exemplary programs in foreign languages
ENGLISH LANGUAGE
Explanatory note
1. Program status
The exemplary English language program is based on the federal component of the state standard for basic general education.
An exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by course topics and recommends the sequence of studying topics and language material, taking into account the logic of the educational process,
age characteristics of students, interdisciplinary and intradisciplinary connections. On the basis of an exemplary federal program, regional and author's programs are being developed, textbooks and teaching aids are being created.
The program implements the following main functions:
- information and methodological;
- organizational and planning;
- controlling.
The information and methodological function allows all participants of the educational and
educational process to get an idea about the goals, content, general strategy of education, upbringing and development of schoolchildren by means of a school subject, about the specifics of each stage of education.
The organizational and planning function provides for the allocation of the stages of engagement, the determination of the quantitative and qualitative characteristics of the educational material and the level of students' training in a foreign language at each stage.
The controlling function lies in the fact that the program, setting the requirements for the content of speech, communication skills, for the selection of language material and for the level of schoolchildren's learning at each stage of education, can serve as a basis for comparing the results obtained during the control.
A sample program can serve as a guide for thematic planning
course. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of choosing a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and
ways of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space without restricting the creative initiative of teachers, provides ample opportunities for the implementation of various approaches to the construction of the course, including taking into account the characteristics of the regions.
2. Document structure
The exemplary program includes three sections: an explanatory note; main content with an approximate distribution of teaching hours by topic of the course; requirements for the level of training of graduates.
3. General characteristics of the subject "Foreign language"
A foreign language (including English) is included in the general education area
"Philology". Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of schoolchildren, the improvement of their philological training. All this raises the status of the subject "foreign
language" as a general educational discipline.
The main purpose of a foreign language is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as a subject is characterized by
- intersubjectivity (the content of speech in a foreign language can be information from different fields of knowledge, for example, literature, art, history, geography, mathematics, etc.);
Full text of the material Exemplary program in English. see download file.
The page contains a snippet.
Explanatory note
1. Program status
The exemplary English language program is based on the federal component of the state standard for basic general education.
An exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by course topics and recommends the sequence of studying topics and language material, taking into account the logic of the educational process, the age characteristics of students, intersubject and intrasubject communications. On the basis of an exemplary federal program, regional and author's programs are being developed, textbooks and teaching aids are being created.
The program implements the following main functions:
information and methodological;
organizational planning;
controlling.
Information and methodological the function allows all participants in the educational process to get an idea of the goals, content, general strategy of education, upbringing and development of schoolchildren by means of a school subject, the specifics of each stage of education.
Organizational planning the function provides for the allocation of stages of training, the determination of the quantitative and qualitative characteristics of the educational material and the level of students' training in a foreign language at each stage.
Controlling function lies in the fact that the program, setting the requirements for the content of speech, communication skills, for the selection of language material and for the level of schoolchildren's learning at each stage of education, can serve as a basis for comparing the results obtained during the control.
An exemplary program can serve as a guide for the thematic planning of the course. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of choosing a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space without restricting the creative initiative of teachers, provides ample opportunities for the implementation of various approaches to the construction of the course, including taking into account the characteristics of the regions.
2. Document structure
The exemplary program includes three sections: an explanatory note; the main content with an approximate distribution of teaching hours by course topics; requirements for the level of training of graduates.
3. General characteristics of the subject "Foreign language"
A foreign language (including English) is included in the general educational area "Philology". Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of schoolchildren, the improvement of their philological training. All this raises the status of the subject "foreign language" as a general educational discipline.
The main purpose of a foreign language is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as a subject is characterized by
interdisciplinary (the content of speech in a foreign language can be information from different fields of knowledge, for example, literature, art, history, geography, mathematics, etc.);
multi-level (on the one hand, it is necessary to master various linguistic means related to aspects of the language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);
multifunctionality (it can act as a learning goal and as a means of acquiring information in various fields of knowledge).
Being an essential element of the culture of the people - a native speaker of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world among schoolchildren. Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of a constantly changing multicultural, multilingual world.
A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and contributes to the overall speech development of students. This shows the interaction of all language subjects that contribute to the formation of the foundations of the philological education of schoolchildren.
The exemplary program is aimed at the implementation of a student-centered, communicative-cognitive, sociocultural and activity-based approach to teaching a foreign language (including English).
As an integrative goal of learning, the formation of foreign language communicative competence is considered, that is, the ability and real readiness of schoolchildren to communicate in a foreign language and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren by means of a school subject.
The student-centered approach, which puts the personality of the student at the center of the educational process, taking into account his abilities, capabilities and inclinations, implies a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure the cultural orientation of education, introducing schoolchildren to the culture of the country / countries of the language being studied, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
|
Teaching a foreign language (English) in high school should ensure continuity with the preparation of students in the basic school. To the moment completion of basic school students reach pre-threshold (A2 in the European scale) the level of communicative proficiency in English when performing basic types of speech activity (speaking, writing, reading and listening), which gives them the opportunity to continue their language education at the senior level in full secondary school, using English as a tool for communication and learning. At 8-9 in the classroom, students have already gained some experience in foreign language projects, as well as other types of work of a creative nature, which allows at the senior level to carry out foreign language projects of an interdisciplinary orientation and stimulates them to intensive active use of foreign language Internet resources for sociocultural development of the modern world and social adaptation in it. At the senior level, the study of the 2nd foreign language continues or begins. language at the expense of the school component. The degree of formation of speech, educational and cognitive and general cultural skills of schoolchildren in grades 10-11 at the basic level of learning English creates real prerequisites for taking into account the specific needs of schoolchildren in its use in the study of other school subjects, as well as in self- educational purposes in their areas of knowledge and areas of human activities (including their professional orientations and intentions). Concerning the importance of interdisciplinary connections of the English language with other school items. By the end of high school education at the basic level, it is planned students reaching a level approaching the European Common Threshold level (B1) of preparation in English. |
Exemplary programs of basic general education
in foreign languages
ENGLISH LANGUAGE
Explanatory note
1. Program status
An exemplary program in English is compiled on the basis of the federal component of the state standard for basic general education.
An exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by course topics and recommends the sequence of studying topics and language material, taking into account the logic of the educational process, the age characteristics of students, intersubject and intrasubject communications. On the basis of an exemplary federal program, regional and author's programs are being developed, textbooks and teaching aids are being created.
The program implements the following main functions:
information and methodological;
organizational planning;
controlling.
Information and methodological the function allows all participants in the educational process to get an idea of the goals, content, general strategy of education, upbringing and development of schoolchildren by means of a school subject, the specifics of each stage of education.
Organizational planning the function provides for the allocation of stages of training, the determination of the quantitative and qualitative characteristics of the educational material and the level of training of students in a foreign language at each stage.
Controlling function lies in the fact that the program, setting the requirements for the content of speech, communication skills, for the selection of language material and for the level of schoolchildren's learning at each stage of education, can serve as a basis for comparing the results obtained during the control.
An exemplary program can serve as a guide for the thematic planning of the course. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of choosing a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space without restricting the creative initiative of teachers, provides ample opportunities for the implementation of various approaches to the construction of the course, including taking into account the characteristics of the regions.
2. Document structure
The exemplary program includes three sections: an explanatory note; main content with an approximate distribution of teaching hours by topic of the course; requirements for the level of training of graduates.
3. General characteristics of the subject "Foreign language"
A foreign language (including English) is included in the general educational area "Philology". Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of schoolchildren, the improvement of their philological training. All this raises the status of the subject "foreign language" as a general educational discipline.
The main purpose of a foreign language is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as a subject is characterized by
interdisciplinary (the content of speech in a foreign language can be information from different fields of knowledge, for example, literature, art, history, geography, mathematics, etc.);
multi-level (on the one hand, it is necessary to master various linguistic means related to aspects of the language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);
multifunctionality (it can act as a learning goal and as a means of acquiring information in various fields of knowledge).
Being an essential element of the culture of the people - a native speaker of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world among schoolchildren. Knowledge of a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of a constantly changing multicultural, multilingual world.
A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and contributes to the overall speech development of students. This shows the interaction of all language subjects that contribute to the formation of the foundations of the philological education of schoolchildren.
The exemplary program is aimed at the implementation of a student-centered, communicative-cognitive, socio-cultural activity approach to teaching foreign languages (including English).
As an integrative goal of learning, the formation of foreign language communicative competence is considered, that is, the ability and real readiness of schoolchildren to communicate in a foreign language and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren by means of a school subject.
The student-centered approach, which puts the personality of the student at the center of the educational process, taking into account his abilities, capabilities and inclinations, implies a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure the cultural orientation of education, introducing schoolchildren to the culture of the country / countries of the language being studied, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
The teaching of a foreign language (English) in the primary school must ensure continuity with the preparation of students in the primary school. This stage of learning a foreign language is characterized by the presence of significant changes in the development of schoolchildren, since by the time they started studying at the main school, their horizons and general understanding of the world had significantly expanded, elementary communication skills were formed in four types of speech activity, as well as general educational skills necessary for studying a foreign language as an academic subject, some knowledge about the rules of speech behavior in native and foreign languages has been accumulated. At this age, they have a desire for independence and self-affirmation, a selective cognitive interest is formed. In the basic school, the importance of the principles of individualization and differentiation of education is increasing, the use of project methodology and modern technologies for teaching a foreign language (including information ones) is becoming more important. All this makes it possible to expand the connections of the English language with other academic subjects, promotes foreign language communication of schoolchildren with students from other classes and schools, for example, in the course of project activities with peers from other countries, including via the Internet, and contributes to their social adaptation in the modern world. . It is possible to introduce a 2nd foreign language at the expense of the school component. In grades 8-9, the pre-profile orientation of schoolchildren by means of the English language becomes real. At this stage of language development, schoolchildren also show significant age and individual differences, which should be taken into account both in the selection of content and in the use of teaching methods. In connection with the dynamics of the age development of schoolchildren at the middle level, this program provides for the allocation of two stages: Teaching English in grades 5-7 Teaching English in grades 8-9. By the end of education in the basic school, students are expected to achieve the pan-European pre-threshold level of training in a foreign language (English) (level A-2). This level enables graduates of the basic school to use a foreign language to continue their education at the senior level in a complete secondary school, in special educational institutions and for further self-education. |
4. Goals of teaching English
The study of a foreign language in general and English in particular in the basic school is aimed at achieving the following goals: development foreign language communicative competence in the aggregate of its components - speech, language, sociocultural, compensatory, educational and cognitive: speech competence- development of communication skills in four main types of speech activity (speaking, listening, reading, writing); language competence- mastering new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for the main school; mastering knowledge about the linguistic phenomena of the target language, different ways of expressing thoughts in the native and target languages; 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 situations of communication that correspond to the experience, interests, psychological characteristics of primary school students at its different stages (V-VI and VII-IX grades); formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication; compensatory competence - development of skills to get out of the situation in the conditions of lack of language means when receiving and transmitting information; educational and cognitive competence– further development of general and special training skills; familiarization with the methods and techniques available to students for independent study of languages and cultures, including the use of new information technologies; development and education schoolchildren understanding 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; education of the qualities of a citizen, patriot; the development of national self-consciousness, the desire for mutual understanding between people of different communities, a tolerant attitude towards manifestations of a different culture. |
5. The place of the subject of a foreign language in the basic curriculum
The federal basic curriculum for educational institutions of the Russian Federation allocates 525 hours for the compulsory study of a subject at the stage of basic (general) education, including 315 hours in grades 5-7 at the rate of 3 study hours per week; in grades 8-9 310 hours at the rate of 3 study hours per week.
The exemplary program is designed for 525 teaching hours. At the same time, it provides for a reserve of free time in the amount of 10% of the total hours for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction of modern pedagogical technologies.
In cases where the school cannot provide teaching of a foreign (English) language from the 2nd grade, teaching can start from the 5th grade, while achieving the planned threshold level of learning is possible only if the number of hours in grades 5-7 is increased by at least 1 an hour a week to create equal opportunities for all students (and beginners in the study of a foreign language from the 2nd and 5th grade).
Compulsory study of a foreign (English) language at the primary, middle and senior stages, as well as the implementation of a student-centered approach to teaching and educating schoolchildren, places increased demands on the professional training of a teacher who is able to work at different levels of education, taking into account their specifics.
6. General educational skills, skills and methods of activity
The exemplary program provides for the formation of students' general educational skills, universal methods of activity and key competencies in the following areas: the use of educational skills related to the methods of organizing educational activities, available to students in grades 5-9 and contributing to independent study of the English language and culture of the countries of the language being studied; as well as the development of special learning skills, such as finding keywords when working with text, their semantization based on a linguistic guess, word-formation analysis, selective use of translation; ability to use bilingual dictionaries; participate in project activities of an interdisciplinary nature.
7. Learning outcomes
The results of teaching English in grades 5-9 are set out in the section "Requirements for the level of graduates' training", which fully complies with the standard. The requirements are aimed at the implementation of activity-based, person-oriented approaches; development by students of intellectual and practical activities; mastery of knowledge and skills that are in demand in everyday life, significant for the social adaptation of the individual, his familiarization with the values of world culture.
The “To be able” heading includes requirements based on more complex activities, including creative ones: to ask, explain, study, describe, compare, analyze and evaluate, conduct an independent search for the necessary information, navigate in a simple foreign language text, make short messages in English language.
The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.
MAIN CONTENT(525 hours) |
5-7 grades(315 hours) |
Subject content of speech |
|
|
|
|
Speech skills |
speaking |
Dialogic speech . In grades 5–7, the development of such speech skills as the ability to conduct a dialogue of an etiquette nature, dialogue-questioning, dialogue-motivation to action continues, while, compared with elementary school, the subject content of speech becomes more complicated, the number of remarks uttered by schoolchildren during the dialogue increases, the language of speech becomes more diverse. Leading training etiquette dialogues character includes such speech skills as: start, maintain and end a conversation; congratulate, express wishes and respond to them; To express gratitude; politely ask again, express agreement / refusal. The volume of dialogues is up to 3 replicas from each student. |
When learning to lead questioning dialogue Speech skills are being developed to request and report factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the responder. The volume of dialogues is up to 4 replicas from each student. |
When learning to lead prompting dialogueto action skills are being worked out : make a request and express readiness / refusal to fulfill it; give advice and accept/not accept it; invite to action / interaction and agree / disagree, take part in it. The volume of dialogues is up to 2 replicas from each student. When learning to lead dialogue-exchange of views skills are developed: express your point of view; express agreement / disagreement with the point of view of the partner; express doubt; express feelings, emotions (joy, chagrin). The volume of educational dialogues is up to 2 replicas from each student. |
monologue speech. The development of monologue speech in grades 5-7 provides for the mastery of the following skills: speak briefly about facts and events using such communicative types of speech as description, narration and message, as well as emotional and value judgments; convey the content, the main idea of what was read based on the text; make a message in connection with the read/listened text. The volume of a monologue statement is up to 8-10 phrases. |
listening | |
Possession of the ability to perceive a foreign text by ear involves understanding simple texts with different depths of penetration into their content (with understanding of the main content, with selective understanding and full understanding of the text) depending on the communicative task and the functional type of the text. |
|
This provides for the development of skills: highlight the main idea in the text perceived by ear; choose the main facts, omitting the secondary ones; selectively understand the necessary information in messages of a pragmatic nature based on a linguistic guess, context. |
|
Reading | ||
Schoolchildren learn to read and understand texts with different depths of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a complete understanding of the content (learning reading); with selective understanding of the necessary or interesting information (browsing/search reading). |
||
Reading with understanding of the main content of the text is carried out on simple authentic materials with a focus on subject content, allocated in grades 5-7, including facts that reflect the features of everyday life, life, and culture of the countries of the language being studied. The volume of texts for reading is 400-500 words. Reading skills to be formed: determine the topic, the content of the text by title; highlight the main idea; choose the main facts from the text, omitting the secondary ones; establish a logical sequence of the main facts of the text. |
||
Reading with full understanding of the text is carried out on simple authentic texts focused on the subject content of speech in grades 5-7. Skills are formed and practiced: fully and accurately understand the content of the text on the basis of its information processing (language guesswork, word-formation analysis, use of a bilingual dictionary); Express your opinion on what you have read. The volume of texts for reading is up to 250 words. | ||
Reading with a selective understanding of the necessary or interesting information involves the ability to scan a text or several short texts and select information that is necessary or of interest to students. | ||
Sociocultural knowledge and skills |
Students get acquainted with individual socio-cultural elements of speech behavioral etiquette in the English-speaking environment in the conditions of playing communication situations “In the family”, “At school”, “Leisure activities”. The use of English as a means of socio-cultural development of schoolchildren at this stage includes acquaintance with: |
surnames and names of prominent people in the countries of the language being studied; original or adapted materials of children's poetry and prose; foreign fairy tales and legends, stories; with state symbols (flag and its color symbols, anthem, capitals of the country / countries of the language being studied); with the traditions of the holidays of Christmas, New Year, Easter, etc. in the countries of the language being studied; words of the English language that have entered many languages of the world (including Russian) and Russian words that have entered the lexicon of the English language. |
Skills are expected to: write your name and surname, as well as the names and surnames of your relatives and friends in English; correct address in English; describe the most famous cultural sights of Moscow and St. Petersburg, cities / villages / villages in which schoolchildren live. |
LANGUAGE KNOWLEDGE AND SKILLS |
5-7 GRADES
Graphics and spelling
Knowledge of the rules for reading and writing new words selected for this stage of learning and the skills to apply them within the framework of the studied lexical and grammatical material.
Sample program... ApproximateprogramMaingeneraleducationBy Approximateprogramon...features of native and foreignlanguages English Education. D. Locke...
Explanatory note (1)
Sample program... ApproximateprogramMaingeneraleducationBy history Explanatory note Document status Approximateprogramon...features of native and foreignlanguages. Students' knowledge of the historical ... sciences. I. Newton. English Education. D. Locke...
Explanatory note (2)
Sample program... ApproximateprogramMaingeneraleducationBy history Explanatory note Document status Approximateprogramon...features of native and foreignlanguages. Students' knowledge of the historical ... sciences. I. Newton. English Education. D. Locke...
