Look how many sticks and leaves he brought. Let's help him count them. Let's count! (children together with the teacher count how many leaves and sticks collected in piles). Thank you, my dear! Guys, who is this flying towards us? Bees! Let's say hello to them. Hello bees! Let's sing a song for them. (children sing a song together with the teacher)

Good morning! Good morning!

Good morning to you.

Good morning! Good morning!

I'm glad to see you!

Teacher: Good boys and girls! Thank you. Look, the bees liked your song and invite you to play. (children play an outdoor game):

Teacher: Well, are you tired?

Children: Yes!

Teacher: Let's rest a little. Sit down, please. (children sit on the carpet.) Let's get our breath back. Then we can continue playing. (breathing exercises):

A little caterpillar crawls (inhale and, exhaling intermittently, pronounce the sound [s-s-s]).

There is a ladybug sitting on your arm. Let's help her fly home. (inhale through the nose, exhale through the mouth. Blow into the palm of your hand). All exercises are performed three times.

Teacher: Kids, look! It's butterfly! Many butterflies! They're lost! Let's help them fly to their houses. (didactic game "Pick the right color". Children should go to each colored house pick up a butterfly and a star of the same color. For example: A blue house A pink house

A blue star A pink star

A blue butterfly. A pink butterfly.

Children pick up cards and they say names of colors and objects.

Teacher: Good boys and girls! Guys, you know that very beautiful flowers always grow in the meadow. Do you like flowers?

Children: Yes!

Teacher: Do your mothers love you?

Children: Yes!

Teacher: Let's give them a gift. We will draw beautiful bouquets with you and give them to mothers. I think they are very will be happy. Let's draw flowers! (children sit at tables and paint flowers of different colors).

Teacher: Well, my dears, it’s time for us to return to kindergarten, to our group. The rest of the kids missed us. And we will fly again on our balloons. Let's take them, but before we fly, let's say goodbye to our friends. (children recite a farewell rhyme):

Good-bye, good-bye my doll.

Good-bye, good-bye you all.

Teacher: Now let's take our balls and fly. (children

take their colored balls and run in a circle, pronouncing: We fly! We fly).

Teacher: Well, here we are. Did you like our walk?

Children: Yes!

Teacher: Next time we will fly somewhere again. And now it’s time for us to say goodbye too. Good-bye, my dear kids!