Municipal budgetary institution

additional education for children

Center of children's creativity

Temryuk district.

Adopted at the meeting I approve

Pedagogical/Methodological Council Director of MBU DO CDT

dated "____"______2017 _______________/full name/

Protocol No. _____________________ “___”__________2017

M.P.

Additional general education program for the academic discipline in a foreign language

(English language)

for first and second year students.

Additional education teacher Lebedeva S.V.

Program level: basic

(introductory, basic or advanced)

Program implementation period: 2 YEARS (144 hours)

(the amount of hours)

Program type: modified

(indicate the name and position of the developer)

2016

EXPLANATORY NOTE

The English language work program “Entertaining English” was developed in accordance with the Federal State Educational Standard (order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373), based on “Extracurricular activities of schoolchildren. Foreign language classes in preschool age develop the child comprehensively. Students study English as a basic academic subject at the Children's Creativity Center for 72 hours per year and 144 hours over 2 years. The author's program for teaching English was compiled and developed on the basis of a textbook: Shishkova I.A. Verbovskaya M.E., edited by Bonk N.A. “English for younger students.” This program is intended for children 7-9 years old. The work program of the “Entertaining English” association was developed in accordance with the modern regulatory framework in the field of preschool education in the Russian Federation. The program is aimed at creating a basic level for students, and also promotes the development of speech etiquette.You should also take advantage of children's memory, such as the strength of memory. Learning a foreign language brings with it enormous linguistic potential and the overall development of the child. The main forms of activity for children of this age are games, learning songs in English, staging and acting out skits. Games and various communicative situations help shape children’s personal qualities, their interests, emotional and motivational spheres. Extracurricular activities in English are traditionally basedon forms : group and mass work. During classes, an individual and differentiated approach to children is provided. Each lesson consists of two parts - theoretical and practical. The teacher plans the theoretical part taking into account the age, psychological and individual characteristics of the students. The program provides for classes that integrate various forms and techniques of game-based learning and other activities. The proposed program is aimed at creating a basis for further study of a foreign language in primary school. This course is designed for 2 years (45 minutes in the first year, and 45 minutes in the second year).

General characteristics of the subject

Relevance of the program

In accordance with the requirements of the Federal State Educational Standard and new programs for teaching foreign languages, at the initial stage of training it is expected that not only the foreign language communicative competence of students will develop positively, but also the achievement of higher personal and meta-subject learning results. English as an academic subject has great educational potential, which is fully taken into account when developing this program, where significant attention is paid to the formation of value guidelines and aesthetic ideals.

The activity-based nature of the subject corresponds to the nature of a junior schoolchild who perceives the world holistically, emotionally and actively. This allows you to include speech activity in other types of activities of a child of a given age (play, cognitive, artistic, aesthetic...) and makes it possible to make various connections with the subjects studied in primary school, to form general educational skills.

Novelty of the program

Noveltyof this program is that it promotes the implementation of the principles of teaching a foreign language within the framework of a competency-based approach to linguistic education. The learning process involves the use of different types of classes, teaching methods, ICT, additional literature, which will make the learning process interesting and will help increase the level of learning motivation of students. Systematic use of a computer will help children learn vocabulary, phonetics, and grammar while performing a variety of exercises.

Purpose of the course:

Development of basic language skills necessary for successful mastery of the English language at the initial stage of schooling, which will allow achieving high indicators of general educational development with maximum involvement of students in active activities in the classroom.

Tasks:

1. Formation of correct pronunciation skills

2.Development of communication skills:

a) Learn to establish contact with communication partners in game situations.

b) Build vocabulary

c) Develop English speaking skills (name objects, describe them, answer questions, ask questions).

d) Develop listening skills based on visualization.

3. Expanding the horizons of children, introducing them to the country of the language they are learning. Getting to know the culture of the country of the language being studied is a means of enriching the child’s spiritual world. Knowledge of the surrounding world, thinking, memory expands.

4. Development of a creative personality.

As mainprinciples programs are:

1. The priority of the communicative goal in teaching English.

2. Compliance with the activity-based nature of teaching a foreign language.

3.Personally-oriented nature of learning.

4.Training in oral forms of communication.

5. Taking into account students’ experience in their native language and developing their cognitive abilities.

6.Widespread use of effective modern teaching technologies.

7. Sociocultural orientation of the process of teaching English.

Forms of organization of activities:

1.Speech and phonetic warm-ups.

2. Poetic examples, rhymes.

3.Games, role-playing games, dramatizations, songs.

Description of the subject's place in the curriculum.

The variable part of the basic curriculum includes extracurricular activities carried out in the first and second half of the day. According to the BPU, the variable part takes into account the characteristics, educational needs and interests of students and their parents. This program is designed for 72 hours at the rate of 2 study hours per week.

Children's age is 7-9 years.

Mode according to the school schedule.

Implementation period: 2016-2018 academic year. G.

Expected result: 1) Students understand the role of English in international communication. 2) students' interest in successfully mastering the English language.

Description of value guidelines.

With the help of the English language, value guidelines are formed and the foundations of moral behavior are laid. In the process of communication in the lesson, acquaintance with examples of children's foreign folklore, the following are developed:

A friendly attitude and tolerance towards representatives of other countries and their culture, stimulates the general speech development of younger schoolchildren,

Their communication culture is developing,

The foundations of civic identity, personal qualities, readiness and ability of students for self-development, motivation for learning and knowledge, value and semantic attitudes reflecting the individual and personal positions of students, and social competencies are formed.

Verifiable results.

Subject, meta-subject and personal.

As a result of studying this program, students will have the opportunity to form:

Personal results:

Formation of the ability to understand the reasons for the success or failure of educational activities;

Awareness of language, including foreign, as the main means of communication between people;

Willingness to listen to the interlocutor and conduct a dialogue.

Meta-subject results :

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

Development of communication abilities, the ability to choose adequate language and speech means to solve a basic communication problem;

Expanding your linguistic horizons;

Development of cognitive, emotional and volitional spheres;

Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation;

Possession of the ability to work with various teaching aids.

Subject results:

Mastery of basic understanding of the norms of the English language (phonetic, lexical, grammatical), the ability to compare linguistic units (sound, word).

A. In the communication sphere:

Speech competence:

In speaking:

Conduct a basic etiquette dialogue, a questioning dialogue, a dialogue encouraging action;

Be able to talk about yourself, family, friend.

The ability to compose a short monologue about oneself based on meaningful support.

In listening:

The ability to understand the content of short statements based on the studied language material.

Understand by ear the speech of the teacher and classmates, the main content of small accessible texts in audio recordings, built on the studied material.

Language competence:

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

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

Recognition and use of studied lexical units and grammatical structures in speech.

Sociocultural awareness:

Knowledge of the names of the countries of the language being studied, some literary characters, plots of some popular fairy tales written in English, small works of children's folklore (poems and songs), knowledge of elementary norms of speech and non-verbal behavior accepted in English-speaking countries.

B. In the cognitive sphere:

The ability to compare linguistic phenomena of the native and English languages ​​at the level of individual sounds, letters, phrases, simple sentences;

The ability to recognize grammatical phenomena that are absent in the native language;

Ability to act according to a model;

Ability to use transcription;

Ability to carry out self-observation and self-assessment.

B. In the value-orientation sphere :

The idea of ​​English as a means of expressing thoughts, feelings, emotions;

Introducing to the cultural values ​​of another people.

G. In the aesthetic sphere:

- mastery of basic means of expressing feelings and emotions;

Developing a sense of beauty in the process of getting acquainted with examples of accessible children's literature.

Communication skills by type of speech activity.

Speaking:

1.Dialogue form

The ability to conduct etiquette dialogues in typical situations of everyday, educational and cross-cultural communication, including those obtained through means of communication;

The ability to conduct dialogue-questioning, dialogue incitement to action.

2. Monologue form

Ability to use communicative types of speech: description, story, characterization.

Listening:

The ability to listen and understand the speech of the teacher and classmates during communication in the classroom

Ability to respond verbally and non-verbally;

The ability to perceive by ear small accessible texts in audio recordings based on the studied material.

Forms for recording knowledge and skills

At the initial stage of learning, interest in a foreign language is established; students’ achievements are very flexible and individual.

The use of this manual is associated with the need to continue the systematic and consistent preparation for new forms of assessment of educational achievements that are part of school reality, which began in 1st grade. The methods for determining the effectiveness of the program are: diagnostics carried out at the end of each section in the form of test tasks to monitor learning outcomes, the achievement of which is the most important requirement of the Federal State Educational Standard (FSES).

Ispomaterials used:

Educational and thematic plan

1-2 grade

Educational and thematic plan

3-4 grade

Logistics of the program

Printed products (library collection):

Textbooks “English for younger students”

Federal state educational standard of basic general education.

Approximate secondary education program in a foreign language.

Printed products (for personal use of students) “English for junior schoolchildren”

Workbook

Technical training aids and classroom equipment

Computer.

A chalkboard with a set of devices for attaching tables, posters and pictures.

Visual aids: cards, toys, diagrams, symbolic images of sounds (transcription) and letters, paintings, illustrations, drawings, postcards.

Teacher's desk

Student tables 2-seater with a set of chairs.

Multimedia learning tools

CD for classroom use

Computer

Multimedia projector and other technical means.

Bibliography:

Federal state educational standard of basic general education.

Sample programs of basic general education. Foreign language. - M.: Education, 2009. - (Series “Second Generation Standards”).

Federal component of State educational standards for primary general, basic general and secondary (complete) education (Appendix to the order of the Ministry of Education of Russia dated March 5, 2004 No. 1089).

Sample programs of primary basic and secondary (complete) general education. English language. www.ed.gov.ru

Sample programs of basic general education. Foreign language. - M.: Education, 2009. - (Series “Second Generation Standards”)

Approximate state program for the English language for secondary schools of the Ministry of Education of the Russian Federation Publishing House Bustard 2008 Compiled by: Dneprov E.D., Arkadyev A.G.

List of literature for teachers

Shishkova I.A., Verbovskaya M.E. English for kids. Games, skits, songs. Ed. ON THE. Bonk - M.: Publishing house "Rosmen-Press", 2005

Shishkova I.A., Verbovskaya M.E. English for kids. Guide for teachers and parents. Ed. ON THE. Bonk - M.: JSC "Rosmen-Press", 2006

Shishkova I.A., Verbovskaya M.E. English for the little ones. Guide for teachers and parents. - M.: ZAO "Rosmen-Press", 2010

ABC School. A team of authors from the non-profit educational institution Interlingua. Scientific Hand. E.I. Kikteva. - Voronezh. NOU "Interlingua", 2009

Astafieva M.D. Games for children learning English. M.: Mozaika-Sintez, 2006.

English language. Games, events, linguistic and cultural material. - Volgograd: Teacher, 2009.

Verbovskaya M. E., Shishkova I. A. English for junior schoolchildren. Part I. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2011. - 207 p.

Verbovskaya M. E., Shishkova I. A. English for kids. Handouts. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2007. - 63 p.

Verbovskaya M. E., Shishkova I. A. English for junior schoolchildren. Workbook. Part I. /edited by Bonk N.A. M.: ZAO “Rosmen-Press”, 2010. - 128 p.

Dzyuina E.V. Game lessons and extracurricular activities in English: grades 2-4. - M.: VAKO, 2007.

Dzyuina E.V. Theatrical lessons and extracurricular activities in English. 1-4 grades, M.: VAKO, 2006.

Ezhakova L.S. Travel with rhyme. English for kids. M.: Iris, 1996.

Kolodyazhnaya L.N. Meet: Great Britain. - M.: Rolf, 2000.

Kurbatova M. Yu. Game techniques for teaching English grammar at the initial stage // Foreign languages ​​at school. No. 3, 2006.

Lebedeva G.N. Extracurricular activities in English in primary school. - M.: “Globe”, 2008.

Popova E.N. English in grades 2-4.I start to love English.Volgograd: Teacher, 2007. School of Russia. Concept and programs for primary classes. 2h. M., Education, 2003.

Literature for students and parents.

English children's poems, songs and fairy tales. A book for extracurricular reading for students in grades 1-4. - Publisher: Lyceum, 2003.

Bryusova N.G. We study and play in English lessons, grades 2-4. M: Bustard, 2003. Gudkova L.M.. Poems and fairy tales in English lessons in elementary school. AST "Astrel" M.2005.

Ilyushkina A.V. Let's learn English easily and fun. St. Petersburg: Litera, 2009. Ilyushkina A.V. We speak English. St. Petersburg: Litera, 2010.

Longuet I. A book for reading in English with exercises. M.: Glossa-Press, 2010.

Electronic resources:

General characteristics of the foreign language program

General characteristics of the second generation Federal State Educational Standard

Lecture No. 4

Second generation standard:

Foreign Language Program (FSES)

The content of educational subjects, which in the basic school represents a system of scientific concepts and the corresponding methods of action, creates the necessary basis for the formation of theoretical reflective thinking among schoolchildren. This qualitatively new form of thinking acts as the operational and technical basis for the transition of students from educational activities as the ability to learn in primary school to educational activities with elements of self-education and self-development in primary school. This reveals new opportunities for the development of cognitive, communicative, aesthetic, subject-transforming (technical and technological) activities based on the value-semantic orientation of the individual in the world and society, the development of self-awareness and goal setting, and the building of an individual educational trajectory.

The foreign language program for primary school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, and maintains continuity with the exemplary programs of primary general education.

The program is a guideline for drawing up work programs: it determines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of the author’s choice of a variable component of the educational content. The authors of work programs and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detail) of content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Work programs compiled on the basis of the program can be used in educational institutions of different profiles and different specializations.

The program for basic school provides for the further development of all basic types of student activities presented in the programs of primary general education. At the same time, the content of the basic general education program has features determined, firstly, by the tasks of development, training and education of students, given social requirements for the level of development of their personal and cognitive qualities; secondly, the subject content of the general secondary education system; thirdly, the psychological age characteristics of the students.

This sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, approximate thematic planning indicating the minimum number of hours allocated to study topics, and defining the basic types of educational activities of schoolchildren; recommendations on material and technical support of the educational subject.

The “Explanatory Note” reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of the foreign language program for primary education; a general description of the foreign language course and its place in the basic curriculum is given. Particular attention is paid to the goals of learning a foreign language, its contribution to solving basic pedagogical problems in the system of basic general education, as well as revealing the results of students mastering a foreign language program at the level of basic general education.

Goals and educational results are presented at several levels - meta-subject, personal and subject. In turn, substantive results are designated in accordance with the main spheres of human activity: cognitive, value-oriented, labor, physical, aesthetic.

The “Main Content” section includes a list of the content being studied, combined into content blocks, indicating the minimum number of teaching hours allocated to the study of each block.

The section “thematic planning” presents an approximate list of topics in a foreign language course and the number of teaching hours allocated to the study of each topic, a description of the main content of the topics and basic types of student activities (at the level of educational activities). The program also includes “Recommendations for equipping the educational process”.

General characteristics of the foreign language program - concept and types. Classification and features of the category “General characteristics of the foreign language program” 2017, 2018.

The goals of teaching English are: development of students’ communicative competence in the totality of its components: speech, language, sociocultural, compensatory and educational-cognitive, as well as the development and nurturing of schoolchildren’s need to use English as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different cultures and communities, a tolerant attitude towards manifestations of another culture.

The development of foreign language communicative competence of primary school students is achieved through solving the following tasks in the learning process:

1. speech competence (development of communication skills in four main types of speech activity (speaking, listening, reading, writing);
2. linguistic competence (systematization of previously studied material, mastery of new linguistic means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for basic school; mastering knowledge about the linguistic phenomena of the language being studied, different ways of expressing thoughts in the native language and the language being studied);
3. sociocultural competence (introducing students to the culture, traditions and realities of the countries/countries of the foreign language being studied within the framework of topics, areas and communication situations that correspond to the experience, interests, psychological characteristics of primary school students at its different stages; developing the ability to represent their country, its culture in conditions of foreign language intercultural communication);
4. compensatory competence (development of skills to overcome a situation in conditions of a shortage of linguistic means when receiving and transmitting information);
5. educational and cognitive competence (further development of general and special educational skills; familiarization with the ways and techniques available to students for independent study of languages ​​and cultures, including the use of new information technologies).

In addition, it is also planned to develop and educate schoolchildren to understand the importance of learning a foreign language in the modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, and a tolerant attitude towards manifestations of another culture.

Volume: 3 hours per week.

Planned subject results of mastering the academic subject

In the process of mastering the program, students will achieve certain subject results.

Students will develop communication skills in the following types of speech activities:

Speaking. Dialogue speech

The student will learn to conduct a combined dialogue in standard situations of informal communication, observing the norms of speech etiquette adopted in the country of the language being studied.

The fifth grader will have the opportunity to learn how to conduct and conduct interviews.

Speaking. Monologue speech

A fifth grader will learn:

Talk about yourself, your family, friends, school, your interests, plans for the future; about your city/village, your country and the countries of the language being studied, based on visual clarity and/or verbal support (keywords, plan, questions);

Describe events based on visual clarity and/or verbal support (keywords, plan, questions);

Give a brief description of real people and literary characters;

Convey the main content of the text read with or without reliance on the text/key words/plan/questions.

Make a message on a given topic based on what you read;

Comment on facts from the text read/listened to, argue your attitude to what you read/listened to;

speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;

Briefly summarize the results of the completed project work.

Listening

The student will learn:

Perceive by ear and understand the main content of simple authentic texts containing a certain number of unstudied linguistic phenomena;

Perceive by ear and understand significant/necessary/requested information in authentic texts containing both studied linguistic phenomena and a certain number of unstudied linguistic phenomena.

The student will have the opportunity to learn:

Highlight the main idea in a text that is perceived by ear;

To separate the main facts from the secondary ones in a text that is perceived by ear;

Use contextual or linguistic guesswork when listening to texts containing unfamiliar words;

Ignore unfamiliar linguistic phenomena that are not essential for understanding the main content of the text being perceived by ear.

Reading

The student will learn:

The student will have the opportunity to learn:

Guess the meaning of unfamiliar words by similarity with Russian/native language, by word-forming elements, by context;

Ignore unfamiliar words while reading that do not interfere with understanding the main content of the text;

Use footnotes and linguistic and cultural reference books.

Written speech

A fifth grader will learn:

Fill out questionnaires and forms in accordance with the standards adopted in the country of the language being studied;

Write a personal letter in response to a stimulus letter using speech etiquette formulas accepted in the country of the language being studied.

The student will have the opportunity to learn:

Make short extracts from the text for the purpose of using them in your own oral statements;

Draw up a plan/thesis for an oral or written communication;

Briefly state in writing the results of your project activities;

Write short written statements based on the example.

In the basic school, the development of language knowledge and skills of schoolchildren continues.

Phonetic side of speech

A fifth grader will learn:

Distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce all the sounds of the English language;

Observe the correct stress in the studied words;

Distinguish between communicative types of sentences by intonation;

Pronounce phrases adequately, without errors leading to communication failure, in terms of their rhythmic and intonation features, including observing the rule of no phrasal stress on function words.

The student will have the opportunity to learn:

Express modal meanings, feelings and emotions using intonation.

Spelling

The student will learn to write the learned words correctly.

The student will have the opportunity to learn to compare and analyze letter combinations in the English language and their transcription.

Lexical side of speech

A fifth grader will learn:

Recognize studied lexical units (words, phrases, cliché lines of speech etiquette) in written and spoken text, including polysemantic ones, within the scope of the primary school;

Use in oral and written speech in their basic meaning the studied lexical units (words, phrases, cliché lines of speech etiquette), including polysemantic ones, within the scope of the basic school in accordance with the communicative task being solved;

Observe the existing norms of lexical compatibility in the English language;

Recognize and form related words using the basic methods of word formation (affixation) within the scope of the main school in accordance with the communicative task being solved.

The student will have the opportunity to learn:

Use in speech in several meanings polysemantic words studied within the scope of the main school;

Find differences between the phenomena of synonymy and antonymy;

Recognize that words belong to parts of speech based on certain characteristics (articles, affixes, etc.);

Use linguistic guesswork in the process of reading and listening (guess the meaning of unfamiliar words based on context and word-formation elements

The grammatical side of speech

The student will learn:

Operate in the process of oral and written communication with the basic syntactic structures and morphological forms of the English language in accordance with the communicative task in a communicatively significant context;

Recognize and use in speech:

Various communicative types of sentences: affirmative, negative, interrogative (general, special, alternative, dividing questions), incentive (in affirmative and negative form);

Common simple sentences, including those with several adverbs in a specific order (We moved to a new house last year);

Sentences with initial It (It"s cold. It"s five o"clock. It"s interesting. It"s winter);

Sentences with initial There + to be (There are a lot of trees in the park);

Compound sentences with coordinating words and, but, or;

Nouns in singular and plural, formed according to the rule and exceptions;

Nouns with definite/indefinite/zero articles;

Personal, possessive, demonstrative, indefinite, relative, interrogative pronouns;

Adjectives in the positive, comparative and superlative degrees, formed according to the rule and exceptions; as well as adverbs expressing quantity (many/much, few/a few, little/a little);

Cardinal and ordinal numbers;

Verbs in the most common tense forms of the active voice: Present Simple, Future Simple and Past Simple;

Modal verbs and their equivalents (can, must).

The student will have the opportunity to learn:

Recognize complex sentences with subordinate clauses with conjunctions who, which, that

1. Interpersonal relationships in the family, with peers; resolving conflict situations. Appearance and character traits of a person. Leisure and hobbies (reading, cinema, theater, museum, music). Types of recreation, travel. Youth fashion. Purchases.

Module 1. English in Use 1 “Greetings”; Extensive Reading 1 “Citizenship”.

Module 2. “I’m from”; “My things”; “My collection”; English in Use 2 “Buying a souvenir”.

Module 3. English in Use 3 “Viewing a house”.

Module 4. “My family”; “Who’s who?”; “Famous people”; English in Use 4 “Identifying & people describing”; Extensive Reading 4 “Literature: My Family”; Sp. on R. “Hobbies”.

Module 6. “At work”; English in Use 6 “Making suggestions”.

Module 7. “Dress right”; “It's fun”; English in Use 7 “Shopping for clothes”.

Module 8. “It’s my birthday”; English in Use 8 “Ordering food”.

Module 9. “Going shopping.”

Module 10. English in Use 10 “Renting (a bike/car)”.

1. School education, school life, subjects studied and attitudes towards them. Correspondence with foreign peers. Holidays at different times of the year.

Starter Unit. “The English Alphabet”; “Numbers”; “Colors”; “Classroom objects”; “Classroom language”.

Module 1. “School”; “First day”; “Favorite subjects”.

Module 6. “Weekends”.

Module 10. “Travel & leisure”; “Summer fun”; Sp. on R. “Holidays”.

1. Universe and man. Nature: flora and fauna. Ecological problems. Environment protection. Climate, weather. Living conditions in urban/rural areas. Transport.

Module 1. Culture Corner “Schools in England”; Sp. on R. “School life”.

Module 2. Culture Corner “UK souvenirs”; Extensive Reading 2 “Geography: English-speaking countries”; Sp. on R. “Our Country”.

Module 3. “At home”; “Move in!”; “My bedroom”; Culture Corner “A Typical English House”; Extensive Reading 3 “Art & Design: Taj Mahal”; Sp. on R. “Homes”.

Module 4. Culture Corner “American TV Families”.

Module 6. Culture Corner “Landmarks”; Sp. on R. “Fame”.

Module 7. Culture Corner “The Alaskan Climate”; extensive Reading 7 “Literature: what weather!”; Sp. on R. “Seasons”.

Module 8. “Celebrations”; Culture Corner “Thanksgiving”; Sp. on R. “Festivals”.

Module 9. “Let’s go”; “Don’t miss it!”; Culture Corner “Busy spots in London”; English in Use 9 “Asking for/Giving directions”; Extensive Reading 9 “Maths: British Coins”; Sp. on R. “Museums”.

Module 10. Culture Corner “All aboard”.

1. Healthy lifestyle: work and rest schedule, sports, balanced nutrition, giving up bad habits.

Module 5. “Amazing creatures”; “At the zoo”; “My pet”; English in Use 5 “A visit to the vet”; Extensive Reading 5 “Science: It’s an insect’s life!”; Sp. on R. “Animals”.

Module 6. “Wake up!”; Extensive Reading 6 “Science: Sundials.”

Module 7. “Year after year.”

Module 8. “Master chef”; Extensive Reading 8 “PSHE: Danger! Keep out.”

Module 10. “Just a note...”.

Extensive Reading 10 “Geography: safe camping”.

References

1. Bilingual dictionaries;

“English - Russian, Russian - English dictionary”, M.I. Dubrovin, Moscow, “Oniks”, 2010;

“English-Russian, Russian-English dictionary”, V.K. Muller, Moscow, “Eksmo”, 2012;

1. “The newest complete reference book for schoolchildren”, volume 2, T.I. Maksimova, Moscow “Eksmo”, 2009;
2. “Collection of exercises on English grammar”, T.V. Baranovskaya, Moscow, “Logos”, 2010;
3. “Collection of exercises on English grammar”, Yu.B. Golitsynsky, St. Petersburg, “Capo”, 2009;
4. “Handbook of English Grammar”, E.V. Karpenko, Moscow, “Eksmo”, 2010;
5. “Oral topics in English for schoolchildren”, T.Yu. Zhurina, Moscow, “Drofa”, 2009;
6. Textbook “English in Focus” (“Spotlight”) for 5th grade of general education institutions, basic level. Authors – Yu.E. Vaulina, J. Dooley, O.E. Podolyako, V. Evans, Moscow, “Enlightenment”, 2015

Learning a foreign language requires certain norms and systems according to which this language is studied. Today we will talk about the federal state educational standard for learning English. Or easier Federal State Educational Standard.

The most important task of modern school education is to develop in a child the desire and ability to master new knowledge and activities, as well as the ability to build a further direction for his own education. We will talk about this, how to effectively conduct an English lesson, how to instill a love of foreign speech and much more in this article.

So that you don’t have any questions with this concept in the future, first, let’s figure out what it is. The federal state educational standard is certain requirements and rules that must be implemented by primary, secondary, and higher educational institutions that are state accredited.

In other words, these are educational programs that contain the norms and standards for education required by the state. The development of the Federal State Educational Standard is carried out in accordance with the current and future needs of the individual, society and the state. Federal State Educational Standards projects, comments and changes are accepted by the Ministry of Education and Science of the Russian Federation.

Basic standards of the Federal State Educational Standard for the English language

The main goal of English classes, according to the Federal State Educational Standards standards, is the formation of communicative competence. This means the ability to carry out interpersonal and intercultural communication in a foreign language.

Thanks to the formation of communicative competence, students should be able to:

• Introduce yourself orally and in writing, write a resume, application, letter, questionnaire in English
• Represent your family, school, city, country within the framework of intercultural communication
• Be able to ask a question and build a dialogue in English
• Proficient in various types of speech activity: writing, reading, dialogue, monologue.

Communicative competence includes subject competencies: linguistic, speech, compensatory, sociocultural, educational and cognitive. The basis, however, is speech competence. In turn, speech competence includes four types of speech activity that help develop communication skills: speaking, listening, reading, writing.

Here is a brief introduction to the federal state standards of the Federal State Educational Standard for the English language. Let's move directly to the structure of the lecture.

Lessons on the Federal State Educational Standard - what is it?

So, we briefly figured out what the Federal State Educational Standard is. If these are certain norms and standards of education, then these are also certain norms and rules for conducting a lesson. A modern lecture on the Federal State Educational Standard is a learning situation, a task that is set before children, and which they must solve. The teacher's participation in resolving the situation should be minimal; he only guides the children, helps them, but does not do everything himself.

The same applies to English classes. Whether it’s working with a text, explaining new grammatical material, or vocabulary work, children are given a task that they must cope with on their own; the teacher only guides them.

A well-organized lesson in an equipped classroom should have a logical beginning and the same ending. You must plan your activities and the activities of your students, clearly formulate the topic, purpose, and objectives of the lecture. The teacher must organize problem and search situations and intensify the activities of students. Students must draw their own conclusions. Maximum participation of students and only the guiding activity of the teacher.

Let's consider the main stages of a combined lesson according to state standards:

• Organizing time
• Setting the goals and objectives of the lesson. Motivating students to learn
• Updating of reference knowledge
• Primary assimilation of new knowledge
• Initial check of understanding
• Primary consolidation
• Control of assimilation, discussion of mistakes made and their correction
• Information about homework, instructions on how to complete it
• Reflection (summarizing).

As for the forms and methods of work for conducting a lesson, it is appropriate to talk about individual, group, differentiated group, frontal, academic, leisure, interactive forms of work. It is important to apply the methodology of problem-based, research, project-based, developmental, personality-oriented, productive-technological, reflective learning.

Teaching aids must be modern. This includes a computer, a slide projector, the Internet, and audio-video materials. And, of course, no one has yet canceled the standard visualization: pictures, illustrations, cards, books, textbooks, etc.

As for modern lessons, all kinds of films and cartoons in English, with or without subtitles, will come to the rescue. Audio materials such as songs, poems, texts and dialogues will also help you in your work.

Progress does not stand still, and neither does education. Therefore, the more modern your lesson, the faster it keeps up with the times.