The curriculum is English general. Educational program "English language

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• Curriculum of an educational institution: recommendations, design, analysis, Dubinina V.V.. The curriculum regulates the educational process, and its development, of course, should not cause difficulties for school leaders and their deputies. Suggested practical materials and…

Director_________________________

FULL NAME____________________________

Date (stamp signature)

EDUCATIONAL PROGRAM

"English language"

at a non-state educational institution
"English Land"

Moscow 2013

Explanatory note

Focus: additional general education program for children and adults “English”

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

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: determined by the goal of modern education, which includes nurturing in students 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, inclusion of students in the dialogue of cultures, familiarity with the achievements of national cultures and development universal human culture, awareness of the role of the native language in the mirror of the culture of the native people, as well as the peculiarity of the modern situation of social development.
Program principles:

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

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

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

Form and mode of classes: full-time and evening 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. Productivity is determined, among other things, by forms of control (tests, listening, written work, etc.)

Logistics support– music center, audio recordings, video materials, computer, desks, boards, offices, furniture.
Methodological support– didactic material (reference literature, riddles, poems, catchphrases, proverbs), handouts, educational library collections, audio cassettes, video cassettes, etc.)

Syllabus

1. 
   Level 1

Target: development of students’ initial communicative skills in speaking, reading, listening comprehension and writing in English

Form of study: full-time, evening.

144 academic hours.

Planned results of mastering the program:

• 
  master basic grammatical concepts that reflect essential connections and relationships (time, number, person, belonging, etc.);
• 
  rely on linguistic guesswork in the process of reading/listening to texts containing individual unfamiliar words or new combinations of familiar words;
• 
  construct statements that are understandable to the partner, taking into account what the partner knows and sees and what he does not;

Know/understand:
- basic rules of reading and spelling of the language being studied;

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 an animal, an object, indicating the name, quality, size, color,

quantity, affiliation;

Briefly speak about yourself, your family, your friend, your family

animal, fairy tale/cartoon hero: 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 letters of the English alphabet in semi-printed font;

Copy text;

Extract words, phrases and sentences from the text;

Fill out the table according to the sample

Educational and thematic plan

Gaming technology

Project method

Information Technology
Screen and sound aids:
-Multimedia presentations.

Personal Computer.

Printed manuals:
-Alphabet.

Transcription signs.

Thematic pictures.

Grammar tables.
Bibliography:

• 
  Program: Enterprise 1,

  Level 2

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

  Form of study: full-time, evening.

  Volume of educational load: 144 academic hours.

  Upon completion of the course, the student must:

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

  Know/understand:
  - basic rules for reading and spelling of the language being studied within the framework of the language being studied;

  Features of intonation of the main types of sentences;

  Name of nationalities;

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

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

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

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

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

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

  Letter
  - sign pictures

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

  Distinguish by ear the intonation and emotional coloring of phrases;

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

  Completely understand by ear, based on clarity, short messages built on familiar lexical and grammatical material.

  Educational and thematic plan
  

  SUBJECT	Number of hours		Activities	Control
  	Theory	Practice
  1 – Greetings and farewells. Countries and nationalities. Telephone. Verb "To be". 2 – People. Family relationships. Attractive pronouns. In the cafe. 3 – Work. Daily activities. Collocations. 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? Verb "can" In an Aeroport. 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 – Did you know that….? Question forms. Talk about books. 17- My life. Present Perfect. Phone conversation. 18 – “Thank you and goodbye” Phrasal verbs. Letter of thanks. 19 – Test from 16 to 18 topics 20 – Test from topics 1 to 18	1 1 1 1 2 1	1 1 1 3 2 2 2 3 4 1 2 4 1	Reading and speaking. Phonetic training. Working with a dictionary. Selection of antonyms. Five conversations about the main character's day. Talk about prices. Rewriting the text with corrections. Dialogues. Exercises in the form of a game. Writing a letter to each other. Paperwork. Description of the place where you live. Dialogues. Listening. Question and answer conversation. Reading and retelling. Dialogue. Writing a letter. Description of the holiday. Reporting information. Reading. Translation of text by ear. Oral counting - counting rhymes. Paperwork Dialogues are jokes. Substituting words into sentences. Dialogues in the store (work in pairs) Role-playing game. Description of the capital. Composing the text. Drawing up a table. Description of body parts – physical exercises. Role-playing game. Drawing up proposals. Dialogue. Paperwork. Filling out the form. Exercises. Dialogue. Listening and recording text. Drawing up a table. Game "Phone is Broken" Acting out dialogues. Communication situation. Exchange of letters. Paperwork. Written testing.	Control of understanding. Control of understanding through checking the assignment. Control of understanding. Control of understanding through checking the assignment. Intermediate test Control of understanding. Control of understanding. Control of understanding through checking the assignment. Intermediate test Control of understanding through checking the assignment. Control of understanding. Control of understanding through checking the assignment. Intermediate test Control of understanding through checking the assignment. Control of understanding. Intermediate test Final a written exam.

  Pedagogical technologies used:
  Gaming technology

  Project method

  Information Technology
  Screen and sound aids:
  -Multimedia presentations.

  Personal Computer.

  CD and DVD players, LCD TVs.

  Printed manuals:
  -Alphabet.

  Transcription signs.

  Thematic pictures
  Bibliography:

  • 
    Federal state educational standard for primary
  general education / Ministry of Education and Science of the Russian Federation
  • 
    The work program of the English language course at the educational complex "English with
  with pleasure" / "Enjoy English" for general education grades 2-4

  institutions / M.Z, Biboletova, N.N. Trubaneva. -Obninsk.

  Program: Enterprise 1,

  Level 3

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

  Form of study: full-time, evening.

  Volume of educational load: 144 academic hours.

  Planned results of mastering the program:

  Upon completion of the course, the student must:

  • 
    carry out summarization of the concept based on object recognition, identification of essential features and their synthesis
  • 
    carry out comparison, series and classification according to specified criteria;
  • 
    establish cause-and-effect relationships;

  Know/understand:
  - rules of reading and spelling of the language being studied within the framework of the language being studied;

  Name of people, animals;

  Naming events, everyday verbs

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

  Briefly describe the concepts of truth and fiction;

  Talk about the 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 points, and compose a summary of the text being read

  Letter
  - write and describe events on paper

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

  Distinguish by ear the intonation and emotional coloring of phrases;

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

  Completely understand by ear, based on clarity, short messages built on familiar lexical and grammatical material.

  Educational and thematic plan
  

  SUBJECT	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 a store. Polite requests. Quantity expressions. 6 – Plans and plans. 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 like. Used to Man and woman. 14 – Reading newspapers. Passive voice. Discussion of the article. 15 – Adventures. Infinitive. From the history of England. 16 – Test from 13 to 15 topics 17 – Dreams and reality. Second Conditional 18 – News report. Present Perfect Continuous. Flying on an airplane. 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. Discussions about the text. Questions and requests. Comparison of Russian and Japanese schools. Interview with the writer. Writing a detective story. Paperwork. Role-playing game. Group work - creating advertisements. Filling out the form. Writing a postcard. Discussion. Story based on the picture. Discussion of the book. Paperwork. Role-playing game. Filling in gaps in the text. Comparative analysis of situations. Dialogue. Group discussion. Drawing up a table. Paperwork. Compiling an article. Oral exercises. Essay “About Us” Work with text. Writing a book review. Group discussion. Retelling the text. Writing history. Watching a movie. Paperwork. Writing a presentation. Group work “About our dreams” Dialogues. Text analysis. Situational game. Reading and translation of poems. Translating dialogue into indirect speech. Paperwork. Paperwork.	Control of understanding. Checking homework. Checking homework. Intermediate accurate test. Control of understanding. Checking homework. Control of understanding. Intermediate accurate test. Checking homework. Control of understanding. Intermediate test. Checking homework Control of understanding. Checking homework. Intermediate test. Control of understanding. Checking homework Checking homework. Intermediate test. Final exam. Pedagogical technologies used: Gaming technology Project method Information Technology Screen and sound aids: -Multimedia presentations. Personal Computer. CD and DVD players, LCD TVs. Printed manuals: -Alphabet. Transcription signs. Thematic pictures Bibliography: Federal state educational standard for primary general education / Ministry of Education and Science of the Russian Federation The work program of the English language course at the educational complex "English with with pleasure" / "Enjoy English" for general education grades 2-4 institutions / M.Z, Biboletova, N.N. Trubaneva. -Obninsk. Program: Enterprise 1,

U T V E R J D A Y:

Director of GBOU "School No. 1078"

Mankovskaya E.N.

_________________________

BOU "School No. 1078"

ACCEPTED:

Methodological advice

GBOU "School No. 1078"

Protocol No.

from 20 G.

Educational program

additional education for 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: social and pedagogical

Aleshina Olga Vyacheslavovna

Program approved: Method advice - _______________________

How many years is the program for? : 1 year

Lesson mode: Once a week for 0.5 hours

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

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

Number of hours per year: 36 hours

Purpose of the program:

development in preschool children of a sustainable interest in learning English as a means of communication and information exchange.

By the end of the training, children will be able

 Isolate English speech in the general speech flow.

 Overcome the psychological barrier in mastering speech in English.

 Say hello and goodbye in English.

 understand by ear the teacher’s addresses in a foreign language, based on familiar language material;

 associate words and phrases with corresponding pictures and descriptions

EXPLANATORY NOTE

In modern conditions, when the people 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 methods of foreign languages, communicative competence and methods of achieving it are among the most relevant. Early teaching of a foreign language creates conditions for early communicative and psychological adaptation of preschool children 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 experiences by expanding the social roles they play in play situations of family, household and school communication. It also develops 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 implementing the strategic focus of a kindergarten on personal development are truly unique. It is known that preschool age is favorable for learning a foreign language, since a young child has well-developed long-term memory.

This program is intended for children in the older group of kindergarten (5-6 years old). In the process of mastering a new means of communication, children develop a correct understanding of language as a social phenomenon, and their intellectual, speech and emotional abilities develop. When teaching preschool children, you should resort to frequent changes in children’s activities, taking into account the instability of children’s attention. The child gets tired not of the activity, but of its monotony, and remembers well only what is interesting to him and evokes an emotional response in him. Mastering a foreign language at an elementary level in kindergarten acts as the first step in the implementation of the strategic goal of the academic 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 is based on 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 structured as a communication lesson, 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 the English language. The lesson should begin with a phonetic warm-up. Counting books, quatrains, and songs are aimed at developing and improving pronunciation skills and creating a favorable emotional mood. Physical education sessions not only relieve fatigue and tension in children, but also develop their attention and memory. In addition, children practice pronunciation. To create a communicative atmosphere in the classroom, it is important to maintain high activity of each child; it is necessary for children to feel the result of their efforts as early as possible. It is important, first of all, to evaluate the child’s successes, and not shortcomings. Even the smallest victory should be appreciated.

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

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

Purpose This program is to develop in preschool children a sustainable interest in learning English as a means of communication and information exchange.

Setting a goal involves solving a whole complex of educational, developmental (general education) and practical (educational) tasks:

Tasks:

Educational:

Creating a starting base for the development of speech abilities;

Formation of skills and abilities to independently solve simple communication problems.

Educational:

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

Development of visual memory through drawing up pictures.

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

Educational:

- nurturing in children 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; - Developing the ability to empathize.

The program includes an explanatory note, learning objectives, topics to be studied in classes with children, highlighting vocabulary, speech samples, songs and poems.

Documents and materials based on which the program was compiled

– Law of the Russian Federation “On Education”.
– Model regulations on the establishment of additional education.
– UN Convention on the Rights of the Child.
– Long-term plan for the work program for the development of preschool children “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.

Structure of English classes

I. Introductory part:

greeting, org. moment;

phonetic warm-up.

II. Main part:

lexical material on the topic of the lesson;

speech material on the topic;

grammatical material;

reading rhymes, poems, singing songs;

games to reinforce material;

physical education minutes.

III. Final part:

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

listening;

orientation to the next lesson.

Distinctive features and novelty of the program

This program was developed on the basis of an English language course for preschool preparation of children edited by Shishkov I.A., Verbovskaya M.E. edited by ON THE. Bonk. English for kids. The program is 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 arts;

When developing the program, we took into account principles teaching a foreign language to preschool children:

- The principle of comfort.
In order for children to feel comfortable in class, they must:
- do not get tired;
- maintain interest.
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 continuously follow you throughout the entire learning cycle, you need to know what motives are the source activity and interest children.
I identify 5 main motives that can intensify the activities of students in this age group.
1. The desire for object manipulation. Most often it is not enough for children to see a new toy. Any child will want to hold it or at least touch it. Give 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.
2. Emotional motive. A child at this age does not yet know how to play by the rules. He can be greatly affected by a loss, so it is better not to include competitive games in the outline of the lesson. The child also often does not understand 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, lessons must be structured so that all children play any game. At the same time, everyone, of course, sings a song.
3. Motive for imitation of adults manifests itself in the readiness of children to repeat after you all your actions. Thus, many children simply copy the teacher’s movements and only after some time begin to associate them with the words in the songs. This happens when singing songs “Hands up!”, “Sleep! Walk!...”, etc.
4. Moral motive is a consequence of realizing oneself as a member of society and the desire to adhere to the norms and rules inherent in a given society, and is manifested 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 a cognitive motive, we are more referring to ordinary children's curiosity. Who's knocking on the door? What did he bring in the bag? These questions attract children's attention 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 the linguistic means for this are not enough, we do not insist on conducting 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 goal of the course. Along with this, the most important role is given to the overall development of the child. By creating a relaxed playful atmosphere in the lesson, the teacher awakens activity in children, which gradually turns from playful to learning activity.

4. Natural way of language acquisition.
Mastering their native speech is not an end in itself for a child. He needs speech to successfully interact with other people. Likewise, in foreign language lessons, children do not seem to learn the language, but simply use what they have already heard in the teacher’s speech or on a tape in order to be able to participate in the general game. To effectively memorize material, it is necessary to repeatedly pronounce the structures, and to consolidate it, constant repetition is necessary.

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 at the age of one, while others remain silent at two and a half. What do parents do in the second case? Do they think that the child does not know the language? No! After all, he understands speech addressed to him! Is the child forced to repeat words after them? No! A wise parent knows that with such a child you just need to talk more, and one day quantity will certainly turn into quality.
As in life, in a group there are both “talkative” and “silent” ones. 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 increase the number of correct repetitions of these sounds in the lesson. After all, 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)), without interrupting the child in any case, the teacher must practice the correct sound of this word in the form of a fairy tale or game.

6. The principle of activating the main channels of perception.
Visual channel- maximum use of clarity, using a child’s book as a visual support when listening to audio lessons at home.
Auditory channel- compulsory listening to audio lessons at home, 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, children mastering a foreign language (at the most basic level) as a means of communication.

Goals and objectives are realized when creating the necessary conditions:

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

Selection 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.

Distinctive feature of the program is that, based on an original integrated approach to the upbringing, development and training 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, and productive.

Forms, methods and teaching techniques.

The educational process is organized as follows:

Special training is conducted in classes once a week in the first half of the day with a group of children of 15 people (lesson duration 30 minutes);

speech structures of colloquial speech are introduced;

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

listening to English fairy tales and songs;

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

When teaching grammar, various exercises are used aimed at developing auditory memory, developing students' attention, and developing logical thinking.

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

to master vocabulary, bright, colorful visuals are used that are directly related to the object, picture or action;

when teaching writing, color signaling, pictograms, and 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 conducted in the form of competitions, quizzes, games, and riddles.

Forms of organizing classes

Travel game

Heuristic conversation

Training session

Role-playing game

Cognitive and educational game

Educational game

Excursion

Didactic fairy tale

1. re-enactment

   Watching animated films

   Quiz

2. Riddle game

   Finger game

Methods, teaching techniques

Verbal

Visual

Reproductive

1. Dramatization

   Using a set of physical exercises

Forms and mode of classes

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

Number of children in the group: from 12 to 15 (depending on the capabilities of children of this age in team work)

Frequency of classes: 2 times per week

Duration of one lesson: 0.5 hours

Club 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 ensure speech activity. Pronunciation skills should mainly be developed here. Therefore, this stage in teaching preschoolers a foreign language is the most important.

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 must be understood during listening, i.e. be acquired receptively.

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

By the end of mastering the English for Kids course, preschoolers should be able to ( study results):

Isolate English speech in the general speech flow.

Overcoming the psychological barrier in mastering speech in English.

Say hello and goodbye in English.

understand by ear the teacher’s addresses in a foreign language, based 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 this?
What color is it?
What season is it now? – What time of year is it now?
Do you have a sister? -Do you have a sister?
Do you like your father? -Do you love your dad?

Name objects

Name animals

Distinguish and name primary colors and body parts

Talk about what I can and cannot do;

Pronounce some specific sounds of the English language.

Children also acquire a certain understanding of the culture and traditions of the country of the language they are learning, and broaden their horizons.
And by the time the child goes to school, he will have formed the main thing - an interest in further learning the English language and will have accumulated a certain amount of knowledge that will make it easier for the preschooler to master any English language teaching program in primary school.

Monitoring the effectiveness of the educational process

Summing up the effectiveness of the program takes place in various forms:

teacher observations of children’s work;

organization of exhibitions;

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

holding final quizzes on major topics with prize drawings;

conducting general open classes with the invitation of parents;

monitoring training results.

The following can be considered as criteria for students’ mastery of program material:

stability of children visiting in a group;

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

expanding the circle of contacts and positive motivation of children in the process of learning and education;

the ability to use acquired skills in creative activities.

Educational and thematic plan

Calendar-thematic plan. Contents of educational material.

October

November

December

January

February

March

April

Bibliography

Negnevitskaya E.I., Nikitenko Z.N. Book for teachers. - 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 of a primary school student in English lessons. – Magazine “Gifted Child”, No. 3, 2007.

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

Tamberg Yu.G. Learn to think!: 10 trainings for developing children's creative thinking. – Ekaterinburg: U-Factoria, 2007.

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

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

Leontyev A.A. Psychological prerequisites for early acquisition of foreign languages ​​// Foreign languages ​​at school. 1985. No. 5.S. 24–30.

Songs for children in English. Gamesandactivities. 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 block letters. Copy-coloring book. Moscow 2015. Okay book

Municipal budgetary educational institution

additional education

"Children and Youth Center of Yurga"

Additional general development program

"Funny English"

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

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

Curriculum and thematic plan……………................................................. .........13

Methodological support for 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 increasing in connection with the development of economic ties and the internationalization of public diplomacy. Studying a foreign language and foreign language literacy of our citizens contribute to the formation of a worthy image (image) of a Russian citizen abroad, allow us to destroy the barrier of mistrust, and provide an opportunity to carry and spread our 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 poems and songs learned in childhood, and it does not matter what language they were in - native or foreign. This is because children have highly developed long-term memory. A child is able to memorize language material in entire 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 a language at any age, but at a younger age it is most productive.

The relevance and pedagogical feasibility 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 promotes the development of communicative speech tact. The role of a foreign language at an early stage of education is especially invaluable in developmental terms. Language for a child is, first of all, a means of development, cognition and education. A foreign language at an early stage is considered as a means of shaping the child’s intelligence and developing his abilities; as a means of self-awareness and self-expression; a means of social interaction through which a child masters the social world (I.A. Zimnyaya).

The additional general developmental program “Fun English” was developed on the basis of a manual for kindergarten teachers and English teachers “105 English lessons for preschoolers” by I.V. Vronskaya. The program was developed in accordance with the Sample Requirements for Additional Education Programs for Children, Federal Law No. 273-FZ dated December 29, 2012 “On Education in the Russian Federation” and the Procedure for the Organization and Implementation of Educational Activities in 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 intended for children aged 5-6 years, designed for 2 years of study. Calendar and 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 mastering a foreign language. At this age, the child is capable of more or less prolonged concentration of attention, he acquires the ability for purposeful activity, he masters a sufficient vocabulary and stock of speech patterns to satisfy his communicative needs.

Purpose of the program“Fun English” - to create communicative conditions that ensure the social, personal, cognitive and speech development of pupils and the readiness of children for school education through learning English and intensifying their creative activity.

Program objectives:

Form speech skills and abilities;

To develop primary skills of dialogic and monologue speech in English;

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

Develop speech and communication culture (communication);

Foster interest and respect for the culture of other peoples.

Distinctive features of this program:

1. Focus on the comprehensive development of the child’s personality, his speech activity, as well as the creative abilities of children.

2. Introduction to the culture of English-speaking countries and their peoples, as well as familiarization with the way of life, traditions, and 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.

Novelty of the program is that when teaching English, close attention is paid to the development of communicative abilities (skills of free communication and applied use of the English language).

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

1.2. Principles of training

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

2. The principle of relying on the native language. Taking into account 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 mastery of the material, as well as the individual feasible learning load of students.

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

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

6. The principle of forming a “pyramid” of speech skills, forming first the lower levels of speech activity, 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;

Repetition exercises, consolidation of 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 psycho-mental and cognitive processes.

The explanatory and illustrative method helps to create a solid information base for the formation of skills.

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

Heuristic and research methods involve more active cognitive activity of children. The teacher poses a problem situation and offers to solve it independently.

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

Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. And this is understandable. In play, the abilities of a person, a child in particular, are revealed especially fully and sometimes unexpectedly.

The use of language games provides an opportunity to bring language teaching methods into line with the psychological characteristics of students and make the lesson more effective and fun.

The games used in classes are very diverse:

Outdoor games (exercises, the game “Turning into Animals”, attention games), 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;

Musical games;

Quizzes, crosswords, teawords.

Vocabulary: English alphabet. Vowel sounds. Consonant sounds. Adequate pronunciation and auditory discrimination of all sounds and auditory discrimination of all sounds and sound combinations in the English language. Compliance with pronunciation standards: long and short vowels, no deafening of voiced consonants. Emphasis on a word. Intonation design of speech: intonation of an affirmative sentence, different types of interrogative sentences. Intonation of enumeration. Intonation of exclamatory sentences. Assimilation and aspiration of sounds. Diphthongs and triphthongs.

Grammar:
Noun. Number of nouns. Countable and uncountable nouns. Adjective. A combination of nouns and adjectives. Article. Definite and indefinite article. The most common uses of articles. Pronouns. Personal pronouns. Possessive pronouns. Order of words in a sentence. Verb. Present tense Present Simple. Conjugation of verbs. Conjugation of ch. to be in Present Simple Conjugation of ch. to have in Present Simple. Sentences with a simple verb predicate
(I speak English) with a compound nominal predicate (A cat is grey)? With a compound verbal predicate (I like to play). 3rd person singular of verbs in the 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 politeness. A story about yourself. Name. Age. Family. Body parts. Favorite toys. In zoo. Favorite pet.. Account. Celebrating New Year and Christmas. Colors. Vegetable and fruit 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. Cliche remarks as elements of speech etiquette, reflecting the culture of English-speaking countries. International words.

During training, the principle of “increase” is used - a progressive increase in the volume of new material with constant repetition of what has been covered. Thus, the vocabulary is preserved, repeated in combination with a new one, but in different combinations and semantic context. Due to repeated repetition, including at different age levels (the topics of the 1st and 2nd years of study overlap), a process of “overlapping” occurs. The material of one lesson is gradually and naturally absorbed over several lessons, repeated and enriched in each subsequent 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 tempos, with different volumes, with different intonations, and are accompanied by gestures, facial expressions, and movements, which evokes positive emotions in children.

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

Expected results.

By the end of the first year, students know :

Students can:

Special skills:

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

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

Special Skills:

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

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

Requirements for students.

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

Method for determining 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), and children’s participation in holidays.

In an open lesson, children’s knowledge is assessed according to the following criteria:

understanding and mastery of the studied vocabulary;

independent performance of studied poems, songs, etc.

understanding the task and active participation in games;

understanding the speech partner’s questions and the ability to answer them.

Checking, recording and assessing students’ knowledge, skills and abilities"Funny English" involves tracking the development process of each child , assessment of the individual characteristics of each child.

Criteria for evaluation

1. Dialogue speech .

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

High level: asks more than 2 questions, the questions are correctly formulated, the answers are clear, using complete and concise sentences.

Average level : asks less than 2 questions, the questions are conditionally correct, the answers are unclear, conditionally correct (not violating the meaning, but containing lexical and grammatical errors).

Low level: does not ask questions, 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 corresponds to the situation.

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

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

Low level: does not provide an answer.

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 discussed.

4. Lexical skills

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

High level: The vocabulary meets the program requirements, names all 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 has difficulty in doing so.

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

5.Phonetic skills.

High level: the pronunciation of sounds complies with the software requirements, 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, pronounces many sounds incorrectly, experiences serious difficulties, and refuses to pronounce the given sounds.

The main driver of language learning for children is the joy of learning and positive emotions. The teacher’s behavior style plays an important role in this. A smile, a gentle look, and a kind attitude towards children are of great importance here. Faith in the child’s abilities, joy for his successes, and the absence of negative assessments are the main pedagogical means when teaching children of preschool and early school age.

Educational and thematic plan.

First year of study.

Second year of study.

1st year of study

Topic 1. “Toys”.

Introducing the teacher to the children and the children to each other, rules of behavior, safety instructions. A conversation about the English language and 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].

Rhymed material: “Red cat”, “Good morning”.

Topic 2. “School”

Name of school supplies. Collecting Dunno for 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."

Subject3. "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. The concept of the 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 your attitude towards nature. Repetition of words on the topic “Color”. Predominant colors in each season.

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

Spring is green.

It is cold (hot, cool).

Grammatical material: 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. Executing commands. Sayings about animals.

Speech samples: Let`s run! Fly!

Grammar. Use of the verb can.

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

Rhyming material: “Why do you cry, Willy?”

Topic 6. “Appearance”

Names of human body parts. Taking care of your health.

Speech samples: I wash my face.

Draw a big face!

Pronunciation of sounds: [∫], [ u:], [ı:], [ h]. [ αu] ,[ 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 samples: What do you see?

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

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

Pronunciation of sounds: [ h], [ŋ], [ m], [ n], [ı:]

Rhymed material: “I once had a chance to…”

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

"Make me laugh at the zoo..."

Topic 8. “New Year and Christmas”

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

Speech samples: Happy New Year!

A New Year Tree.

Rhyming Material: "Father Frost..."

Pronunciation of sounds: [ f], [ dʒ],[æ], [ e], [ð ], [ j ].

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

Topic 9. “Family”

Family composition. Names of family members. Family of a fairy-tale hero.

Speech samples: I have a mother.

I have no brother.

Grammar material: conjunction and

Rhyming material: “I have a father...”

Pronunciation of sounds: [ θ ], [ h ], [ æ] , [ð] , [ә].

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

Topic 10. “Food”

Names of different types of food and drinks. Expressing your attitude towards them. Food preferences of animals.

Speech samples: I like to eat…

I like to drink...

Cats like milk. A dog likes meat.

Rhyming material: “I like Bunny...”

Pronunciation of sounds: [α:]. , , [ә: ] ,[ k ]

P letter : Mm, Nn, Oo Pp, Qq

Topic 11. “Dishes”

Name of the dish. Rules for table setting. Table manners.

Speech samples : Put a plate!

Give me a knife, please!

Happy birthday to you!

Rhymed material: “My dear, dear Mummy...”

Pronunciation of sounds: [ j], [ u:], [ v], [ r], [ s], [ t].

Letter: Rr, Ss, Tt. Uu, Vv

Topic 12. “Furniture”

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

Speech samples: 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...”

Pronunciation of sounds: [ w]. , [ә:], [z], [ð], [α:]. [l]

Letter: Ww, Xx, Yy, Zz

Subject13. "Repetition"

Repetition of vocabulary on all topics. Description of fairy-tale animals indicating their name, color, size, skills, taste preferences, description of their family and furniture in the house.

Repetition of all poems 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 behavior in the classroom.

A story about yourself (first name, last name, age, city, country.) Introduction. A story on behalf of a fairy-tale character. Where do cartoon animals live?

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

Speech samples: 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: formation of special questions, use of question words.

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

Rhyming material : "What is your name?"

Topic 2. “Family”

Compiling a story about the family of a fairy-tale hero, about your family according to 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].

Rhymed material: “Good night, father, good night, mother”

Topic 3. “Appearance”

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

Speech samples: My mother is beautiful.

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

Grammatical material: Composing statements in the 3rd person singular. h.

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

Rhyming material: “Hokey-Pokey.”

Topic 4. “Size, quality, home”

Description of the house of a fairy-tale hero, his own house. Repeating 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

crowbar to be in a negative and interrogative sentence

tion. The order of words in them.

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

Rhyming material: “Twinkle, twinkle, little star...”

Topic 5. “Clothing”

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…

Grammar 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. Preferences in choosing transport. Traffic Laws.

Speech samples: What kind of transport do you prefer?

I prefer a train.

to cross the street

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

Rhyming material: “I can take a shower...”

Topic 7. “Time of year”

Weather at different times of the year. 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-.

Rhymed 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 (affirmative 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-.

Rhyming material: “Work while you work...

Topic 10. “My day”

Schoolchild's daily routine. Favorite activities. Favorite dishes for breakfast and lunch. Repetition of 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:].

Rhyming material: "Breakfast in the morning"

Subjecteleven."Watch»

The concept of time, what time it is.

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-.

Rhymed material: the song "ABC".

Topic 12. “Professions”

Parents' professions. 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 that can be 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 to the 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

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

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Annex 1

Game name: “What’s missing?” (What's gone?)

Purpose of the game: consolidation of the lexical meaning of words; development of attention and memory.

Game description:

Place no more than six pictures on the table, united by topic or individual. 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"

Purpose of the game: development of phonemic hearing.

Game description:

Turning to the side, pronounce the sound in a clear whisper; word. Children are like an echo, repeating the sound, the word is yours.

1. Game name: "Please, show me..."

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

Game description:

Place pictures of already known animals on the table. Invite children to show a picture of a cat when asked “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: consolidation of the speech pattern “I can” (“I can”)

Game description:

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

1. Game name: “Come up to me”

Purpose of the game: consolidation of 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!” the child, who has a small dog in his hand, should come to you. At the request of “Big dog, come up to me!” the child with the 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. Clearly say a word or phrase into the ear of the first team leader; say another word or phrase into the ear of the leader of the second team. The children repeat what you said into their ears down the chain, 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. Game name: "Rhymes with Ball"

Purpose of the game: to consolidate the names of adjectives denoting color.

Game description:

Introduce the children to a color rhyming game. When passing the ball to one of the children, say: “A red cock.” When 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. Game name: "Shopping"

Purpose of the game: development of dialogic speech skills.

Game description:

Introduce the children to the game of shopping. Say: “Let’s play shop!” Select a "seller" and place several 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: entering the adverb “too” (too)

Game description:

Call two children and ask 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 practiced.

1. Game name: "Teremok"

Purpose of the game: to consolidate the learned speech patterns.

Game description:

Arrange the chairs with their backs facing forward. Build a “teremok” out of them. Distribute the roles of a small green frog, a large red fox, a small gray bunny, a large black cat, and a small white dog.

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

1. Game name: "Wire"

Purpose of the game: to consolidate the question-answer block on any topic.

Description of the game: the teacher lines up teams in two lines (children stand behind each other’s heads) 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 latter also answer, turn and ask the next question, etc. This game is associated with transmitting a signal through a wire. Whose team “transmits the signal” faster gets a point. You can include a 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 must name the verb in English that describes this action. If they name it correctly, they get a point.

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Appendix 2

Poems artistically translated into Russian.

Appendix 3