Curriculum in English. Expected results and how to check them

U T W E R F D A Y:

Director of GBOU "School No. 1078"

Mankovskaya E.N.

_________________________

BEI "School No. 1078"

RECEIVED:

methodological council

GBOU "School No. 1078"

Protocol No.

from 20 G.

Educational program

additional education children

in English language

"Funny English!"

The program is designed for preschoolers aged 5-6 years.

Program implementation period – 1 year

English teacher

Aleshina Olga Vyacheslavovna

Moscow, 2015

PROGRAM INFORMATION CARD

Institution: GBOU "School No. 1078"

The name of the program : Funny English

Focus: socio-pedagogical

Aleshina Olga Vyacheslavovna

Program approved: Methodological Council - _______________________

How many years is the duration of the program : 1 year

Class mode: 1 time per week for 0.5 hours

Age of students for whom the program is designed: 5 to 6 years old

Number of students in the study group: up to 15 people

Number of hours per year: 36 hours

Purpose of the program:

development in children school age sustained interest in learning English as a means of communication and information exchange.

By the end of the course, children will be able to

 Isolate English speech in the general speech flow.

 Overcome the psychological barrier in mastering speech in English.

 Say hello, say goodbye in English.

 understand by ear the teacher's appeals in a foreign language, built on familiar language material;

 associate words and phrases with corresponding pictures and descriptions

EXPLANATORY NOTE

In modern conditions, when the peoples of different countries strive for mutual understanding, state and personal contacts are expanding, the exchange of information is increasing, a foreign language acts as a means of communication. From an early age, children are prepared for conscious language acquisition. Among the problems theoretically and experimentally solved by the methodology of foreign languages, communicative competence and ways to achieve it are among the most relevant. Early foreign language teaching creates the conditions for early communicative and psychological adaptation of preschoolers to the new language world. It helps to overcome further psychological barriers in the use of a foreign language as a means of communication, introduces children to new social experience by expanding the played social roles in game situations of family and school communication. It also forms students' readiness and ability to communicate in a foreign language, taking into account their speech capabilities and needs.

The possibilities of a foreign language as an academic subject in the implementation of the strategic focus of the kindergarten on personal development are truly unique. It is known that preschool age is favorable for learning a foreign language, since a small child has a well-developed long-term memory.

This program is intended for children of the senior group of kindergarten (5-6 years old). In the process of mastering a new means of communication, children form a correct understanding of the language as a social phenomenon, develop their intellectual, speech and emotional abilities. Teaching children preschool age, you should resort to frequent changes in the activities of children, given the instability of the attention of babies. The child does not get tired of activity, but its monotony, and remembers well only what is interesting for him and causes him an emotional response. Mastering a foreign language at the elementary level in kindergarten acts as the first step in the implementation of the strategic goal of the subject "Foreign Language". At this stage, the foundations of communicative competence are laid. The frequency of classes is taken into account as much as possible and proceeds from the real needs and interests of preschoolers in communication and cognition, and is 1 hour per week. It should be noted that the goals and objectives of this course are formed at a level accessible to children of this age, based on their speech needs and capabilities. Each lesson is built as a lesson in communication, as close as possible to natural communication. Particular attention should be paid to the phonetic side of speech: pronunciation of sounds, mastery of the main types of intonation in English. The lesson should begin with a phonetic warm-up. Rhymes, quatrains, songs are aimed at developing and improving pronunciation skills, creating a favorable emotional mood. Physical education not only relieves fatigue and stress in children, but also develops their attention and memory. In addition, children practice pronunciation. To create a communicative atmosphere in the classroom, it is important to maintain the high activity of each child, it is necessary that children feel the result of their efforts as early as possible. It is important, first of all, to evaluate the success of the child, and not shortcomings. Even the smallest victory should be appreciated.

Relevance of the program: knowledge of foreign languages ​​is an essential skill in modern world. In this regard, the relevance of teaching languages ​​at preschool age arises. The flexibility of the memorization mechanism, the absence of a language barrier explains the relative ease of learning foreign languages ​​in children compared to adults. The ability to absorb information in children is much higher than in adults.

By the age of three, children are open to new things, they actively learn about the world around them. All this makes it possible to use all these natural factors in teaching.

aim of this program is the development in preschool children of a sustainable interest in learning English as a means of communication and information exchange.

Goal setting involves the solution of a whole range of educational, developing (general educational) and practical (educational) tasks:

Tasks:

Tutorials:

Creation of the initial base for the development of speech abilities;

Formation of skills and abilities independent solution simple communication tasks.

Developing:

- Developing students' motor skills through activities such as jigsaw puzzles, coloring and drawing.

The development of visual memory through the compilation of pictures.

Skill Development logical thinking through the selection of words on certain topics.

Educational:

- education in children of a sustainable interest in learning a foreign language.

Development of social skills, such as the ability to listen to each other; tolerance for other people's mistakes, patience; - Teaching the ability to empathize.

The program includes an explanatory note, learning objectives, topics for study in the classroom with children highlighting vocabulary, speech samples, songs and poems.

Documents and materials, taking into account which the program is drawn up

- Law Russian Federation"On Education".
– Model regulation on the institution of additional education.
– United Nations Convention on the Rights of the Child.
– long term plan work program for the development of preschoolers "School of the future first grader"
- Job description of a teacher of additional education.
– Safety instructions.

This course is designed for 36 lessons of 30 minutes each, once a week.

The structure of English classes

I. Introduction:

greeting, org. moment;

phonetic workout.

II. Main part:

lexical material on the topic of the lesson;

speech material on this topic;

grammar material;

reading rhymes, poems, singing songs;

games to consolidate the material;

physical education minutes.

III. Final part:

consolidation of the material covered in the form of games, speech situations;

listening;

orientation for the next session.

Distinctive features and novelty of the program

This program was developed on the basis of the English language course for preschool education of children, edited by Shishkov I.A., Verbovskaya M.E. ed. ON THE. Bonk. English for kids. The program has been modified and adapted to the conditions of additional education in a preschool institution.

Distinctive features:

- this program provides an integrative learning model:

Foreign language and music;

Foreign language and rhythm;

Foreign language and visual activity;

The program was developed taking into account principles teaching a foreign language to children of preschool age:

- The principle of comfort.
In order for children to feel comfortable in the classroom, they should:
- do not get tired;
- keep interested.
So that children do not get tired throughout the lesson, they need mobile activity and frequent change of games and tasks. The duration of the lesson should not exceed 20-25 minutes.
In order to get children to follow you inextricably throughout the entire learning cycle, you need to know which motives are the source activity and interest children.
I single out 5 main motives that can activate the activity of students of this age group.
1. The desire for object manipulation. It is often not enough for children to see a new toy. Any child will want to hold it, or at least touch it. Give the children the opportunity to pet a guest who comes to your lesson, and you will see how he turns from an ordinary toy into a close friend for them.
2. emotional motive. A child at this age does not yet know how to play by the rules. Losing can hurt him a lot, so it's best not to include competitive games in the outline of the lesson. It is also often not clear to the child why he is not taken to this or that game. Explanations like: "Masha will play this game, and you will play another" - do not achieve their goal. Therefore, it is necessary to build lessons in such a way that all children play any game. All the while, of course, they sing a song.
3. The motive for imitating adults manifests itself in the readiness of children to repeat after you all your actions. Thus, many children simply copy the movements of the teacher and only after some time begin to associate them with the words in the songs. This happens while singing the songs "Hands up!", "Sleep! Walk!...", etc.
4. Moral motive is a consequence of self-awareness as a member of society and the desire to adhere to the norms and rules inherent in this society, and manifests itself in criticism of other people's misdeeds and in the desire to do good deeds, for example, "catch fish" for a guest, etc.
5. Cognitive motive is still conditional. A child of this age cannot yet have long-term motivation. Therefore, when we talk about the cognitive motive, we mean the usual children's curiosity. Who is knocking on the door? What did he bring in the bag? These questions keep the attention of the children to the lesson for a long time.

2. Immersion in the language environment.
Due to the fact that children at this age require increased emotional attention to themselves, and language means for this are not enough, we do not insist on teaching lessons entirely in a foreign language, although we welcome this, provided that the emotional background in the lesson is not reduced . In this manual, the function of immersion in the language environment is taken over by an audio course, entirely recorded in English by native speakers.

3. The general development of the child through a foreign language, the disclosure of his creative abilities.
The development of speech skills is not the only objective of the course. Along with this, the most important role is given to the overall development of the child. By creating a relaxed game atmosphere in the lesson, the teacher awakens activity in children, which gradually turns from a game into learning activity.

4. The natural way of mastering the language.
Mastery mother tongue is not an end in itself for the child. Speech is necessary for him to successfully interact with other people. So in foreign language lessons, children do not, as it were, learn the language, but simply use what they have already heard in the teacher’s speech or on the cassette in order to be able to participate in a common game. To effectively memorize the material, it is necessary to repeatedly pronounce the structures, and to consolidate it, its constant repetition.

5. Minimax principle.
There are no children with a complete lack of language ability. We all once learned to speak our native language. Only someone begins to speak already at the age of one, while the other is silent even at two and a half. What do parents do in the second case? Do they think that the child does not know the language? Not! After all, he understands the speech addressed to him! Do they force the child to repeat the words after them? Not! A wise parent knows that with such a child you just need to talk more, and one day the quantity will certainly turn into quality.
As in life, there are both "talkative" and "silent" in the group. The teacher should encourage the speech activity of "talkers", but pay special attention to phonetic errors and clearly differentiate them. Phonetic errors associated with insufficient maturity of the articulatory apparatus should simply be ignored and only the number of correct repetitions of these sounds in the lesson should be increased. In the end, at the age of 3-4 years, native speakers themselves do not speak pure English. Is it reasonable to demand this from our children? In the same case, when one sound clearly replaces another (for example, in the word have, which some children pronounce as OO (umlaut)), in no case interrupting the child, the teacher must work out the correct sound of this word in the form of a fairy tale or game.

6. The principle of activation of the main channels of perception.
visual channel- the maximum use of visibility, the use of a book for a child as a visual support when listening to audio classes at home.
Auditory channel- mandatory home listening to audio classes, the maximum use of English speech in the lesson by the teacher.
kinesthetic channel- accompaniment of songs with movements, gestures and finger games.

Each of the listed principles is aimed at achieving learning outcomes, mastering a foreign language (at the most elementary level) by children as a means of communication.

Goals and objectives are implemented when creating the necessary conditions:

The presence of an office, its equipment: methodological literature, cassettes, visual aids, toys, handouts;

The choice of methods, techniques, forms, means of work

Teaching English to four-year-old children is carried out only orally, in a playful way, using toys.

A distinctive feature of the program in that, based on an original integrated approach to the upbringing, development and education of preschoolers, it helps to connect English classes with other traditional disciplines, uniting them with one plot, one theme. This makes the main classes more interesting, meaningful, productive.

Forms, methods, teaching methods.

The educational process is organized as follows:

ongoing special education in the classroom once a week in the first half of the day with a group of children of 15 people (duration of the lesson is 30 minutes);

speech structures are introduced colloquial speech;

conversations on games and toys, picture books and dictionaries, board games;

listening to English fairy tales and songs;

when teaching phonetics, learning and recitation of rhymes, proverbs, sayings is widely used;

when teaching grammar, various exercises are used to develop auditory memory, to develop students' attention, and to develop logical thinking.

to develop skills oral speech are used creative games when children themselves make up dialogues and use familiar games according to a given situation;

to master the vocabulary, bright, colorful visualization is used, directly related to the object, picture or action;

when teaching writing, color signaling, pictograms, various exercises are used, which are carried out in the form of games (dividing the class into teams, playing for the winner, etc.);

classes are also held in the form of competitions, quizzes, games, riddles.

Forms of organizing classes

Journey game

Heuristic conversation

training session

Role-playing game

Educational game

educational game

Excursion

Didactic fairy tale

1. dramatization

   Watching animated films

   Quiz

2. Mystery game

   finger game

Methods, teaching techniques

Verbal

visual

reproductive

1. Dramatization

   Using a set of physical exercises

Forms and mode of employment

This program is designed for one year of study. All preschoolers aged 5 years and older are accepted for training without a preliminary interview, regardless of where they live, who are brought by their parents.

Number of children in a group: from 12 to 15 (due to the possibilities of children of this age in collective work)

Frequency of classes: 2 times per week

Duration of one lesson: 0.5 hours

Circle work schedule.

Methodological support of work.

Illustrations, pictures, soft toys, animal masks, colored stripes, recordings of songs and poems in English, layouts, interactive whiteboard.

Predicted results.

At the initial stage of teaching children a foreign language, the foundations are laid for the formation of skills that provide speech activity. Pronunciation skills should be mainly formed here. Therefore, this stage in teaching preschoolers a foreign language is the most responsible.

The leading direction in children's mastery of language material is the formation of productive skills, since all material is intended for use in oral speech. At the same time, these same language units should be understood during listening, i.e. absorbed receptively.

Children get acquainted with the basics of the language, acquire elementary speaking skills, accumulate a basic vocabulary on various topics provided for by the program for teaching children English, get acquainted with the simplest basics of English grammar. At this level of education, children get acquainted with the culture, traditions and customs of the country of the language being studied.

By the end of the course, English for kids» preschoolers should be able ( study results):

Isolate English speech in the general speech flow.

Overcome the psychological barrier in mastering speech in English.

Say hello, say goodbye in English.

understand by ear the teacher's appeals in a foreign language, built on familiar language material;

associate words and phrases with corresponding pictures and descriptions;

Anwser the questions:

What is your name? - What is your name?
How old are you? - How old are you?
What is it? - What is it?
What color is it? - What color is it?
What season is it now? - What time of year is it?
Do you have a sister? -Do you have a sister?
Do you like you father? - Do you love your dad?

name objects

name animals

Distinguish and name primary colors, body parts

Talk about what I can and can't do;

Pronounce certain specific sounds of the English language.

Also, children acquire a certain idea of ​​the culture, traditions of the country of the language being studied, expand their horizons.
And by the time the child goes to school, the main thing will be formed for him - an interest in the further study of the English language and a certain amount of knowledge will be accumulated that will make it easier for a preschooler to master any English language training program in elementary school.

Monitoring the effectiveness of the educational process

Summing up the results of the program lessons takes place in various forms:

teacher's observation of children's work;

organization of exhibitions;

discussion and selection of creative works with pupils for participation in various competitions;

conducting final quizzes on large topics with a prize draw;

conducting generalizing open classes with the invitation of parents;

monitoring of learning outcomes.

assimilation criteria program material pupils are:

stability of visiting children in the group;

the presence of an emotionally favorable atmosphere between children, teachers, parents;

expanding the circle of communication and positive motivation of children to the process of education and upbringing;

ability to use acquired skills creative activity.

Educational and thematic plan

Calendar-thematic plan. The content of the educational material.

October

November

December

January

February

March

April

Bibliography

Negnevitskaya E.I., Nikitenko Z.N. A book for a teacher. - M., 1994.

Prokopenko Yu.A. the role of songs and rhythmic movements in teaching English to preschoolers - magazine "Preschool Pedagogy", May, 2007.

Rebikova D.I. Development of social intelligence elementary school student in English lessons. - Magazine "Gifted Child", No. 3, 2007.

Tarasyuk N.A. Foreign language for preschoolers: communication lessons (on the example of English). - M., 2000.

Tamberg Yu.G. Learn to think!: 10 trainings for the development of creative thinking in children. - Yekaterinburg: U-Factoria, 2007.

14. Vygotsky L.S. Collected works. In 6 vols. T. 4. Child psychology / Ed. D.B. Elkonin. M., 1984

Leontiev A. A. Early teaching of foreign languages: what unites us all // Russian language abroad. 1986. No. 5.

Leontiev A.A. Psychological prerequisites for early mastery of foreign languages ​​// Foreign languages ​​at school. 1985. No. 5.S. 24-30.

Songs for children in English. games and activities. Book. for the teacher. M.: Iris-Press, 2008. 48 p.

Shishkova I.A., Verbovskaya M.E. English for kids / Ed. ON THE. Bonk (textbook). M.: "Rosmen-Press", 2007. 96 p.

Educational set of numbers, letters and signs with magnetic fastening.

English for preschoolers”, T.V. Zemchenkova, Moscow: VAKO, 2008

English printed letters. Coloring book. Moscow 2015. Okay book

Director_________________________

FULL NAME____________________________

Date (seal signature)

EDUCATIONAL PROGRAM

"English language"

in a non-state educational institution
"English Land"

Moscow 2013

Explanatory note

Orientation: additional general education program for children and adults "English"

Fundamental Purpose: the formation of the key competence of students - their ability and willingness to use the acquired knowledge, skills and methods of activity in real life for solving practical problems. Such competence is achieved by ensuring the activity nature of education in the field of the English language, the focus of the content of education on the formation of general educational skills and abilities, generalized methods of educational, cognitive, communicative, practical and creative activities, as well as on students gaining experience in this activity.

Purpose of the program: development of communication skills and abilities in the field of English.

Age: this program is aimed at children aged 9 to 18 years, adults aged 18 to 50 years.
Relevance of the program: due to the purpose of modern education, which includes educating students in a positive attitude towards a foreign language, the culture of the speaker of this language, knowledge about the culture, history, realities and traditions of the country of the language being studied, including students in the dialogue of cultures, acquaintance with the achievements of national cultures and development universal culture, awareness of the role of the native language in the mirror of the culture of the native people, as well as a feature of the current situation in the development of society.
Program principles:

 The program provides for the possibility of providing variability and freedom of choice in the field of education for the subjects of the educational process (students and their parents, teachers and educational institutions);

 To promote the successful socialization of students, assisting them in choosing a profession and gaining work experience, foreign language teaching is carried out using educational technologies, providing connections with other subjects: economics, history, law, literature, Russian and native languages.

Implementation period of the educational program: 432 academic hours
An additional general educational program for children and adults in English includes 3 courses (English of the I level, English of the II level and English of the III level).

Form and mode of employment: full-time and evening form of classes
Expected results and ways to determine their effectiveness: increasing motivation to learn English, overcoming difficulties in speaking, expanding cultural knowledge, developing students' creative abilities, developing students' ability to speak English fluently. Performance is determined, among other things, by the forms of control (tests, listening, written work, etc.)

Logistics- music center, audio recordings, video materials, computer, desks, boards, cabinets, furniture.
Methodological support- didactic material (reference literature, riddles, poems, winged expressions, proverbs), handouts, educational and library fund, audio cassettes, video cassettes, etc.)

Academic plan

1. 
   Level 1

Target: development of students' initial communication skills in speaking, reading, listening and writing in English

Form of study: full-time, evening.

144 academic hours.

Planned results of the program development:

• 
  own basic grammatical concepts that reflect significant connections and relationships (time, number, person, belonging, etc.);
• 
  rely on a linguistic guess in the process of reading / listening to texts containing individual unfamiliar words or new combinations of familiar words;
• 
  build statements that are understandable for the partner, taking into account what the partner knows and sees, and what is not;

Know/Understand:
- basic rules of reading and spelling of the target language;

Name of the country/countries of the language being studied, their capitals;

Name of professions, types of work

Name of days of the week, main types of dishes
Be able to:

- describe the animal, object, indicating the name, quality, size, color,

quantity, belonging;

Speak briefly about yourself, your family, your friend, your home

an animal, a hero of a fairy tale / cartoon: name, age, place of residence, what he can do;

Conduct an etiquette dialogue: greet and respond to

greeting, saying goodbye, expressing gratitude;
Reading

phrases, intonation in general;
Letter
- write the letters of the English alphabet in semi-printed font;

write off the text;

Write out words, phrases and sentences from the text;

Fill in the table according to the sample

Educational and thematic plan

Gaming technology

Project method

Information Technology
Screen and audio aids:
- Multimedia presentations.

Personal Computer.

Printed aids:
-Alphabet.

Transcription marks.

Thematic pictures.

Grammar tables.
Bibliography:

• 
  Program: Enterprise 1,

  Level 2

  Target: development of students' communication skills in speaking, reading, listening and writing in English

  Form of study: full-time, evening.

  Volume of educational load: 144 academic hours.

  At the end of the course, the student must:

  • 
    be able to ask questions in different time frames;
  • 
    adequately use speech means to solve various communicative tasks, build a monologue statement, master the dialogic form of speech
  • 
    be able to describe the everyday life of oneself and others
  • 
    build reasoning in the form of a connection of simple judgments about an object;

  Know/Understand:
  - basic rules of reading and spelling of the studied language within the framework of the studied one;

  Features of intonation of the main types of sentences;

  Name of nationalities;

  The name of household items, household items, animals
  Be able to:
  Speaking (within the studied material)
  - describe your daily activities, daily routine and free time, holidays;

  Briefly describe household items, the situation in the apartment / house / room;

  Conduct an etiquette dialogue: describe places, weather, people, plans for the future, etc.;

  Describe the main important life events;
  Reading
  - correlate the graphic image of a word with its sound image based on

  knowledge of the basic rules of reading, observe the correct stress in words and

  phrases, intonation in general within the framework of the topics studied;

  Letter
  - sign pictures

  Write an essay about your life in the present tense
  Listening (within the studied material)
  - distinguish by ear sounds, sound combinations, words, sentences of the English language;

  Distinguish by ear intonation and emotional coloring of phrases;

  To perceive and understand the speech of the teacher and students in the process of dialogical communication in the lesson;

  Completely understand by ear, relying on clarity, small messages built on familiar lexical and grammatical material.

  Educational and thematic plan
  

  TOPIC	Number of hours		Activities	Control
  	Theory	Practice
  1 - Greeting and farewell. countries and nationalities. Telephone. The verb "to be". 2 - People. Family relations. Attractive pronouns. In the cafe. 3 - Work. Daily lessons. Phrases. 4- Free time. forms of apology. Articles. informal letter. 5- Test 1-5 topics 6- Items in the house. Places. Prepositions of place. Direction indication. 7 - What can you do? The verb "can" In the airport. 8 - Then and now! Holidays. past simple. 9- How it all began. Linking verbs. Ordinals. 10 - Test from 6 to 9 topics 11- Food and drink. In a hotel. Uncountable nouns. Purchases. 12 - Description of places. City and village. Relative pronouns. 13- Description of people. present continuous. In a clothing store. 14 - Plans for the future. "going to" Weather. 15 - Test 11-14 topics 16 – Do you know what….? Interrogative forms. Talk about books. 17- My life. present perfect. Telephone conversation. 18 - "Thank you and goodbye" Phrasal verbs. Thank you letter. 19 - Test from 16 to 18 topics 20 - Test from 1 to 18 topics	1 1 1 1 2 1	1 1 1 3 2 2 2 3 4 1 2 4 1	Reading and speaking. phonetic training. Dictionary work. Choice of antonyms. Five conversations about the day of the protagonist. Talk about prices. Rewriting the text with corrections. Dialogues. Game exercises. Writing a letter to each other. Paperwork. Description of the place where you live. Dialogues. Listening. Question and answer conversation. Reading and retelling. Dialog. Drafting a letter. Description of the holiday. Communication of information. Reading. Translation of the text by ear. Oral counting - counting rhymes. Paperwork Joke dialogues. Substituting words into sentences. Dialogues in the store (work in pairs) Role-playing game. Description of the capital. Composition of the text. Compiling a table. Description of body parts - physical exercises. Role-playing game. Making proposals. Dialog. Paperwork. Filling out the questionnaire. Exercises. Dialog. Listening and writing text. Compiling a table. Phone Broken Game Playing out dialogues. communication situation. Exchange of letters. Paperwork. Written testing.	Understanding control. Control of understanding through checking d / z. Understanding control. Control of understanding through checking d / z. Intermediate test Understanding control. Understanding control. Control of understanding through checking d / z. Intermediate test Control of understanding through checking d / z. Understanding control. Control of understanding through checking d / z. Intermediate test Control of understanding through checking d / z. Understanding control. Intermediate test final a written exam.

  Used pedagogical technologies:
  Gaming technology

  Project method

  Information Technology
  Screen and audio aids:
  - Multimedia presentations.

  Personal Computer.

  CD and DVD players, LCD TVs.

  Printed aids:
  -Alphabet.

  Transcription marks.

  Thematic pictures
  Bibliography:

  • 
    federal state educational standard elementary
  general education / Ministry of Education and Science of the Russian Federation
  • 
    Working programm English language course at EMC "English with
  pleasure” / “Enjoy English” for grades 2-4 of general education

  institutions / M.Z., Biboletova, N.N. Trubanev. – Obninsk.

  Program: Enterprise 1,

  Level 3

  Target: development of students' communication skills in speaking, reading, listening and writing in English

  Form of study: full-time, evening.

  Volume of educational load: 144 academic hours.

  Planned results of the program development:

  At the end of the course, the student must:

  • 
    to carry out subsuming under the concept on the basis of object recognition, selection of essential features and their synthesis
  • 
    carry out comparison, seriation and classification according to specified criteria;
  • 
    establish causal relationships;

  Know/Understand:
  - rules of reading and spelling of the studied language within the framework of the studied one;

  Name of people, animals;

  Name of events, everyday verbs

  Names of stores, groceries, etc.
  Be able to:
  Speaking (within the studied material)
  - describe life in the 21st century

  Briefly describe the concepts of truth and fiction;

  Talk about pros and cons, fame, what would happen if;

  Describe your desired adventures
  Reading
  - read newspaper clippings;

  Correlate words and phrases in the text, highlight the main, compose summary readable text

  Letter
  - write and describe events on paper

  Answer questions in writing
  Listening (within the studied material)
  - distinguish by ear sounds, sound combinations, words, sentences of the English language;

  Distinguish by ear intonation and emotional coloring of phrases;

  To perceive and understand the speech of the teacher and students in the process of dialogical communication in the lesson;

  Completely understand by ear, relying on clarity, small messages built on familiar lexical and grammatical material.

  Educational and thematic plan
  

  TOPIC	Number of hours		Activities	Control
  	Theory	Practice
  1 - People and animals. present continuous. 2 - Lifestyle. Have/have got Life at school, at work and at home. 3 - Truth and fiction. Past tenses of the verb. An excerpt from the story of a spy. 4 - Test from 1 to 3 topics 5 - Visiting the store. Polite requests. Quantity expressions. 6 - Plans and plans. The future tense of the verb. Talk about ambition. 7 - Description of the event. Degrees of comparison of adjectives. 8 – Test 5- 7 topics 9 - Glory. Present Perfect Simple. 10 - Pros and cons Modal verbs. Invitations. 11 - Life in the 21st century. First Conditional 12 - Test from 9 to 11 topics 13 - What we were. used to Man and woman. 14 - Reading newspapers. Passive voice. Article discussion. 15 - Adventure. Infinitive. From the history of England. 16 - Test from 13 to 15 topics 17 - Dreams and reality. Second Conditional 18 - News reporting. Present Perfect Continuous. Airplane flight. 19 - Everything a person needs. Indirect speech. 20 - Test from 17 to 19 topics 21 - Test from 1 to 19 topics	2 2 1 1 1 2 1 1 1 1 1	4 2 2 2 2 1 2 2 2 3 1 2 1 2 2 2 1 2	Discussion about dogs. Vocabulary work. Written exercises. Text discussions. Questions and appeals. Comparison of Russian and Japanese schools. Writer's interview. Detective writing. Paperwork. Role-playing game. Group work - advertising. Filling out the questionnaire. Writing a postcard. Discussion. Picture story. Book discussion. Paperwork. Role-playing game. Fill in the gaps in the text. Comparative analysis of situations. Dialog. Group discussion. Compiling a table. Paperwork. Drafting an article. oral exercises. Composition "About us" Work with text. Writing a book review. Group discussion. Text retelling. Writing history. Watching a movie. Paperwork. Writing a presentation. Group work "About our dreams" Dialogues. Text analysis. situational game. Reading and translation of poems. Translation of dialogue into indirect speech. Paperwork. Paperwork.	Understanding control. Checking homework. Checking homework. Intermediate accurate test. Understanding control. Checking homework. Understanding control. Intermediate accurate test. Checking homework. Understanding control. Intermediate test. Checking homework Understanding control. Checking homework. Intermediate test. Understanding control. Checking homework Checking homework. Intermediate test. Final exam. Used pedagogical technologies: Gaming technology Project method Information Technology Screen and audio aids: - Multimedia presentations. Personal Computer. CD and DVD players, LCD TVs. Printed aids: -Alphabet. Transcription marks. Thematic pictures Bibliography: Federal State Educational Standard for Primary general education / Ministry of Education and Science of the Russian Federation The working program of the English language course at the EMC "English with pleasure” / “Enjoy English” for grades 2-4 of general education institutions / M.Z., Biboletova, N.N. Trubanev. – Obninsk. Program: Enterprise 1,

Search for materials:

Number of your materials: 0.

Add 1 material

Certificate
about creating an electronic portfolio

Add 5 materials

Secret
gift

Add 10 materials

Diploma for
informatization of education

Add 12 materials

Review
on any material for free

Add 15 materials

Video lessons
to quickly create impressive presentations

Add 17 materials

STATE BUDGET EDUCATIONAL INSTITUTION
"CENTER FOR ADDITIONAL EDUCATION FOR CHILDREN
"SMALL ACADEMY OF SCIENCES OF THE CITY OF SEVASTOPOL"
CONSIDERED APPROVED
at the methodological council Director of "TSDOD" MAN
protocol dated _____ 2016 Sevastopol"
No. ______ ___________ A.L. Sonin
"____" ________ 201
EDUCATIONAL PROGRAM
Creative association "English language"
1112 years old, 1 year of study
Author: Nosan A.L.
additional education teacher
Sevastopol
2016
2

EXPLANATORY NOTE
The educational program of the creative association "English
language" of the Center for additional education of children "Small Academy of Sciences of the city
Sevastopol", developed in accordance with the Federal Law of December 29, 2012 N
273FZ (as amended on July 13, 2015) "On Education in the Russian Federation" (as amended and supplemented,
intro. in force from 24.07.2015); Decree of the Government of the Russian Federation of May 29, 2015 N 996
r "Strategy for the development of education in the Russian Federation for the period up to 2025";
Decree of the Government of the Russian Federation of 04.09.2014 No. 1726r “The concept of development
additional education for children”;
Decree of the Ministry
health care of the Russian Federation of October 13, 2014 No. 27 "New epidemiological requirements for
arrangement, content and organization of the mode of operation of educational organizations
additional education for children; Letter from the Ministry of Education and Science
RF dated 12/11/2006 No. 061844 “On approximate requirements for programs
additional education for children”; Order of the Ministry of Education and Science
RF dated August 29, 2013 No. 1008 “On Approval of the Procedure for Organization and Implementation
educational activities for
additional general education
programs"; Charter of SBEI "TsDOD "Small Academy of Sciences of the city of Sevastopol".
The program was developed using personal experience practical
leader's activities.
The novelty of this program lies in the fact that it contributes to
implementation of the principles of teaching a foreign language within the competence
approach to linguistic education. The learning process provides
the use of different types of classes, teaching methods, ICT, additional
literature, which will make the learning process interesting and will contribute to
increasing the level of educational motivation of students. Systematic work for
computer will help children learn vocabulary, phonetics, grammar
performing a variety of exercises.
3

The educational program "English" refers to the social
pedagogical orientation.
Program classification:
according to the degree of authorship - modified (Exemplary programs for
foreign languages ​​//Foreign languages ​​at school. UMK Happy Series, publishing house
Oxford);
by the level of assimilation general cultural;
according to the form of organization of the content and process of pedagogical activity -
integrated.
The relevance of the program of the creative association "English Language"
due to the fact that this language is the most important means of communication, without which
the existence and development of modern society is impossible. ongoing
today changes in public relations, mass media,
in the use of new information technologies require an increase
competence of students, improvement of their philological training. All
this raises the status of the subject "English" as a general educational
disciplines.
The program reflects current trends and requirements for the study and
practical knowledge of a foreign language in everyday communication and
is aimed at improving the general culture of students, improving their
communication skills and is compiled taking into account the main provisions
educational program.
The specificity of the educational program is determined by the main purpose
English, namely in the development of the ability and readiness to carry out
foreign language interpersonal and intercultural communication with native speakers. For
Therefore, a culturological block has been introduced into the program, which will help to master
basic rules of language etiquette. Familiarize yourself with customs, traditions,
culture of English-speaking countries.
4

The pedagogical expediency of the program is that it
helps to overcome the psychological barrier in the use of English
language, makes it possible to pronounce the most commonly used
colloquial speech lexical units and grammatical structures. During
classes in the subject association, students consolidate and improve
the skills and abilities acquired in English lessons, and, above all,
grammar skills.
The goal of the program is the formation of competencies in the process
in-depth study of the English language.


practical - forming communication skills in English;
reinforcing skills and abilities in all types of language activities (listening,
reading, writing, speaking) and in different areas of communication (personal, public);
creative - forming creative abilities in the process of mastering
speech skills and realizing potential creative
personality possibilities;
social - educating a respectful attitude towards spiritual and
material values, folk traditions of English-speaking countries, as part of
world culture, as well as forming the ability to work in a team.
A distinctive feature of the program is that the program "English
language” is built on an integrated approach to education, development and training
students. In this program, to achieve the goals and objectives
used by UMK Happy Series, Oxford publishing house, which is not used in
schools in the city.
The age of the children involved in the implementation of the program is 11-12 years old. This
students of 56 classes of educational organizations. The program was compiled with
5

taking into account the age characteristics of these children. The occupancy of groups is from 10
up to 15 people.
Terms of the program implementation: The program is implemented within one
school year. The basic part of the program is designed for 216 hours.
The program provides for the following forms of organization of activities
students: individual, group.
During the classes, the following teaching methods are used:
verbal (conversations, explanations);
visual (demonstration of illustrations, presentations, excursions);
practical (game method, communicative method, audio
lingual method, method of phonetic associations).
The association program provides for both theoretical
classes in the form of lectures, and practical (seminars, quizzes, competitions,
excursions, defense of projects and scientific papers, presentations). Main occupation
consists of two parts - theoretical and practical. Also carried out
intermediate control after passing each new topic (independent
and control work).
Association classes: 6 hours a week (3 times for 2 hours); study hour
corresponds to 45 minutes. According to the requirements of SanPiN, a break of 15
minutes after the end of each hour of class.
PROJECTED RESULTS
Section name
Students should be able to and apply:
Difference
American and
British
English
languages.
1. Basic norms of speech etiquette adopted in the country
the language being studied;
2. The role of foreign language proficiency in the modern world,
features of the way of life, life, culture of the countries of the studied
language (world famous landmarks, outstanding
people and their contribution to world culture);
3. Similarities and differences in the traditions of their country and countries
the language being studied;
The form
demonstrations,
achievements
students
Creative
Work,
projects on
studied
topic
6

Short story
development
English
language
Lexicology
English
language. word and
its meaning.
Morphology
English
language. Parts
speech.
Organization
letters. Introduction
typical phrases.
My motherland.
English speaking
countries.
Attraction
london and
Sevastopol.
4. Have a conscious attitude and personal motivation towards
learning a foreign language.
1. Know the history of the English language;
2. Know about the origin and development of the English language;
3. Basic variants of the English language;
4. Be able to read authentic texts of different genres
predominantly with an understanding of the main content
(determine the topic, highlight the main idea, highlight the main
facts, omitting secondary ones, to establish a logical
the sequence of the main facts of the text);
1. Use knowledge of basic theoretical disciplines in
lexicology;
2. Be able to use English vocabulary, be able to
pick the right value.
nouns,
Signs of the studied grammatical phenomena, namely
aspectual forms of verbs, modal verbs and their
equivalents;
Have an understanding of the rules of use and education
articles,
adjectives and adverbs,
pronouns, numerals, prepositions.
1. Be able to write formal and informal correctly
letters;
2. Be able to write an essay on given topic;
3. Be able to correctly use typical phrases when writing
letters in a foreign language.
1. Know the information, customs, traditions, holidays of Great Britain,
USA and some other English-speaking countries;
2. Know the prominent figures of English-speaking countries,
state symbols;
3. Information about the population of cities, monuments of architecture and
cultures, museums, theaters;
4.Universal moral values, their manifestation in
national traditions.
1. Understand the rules of cultural speech, promises;
2. Have information about monuments of architecture and culture,
theaters;
3.Know the history, development and emergence of London and
Sevastopol.
Presentation,
creative
Work,
participation in
competitions for
passed
topic
performance
exercises and
tests
exercises and
tests on
studied
topic
letter
Presentation,
visual
materials,
regional studies
ie tests
creative
work, tests
Students should know and understand:
1. The main meanings of the studied lexical units (words, phrases);
2. The main ways of word formation (affixation, word formation, conversion);
3. Features of the structure of simple and complex sentences of English language; intonation
various types of communicative sentences;
4. Signs of the studied grammatical phenomena (spectacular forms of verbs, modal
verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and
adverbs, pronouns, numerals, prepositions);
5. The role of knowledge of foreign languages ​​in the modern world;
7. Features of the way of life, life, culture of English-speaking countries (world famous
7

sights, outstanding people and their contribution to world culture).
The main tasks are to form key competencies:
cognitive deepening knowledge of grammar and phonetics of the language;
practical - forming communication skills in English; reinforcing
skills and abilities in all types of language activities (listening, reading, writing, speaking) and
in different areas of communication (personal, public); forming research skills
activities;
creative - forming creative abilities in the process of mastering speech
skills and abilities and realizing the potential creative possibilities of the individual;
social - educating a respectful attitude to the spiritual and material
values, folk traditions of English-speaking countries, as part of world culture, as well as
developing the ability to work in a team.
At the end of the course, students should be able to use the acquired knowledge and
skills in practical activities and Everyday life for social adaptation,
achieving mutual understanding in the process of oral and written communication with native speakers
foreign language. Also to understand the place and role of the native and studied foreign language
in the world, for familiarization with the values ​​of world culture.
Criteria for evaluating the activities of students in the classroom:
knowledge of the content of the material, the use of additional information on
topic being studied;
activity of students in educational activities;
creative approach to solving problems, originality of methods
and problem solving methods;
independence, ability to make decisions, defend one's point
vision and to convince others in the course of discussions;
ability to work in a group, leadership qualities, ability to cooperate
and mutual assistance;
correct presentation of thoughts, clear wording.
EDUCATIONAL THEMATIC PLANNING
№
Topic
Number of hours
theoretical practical
1 Introductory lesson.
2 The meaning of English in the modern world.
3 English in such areas of the human
2
2
2
­
Total
2
2
2
8

activities such as science, technology, economics,
trade, sports, tourism, aviation and shipping.
4 Practical work - a linguistic project on
topic “English is around us. Role of English
language in modern society.
5 The history of the development of the English language.
Origin of the English language.
6 Periods in the history of the English language.
Modern English.
7 Practical work - test tasks for
this topic.
8 Lexicology of the English language. the word and its
meaning.
9 Morphology of the English language.
10 Parts of speech. Word structure, functions and
components, building rules and changes in
within the offer.
11 The main concepts of morphology are the root,
suffix, affix, stem, phoneme, morpheme.
12 Definite and indefinite articles.
13 Zero article
14 Practical work
this topic.
15 Noun. Plural
16 Possessive
17 Practical work
this topic.
18 Adjective. Degrees of comparison
adjectives.
19 Practical work
this topic.
20 Personal, possessive pronouns.
21 Practical work
this topic.
22 Relative, reflexive pronouns.
23 Practical work
this topic.
24 Pronouns some, any, no and their derivatives.
Pronouns little
25 Pronouns much, many
26 Practical work
this topic.
27 The name is numeral. Time watch)
28 Ordinal and cardinal numbers
29 Practical work
this topic. Time decoding.
30 The use of tenses in English.
4
6
6
6
6
6
6
6
2
2
2
2
2
2
2
4
2
2
2
2
2
2
2
2
2
2
4
4
2
2
2
2
2
2
2
4
2
6
2
2
6
2
6
2
4
2
6
2
2
6
2
2
6
4
9

simple present tense
31 Practical work

32 Interrogative sentences in the present
time
33 Practical work - drafting questions in
given time
34 Long present tense.
35 Practical work
this topic. Translation of sentences.
36 Past simple tense
37 Practical work
this topic.
38 Past Continuous
39 Practical work
this topic.
40 Future Simple Tense
41 Practical work
this topic.
42 Future Continuous
43 Practical work
this topic.
44 Use of prepositions
45 Controlling verbs with prepositions
46 Practical work
this topic.
47 Modal verbs
48 Modal verbs with particle to
49 Modal verbs without particle to
50 Practical work
this topic.
51 Organization of the letter. Introduction of typical phrases.
Practice in writing a letter. Writing rules
essays.
52 Official letter
53 Informal letter
54 Rules for writing a letter, the difference between
formal and informal letters. Rules
writing headlines when writing letters.
Typical phrases when writing letters.
55 Practice writing various letters
type on a specific topic.
56 My homeland. Acquaintance with Russia. English speaking
countries. Getting to know the UK
royal family
57 Exploring the sights of Russia.
Acquaintance with old names 3 parts
4
4
4
4
4
4
2
2
2
2
2
2
2
2
2
2
6
4
6
6
6
6
6
6
6
4
4
4
2
6
4
4
6
4
6
4
6
4
6
4
4
2
6
2
2
2
6
2
2
2
4
4
2
2
10

Kingdoms.
58 Interesting facts from the culture and history of the country.

59 Practical work reading tests,
solving crosswords. Performance
exercises. oral discussion.
60 Sights of London and Sevastopol.
The history of the development of our city and capital
Great Britain
61 History and characteristics of London and its

62
63 Festive events
64 Final lesson.
Total
2
2
2
2
98
2
4
2
2
4
4
2
216
4
4
4
118
PROGRAM CONTENT
1. Introductory lesson (2 hours).
Introduction to the course "Country Studies", "English Language". Purpose and tasks
training course. Familiarization with the order and work plan of the circle.
Recommended literature. Safety briefing.
2. The meaning of the English language in the modern world (8 hours).
English in such areas of human activity as science,
technology, economics, trade, sports, tourism, aviation and shipping.
Practical work - a linguistic project on the topic "English around
us. The role of the English language in modern society.
3. History of the development of the English language (6 hours).
Origin of the English language. Periods in the history of the English language.
Modern English.

4. Lexicology of the English language. The word and its meaning (2 hours).
11

Extralinguistic reasons for changing the meaning of a word. Linguistic
reasons for changing the meaning of the word. Reasons for changing the volume of the meaning of the word. Types
dictionaries.
4. Morphology of the English language (basics of grammar) (2 hours).
Word structure, functions and components, construction rules and changes in
within the offer.
5. Parts of speech. Word structure, functions and components, construction rules and
changes within the offer. (2 hours).
6. The main concepts of morphology are root, suffix, affix, stem,
phoneme, morpheme (2 hours).
7. Definite and indefinite articles (10 hours).
8. Zero article (2h)
topic.
9. Noun. Plural (8h).
10. Possessive case (2 hours)
11. Adjective. Degrees of comparison of adjectives (8 hours).
Practical work - performing exercises on this topic.
12. Personal, possessive pronouns (8 hours).
Practical work - performing exercises on this topic.
13. Relative, reflexive pronouns (8 hours).
Practical work - performing exercises on this topic.
14. Pronouns some, any, no and their derivatives. Pronouns few - little (6 hours).
15. Pronouns much, many (2 hours).
Practical work - performing exercises on this topic.
16. The name is numeral. Time (hours) (8 hours).
17. Ordinal and cardinal numbers (2 hours).
12

Practical work
­
doing exercises on this topic.
Time decoding.
18. The use of tenses in English. Simple present tense (10 hours).

offers.
19. Interrogative sentences in the present tense (8 hours).
Practical work - drawing up questions in this tense
14. Long present tense (10 hours).
Practical work - performing exercises on this topic. Translation
offers.
15. Past simple tense (10 hours).
Practical work - performing exercises on this topic.
16. The past long time (10 hours).
Practical work - performing exercises on this topic.
17. Future simple time (10 hours).
Practical work - performing exercises on this topic.
18. Future long time (10 hours).
Practical work - performing exercises on this topic.
19. Perfect present tense (10 hours).
Practical work - performing exercises on this topic.
20. Perfect past tense (10 hours).
Practical work - performing exercises on this topic.
21. Future perfect tense (10 hours).
Practical work - performing exercises on this topic.
22. Use of prepositions (8 hours).
23. Management of verbs with the help of prepositions (2 hours).
Practical work - performing exercises on this topic.
24. Modal verbs (8 hours).
13

25. Modal verbs with particle to (2h).
26. Modal verbs without particle to (2h).
Practical work - performing exercises on this topic.
38. Organization of the letter. Introduction of typical phrases. Practice in writing
letters. Rules for writing essays (6 hours).
39. Official letter (2 hours).
40. Informal letter (2 hours).
41. Rules for writing a letter, the difference between formal and informal
letter. Rules for writing headers when writing letters. Typical phrases for
writing letters (4 hours).
Practical work writing letters of various types on a specific topic.
42. My homeland. Acquaintance with Russia. English-speaking countries. Acquaintance with
Great Britain and the royal family. We study the sights of Russia.
Acquaintance with the ancient names of 3 parts of the Kingdom. Interesting Facts
from the culture and history of the country. The Royal Family. Queen of Great Britain (10h).
Practical work reading tests, crossword puzzles.
Doing exercises. oral discussion.
43. Sights of London and Sevastopol. The development history of our
cities and capitals of Great Britain. History and features of London and its
History and features of Sevastopol and its
attractions.
attractions (8 hours).
Practical video work, texts with tasks
44. Excursions, participation in public events (4 hours).
Excursions to museums, libraries, universities. Participation in conferences, competitions.
Preparation and holding of thematic quizzes, holidays.
45. Final lessons (2 hours). Summing up the work for the year. Presentation
the best research papers. Tips and recommendations for students.
14

METHODOLOGICAL SUPPORT
OF THE EDUCATIONAL PROCESS
Title of section (topic)
Meaning of English
History of the English language
English lexicology
language. The word and its meaning.
Morphology of English
language (basics of grammar).
Organization of the letter. Introduction
typical phrases.
stand
Educational information
Methodological support
1.
The
countries of the English language. Reading texts.
Handout.
Enjoy English3". Audio cassette for the textbook
of English language
for 56 classes
M.Z. Biboletova. Publishing house "Titul".
Burova I.I., Great Britain. Book to read by
course "Country Studies". Lenizdat, 2002.
Vasilyeva LN, Albion and the mystery of time. Stories.
Ed. Contemporary, 1997.
Usova G.S., History of England: Texts for reading on
English language: In 2 volumes. Ed. Lan, 2001
Handout. English Russian and Russian
English dictionary for schoolchildren. Phonetics:
Grammar: Vocabulary for conversational topics. /Comp.
A.A.Kaduk, K.: A.S.K., 2001.
Stand Irregular verbs. Irregular verbs.
English language. Tests to test knowledge.
English grammar tests.
visual material:
1. Past perfect tense table
2.Table past indefenite tense
3. Table present indefenite after if, when, until
4.Table present perfect/ past indefenite 5.Present
indefenite / present continious 6.Table present
perfect
7.Present indefenite tense
8.Present continious tense
9.Future indefinite tense
10.The passive voice
11. Past indefenite / past continious
12.Present perfect / past simple
13.Present perfect
14. Direct and indirect speech
I.M. Gindlina, T.M. Pimenova. Oral topics and
tasks for the development of speech (English):
Tutorial. Moscow: Astrel Publishing House,
"AST Publishing House", 2000. Cards with tasks,
lexical minimum, cards with a short
grammatical
cards,
helping to prepare for tests, control
work, olympiads
reference book,

My motherland. Acquaintance with 1. Map of Russia. Poster "Sights".
15
No. p / p
1.
2
3.
4
5
6

7
Russia. Moscow and others
major cities in our country.
English speaking
countries.
Getting to know the UK
and the royal family.
Attractions
London and Sevastopol.
The development history of our
cities
capital Cities
Great Britain.
and

Reading texts.
­
stand
London Attractions.
Britannia. Britain. London poster. Map
Great Britain
(geographical position
countries). Reading texts.
LOGISTICS
EDUCATIONAL PROGRAM
Equipment
Amount
Equipment
A computer
Printer
Multimedia projector
Stationery
Whatman A1
Paper for printer
Ballpoint pens
Pencils
felt-tip pens
Scissors
Paper clips, buttons
Folders
CDs, DVDs
1
2
3
4
1
2
3
4
5
6
7
8
9
1
1
of necessity
of necessity
of necessity
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
­­­­­­­­­­­­­­­­­­­­­
FORMS AND METHODS OF DETECTING, FIXING AND PRESENTING
PROGRAM RESULTS
Section name
Forms and methods
Forms and methods
Forms and methods
The meaning of English in
the modern world. Difference
American and British
English languages.
History of the development of English
identifying
results
creative work
on the topic under study
Presentation,
commits
presentation
results
finished work,
performance
Protection
protocols
diagnostics
finished work,
creative works
Protection
16

language from its inception to ours
days.
English lexicology
language. The word and its meaning.
Morphology of English
language
topic covered
Presentations, work
with dictionaries,
performance
exercises and tests
exercises and tests
on the topic under study
Organization of the letter. Introduction
typical phrases.
Writing letters to
different topics
My motherland
Attractions
London and Sevastopol
Exercise, reading
text
Exercise, reading
text
creative work on
protocols
creative works
diagnostics
finished work,
protocols
diagnostics
finished work,
protocols
diagnostics
Finished works
Finished works
Control
Work
Control
Work
Control
letter
control test
Finished works
control test
LIST OF USED LITERATURE
WHEN WRITING A PROGRAM:
1.
Afanaseva O.V. English in focus. [text].: A book for teachers to
textbook for the 10th grade of educational institutions - M .: Ехрress
publishing: enlightenment, 2011 72 s;
Afanasyeva O. V., Dooley J., Mikheeva I. V., Obi B., Evans V. UMK
"English in focus" for grade 9, a book for teachers. M.: Enlightenment;
UK.: Express Publis hing, 2009;
Afanas'eva O.V., Mikheeva I.V. "English language" textbook for grade 6

colleges. M., Education, 2002;
Afanas'eva O.V., Mikheeva I.V. "English language" textbook for grade 7
schools with in-depth study of English, lyceums, gymnasiums,
colleges. M., Education, 2001;
Afanas'eva O.V., Mikheeva I.V., Yazykova N.V. English language. Program for
2.
3.
4.
5.
17

UMK O.V. 6. Afanas'eva O.V., Mikheeva I.V. New English course
for Russian schools. 3rd year of study. Grade 7: textbook for
educational institutions. 2nd ed. Stereotype M.: Drofa, 2005.269
With;
Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 4th year of study. Grade 8: textbook for general education
institutions, Moscow: Drofa, 2006.287 p.;
Afanas'eva O.V., Mikheeva I.V. "English language" - 4 years of study. -
Bustard M., 2009;
Astapova N.O. Linguistic aspects of intercultural communication.
Barnaul, 2007.
Bim I.L. Exemplary programs in foreign languages. English language.
secondary (general) education. English language. basic level [text].: M.:
Astrel, 2004. 120180 s;
6.
7.
8.
9.
10. Bergelson M. B. Intercultural communication as a research
linguistic methods of studying cross-cultural
program:
interactions//Linguistics and intercultural communication. Herald
Moscow State University. Series 19. 2001;
11. Barkhudarov L.S., Shteling D.A. English grammar. M., 1965;
12. Bonk N.A. English textbook. In 2 vols. M., 1994;
13.
14.
15.
16.
17.
Vasilyeva L.V. Subject weeks at school. English language". Release
second. / Volgograd, "Teacher", 2007;
Vereshchagina I.N., Rogova G.V. Methods of teaching English in
secondary school. - M., 1988;
Vygran O.P., Gerbova S.N. et al. Meet Great Britain. Kyiv: "Forum", 2001;
Galskova N.D., Gez N.I.
Theory of teaching foreign languages:
Linguodidactics and methodology. - M.: Publishing Center "Academy", 2004;
Galskova, N. D. Modern methods of teaching foreign languages:
manual for the teacher / N. D. Galskova. M.: ARKTI, 2003;
18

18.
Vasilyeva E.V. Development of creative abilities of students in the process
teaching and research activities in the field of philology / Zh
"Research work of schoolchildren" M "People's education, No. 3,
2004. From 2132;

exercise book 3 - St. Petersburg: KARO, 2003. 224 s;
Gatskevich M.A. Grammar of the English language for schoolchildren. Collection
exercise book 4 - St. Petersburg: KARO, 2003. 224 s;
Golitsynsky Yu.V. "Grammar. Collection of exercises "SPb., 2003;
“Research activity of students in modern educational
space." “People's Education, No. 4, 2004. С 116118;
"Research work of schoolchildren".
Scientific and methodological
information and publicistic magazine;
Zimnyaya I.I. "Psychology of teaching foreign languages ​​at school". M .:
19.
20.
21.
22.
23.
24.
Enlightenment, 1991;
25. Zhluktenko Yu. A. Social linguistics and social practice. Kyiv,
1988;
26. Zhigadlo V.N., Ivanova I.P., Iofik L.L. Modern English. -
M., 2006;
27. Kachalova K.N., Izrailevich E.E. Practical English Grammar
language. - M, 2005;
28. Kazartseva O.M. Culture of speech communication: theory and practice of teaching:
Textbook / O.M. Kazartseva, M., 2005;
29. Kuzovlev V.P. "Happy English". English textbook for 8
class of educational institutions. M., Education, 1999;
30. Leontovich A.V. Research activity as a way of formation

31. Leontovich A.V. Research activities of students: Collection of articles.
M., MGDD (Yu) T, 2002. 110 p., Bibl. 98;
19

32. Linguistic Encyclopedic Dictionary // V.N. Yartsev. M.: Sov.
encyclopedia, 1990;
33. Litvinov M. V. Methods of teaching foreign languages: textbook. Benefit /
M. V. Litvinov. Moscow: Higher school, 2006;
34. Loginova N.A. The Apprenticeship Phenomenon: Initiation scientific school. //
Psychological journal. 2000, volume 21, no. 5;
35. Momji Yu.V. English-Russian dictionary of phrasal verbs. [text] / M.:
Iris press, 2003496 p;
36. Muller V.K. English-Russian dictionary. M., 1964;
37. Novitskaya T.M., Kuchin N.D. Practical grammar of the English language.
M., 1971;
38. Handbook of a foreign language teacher: a reference guide /
ed. E. A. Mastrenko. Minsk. "High School", 2001;
39. Obukhov A.S. Research activity as a way of formation
worldview. // National Education, No. 10, 1999;
40. Oshchepkova V.V., Shustilova I.I. “About Great Britain in Brief”, M., List,
1998;
41. Pospelova A.G. On the means of softening the communicative intention in
Modern English // Bulletin of Leningrad State University. Issue. 3. History, language and
literature. - St. Petersburg, 2005;
42. Passov E. I. Fundamentals of the communicative methodology of teaching a foreign language
communication / E. I. Passov. M.: Rus. yaz., 1989;
43. Pankratov A.P. Intercultural communication in professional
activities: Proc. allowance / A.P. Panfilov. - St. Petersburg, 2005;
44. Poddyakov A.N. Children as researchers: [Psych. aspect] // Magister. 1999.
No. 1. C. 8595;
45. Exemplary programs in foreign languages ​​//Foreign languages ​​in
school. - 2005. - No. 5;
46.
Rivers M. "Ten principles of learning and teaching foreign languages ​​in
20

the basis of interaction between the student and the teacher"//Looking into the future.
First Soviet American Symposium on Theoretical Problems
teaching and learning of foreign languages ​​1721.10.89. M.: REMN
MSLU., 1992;
Development of research activities of students. Methodical collection.
M.: People's education, 2001. - 272 p.;
Rotenberg V.S. "Creativity as a search" and "Research work
schoolchildren." M “Public Education, No. 3 2004. C 61 64;
47.
48.
49. Savenkov A.I. Research learning and development in modern
education. / Zh "Research work of schoolchildren." M "Folk
education, No. 1 2004. C 2232;
50. Savenkov A.I.
Children's research in homeschooling //
Research work of schoolchildren. 2002. No. 1. S. 3445;
Savenkov A.I. Content and organization of research education
51.
schoolchildren. M.: "September", 2003;
52. Safonova V.V. Sociocultural approach to teaching foreign languages. -
M.: Higher School, 1991. O.P. Vygran, S.N. Gerbova. et al. Meet Great Britain.
Kyiv: "Forum", 2001;
53. Smirnitsky A.I. Russian-English dictionary. M., 1992;
54. Solovieva, I.S. Comparative linguistic and regional studies in the context
intercultural communication / I.S. Solovieva // Ethnos. Education.
Personality - Yakutsk: IPKRO, 2003
55. Solovieva, I.S. Intercultural communication: its role and place in
teaching foreign languages ​​/ I.S. Solovyov // 75th anniversary
Churapchinsky ulus: materials of the scientific-practical conference. -
Yakutsk, 2005;
56.
57.
TerMinasova S. G. Language and intercultural communication. M., 2000;
Tislenkova I.A. "Portrait of an Englishman", Volgograd, publishing and trading
house "Koryfey", 2007;
21

58. Falkovich M.M. Lexical minimum in English. M 1972;
59. Fadeeva S.A., Yusupov V.O. "The idea of ​​communicative linguistics in
communicative methodology "// РЯШ. 2000. No. 4;
60. Shustilova
I.I.,
Oshchepkova
V.V.
Brief
English Russian
linguistic and cultural dictionary: UK, USA, Canada, Australia,
New Zealand. Bustard 2006;
61. Shtulman E.A. " Fundamentals of experiment in the methodology of teaching foreign
languages" Voronezh. 1971;
62. Shatilov S.F. " Theoretical foundations of the methodology of teaching grammar
aspect of foreign language speech ". In the collection" General methods of teaching
Foreign Languages". Reader / compiled by Leontiev A.A. M., Russian language.
1991;
63. Khutorskoy A. V. Key competencies as a component of personality
oriented education // People's education. - 2003. - No. 2. – p.58
64;
64. Khutorskoy A. V. Key competencies and educational standards:
Report at the Department of Philosophy of Education and Theory of Pedagogy of the Russian Academy of Education 23
April 2002. – Eidos Center (www.eidos.ru/news/compet/htm).
LIST OF REGULATORY DOCUMENTS,
REGULATIONS OF EDUCATIONAL ACTIVITIES
1 Federal Law No. 273FZ of December 29, 2012 (as amended on July 13, 2015) "On
education in the Russian Federation" (as amended and supplemented, entered into force from
24.07.2015)
2 Decree of the Government of the Russian Federation of May 29, 2015 N 996r "Development Strategy
education in the Russian Federation for the period up to 2025
3 Decree of the Government of the Russian Federation of 04.09. 2014 № 1726r "Concept
development of additional education for children”.
22

4 Decree of the Ministry of Health of the Russian Federation of October 13, 2014 No. 27
"New epidemiological requirements for the device, content and
organization of the working hours of educational organizations of additional
children's education.
5 Letter of the Ministry of Education and Science of the Russian Federation dated December 11, 2006 No. 061844 “On
exemplary requirements for additional education programs for children.
6 Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008 “On
approval of the procedure for organizing and implementing educational
activities for additional general education programs”.
7 Charter of SBEI "TsDOD "Small Academy of Sciences of the city of Sevastopol".
LIST OF LITERATURE RECOMMENDED TO STUDENTS AND THEM
FOR PARENTS:
1. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 5th grade: a textbook for educational institutions. 5e
ed. Stereotype. M .: Bustard, 2005.254s.
2. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 1st year of study. Grade 5: workbook No. 1,2. 7th ed.
stereotype, Moscow: Bustard, 2008.93 p.
3. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 5th grade: a set of audio cassettes for the textbook and workbook. M .:
Bustard, 2005.
Afanas'eva O.V., Mikheeva I.V. New English course for
4.
Russian schools.6th grade: textbook for educational institutions.5e
ed. Stereotype. M.: Drofa, 2006.252 p.
5. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 2nd year of study. Grade 6: workbook No. 1,2. 7th ed.
stereotype, Moscow: Bustard, 2009.94 p.
6. Afanas'eva O.V., Mikheeva I.V. New English course for
23

Russian schools. 2nd year of study. Grade 6: Book for reading. 3rd ed.
stereotype. M.: Drofa, 2006. 62 p.
7. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 6th grade: a set of audio cassettes for the textbook and workbook. M .:
Bustard, 2005.
8. Gatskevich M.A. Grammar of the English language for schoolchildren. Collection
9.
exercise book 1 - St. Petersburg: KARO, 2003. 224 p.
. Afanasyeva O.V., I.V. Mikheeva "English language" 3rd year of study. – Bustard
M., 2009 2. O.V. Afanasyev, I.V. Mikheeva “English language. Workbooks
№1,2.» 3 year of study. – Bustard M., 2009
10. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 3rd year of study. Grade 7: Book for reading. 3rd ed.
stereotype. M.: Bustard, 2006.
11. Afanasyeva O.V., I.V. Mikheeva "English language" 4th year of study. – Bustard

№1,2.» 4 year of study. – Bustard M., 2009
12. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 4th year of study. Grade 8: Book for reading. 3rd ed.
stereotype. Moscow: Bustard, 2006
13. Afanasyeva O.V., I.V. Mikheeva "English language" 5th year of study. – Bustard
M., 2009 2. O.V. Afanasyeva, I.V. Mikheeva “English language. Workbooks
№1,2.» 5 year of study. – Bustard M., 2009
14. Afanas'eva O.V., Mikheeva I.V. New English course for
Russian schools. 5th year of study. Grade 9: Book for reading. 3rd ed.
stereotype. M.: Bustard, 2006.
15. Burova I.I. Great Britain. Book for reading on the course "Country Studies".
Lenizdat, 2002.
16. Vasilieva LN, Albion and the mystery of time. Stories. Ed. Contemporary, 1997.
17. Grammar guide "Roundup3", Longman Publishing.
24

18. Grammar guide "Roundup4", Longman Publishing.
19. Grammar guide "Roundup5", Longman Publishing.
20. A guide to country studies. Literature Guide for Russia.
publishing house
Macmillan.
21. Grammar guide. Grammar and Vocabulary. Exam Skills for Russia.
Macmillan Publishing.
22. Grammar guide. Grammar and Vocabulary. Pre-intermediate to
intermediate.
Macmillan Publishing.
23.English folk tales. – M.: Airispress, 2006.
24. Enjoy English. Games, tongue twisters, riddles, anecdotes. – Rostov
n/a.: Fenik, 2006.
25. History of England in stories for children: Kings and Queens: a book to read
in English / Comp. M.V. Sinelnikov. - St. Petersburg: Teacher and student,
CROWN print, 2002.
26. Oral topics in English "Topics for discussion" St. Petersburg: SOYUZ,
1999.
27. Book for reading "Women in business", David Evans, Penguin readers,
Longman.
28. Jurassic Park Reading Book, Michael Chrichton, Macmillan readers,
Macmillan.
29. Reading book "The ghost of Genny Castle", John Escott.
30. Fursenko S.V. "Grammar in verse: Funny grammar rhymes
English
language” St. Petersburg: KARO, 2009.
31. Konovalova T. V. Funny poems for memorization English words St.
Petersburg: Publishing House "Litera", 2006.
32. Usova G.S., History of England: Texts for reading in English. language: In 2 volumes. Ed.
Lan, 2001
25

Plan educational work and public events
event title
the date
Note
echani
e
Thematic lesson on the topic “Behavior in society.
Respect and kindness to people
September 15th
Thematic lesson on the theme "Lesson of the World"
Thematic lesson on the topic “Ready for work and
defense"
Participation in a thematic lesson on the topic “Day
civil defense." Watching movies on
this topic.
Thematic lesson on the theme "Teacher's Day".
tea drinking
Thematic lesson on the topic “Anniversary Day
Defense of Sevastopol"
Thematic lesson on the topic "Day of the National
unity"
September 22nd
September 26
October 3
October 5
October 31
the 3rd of November
All-Russian Slavic lesson - on your birthday
Vladimir Dahl
November 21
Thematic lesson on the topic "I am talented"
December 8
Thematic lesson on the topic "New Year". tea drinking
December 29th
Thematic lesson on the topic "Defender's Day
Fatherland"
February 22
Thematic lesson on the topic "March 8". tea drinking
2nd of March
Thematic lesson on the topic “Reunification Day
Crimea with Russia"
March 16
Thematic lesson on the topic "Victory Day
Soviet people in the Second World War 1941-1945"
Participation in the Day of the Union of children's public
organizations of Sevastopol
Thematic lesson on the theme "Day of Russia"
May 8
May 19
the 9th of June
№
p/n
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
26

The plan of interaction between the teacher and parents
1. "The tasks of education and training for the academic year" (teacher
talks about the training system, about the requirements).
Teacher professional development plan
2. Development of creative abilities (participation in competitions,
Topic
olympiads)
№
p/n
Forms
interactions
№
p/n
3. The role of additional education in the formation of personality
the date
event title
During
of the year
During
of the year
Monthly
Questionnaire
parents
1
Parental
meetings
Joint
2
Events
child
Psychological and pedagogical direction of work:
4. First successes (report for the first half of the year)
1. Improving your knowledge in the field of classical and
5. Graduation. Our progress for the year.
modern psychology and pedagogy.
Holidays, inviting parents to open classes, participation in
Methodical direction of work:
excursions, concerts, family club.
1. Improving knowledge of the modern content of education
"Let's get acquainted"
students in English.
/gathering data on parents and children/ “Are you satisfied with your studies
2. Acquaintance with new forms, methods and techniques of teaching. Regularly
your child?"
3. Organization of work with gifted children and participation in competitions,
“Why did you and your child decide to study at MAN”
creative works, Olympiads in English.
How is your child progressing in MAN?
4. Development of presentations, tests, didactic materials,
Advice for parents:
visibility.
Child + parent + teacher
Information and computer technologies:
Open Lessons
1. The use of ICT in the educational process in order to make learning
Final award at the end of the year
children's activities more meaningful; make the learning process
Individual conversations with parents:
more attractive and modern for children; make a training
1. Acquaintance with families, their interests, activities.
information for children's perception more interesting due to
2. How to increase your child's self-esteem
attraction of visual images; make the lesson clear
3. Help the parent to achieve success in the child.
Individual and
dynamic.
4. Visiting the child at home (if really necessary),
group
2. Collection and analysis on the Internet of information on teaching a foreign language
during
consultations
conversation with the parent in person or by phone.
language, pedagogy and psychology.
of the year
Involvement of parents in the educational process,
increasing the psychological and pedagogical knowledge of parents.
3. Fill up the personal site with materials for training.
Open Lessons and Extracurricular Activities - Open Days
Health-saving technologies:
doors.
1. Introduction of health-saving technologies into the educational process:
Individual thematic consultations.
Dynamic pauses are held during classes, 25 minutes, as
Joint creative work:
children's fatigue. During their implementation, elements are included
Holding holidays, excursions, exhibitions, trips.
gymnastics for the eyes, respiratory, finger gymnastics.
Sociological surveys, questioning, testing.
Relaxation. Used to work calm classical
Involvement of parents in the management of MAN
music or sounds of nature.
parent committees
2. Introducing children to a healthy lifestyle.
During
of the year
during
of the year
monthly
during
of the year
Pedagogical
general education
3
4
during
of the year
27

THEME CALENDAR PLANNING
№
p/n
Topic, section of the program
The content of the work (for each lesson)
1
2
3
4
5
6
7
Organizational work on the acquisition of the association
Introductory lesson
The meaning of English in the modern world.
English in such areas of human activity,
as science, technology, economics, trade, sports, tourism,
aviation and shipping.
Practical work - linguistic project on the topic
“English is around us. The role of English in
modern society".
History of the development of the English language. Origin
of English language.
Periods in the history of the English language. Modern
English language.
Practical work - test tasks on this topic.
Lexicology of the English language. The word and its meaning.
8
9
10 Morphology of the English language.
11
Parts of speech. Word structure, functions and components, rules
building and changing within a sentence.
The main concepts of morphology are the root, suffix,
affix, stem, phoneme, morpheme.
The definite and indefinite article.
Zero article
Practical work
topic.
Noun. Plural
Possessive
12
13
14
15
16
17
Practical work
in
about
With
a
h

about
in
­
l
about
To
12
2
2
2
4
2
2
2
2
2
2
2
4
2
6
2
2
6
and
to
about
R
With

e
s
n
R
a
d
n
e
l
a
To
I
and
n
e
n
l
about
P
With
and
SEPTEMBER
1, 5, 7, 8, 12, 14
15
19
21
22, 26
28
29
OCTOBER
3
5
6
10
12
13, 17
19
20, 24, 26
27
31
NOVEMBER
2,3,7
28

topic.
Adjective. Degrees of comparison of adjectives.
Practical work
topic.
Personal, possessive pronouns.
Practical work
topic.
Relative, reflexive pronouns.
Practical work
topic.
Practical work
topic.
Pronouns some, any, no and their derivatives. Pronouns
few little
Pronouns much, many
Practical work
topic.
Numeral. Time watch)
Ordinal and cardinal numbers
Practical work
topic. Time decoding.
Festive event "New Year", tea drinking.
Total in the first half
The use of tenses in English. Simple
present time
Practical work
topic. Translation of sentences.
Interrogative sentences in the present tense
Practical work - drafting questions in this
time
Long present.
Practical work
topic. Translation of sentences.
Past simple tense
Practical work
topic.
Past long tense
Practical work
topic.
Future simple tense
Practical work
topic.
2
6
2
6
2
2
4
2
2
6
2
2
6
2
4
6
4
4
4
6
4
6
2
6
4
6
9
10,14,16
17
21,23, 24
28
30
DECEMBER
1, 5
7
8
12,14,15
19
21
22,26,28
29
January
9,11
12,16,18
19,23
25,26
FEBRUARY
1,2
6,8,9
13,15
16,20,22
27
29

41
42
43
44
Future long tense
Practical work
topic.
Use of prepositions
Controlling verbs with prepositions
Practical work
topic.
45 Modal Verbs
46 Modal verbs with particle to
47 Modal verbs without particle to
48
Practical work
topic.
Organization of the letter. Introduction of typical phrases. Practice in
writing a letter. Essay writing rules.
Official letter
informal letter
Rules for writing a letter, the difference between official and
informal letter. Rules for writing headings
writing letters. Typical phrases when writing letters.
Practical work writing letters of various types on
a specific topic.
My motherland. Acquaintance with Russia. English-speaking countries.
Introduction to Great Britain and the Royal Family
We study the sights of Russia. Acquaintance with
old names of 3 parts of the Kingdom.
Interesting facts from the culture and history of the country.
The Royal Family. Queen of Great Britain.
Practical work reading tests, solving
crosswords. Doing exercises. oral discussion.
Sights of London and Sevastopol. Story
development of our city and the capital of Great Britain
History and features of London and its
attractions. History and features
Sevastopol and its attractions.
Practical video work, texts with tasks
Festive events
Final lesson.
Total number of hours for the second half of the year
Total number of hours per academic year
4
6
2
2
6
2
2
2
6
2
2
2
4
4
2
2
2
4
2
2
4
4
2
MARCH
APRIL
118 hours
224 hours
30

The relevance of this topic is the idea of ​​developing the education system, which is realized through the introduction of second-generation GEF standards in primary school. The main idea of ​​development is presented through a systematic activity approach that involves taking into account individual age, psychological and physiological characteristics students, the role and importance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them. The fundamental difference...

GEF English Program

Explanatory note to the thematic planning of lessons in English for the 9th grade Rainbow in English to the EMC "English: "Rainbow English" for students in grades 5-9 of educational institutions (Moscow: Drofa, 2014). The work program is focused on the use ...

GEF to the teaching materials Afanasyeva O.V., Mikheeva I.V., Rainbow English for Grade 5 Section 1. Explanatory note to Rainbow English for Grade 5 generation) and the author's program by O.V. Afanasyev, I.V. Mikheev, K.M.

GEF work programs English

Section 1. Explanatory note The work program in English for grade 6 is compiled on the basis of the federal state educational standard, and the author's program of O.V. Afanasyev, I.V. Mikheev, K.M. "Rainbow English" for students in grades 5-9 of educational institutions (Moscow: Drofa, 2014). The work program is focused on the use of the educational and methodological set of O.V. Afanasyev, I.V. Mikheev, K.M. Baranov in English to ...

GEF work programs in English

The experience of teaching English in elementary school from the standpoint of the requirements of the Federal State Educational Standards of the new generation the ability to learn, organize their activities, become owners of certain ...

Since 2011, our school has switched to the 2nd generation Federal State Educational Standard. In this regard, the question arose of professional retraining of personnel. From 10.10.2011 until 06/25/2012, among the teachers who received a referral for retraining, I had the opportunity to study under the program: "Theory and Methods of Teaching a Foreign Language in Primary School" at the BEI DPO...

Job Competency Test for English Teachers (Answers to the Test for English Teachers are located at the bottom of the page) 2 hours (120 minutes) are given to complete the qualification test. The correct answer is worth one point. Points received by you for all completed tasks are summed up. The work contains four sections. 1. Section 1 (“English language and methods of teaching it”) includes - 22 tasks ...

The work program of the subject "Foreign language (English)" basic level for grade 5 Explanatory note to the thematic planning of lessons in English for grade 5 ) and the author's program by O.V. Afanasyev, I.V. Mikheev, K.M.

Municipal budgetary educational institution

additional education

"Children and Youth Center in Yurga"

Additional general developmental program

"Funny English"

(for students aged 5–6, implementation period 2 years)

Explanatory note ................................................................ ............................... 3

Educational and thematic plan ………………………………………………………………………………………. .........13

Methodological support of the program ……… ……………………….24

References………………………………………………………….31

Application ……………....…....................................... ...............................34

Explanatory note.

A foreign language today is increasingly becoming a means of life support for society. The role of a foreign language is growing in connection with the development of economic ties, with the internationalization of public diplomacy. The study of a foreign language and foreign language literacy of our citizens contribute to the formation of a worthy image (image) of a Russian abroad, make it possible to destroy the barrier of mistrust, make it possible to carry and spread one's culture and master another.

Therefore, a foreign language has become a mandatory component of education not only in schools and universities, but also in many preschool institutions. We all remember the poems and songs we learned in childhood, and it does not matter what language they were in - native or foreign. This is because children have excellent long-term memory. The child is able to memorize language material in whole blocks, but this happens only when it is important for him to remember this material. The easiest way to do this is in the game. The child almost effortlessly masters any speech material to achieve success in the game. It is the game that creates excellent natural conditions for mastering the language at any age, but at a younger age it is most productive.

The relevance and pedagogical expediency of early learning a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages ​​and cultures of other peoples, and contributes to the development of communicative speech tact. The role of a foreign language at an early stage of education is especially invaluable in terms of development. Language for a child is primarily a means of development, knowledge and education. A foreign language at an early stage is considered as a means of shaping the child's intellect and developing his abilities; as a means of awareness of one's own "I" and self-expression; a means of social interaction, with the help of which the child masters the social world (I.A. Zimnyaya).

The additional general developmental program "Cheerful English" was developed on the basis of the manual for kindergarten teachers and teachers of English "105 lessons in English for preschoolers" by Vronskaya I.V. The program was developed in accordance with the Model Requirements for Additional Education Programs for Children, federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and the Procedure for organizing and implementing educational activities for additional general education programs (Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008) The program is adapted to the conditions of additional education for children.

This program is designed for children aged 5-6 years, designed for 2 years of study. Calendar-thematic planning for the program is compiled by the teacher for 36 hours (1 hour per week).

This age is considered by experts as the most favorable period for learning a foreign language. At this age, the child is capable of more or less prolonged concentration of attention, he has the ability to purposeful activity, he masters a sufficient vocabulary and vocabulary of speech patterns to meet his communication needs.

Purpose of the program"Cheerful English" - to create communicative conditions that ensure the social - personal, cognitive - speech development of pupils and the readiness of children for school education through the study of English and the activation of their creative activity.

Program objectives:

To form speech skills and abilities;

To form the primary skills of dialogic and monologue speech in English;

Develop speech hearing, language memory and attention, imagination, intuitive and logical thinking;

Develop speech and communicative culture (communication);

Raise interest and respect for the culture of other peoples.

Distinctive features of this program:

1. Focus on the comprehensive development of the personality of the child, his speech activity and the creativity of children.

2. Introduction to the culture of English-speaking countries and their peoples, as well as acquaintance with the life, traditions, children's folklore of the countries of the language being studied.

3. Active use of gaming forms of activity and health-saving technologies during classes.

Program novelty is that when teaching English, close attention is paid to the development of communication skills (skills of free communication and applied use of the English language).

Work with children is under construction taking into account the psychophysiological development of children of this age. During the implementation of the program, the teacher applies a differentiated approach to children, taking into account their level of development, preparedness, and interests.

1.2. Learning principles

1. The principle of communicative orientation. Creation of communication conditions (motives and goals), communicative environment.

2. The principle of relying on the native language. Taking into account the fact that children do not know many terms.

3. Personally-oriented nature of learning. Selection of content that meets the interests and level of development of students of a given age, taking into account the psychological and individual abilities of children. Adjusting the pace and quality of mastering the material, as well as the individual feasible teaching load of students.

4. The principle of integrated implementation of goals: developing, educational, educational.

5. The principle of collective-individual interaction. Providing every student with as much as possible more opportunities for self-expression.

6. The principle of the formation of a "pyramid" of speech skills, the formation of the lower levels of speech activity first, then the higher ones.

Forms of teaching English

The main form is a combined lesson, which may include:

Organizing time;

Warm-up;

Work on pronunciation;

Exercises for repetition, consolidation of the previous material;

Introduction of new material;

Training exercises;

Summarizing.

Forms of organizing classes

group,

Individual

Basic methods and techniques

The choice of teaching methods depends on the age of the children and is focused on the activation and development of certain mental and cognitive processes.

The explanatory and illustrative method contributes to the creation of a solid information base for the formation of skills and abilities.

The reproductive method is applied in all years of study. Students reproduce information and perform training exercises

Heuristic and research methods suggest more active cognitive activity of children. The teacher poses a problem situation and offers to solve it on their own.

The use of game methods is one of the most important teaching methods for preschool and primary school children. The game can perform several functions at once: educational, communicative, entertaining, relaxing, developing and educational. It can be used both when introducing new material, and when consolidating it, as well as when controlling knowledge. Each game helps in the assimilation of knowledge in several language aspects at once: in the game you cannot separate phonetics from vocabulary, vocabulary from grammar

Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. And this is understandable. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly.

The use of language games provides an opportunity to bring the methodology of language teaching in line with psychological features students and make the lesson more effective and fun.

The games used in the classroom are very diverse:

Outdoor games (exercises, the game "Transformation into animals", games for attention), poems and songs accompanied by movements;

Ball games (question-answer, translation of words and sentences);

Board games (lotto, dominoes, cards, cards);

Role-playing games, dramatizations;

Games with fairy-tale characters;

Music games;

Quizzes, crosswords, chainwords.

Vocabulary: English alphabet. Vowel sounds. consonant sounds. Adequate pronunciation and aural discrimination of all sounds and aural discrimination of all sounds and sound combinations in the English language. Compliance with the norms of pronunciation: longitude and shortness of vowels, no stunning of voiced consonants. Word stress. Intonation design of speech: intonation of an affirmative sentence, different types of interrogative sentences. enumeration intonation. intonation of exclamatory sentences. Assimilation and aspiration of sounds. Diphthongs and triphthongs.

Grammar:
Noun. The number of nouns. Countable and non-countable nouns. Adjective. A combination of nouns and adjectives. Article. Defined and indefinite article. The most common use of articles. Pronouns. Personal pronouns. Possessive pronouns. Order of words in a sentence. Verb. Present Present Simple. Conjugation of verbs. Conjugation ch. to be in Present Simple Conjugation ch. to have in Present Simple. Sentences with a simple verb predicate
(I speak English) compound nominal predicate (A cat is gray)? With a compound verbal predicate (I like to play). 3rd person singular verbs in Present Simple. Imperative mood. Numeral. Cardinal numbers 1-10.
Demonstrative pronouns. Question words: What, who, how many, how old, what color.

Vocabulary:
Acquaintance. Greetings. forms of courtesy. Story about yourself. Name. Age. A family. Body parts. Favorite toys. In zoo. Favorite pet.. Account. Celebration of New Year and Christmas. Colors. Fruit and vegetable grocery store. Favorite food. General information about the country of the language being studied: literary characters of popular children's books, small simple works of children's folklore. Cliché remarks as elements of speech etiquette, reflecting the culture of English-speaking countries. international words.

In the course of training, the principle of "growth" is used - a progressive increase in the volume of new material with a constant repetition of what has been covered. Thus, the vocabulary is preserved, repeating in combination with the new one, but in other combinations and semantic context. Due to repeated repetition, including at different age levels (the topics of the 1st and 2nd years of study have something in common), the process of "overlapping" occurs. The material of one lesson is gradually and naturally assimilated over several lessons, repeated and enriched at each next year of study.

The effectiveness of learning is facilitated by the widespread use and memorization of children's songs, poems and rhymes. They are spoken at different paces, with different volumes, with different intonations, accompanied by gestures, facial expressions, movements, which causes positive emotions in children.

Thus, the use of various games, solving riddles, staging poems and fairy tales, a large number of visual material, toys, music, movement, fantasy, especially at the 1st and 2nd stages of education, provides a constant interest of children and internal motivation of activity.

Expected results.

By the end of the first year, students know :

Students are able to:

Special skills:

Dialogic speech - answer the questions of the speech partner within the framework of the communication situation, and also, depending on the content of what is seen or heard, use standard etiquette expressions.

monologue speech - make a coherent message on the proposed topic, (3-4 sentences) within the language material and topics provided for this stage of training.

listening - understand the speech of the teacher in the course of the lesson, adequately responding (verbally or non-verbally) to his statements and requests; understand messages of a monologue nature, first presented by a teacher or in a sound recording at a natural pace and built on the language and thematic material mastered in oral speech.

Special Skills:

Phonetic – differentiate the sounds of a foreign language, correctly place stresses in foreign words, pronounce foreign phrases with the correct intonation.

Lexical - master the proposed lexical minimum on topics. In addition, students should know individual poems, rhymes, lyrics, etc.

Requirements for students.

Students know the lexical content of such topics as: "Introduction", "Verbs of motion", "ABC's", "I-appearance-face", "Colors", "Art objects/School supplies", "Counting (1-10) ”, “Hygiene”, “My toys”, “Animals”, “Holidays”, “Days of the week”, “Food / Taste”, “Emotions”, “My family”, “My Home / Apartment”, “Seasons / Nature ”, “Weather and clothing”.

The way to determine the effectiveness The implementation of this program is an expert assessment in the process of open classes, which are held twice a year, intermediate (December), final (May), participation of children in holidays.

On the open lesson children's knowledge is evaluated according to the following criteria:

understanding and mastery of the studied vocabulary;

independent performance of studied poems, songs, etc.

understanding of the task and active participation in the games;

understanding the questions of the speech partner and the ability to answer them.

Checking, accounting and assessment of knowledge, skills, skills of students"Happy English" involves tracking the development of each child , assessment of the individual characteristics of each child.

Criteria for evaluation

1. Dialogic speech .

High creative level: asks more than 3 questions, questions are correctly formulated, answers are creative, detailed (beyond what is required).

High level: asks more than 2 questions, questions are correctly formulated, answers are clear, using full and short sentences.

Average level : asks less than 2 questions, questions are conditionally correct, answers are fuzzy, conditionally correct (do not violate the meaning, but contain lexical and grammatical errors).

Low level: does not ask a question, the answers are incorrect (violating the meaning and with errors).

2. Monologue speech.

High creative level : the answer is creative (beyond what is required), the speech is correct, the number of phrases is 5 or more. The statement is appropriate for the situation.

High level: the total number of phrases built according to various models is taken into account, speech is correct, contains 3 or more phrases.

Intermediate level: conditionally correct speech (there are lexical and grammatical errors), 2-3 phrases.

Low level: no response.

3. Listening.

High level: correctly conveys the content of what was said.

Average level : with the help of the teacher conveys the content of what was said (answers that do not violate the meaning, but contain lexical and grammatical errors).

Low level: does not understand what was said.

4. Lexical skills

High creative level: the answer is creative, the vocabulary exceeds the program requirements.

High level: the vocabulary complies with the program requirements, names all the lexical units on each topic without experiencing any difficulties.

Average level: vocabulary does not meet program requirements, names more than 60% of lexical units on each topic, and experiences difficulties.

Low level: vocabulary does not meet program requirements, names less than 60% of lexical units on each topic, while experiencing serious difficulties.

5. Phonetic skills.

High level: the pronunciation of sounds meets the program requirements, he pronounces all sounds clearly and correctly, without experiencing any difficulties.

Average level: the pronunciation of sounds partially complies with the program requirements, not all sounds are pronounced clearly and correctly, while experiencing difficulties.

Low level: the pronunciation of sounds does not meet the program requirements, he pronounces many sounds incorrectly, while experiencing serious difficulties, refuses to pronounce the specified sounds.

The main engine of language learning for children is the joy of learning, positive emotions. An important role in this is played by the behavior of the teacher. A smile, an affectionate look, a kind attitude towards children are of great importance here. Faith in the child's abilities, joy for his success, the absence of negative assessments is the main pedagogical tool in teaching children of preschool and early school age.

Educational - thematic plan.

First year of study.

Second year of study.

1st year of study

Topic 1. "Toys".

Acquaintance of the teacher with children and children with each other, rules of conduct, safety briefing. A conversation about the English language, the importance of learning it. Speech etiquette: greeting, introduction, farewell.

Names of toys. Your attitude towards them. Cartoon characters from different countries.

Speech samples: What's this?

Yes, it is. No, it isn't.

What is your name?

Pronunciation of sounds : [ t ], [ d], [ r ], [ð], [æ].

Rhyming material: "Red cat", "Good morning".

Topic 2. "School"

The name of the school supplies. Gathering Dunno to school. Speech etiquette at school.

Speech samples: I need…

Grammar material: Demonstrative pronouns this, that

Pronunciation of sounds: [w], [ð], [ n], [ u:], [ r].

rhyming material: "What is this? It's a school-bag."

Topic3. "Color".

Names of colors, colors of familiar objects, colored toys.

Speech samples: What color is the dog?

The dog is white.

Is the star red?

Grammar. concept definite article the.

Pronunciation of sounds: [w], [k], [r], [ α:], [ð]

Rhyming material: "A frog is green."

Topic 4. "Seasons"

Names of the seasons. Their description. Expression of one's attitude to nature. Repetition of words on the topic "Color". Dominant colors in every season.

Speech patterns: What season is it? It is summer.

Spring is green.

It is cold (hot, cool).

Grammatical material: the use of the preposition in - in summer,

Pronunciation of sounds: [ŋ], [ı:], [s], [z], [m].

Rhyming material "Spring is green".

Topic 5. "Actions"

Action names. Execution of commands. Sayings about animals.

Speech patterns: Let`s run ! fly!

Grammar. Use verb can.

Pronunciation of sounds: [f], [w], [αı], [ә:], [ʤ]

Rhyming material: "Why do you cry, Willy?"

Topic 6. "Appearance"

The name of the parts of the human body. Taking care of your health.

Speech samples: I wash my face.

Draw a big face!

Sound pronunciation: [∫], [ u:], [ı:], [ h]. [ au] ,[ ε ә ]

Rhyming material: “Hands up, hands down…”

Topic 7. "Animals"

Names of animals, their skills. Expressing your attitude towards them. Riddles about animals.

Speech patterns: What do you see?

I like a frog. It is green. It can jump.

Grammatical material: the use of the pronoun it when describing an animal.

Sound pronunciation: [ h], [ŋ], [ m], [ n], [ı:]

Rhyming material: “Once I had a chance…”

“Even though you haven’t been to Africa…”

"To make me laugh at the zoo..."

Topic 8. "New Year and Christmas"

Features of the celebration in Russia and English-speaking countries. Customs and traditions.

Speech patterns: Happy New Year!

A New Year Tree.

Rhyming material: "Father Frost..."

Sound pronunciation: [ f], [ dʒ],[æ], [ e], [ð ], [ j ].

Letter: Aa, Bb, Cc, Dd, Ee.Ff, Gg,

Topic 9. "Family"

Family composition. Names of family members. The family of a fairy tale character.

Speech patterns: I have a mother.

I have no brother.

Grammatical material: union and

Rhyming material: "I have a father ..."

Sound pronunciation: [ θ ], [ h ] , [ æ] , [ð] , [ә].

Letter: Hh, II, Jj. Kk, Ll,

Topic 10. "Food"

The name of various types of food and drink. Expressing your attitude towards them. Animal food habits.

Speech patterns: I like to eat…

I like to drink…

Cats like milk. A dog likes meat.

Rhyming material: "I like Bunny..."

Sound pronunciation: [α:]. , , [ә: ] ,[ k ]

P letter : Mm, Nn, Oo Pp, Qq

Topic 11. "Dishes"

The name of the dish. Table setting rules. Behavior at the table

Speech samples : Put a plate!

Give me a knife, please!

Happy birthday to you!

Rhyming material: "My dear, dear Mummy..."

Sound pronunciation: [ j], [ u:], [ v], [ r], [ s], [ t].

Letter: Rr, Ss, Tt. Uu, vv

Topic 12. "Furniture"

The name of household items. Acquaintance with the apartment of a fairy-tale hero.

Speech patterns: Is it a table?

There is a table in my room.

The ball is on the sofa.

Grammatical material: prepositions "on", "in", "under".

Rhyming material: “I have 2 eyes…”

Sound pronunciation: [ w]. , [ә:], [z], [ð], [α:]. [l]

Letter: ww, Xx, Yy, Zz

Topic13. "Repetition"

Review of vocabulary on all topics. Description of fabulous animals with their name, color, size, skills, taste preferences, description of their family and furniture in the house.

Repetition of all verses and songs. Song Alphabet.

Topic 1. "About myself"

Conversation about English. English-speaking countries and their main attractions. Why do we study English? Rules of conduct in the classroom.

A story about yourself (name, surname, age, city, country.) Acquaintance. A story told by a fairy tale character. Where do cartoon animals live?

(forest, river, garden, house, zoo, Africa.) Acquaintance of fairy-tale characters.

Speech patterns: Who are you?

I am a girl (boy).

What is your name (surname) ?

Where do you live?

I live in London.

How old are you?

Grammar material: the formation of special questions, the use of interrogative words.

Pronunciation of sounds: [h], [u], [α:], [w], [r].

rhyming material : "What is your name?"

Topic 2. "Family"

Drawing up a story about the family of a fairy-tale hero, about his family according to the plan.

Answers to questions about your family.

Speech samples: What is your sister`s name?

My sister`s name is …

Have you an uncle? Have you an aunt?

Grammar material: questions with the verb to have, affirmative and

Negative answer.

Pronunciation of sounds: [f], [æ], [ð], [v], [o].

Rhyming material: "Good night, father, good night, mother"

Topic 3. "Appearance"

Description of the appearance of mom, dad, friend, fairy-tale hero. Drafting a statement according to a plan.

Speech patterns: My mother is beautiful.

She has fair hair, blue eyes, pink cheeks, red lips.

Grammatical material: Compiling an utterance from the 3rd person singular. h.

Pronunciation of sounds: [εә], , [ı], [u], .

Rhyming material: "Hokey-Pokey".

Topic 4. "Size, quality, house"

Description of the house of a fairy-tale hero, his house. Repetition of the description of the apartment, furniture.

Speech samples: The house is light (dark, high, low, good, bad, big, small).

The house is not bad.

Is the house big?

Yes, it is. No, it isn't.

There is a kitchen in my flat.

There are two bedrooms in my flat.

Grammar material:

Transformation of an affirmative sentence with a verb

scrap to be into negative and interrogative sentences

nie. word order in them.

Pronunciation of sounds: [æ], [ı], [ŋ], , [θ], [ә:].

Rhyming material: "Twinkle, twinkle, little star..."

Topic 5. "Clothes"

Name of winter and summer clothes. Favorite clothes.

Speech samples: What do you like to wear?

I like to wear my red dress.

My mother likes to wear…

Grammatical material: repetition of the use of the verb in the 3rd person singular

Pronunciation of sounds: [d], [r], [e], [w], [s].

Rhyming material: “I bought a piece of fabric ...”

Topic 6. "Transport"

Types of transport. Transport preferences. Traffic Laws.

Speech samples: What kind of transport do you prefer?

I prefer a train.

cross the street

Pronunciation of sounds: [Λ], [l], [k], [v], , [∫].

Rhyming material: “I can take a shower…”

Topic 7. "Time of the year"

weather in different time of the year. The name of the months. natural phenomena.

Speech samples : What is the weather like today?

Grammatical material: zero article in the names of months and seasons.

Writing and pronunciation: The concept of transcription. Sound-letter correspondences: Aa-, Bb-, Cc-, Dd-.

Rhyming material: “In winter we ski and skate…”

Topic 8. "Actions"

What we love and what we can do. Favorite activities.

Speech samples: I like to draw.

My brother can sing.

Yes, I can. No, I cannot.

Grammar material: Present Progressive - present continuous tense (approval form)

I am reading now. He is drawing now.

Writing and pronunciation: Ee- , Ff- , Gg- [ʤi:], Hh-, Ii- , Jj-

Rhymed material: "I like to read, I like to play..."

Topic 9. "Sport"

Names of different sports. Favorite sports.

Speech samples : What do you like to play?

I like to play tennis.

Grammar material: consolidating the skill of using sentences in the present continuous tense (Present Progressive)

Writing and pronunciation: Kk-, Ll-, Mm-, Nn-.

Rhymed material: « Work while you work…

Topic 10. "My day"

School day schedule. Favorite activities. Favorite food for breakfast and lunch. Repetition of the days of the week.

Speech samples: I get up at ...

I have my breakfast (dinner). I like to eat…

I go to school. I like to read (to draw, to count)

I go to bed at …

Grammar material: zero article with days of the week.

Writing and pronunciation: Оо-, Pp-, Qq- ,Rr- [α:].

Rhymed material: "Breakfast in the morning"

Topiceleven."Watch»

The concept of time, what time is it.

Speech samples: What time is it?

It's one o'clock.

It's half past one.

It's a quarter past (to) two.

Writing and pronunciation: Ww- , Xx- , Yy- , Zz- .

Rhyming material: song "ABC".

Topic 12. "Professions"

Professions of parents. Who do you want to be.

Speech samples: What do you want to be?

I want to be…

My mother is a teacher.

He wants to be…

Reading and writing: the concept of open and closed syllables. Reading and writing

simple words read according to the rules.

Topic 13. "Repetition"

Repetition of all lexical and grammatical material. The lesson is a dramatization of how fairy-tale animals decided to build a common house. They talk about their families, apartments, what the house will be like, what they will wear for a housewarming party, what type of transport they will use.

Reading and writing simple sentences like:

I see a cat. I have a pen. I have no dog.

I like a pig. It is big.

I have a big lamp.

Methodological support of the program

1 year of study

2nd year of study

Literature

Bim, I.L. Some actual problems of modern teaching of foreign languages ​​/ I. L. Beam// Foreign languages ​​at school. - 2001. - No. 4. - P. 5-7.

Grizik, T.I. Speech development of children 5-6 years old: Toolkit for teachers of preschool educational institutions. Edition 1st. - M.: Enlightenment, 2007. -224 p.

Evdokimova, E. S. Kindergarten and family: Methods of working with parents. A guide for teachers and parents / E. S. Evdokimova, N. V. Dodokina, E. A. Kudryavtseva. - M .: Mosaic-Sintez, 2007. - 144 p.

Evseeva, M.N. English language training program for preschool children. - Panorama, 2006. - 128s.

Zvereva, O. L. Communication of teachers with parents in a preschool educational institution: a methodological aspect / O. L. Zvereva, T. V. Krotova. - M .: TC Sphere, 2007.

Kulikova, O.L. The structure of communicative skills of children aged 5–7 years / O.L. Kulikova // Topical issues modern education: a collection of materials of the Intern. scientific conf. - Stavropol: Circulation, 2013. - S. 44-53.

Kulikova, O. L. Formation of communicative skills in children aged 5-7 years in musical and gaming activities: author. thesis .... candidate of pedagogical sciences: 13.00.01 / Kulikova Olga Leonidovna. - Yaroslavl, 2013. [Electronic resource]. Access mode: http://discollection.ru/article/24092013_132192_kulikova

Kulish, V. G. Entertaining English for children. Tales, riddles, fascinating stories. - Donetsk: Stalker, 2001. - 320s.

Lashkova, L. Formation of communicative qualities in children of senior preschool age / L. Lashkova // Preschool education. - 2009. No. 3. - P.34-39.

Miklyaeva, N.V. Diagnosis of language ability in preschool children. Speech therapy examination: methodological manual / N. V. Miklyaeva. - 2nd ed. - M .: Iris-press, 2007. - 96s.

Mudrik, A. V. Communication in the process of education.- M: Pedagogical Society of Russia, 2001.- 320 p.

Negnevitskaya, E. I. Language and children / E. I. Negnevitskaya, A. M. Shakhnarovich. - M.: Nauka, 1981. - 111 p.

Nikitenko, Z. N. Conceptual foundations of developing foreign language education in elementary school: monograph. - M.: MPGU, 2011. - 192p.

From birth to school. Approximate basic general educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOZAYKA-SINTEZ, 2010. - 304 p.

Passov, E.I. Communicative method of teaching foreign language speaking. - M.: Enlightenment, 1991. - 223 p.

Protasova, E.Yu. Teaching preschoolers a foreign language. Program "Little by little" / E. Yu. Protasova, N. M. Rodina. - M .: Karapuz-Didactics, 2009. - 80s.

Guide to the GEF preschool education in tables and diagrams / / Under the general. ed. M. E. Verkhovkina, A. N. Atarova. - St. Petersburg: KARO, 2014. - 112 p.

Sanitary and epidemiological rules and regulations San PiN 2. 4. 1. 3049 -13. Date of introduction of San PiN: 30. 07. 13 - St. Petersburg: Detstvo-Press, 2013. - 94 p.

Skorolupova, O. A. Introduction to the Federal State Educational Standard for Preschool Education: Development of the Educational Program for Preschool Education. - M: Publishing house "Scriptorium 2003", 2014. - 172p.

Skorolupova, OA Educational program of a preschool educational institution. - M .: Publishing house "Scriptorium 2003", 2008. -88s.

Tiheeva, E.I. Development of speech of children (early and preschool age). - M .: "Enlightenment", 1981. - 111s.

Federal state educational standard for preschool education. - M .: Center for Pedagogical Education, 2014. - 32 p.

Attachment 1

Game name: "What's missing?" (What's gone?)

Purpose of the game: fixing the lexical meaning of words; development of attention, memory.

Game description:

Arrange on the table no more than six pictures, united by subject or scattered. Ask the children to name and remember them, and at the command “Shut your eyes!” close eyes. Remove one picture and at the command “Open your eyes!” Ask the children to open their eyes and guess which picture is missing. For example:

Shut your eyes!

Open your eyes! What's missing?

1. Game name: "Echo"

The purpose of the game: the development of phonemic hearing.

Game description:

Turning to the side, make a sound in a distinct whisper; word. Children like an echo, repeat the sound, the word is yours.

1. Name of the game: "Please show me" ("Please, show me...")

Purpose of the game: to consolidate knowledge of the names of animals.

Game description:

Lay out pictures of already known animals on the table. Invite the children to show a picture of a cat to the request “Please, show me...” (for example, a cat), and so on.

1. Name of the game: "What can you do?" ("What can you do?")

Purpose of the game: fixing speech sample"I can" ("I can")

Game description:

Inviting a child to imagine himself as a bear, fox, etc., using a mask, will cause delight. To the question "What can you do?" ask to answer "I can jump" or "I can run"

1. Name of the game: "Come up to me, please" ("Come up to me")

Purpose of the game: fixing adjectives.

Game description:

Hand out pictures of a big and a small dog, a big and a small bunny, etc. to the children sitting on the chairs. explain to them that at the request of "Little dog, come up to me!" a child with a small dog in his hand should come to you. At the request of "Big dog, come up to me!" that child who has a picture of a big dog runs up, and so on.

1. Game name: Broken Phone

Purpose of the game: consolidation of the studied material on a given topic;

development of phonemic hearing

Game description:

Divide the children into two teams. Speak a word or phrase clearly in the ear of the leader of the first team; say another word or phrase in the ear of the leader of the second team. Children in a chain transmit what you said to your ear, trying "not to spoil the line." The team wins if the word or phrase was passed correctly from the first child to the last.

Options: This is a little mouse.

This is a big dog.

1. Name of the game: "Rhymes with a ball"

Purpose of the game: fixing the names of adjectives denoting color.

Game description:

Invite the children to play rhyming with colors. As you pass the ball to one of the children, say "A red cock". Returning the ball to you, the child can answer: “A green frog.” The game continues until all the children have taken part in it.

Possible rhymes:

a gray have - a black bear

a white cat – a gray bet

a blue box - a red fox.

1. Name of the game: "Shopping"

Purpose of the game: development of dialogical speech skills.

Game description:

Invite children to play in the store. Say "Let's play shop!" Choose a "seller" and arrange some toys in the store for sale.

Buyer: knock, knock, knock! May I come in?

Seller: Come in, please.

Buyer: Good morning!

Seller: Good morning!

Buyer: Please, give me a brown box.

Seller: Here you are.

Buyer: Thank you. good bye.

Seller: Good bye.

1. Game name: "I have"

Purpose of the game: enter the adverb "too" (too)

Game description:

Call two children and invite them to imagine themselves as a cat or a mouse. The cat starts the game, and the mouse repeats after it, adding the word "too".

Cat: I have one tail.

Mouse: I have one tail too, and so on until the new words of this lesson are worked out.

1. Game name: "Teremok"

Purpose of the game: consolidation of the studied speech images.

Game description:

Arrange the chairs backwards. Build a "teremok" out of them. Assign the roles of a little green frog, a big red fox, a little gray bunny, a big black cat, a little white dog.

The game begins with a knock on the door. Children, looking out the "windows" (holes in the backs of the chairs), ask in unison "Who are you?". The child playing the role of the frog says: "I'm a little green frog". May I come in? The children respond in chorus: "Come in, please." Frog: "Thank you!" Then all the children pass in turn, asking: “Who lives in the house?” Meeting the next guest, they say: “Let’s live together!”.

1. Game name: Wire

The purpose of the game: fixing the block "question-answer" on any topic.

Description of the game: the teacher lines up teams in two lines (children stand at the back of each other) and asks the first two students from opposite teams a question (for example, “What's your name?” Children must answer and, turning around, ask the same question to the students standing behind them The last ones also answer, turn around and ask the next question, etc. This game is associated with signal transmission over the wire. Whose team “transmits the signal” faster gets a point. You can include the game “What am I doing?” in the lesson for repetition verbs. Two students from one team think of a verb and gesture to the other team. The guys have to name in English the verb that describes this action. If they name it correctly, they get a point.

Your browser must support frames

Annex 2

Verses, artistically translated into Russian.

Application3