Sections: Foreign languages

The choice of German to study at school as a second foreign language (hereinafter FL 2) is not accidental and is explained by the intensification of cooperation between Russia and Germany in commercial and professional life, increased personal mobility, increased contacts with German culture, and the opportunity to exchange students and teachers. German is typically a second foreign language. As practice shows, three out of four who study German as a FL 2 studied English as their first foreign language and can use the experience, knowledge, skills and abilities that can be transferred to a second foreign language and greatly facilitate its study.

When teaching German as a FL 2 after English, it is necessary to rely on the general principles that apply when teaching any foreign language. Despite the fact that these principles have much in common, they still have some modification in relation to FL 2, taking into account the specificity of the learning conditions, for example, the presence of three languages ​​​​contact in the learning process (mother tongue, FL 1 and FL 2), extensive experience in learning a non-native language, etc.

The most essential principles are the following:

1. As with teaching any foreign language, communicative goals predetermine the general methodological approach to learning. But since students already have experience in studying FL 1, mastering FL 2 is carried out by them more consciously, they can compare both certain linguistic phenomena of FL 1 and FL 2, and the organization of the learning process. Students studying FL 1 and FL 2 have more developed reflection (a look at themselves from the outside, the desire to give themselves an account). That is why the general methodological principle in teaching FL 2 can be defined as communicative-cognitive, where the cognitive aspect is subordinate to the communicative one, and it manifests itself where it is necessary to find any analogies that facilitate learning, or, conversely, to identify differences in order to avoid interference.

2. The entire educational process should be focused on the personality of the student, on his development, independence, on taking into account his capabilities, needs, interests.

In teaching FL 2, there are even more prerequisites for this than in teaching FL 1, due to the presence of experience in learning a foreign language, a later start of training (from the seventh grade of a school with in-depth study of English) and, thus, a more conscious approach to language learning . Thus, it is possible to take into account the individual characteristics of the student and differentiate learning, taking into account the level of learning of a foreign language 1. For some students, it is necessary to create conditions for faster progress, while others need to be given the opportunity for repetition and training.

3. The entire educational process should have a socio-cultural orientation, but there is a specificity here too: the early use of authentic materials (authentic texts are given from the first lesson and reliance on the mutual influence of three national cultures).

4. The work on mastering specific language means should turn into speech actions aimed at solving certain communicative tasks, which are indicated in the tables placed at the beginning of each chapter of the textbook and provide speech interaction (interactivity) of schoolchildren.

One of the means of enhancing verbal interaction and creating real or imaginary conditions for this is the use of project methodology and role-playing games. Education is active in nature.

5. All four main types of speech activity: listening, speaking, reading, writing - must be developed in conjunction with each other. Specific for teaching FL 2 is that reading is taught from the very beginning on authentic texts and has a large share, because. schoolchildren know the Latin script, master the rules of reading faster, although there is a danger of interference with the German language. They know how to work with a foreign language text, they rely more on linguistic conjecture.

6. A comparative (contrastive) approach in teaching FL 2 is also very important. Schoolchildren have the opportunity to identify differences between languages ​​and look for similarities in them. When studying FL 2, reliance on the native language and FL 1, especially on English, is of great help, since German and English belong to the same group of languages ​​- Germanic and have much in common.

7. The principles of economy and intensification of teaching FL 2 are very important. The process of mastering FL 2 can be significantly intensified if students have a high level of English proficiency.

What helps to save time and intensify the learning process:

1) knowledge of the Latin script reduces the period of alphabetization and reduces it to explaining and mastering the differences in sound-letter correspondences in German and English, the graphic and sound image of the word;
2) the presence of a significant potential vocabulary. Words of the English language that are similar to German, direct borrowings from English, internationalisms facilitate the process of learning to read and contribute to a faster mastery of German vocabulary;
3) rapid progress in the field of reading contributes to a more rapid development of socio-cultural competence;
4) when mastering all language tools, including grammatical ones, the orientation phase when teaching FL 2 can be shortened and can be carried out independently, for example, using tasks like "Derive a rule".

The intensification of the very initial stage of training and the entire educational process as a whole is an important prerequisite for its success and effectiveness.

8. It is necessary to systematically monitor the successful progress in teaching FL 2, to develop reflection in schoolchildren, the ability for self-control and self-esteem.

German as a FL 2 has been taught in our school since 1990. Students have the opportunity to choose which foreign language (French or German) they will study as a FL 2 . Education of FL 2 starts from the 7th grade and lasts 5 years. As practice has shown, such terms of teaching the German language as FL 2 are the most effective and efficient. Already at the beginning of learning FL 2, students are convinced that German and English have a lot in common:

1) Latin script;
2) in the field of vocabulary and word usage;
3) in the structure of a simple sentence (the presence of a linking verb);

modal verbs;

müssen - must, to have to
können - can, to be able to
dürfen - may, to be allowed to
wollen - to want / wish to, be intended to
sollen - to be supposed to
mögen - to like to

the use of articles;

the Clown = der Clown ( m)
a clown = ein Clown
the car = das Auto ( n)
a car = ein Auto
the garage = die Garage( f)
a garage = eine Garage

To organize knowledge, you can make the following table:

the use of relative pronouns in complex sentences with attributive clauses;

Einige Relativpronomen	CCC	Some relative pronouns
Singular, Personen		Persons (Singular)
die Frau, die…		the woman,
der Mann, der…		the man who…
das kind, das…		the child,
Plural, Personen		Persons (Plural)
Die Leute, die…		the people who…
Singular, Sachen		Things (Singular)
die Kiste, die…		box,
der Ball, der…		the ball, that/which…
das auto, das…		the car,
Plural, Sachen		Things (Plural)
die Spielsachen, die…		the toys, that/which…

imperative mood;

I	CCC	II
Hore
Listen to		the conversation!
Denk an		Deine Frau!
Think of		your wife!
Helft		Euren Freunden!
Help		your friends!

Future tense;

All this can serve as a support in mastering the German language as a FL 2, especially at the initial stage of learning.

A large number of visually recognizable words provide effective help: internationalisms, borrowings, for example: die Donau, der Norden, der Süden, der Osten, der Westen, der Chef, die Ziffer, der Laborant, der Elektriker, der Soziologe, der Reporter etc. Sociocultural information can also serve as a subject for comparison.

We use UMK I.L. Bim and L.V. Sadomova “Brucken” (German after English), as it involves teaching German from the 7th grade; At the same time, teaching German as a FL 2 is based on English, which is very important in the conditions of our school. WMC meets the task; it is designed for middle-aged students, colorful, interesting, authentic, well thought out, supplemented with audio cassettes, which greatly simplifies the acquisition of German pronunciation. UMK itself is named very interestingly and with deep meaning. Already the beginning of the textbook gives students the opportunity to comprehend the name of the teaching materials. “Brucken! Was ist gemint? Bridges! What does it mean?” The answer to this question reveals the meaning of foreign languages:

Fremdsprachen sind Brucken
zur Verstandigung,
zur Communication!
Brucken von Kontinent zu Kontinent, von Land zu Land,
von Volk zu Volk,
von Mensch zu Mensch,
zwischen culturen!

The grammatical and lexical exercises developed in it in an unobtrusive game form help to better assimilate new material, making the study of FL 2 an interesting and exciting experience. The main advantage of the textbook is that teaching FL 2 is based on knowledge of FL 1, using them as a language base. [I] This support not only facilitates the assimilation of new language material, but also stimulates the interest of children, gives confidence, showing them that learning a new foreign language is not such a difficult thing: if you know one, you just need to boldly rely on your knowledge.

It is necessary to encourage the student in every possible way to seek support in his own knowledge and experience, also using the tips given in the textbook and the recommendations of the authors, such as:

"Learning German will go faster and easier if:

1. rely on similarities with FL 1 - English, as well as find support in the native language;
2. use a linguistic guess (about the meaning of a word, grammatical form), based on the context, on the familiar parts of the word;
3. notice differences in linguistic phenomena and ways of expressing thoughts;
4. transfer the ability to work into a new language (find the meaning of a word in a dictionary, use a paraphrase, perform various exercises, etc.);

The textbook is designed in such a way as to force students to analyze, compare and find common ground in these two languages. Characteristically, students find words of a common root in English and German that are not even listed in the textbook. So, for example, when studying the topic “Das Aussehen”, I suggested that the children, using a drawing of a girl with the inscriptions “das Haar, das Auge, die Nase”, etc., choose those words that have common roots in the two languages. After analysis, it turned out that only two words (das Bein and das Gesicht) do not have common roots in English and German.

A very interesting type of work is also the projects proposed in the textbook. For example, making collages about Germany and Russia increases students' interest in the country of the language being studied and allows them to learn more about it. The project “ZiS” - Zeitung in der Schule, the photo series “Der Gewalt - keine Chanse”, the project “Wandmalerei” - provide an opportunity to expand knowledge about Germany, about the life of young people in Germany, its problems.

In the chapter "Deutschkurs" there is a table that lists the types of activities performed by students, students must answer what they like to do when studying FL 2. This type of work makes a meaningful approach to the study of a foreign language.

The peculiarity of the textbook is its plot construction and the inclusion of country-specific material in comparison with cultural information. Knowledge of the culture, traditions, customs of the country of the language being studied increases interest in it and helps to reveal its national characteristics. For example, from the text “Ein Hans in der Keplerstraße”, students learn that many young people in Germany live separately from their parents, renting a room (just like in England and the USA). This fact caused a debate among children about whether this is good or bad. The authors of the textbook use statistical data to develop interest in the country of the language being studied. For example, . Authentic texts from the mass media, from the youth press also contribute to the development of interest.

But it is also important to know that the study of each new foreign language is also a lot of difficulties, for example, when teaching German on the basis of English, students experience difficulties:

1. when pronouncing;
2. in the rules of reading;
3. in intonation;
4. some words in English and German look and sound similar, but have different meanings, are the so-called "false friends of the translator";
5. in word order;
6. in the declension of articles;
7. in verb conjugation;
8. in complex grammatical constructions, etc.

It is known that the grammar of the German language is much more complicated than the grammar of other Germanic languages, so complex grammatical topics should be explained ahead of time. One student will need five hours to comprehend the topic, and another ten. For example, at the initial stage, the study of the topic “Plural of nouns” is not planned, but the teacher needs to familiarize students as early as possible with all five ways of forming the plural of nouns. Will help explain Table 1 “Methods of plural formation of nouns”(Appendix 1).

The table is quite simple and during the first year of study will be “overgrown” with examples. It is not for nothing that one of the methodological paradoxes says: “Learning a foreign language is more like marking time than moving forward.” And now, when this grammatical topic needs to be generalized and systematized, there will no longer be problems with it, because. the students have “trampled on the spot” enough, and now forward movement is guaranteed.

According to statistics, only 15% of success in language learning depends on the teacher, 50% - on the abilities and efforts of the students. The remaining 35% depend on motivation, which is based on interest. It is in the power of the teacher not to allow interest in a new language to dissolve in a complex system of grammatical paradigms. To do this, it is necessary to carefully select a system of exercises that would contribute to the comprehension of the grammar of the German language, the development of all types of memory and a sense of humor. At the initial stage of learning the German language, students are faced with the problem of the gender of nouns. Even Mark Twain in his article “On the Terrifying Difficulties of the German Language” wrote: “Each noun in the German language has its own gender, but do not look for either logic or system here; and therefore the gender of each noun separately must be learned by heart. There is no other way.” It is impossible to agree with this statement, because. there are a number of rules by which many nouns are distributed by gender. Along with the biological series (der Vater - die Mutter), there is also the so-called grammatical-semantic series. Table 2 gives the gender system for nouns(Appendix 2).

One of the difficulties that should be overcome by preemptive teaching: the basic forms of strong verbs. Since this phenomenon also exists in the first foreign language - English, it does not cause any particular problems, but it requires considerable effort. The poem "Die poetischen Verben" helps to overcome this difficulty.

An adjective can be immediately given with its antonyms (gut - schlecht, groß - klein). But with colors (if it's not white - black) you can't work like that. For this purpose, it is better to use a coloring book with an indication of colors. It is important that students comment on their actions. (Appendix 3).

The declension of adjectives gave the American classic Mark Twain a lot of trouble: he tried to decline “my good friend” (“mein guter Freund”) and came to the conclusion: “In Germany, it’s better to have no friends at all than to mess around with them so much.”

The declension of adjectives, as well as the formation of the plural of nouns, the conjugation of strong verbs with a change in the root vowel in the second and third person singular, the conjugation of reflexive, modal verbs - all grammatical topics must be given ahead of time, because. without knowledge of these topics, it is impossible to read the simplest authentic texts, and without fascinating reading, it is impossible to maintain interest in the subject being studied.

Based on the foregoing, when studying FL 2, it is necessary to take into account:

1. The degree of influence (both positive and negative) from the IA 1 . This degree is determined by the level of students' mastery of it.
2. With an appropriate level of skill formation in FL 1, the probability of transferring them from this language increases, and the influence of the native language weakens.
3. The influence of the native language and FL 1 appears differently at different language levels and in different types of speech activity.
4. When studying grammar and pronunciation, both positive and negative transfer from the side of FL 1 is more often manifested, although the influence of the native language is also significant. The interaction of languages ​​in this case depends not only on the degree of formation of skills and abilities in FL 1 , but also on the complexity of the compared phenomena.
5. In order to enhance the positive impact of FL 2 and prevent interference from the native language at the grammatical and lexical levels, it is necessary to direct students' attention to finding similarities and differences in those languages.
6. When working on phonetics, to overcome the interference from FL 1, differentiated exercises are necessary, accompanied by an explanation of the differences in the articulation of the compared sounds.

LITERATURE

1. Bim I.L. The concept of teaching a second foreign language (German based on English). - Tver, Title, 2001.
2. Bim I.L. The concept of teaching a second foreign language (German based on English). - M., 1997.
3. Bim I.L., Sadomova L.V. Bridges (Brucken I., Brucken II. Deutsch nach Englisch). Textbook of German as a second foreign language based on English. - M .: March, 1997.
4. Bim I.L. German. Basic course. Concept, program. - M .: New school, 1995.
5. Bim I.L. Theory and practice of teaching German in secondary school. - M .: Education, 1988.
6. Britta Hufeisen. Englisch im Unterricht Deutsch als Fremdsprache. - Munchen, Klett Edition Deutsch, 1994.
7. Roland Schapers, Renate Luscher, Manfred Gluck, Grund Kurs Deutsch.- Munchen: Verlag fur Deutsch, 1980.

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

SECONDARY SCHOOL № 61 NAMED AFTER M.I.NEDELIN

LIPETSK

WORKING PROGRAMM

subject

Grade 5: 1st year of study (FSES)

(UMK "Horizons" M.M. Averin, F. Jean, L. Rorman, M. Zbrankova)

(2017-2018)

Considered at the meeting

pedagogical council

Protocol No. _____

dated ______________ 2017

The working program of the training course "Second foreign language (German)" was developed for 5 classes (1st year of study) of the main general education school with the provision of paid services. The program is compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education (FGOS LLC), based on an exemplary program for basic general education in a second foreign language.

The study of the course is focused on the use of textbooks of the TMC "Horizons" by M.M. Averin, F. Gina, L. Rohrman, M. Zbrankova.

The study of a foreign language in general and German in particular in the basic school is aimed at achieving the following goals:

1) development of a 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 of the 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; formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication;

- compensatory competence- the development of skills to get out of the situation in the conditions of a 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;

2) development and upbringing in schoolchildren of 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;

3) promotion of a conscious choice of future professional activity in the field of philology;

4) assistance in expanding one's horizons and developing tolerance;

5) promoting the development of linguistic competencies, the conscious use of language knowledge, skills and abilities.

Level of study - basic.

Planned development resultscourse"Second foreign language (German)"

Subject:

Development of communication skills in four main types of speech activity (speaking, listening, reading, writing);

Mastering new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for the basic school; mastering knowledge about the linguistic phenomena of the target language, different ways of expressing thoughts in the native and target languages;

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; formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication;

Development and upbringing in schoolchildren of 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.

As a result of studying the course of German as a second foreign language in the 5th grade:

student will learn:

Section "Communication Skills"

speaking. Dialogic speech

conduct a dialogue (dialogue of an etiquette character, dialogue - questioning) in standard situations of informal communication within the framework of the mastered topic, observing the norms of speech etiquette adopted in the country of the language being studied.

student

conduct a dialogue-exchange of opinions;

take and give interviews.

speaking. monologue speech

student will learn:

build a coherent monologue statement based on visual clarity and / or verbal supports (key words, plan, questions) within the framework of the mastered topic;

describe events based on visual clarity and / or verbal support (key words, plan, questions);

give a brief description of real people and literary characters;

convey the main content of the read text based on the text, key words / plan / questions;

describe the picture / photo based on keywords / plan / questions.

student will have the opportunity to learn:

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

speak briefly with preliminary preparation on a given topic in accordance with the proposed communication situation;

speak briefly based on non-linear text (tables, charts, schedules, etc.)

summarize the results of the project work performed.

listening

student will learn:

perceive by ear and understand the main content of simple authentic texts containing a number of unexplored linguistic phenomena;

perceive by ear and understand the necessary / interesting / requested information in authentic texts containing both studied linguistic phenomena and a certain number of unexplored linguistic phenomena.

student will have the opportunity to learn:

highlight the main theme in the text perceived by the ear;

use contextual or linguistic guessing when listening to texts containing unfamiliar words.

Reading

student will learn:

student will have the opportunity to learn:

establish a causal relationship of facts and events set forth in a simple authentic text;

recover text from scattered paragraphs or by adding released snippets.

Written speech

student will learn:

fill out questionnaires and forms, providing basic information about yourself (name, surname, gender, age, citizenship, nationality, address, etc.);

write short congratulations on your birthday and other holidays, using the formulas of speech etiquette adopted in the country of the language being studied, express wishes.

write a personal letter in response to a stimulus letter using speech etiquette formulas adopted in the country of the language being studied: provide brief information about yourself and request similar information about a pen friend; express gratitude, apology, request;

write short written statements based on the sample / plan.

student will have the opportunity to learn:

make brief extracts from the text in order to use them in their own oral statements;

write an e-mail (e-mail) to a foreign friend in response to an e-mail incentive

draw up a plan / theses of an oral or written communication;

write a short written statement based on non-linear text (tables, diagrams, etc.).

Section "Language skills and means of operating them"

Spelling and punctuation

student will learn:

write the learned words correctly;

correctly punctuate at the end of a sentence: a period at the end of a declarative sentence, a question mark at the end of an interrogative sentence, an exclamation point at the end of an exclamatory sentence;

place punctuation marks in a personal letter, dictated by its format, in accordance with the norms adopted in the country of the language being studied.

student will have the opportunity to learn:

compare and analyze letter combinations of the English language and their transcription.

Phonetic side of speech

student will learn:

observe the correct stress in the studied words;

distinguish communicative types of sentences by their intonation.

student will have the opportunity to learn:

express modal meanings, feelings and emotions with the help of intonation.

The lexical side of speech

student will learn:

to recognize the studied lexical units (words, phrases, clichés of speech etiquette) in the written and sounding text, including polysemantic ones within the subject of the main school;

use in oral and written speech in their mostly studied lexical units (words, phrases, replicas-clichés of speech etiquette), including polysemantic ones, within the subject of the main school in accordance with the communicative task being solved;

recognize and form related words using word composition and conversion within the subject of the main school in accordance with the communicative task being solved;

recognize and form related words using affixation within the subject of the main school in accordance with the communicative task being solved:

verbs with separable and inseparable prefixes and other words in the function of prefixes like: fern sehen;

nouns with suffixes -ung (die Ordnung), -heit (die Freiheit), -keit (die Sauberkeit), -schaft (die Freundschaft), -or (der Proffessor), -um (das Datum), -ik ( die Music);

nouns and adjectives with un- prefix (das Unglück, unglücklich);

adjectives with affixes -ig (richtig), -lich (fröhlich), -isch (typisch), -los (fehlerlos);

numerals with suffixes -zig, -βig.

student will have the opportunity to learn:

to recognize and use in speech in several meanings polysemantic words studied within the scope of the main school;

use language guesswork in the process of reading and listening (guess the meaning of unfamiliar words by context, by similarity with Russian / native language, by word-formation elements.

The grammatical side of speech

student will learn:

recognize and use various communicative types of sentences in speech: narrative (in the affirmative and negative form), interrogative (general, special, alternative and disjunctive questions), incentive (in the affirmative and negative form) and exclamatory;

recognize and use non-common and common sentences in speech;

recognize and use impersonal sentences in speech;

recognize and use in speech nouns in the singular and in the plural, formed according to the rule, and exceptions;

recognize and use nouns with a definite / indefinite / zero article in speech;

recognize and use pronouns in speech: personal, possessive;

recognize and use adjectives in a positive degree in speech;

recognize and use in speech adverbs of time and mode of action and words expressing quantity Viele, einige, wenige;

recognize and use quantitative and ordinal numbers in speech;

recognize and use in speech weak and strong verbs with separable and inseparable prefixes in Präsens;

recognize and use modal verbs in speech Präsens;

recognize and use prepositions .

student will have the opportunity to learn:

to recognize in speech the phrases “Adjective + noun” of different types of declension (ein kleines Kind, das kleine Kind, kleines Kind).

Sociocultural knowledge and skills

student will learn:

use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the language being studied;

represent their native country and culture in German;

understand socio-cultural realities when reading and listening within the studied material.

student will have the opportunity to learn:

use sociocultural realities when creating oral and written statements;

find similarities and differences in the traditions of the native country and the country / countries of the language being studied.

Compensatory skills

student will learn:

get out of the situation with a shortage of language means: use a repeat question when speaking.

student will have the opportunity to learn:

use paraphrase, synonymic and antonymic means when speaking;

use linguistic and contextual guessing in listening and reading.

Mastering the subject "Foreign Language (Second)" in primary school involves the use of a communicative approach in teaching a foreign language.

The subject "Foreign language (second)" provides the formation and development of foreign language communication skills and language skills that students need to continue their education at school or in the system of secondary vocational education.

Mastering the subject "Foreign Language (Second)" is aimed at achieving by students a pre-threshold level of foreign language communicative competence, which allows them to communicate in a foreign language in oral and written forms within the scope and language material of the main school, both with native speakers of a foreign language and with representatives of other countries who use a foreign language as a means of interpersonal and intercultural communication.

The study of the subject "Foreign language (second)" in terms of the formation of skills and the development of skills to generalize and systematize the existing language and speech experience is based on interdisciplinary connections with the subjects "Russian language", "Literature", "History", "Geography", "Physics" , "Music", "Fine Arts", etc.

Subject content of speech

My family. Family relationships. Conflict situations and ways to solve them.

My friends. Best friend / girlfriend. Appearance and character traits. Interpersonal relationships with friends and at school.

Free time. Leisure and hobbies (music, reading; visiting the theater, cinema, museum, exhibition). Types of recreation. Shopping. Pocket money. Youth fashion.

Healthy lifestyle. The mode of work and rest, sports, healthy eating, the rejection of bad habits.

Sport. Kinds of sports. Sport games. Sport competitions.

School. School life. School rules. Studied subjects and attitudes towards them. Extracurricular activities. Mugs. School uniform . Holidays. Correspondence with foreign peers.

Choice of profession. The world of professions. The problem of choosing a profession. The role of a foreign language in future plans.

Trips. Traveling around Russia and the countries of the studied language. Transport.

The world

Nature: plants and animals. Weather. Ecological problems. Environment protection. Life in the city / in the countryside

Mass media

The role of the media in the life of society. Mass media: press, television, radio, Internet.

Countries of the language being studied and home country

Countries, capitals, major cities. State symbols. Geographical position. Climate. Population. Attractions. Cultural features: national holidays, memorable dates, historical events, traditions and customs. Outstanding people and their contribution to science and world culture.

1st year of study

1. Acquaintance/Kennenlernen (12 hours)

student will learn: greet people; introduce themselves and say where they live; fill in the questionnaire; spell the name; say that they love, name the place of residence.

Grammar: personal pronouns: ich, du, Sie; Verbs: heißen, wohnen, mögen, sein; questions with a question word (wie, was, wo, woher) and answers to them; word order; intonation of a simple sentence.

They conduct an etiquette dialogue in a situation of everyday communication (they greet, say goodbye, find out how things are, get to know each other, ask about age); reproduce graphically and calligraphically correctly all letters of the German alphabet and basic letter combinations; distinguish by ear and adequately pronounce all the sounds of the German language; observe the correct stress in words and phrases, intonation in general; use verbs heißen, wohnen, mögen, sein in affirmative and interrogative sentences in the first, second person and polite form; fill out a questionnaire; read and write according to the model of the message in the chat; get acquainted with the sights and greeting formulas of the German-speaking countries.

2. My class / Meine Klasse (9 hours)

student will learn: name numbers from 0 to 1000; dictate telephone numbers; talk about people and things; say what they like and what they don't.

personal pronouns: er/sie, wir, ihr; G lags: kommen, heissen, mögen, sein; about limited and indefinite articles: der, das, die, ein, eine; possessive pronouns: mein, dein; prepositions: in, auf; numbers; school supplies; names of some school subjects ; stress in a sentence; intonation ; interrogative sentence; vocabulary stress.

Reading, speaking, listening, writing: conduct a dialogue-questioning (about which school subjects you like, which you don’t); talk about their friend / their girlfriend; operate with active vocabulary in the process of communication; reproduce by heart the texts of rhymes; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings, built on the studied language material: short dialogues, rhymes, songs; respond verbally or non-verbally to what they hear; understand by ear and pronounce numbers and groups of numbers; call telephone numbers; pronounce names and surnames by letters; expressively read aloud small texts built on the studied language material; write a short story about themselves, their friend / their girlfriend based on a sample; observe the correct stress in words and phrases, intonation in general; use the conjugation of known verbs in affirmative and interrogative sentences, definite and indefinite articles in units. number, possessive pronouns mein, dein, numerals (quantitative from 1 to 1000).

3. Animals/Tiere (11h)

student will learn: talk about animals conduct class interviews; understand the text about animals; describe animals; name colors, name animals.

Grammar, vocabulary, phonetics: conjugation of verbs haben, sein; questions without a question word; accusative; plural nouns; names of animals, flowers, continents and parts of the world; vocabulary stress, short and long vowels.

Reading, speaking, listening, writing: conduct a dialogue-questioning (about animals); tell (about their animals); operate with active vocabulary in the process of communication; understand by ear the speech of the teacher, classmates and small accessible texts in the audio recording; expressively read aloud small texts built on the studied language material; write a short story about themselves, their toys, what they can do, based on a sample; observe the correct stress in words and sentences, intonation in general; conduct interviews about favorite animals and reports based on the collected material; use the accusative case and the plural of nouns, questions without an interrogative word.

Little break / Kleine Pause (1 hour). Repetition.

 Make educational posters.

 Compose dialogues, operate with active vocabulary in the process of communication.

 Read and reproduce the poem.

 Play grammar games.

4. My day at school / Mein Schultag (9 hours)

student will learn: name the days of the week and time of day; describe your daily routine; understand and compose texts about the school.

Grammar, vocabulary, phonetics: indication of time; word order in sentences with time indication; prepositions: um, von ... bis, am; names of hours, time of day, days of the week, school subjects; short and long vowel.

Reading, speaking, listening, writing: talk about themselves, including information about school lessons, with the time; operate with active vocabulary in the process of communication; write an email about themselves according to the model; read, understand and draw up their own lesson schedule indicating the days of the week and time; understand by ear the speech of the teacher, classmates and small accessible texts in the audio recording, built on the studied language material, find the requested information; respond verbally or non-verbally to what they hear; observe the correct stress in words and sentences, intonation in general; listen and expressively read the poem; consume sentences with the indication of time, observing the correct word order and temporary prepositions; talk about the daily routine; get acquainted with regional information about the school in German-speaking countries.

5. Hobby/Hobbys (8 hours)

student will learn: talk about hobbies; make an appointment; say what they know and what they don't; ask permission; read and describe statistics.

Grammar, vocabulary, phonetics: verbs with inflected root vowel: fahren, lesen, sehen; m odal verb können; separable verbs, frame construction ; to short and long vowel.

Reading, speaking, listening, writing: conduct dialogues about their hobbies, about what they can and cannot do; talk about their hobbies, operate with active vocabulary in the process of communication; arrange a meeting; ask permission using modal verbs; understand by ear the speech of the teacher, the statements of classmates; read sentences with the correct phrasal and logical stress; observe the correct stress in words and sentences, intonation in general; read and describe statistical information; use verbs with separable prefixes, observing the frame construction.

6. Myfamily/meine family (7h)

student will learn: describe the picture talk about family understand the text about the family; talk about professions.

Grammar, vocabulary, phonetics: possessive pronouns sein, ihr, unser; masculine and feminine professions, words denoting kinship; pronunciation of endings -er, -e.

Reading, speaking, listening, writing: talk about their family, including the names of professions; describe pictures; conduct dialogues about the family, make up mini-dialogues according to the model; read and understand small texts built on the studied language material; use possessive pronouns; read sentences with the correct phrasal and logical stress; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings, built on the studied language material; read and describe statistical information; get acquainted with regional information about families in Germany.

7. How much does it cost?/Was kostet das? (12 h)

student will learn: name the price; say what they would like to buy; talk about what they like and what they don't; find information in the text.

Grammar, vocabulary, phonetics: with verb conjugation essen, treffen, mochten, word order in a sentence: frame construction; phrases, diphthongs ei, au, e.

Reading, speaking, listening, writing: conduct dialogues based on the studied language material (name the price, ask how much it costs, say what they like, what they don’t, what they would like to buy, talk about pocket money); get acquainted with the German tradition of making a list of birthday gifts and write similar lists; discussing birthday gifts for friends, taking into account their cost and the wishes of friends; read texts and find the requested information; read texts with full understanding using a dictionary.

Big break/Große Pause (1 hour) Repetition.

Grammar aspect in teaching:

Students master grammatical material in unity with phonetics and vocabulary. The active grammatical minimum consists of the following grammatical phenomena: personal pronouns and possessive pronouns; verb haben in Prasen s, verb sein in Prasens, weak verbs wohnen, basteln, sammeln and others in Prasens, verbs with separable prefixes in Prasens, modal verb konnen in Prasens, verb machen in Prasens; nouns with a definite article, with an indefinite article, with a zero article (use of occupational names), with a negative article, plural nouns, nouns in the accusative case (Akkusative); Cardinal numbers; prepositions um, von ... bis, am. Word formation: nouns for masculine and feminine professions. Syntax: word order in a declarative sentence, word order in an interrogative sentence (interrogative words), negation forms in a sentence, affirmative forms in a sentence. Fundamental in the organization of work with structures is their functional application. Work on grammar fits into the context of the communicative activity of students and is subject to the solution of speech problems.

Thematic course planning"Second foreign language (German)"

Grade 5 (1st year of study)

Number of hours: 35 hours total, 1 hour per week

Textbook: "Horizons" M.M. Averin, F. Gina, L. Rohrman, M. Zbrankova.

№ p/p	Topic (subject content of speech)	Tutorial section	Number of hours
	Countries of the language being studied	Acquaintance
		My class
	The world	Animals
		My day at school
	Free time
	My family	My family
	Free time	How much is it?
		Total

Calendar-thematic planningcourse"Second foreign language (German)"Grade 5 (1st year of study)

№ lesson			Lesson topic		the date
per year	on topic	plan.			fact.
		1. Acquaintance (6 h)
		What is your name?
		What do you like to do?
		We greet each other.
		Conjugation of verbs.
		2. My class(4 h)
		New.
		My friends
		School subjects and accessories.
		3. Animals(5 h)
		Animals.
		Favorite animal.
		Plural.
		Animals of Germany.
		Animals of Russia
		4. My day at school (5 hours)
		Times of Day
		schedule of lessons
		W questions. My day at school
		School day in Russia and Germany
		5. Hobby(4 h)
		Free time
		What do you like to do?
		This I can do.
		Who has what hobbies?
		6. My family (5h)
		Family Description
		Possessive pronouns.
		Family in Germany
		Professions.
		Russian families.
		7. How much is it?( (6 h)
		Price naming
		Wishes
		Shopping at the kiosk
		Pocket money
		Make money, but how?
		birthday gifts
		Total: 35 h

An article about teaching a foreign language (German) as a second foreign language. Ways to solve some problems associated with teaching students a second foreign language.

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German at school

as a second foreign.

Changes in the socio-economic and cultural life of Russia are reflected both in language policy and in language education in our country. The early study of foreign languages ​​has become popular, and the trend of mastering several foreign languages ​​is becoming more widespread. The first foreign language, in most cases, is English, on the basis of which children begin learning another European language.

In our school with in-depth study of the English language, quite a lot of experience has already been accumulated in teaching German as a second foreign language, and our first experience was on the basis of I.L. But the difficulties are that the textbook is designed for 3 hours a week, and 2 hours a week were allotted for the second foreign language. The teacher had to rework the textbook, rebuild, remove something, and so on. But, despite all the difficulties, the graduates who completed this course had good knowledge of a second foreign language, many of them entered the Linguistic Institute, where learning German at school helped them a lot. After the release of the Horizons series specially for the second language, starting from the 5th grade, we have been working on it for 5 years. Every teacher who teaches a foreign language notices the difference in learning the first and second foreign languages. Practice shows that the difficulties of mastering a second foreign language decrease by about half compared to the efforts expended on learning the first foreign language. The new tasks facing a foreign language teacher involve a change in the requirements for the level of foreign language proficiency, the definition of new approaches to the selection of content and organization of material, the use of adequate forms and types of control.
The teaching of German as a second foreign language is carried out on
well-known principles of teaching foreign languages ​​in modern methods:

1. taking into account knowledge, skills and abilities in the first
   foreign language, as well as in the native language;
2. consciousness;
3. intensification;
4. communication;
5. collective speech
   interactions;
6. parallel development of all kinds
   speech activity.

Among these principles, the first principle is especially important, which is feasible when comparing language systems, by introducing all kinds of strong points that facilitate and speed up the process of memorization, the process of mastering the second
foreign language.

These strongholds are:

1. Latin script;
2. vocabulary that has similarities at the level of pronunciation, meaning, spelling,
   word formation: tanzen - to dance / der Elefant - the elephant /
   beginnen - to begin / die Hausarbeit - the homework;
3. the presence of definite and indefinite articles and the similarity of the rules for their use: Das ist ein Mann. Der Mann ist gut./ This is a man. The man is good;
4. similar sentence structures: Er ist gut / He is good. Sie kann tanzen/She can dance;
5. the formation of tense forms (from the three main forms of the verb and the use of the auxiliary verb haben = to have in the perfect): kommen - kam - gekommen / come -came - come, bringen - brachte-gebracht / bring - brought - brought;
6. modal verbs: mussen - must / konnen - can;
7. imperative: Lesen Sie den Text!!/ Read the text!

All these points can serve as a support in mastering German as a second foreign language, especially at the initial stage of education. The process of mastering a second foreign language can be more intensive, since entry into this process is facilitated by the above principles. The very beginning of learning a second foreign language allows you to make a number of factors more intense:

• knowledge of the Latin script, so the period of studying the alphabet can be extremely shortened and reduced to explaining and mastering the differences
  sound-letter correspondences, graphic image of words;
• the presence of a large potential vocabulary (English words that are similar to German, direct borrowings from English, internationalisms), which teaches reading and reading comprehension.

Due to the students' knowledge of the Latin alphabet, the time for working with the alphabet and practicing the spelling of German letters has been reduced to a minimum. With parallel
teaching oral speech, reading and writing is the main approach in modern
language education: development of language and communicative competences. Learning German will go faster and easier if:

1. rely on similarities with - English, as well as find support in their native language;
2. use a linguistic guess (about the meaning of a word, grammatical form), based on the context, on the familiar parts of the word;
3. notice differences in linguistic phenomena and ways of expressing thoughts;
4. transfer the ability to work into a new language (find the meaning of a word in a dictionary, use a paraphrase, perform various exercises, etc.).
5. consider mastering a new language as a means of familiarizing yourself with a different culture, with the culture of peoples who speak German (in direct contact with a native speaker, in correspondence).

Learning each new foreign language is also a lot of difficulties, for example, when teaching German on the basis of English, students experience difficulties:

1. in pronunciation;
2. in the rules of reading;
3. in intonation;
4. some words in English and German look and sound similar, but have different meanings, are the so-called "translator's false friends";
5. in word order;
6. in the declension of articles;
7. in verb conjugation;
8. in complex grammatical constructions, etc.

It is known that the grammar of the German language is much more complicated than the grammar of other Germanic languages. The declension of adjectives gave the classic of American literature Mark Twain a lot of trouble: he tried to decline “my good friend” (“mein guter Freund”) and came to the conclusion: “In Germany, it’s better at all to have no friends than to bother with them so much.” Based on the foregoing, when learning German as a second foreign languageshould be considered:

1. The degree of influence (both positive and negative) from the English language.
2. With an appropriate level of skill formation in English, the probability of transferring them from this language increases, and the influence of the native language weakens.
3. The influence of the native language and English appears differently at different language levels and in different types of speech activity.
4. When studying grammar and pronunciation, both positive and negative transfer from the English language is more often manifested, although the influence of the native language is also significant. The interaction of languages ​​in this case depends not only on the degree of formation of skills in the English language, but also on the complexity of the compared phenomena.
5. In order to strengthen the positive influence of the German language and prevent interference from the native language at the grammatical and lexical levels, it is necessary to direct the attention of students to finding similarities and differences in those languages.
6. When working on phonetics, to overcome the interference from the English language, differentiated exercises are necessary, accompanied by an explanation of the differences in the articulation of the compared sounds.

If we talk about the practical significance of teaching a second language, then it is necessary to point out the increase in the importance of the first language due to the study of the second, the chance for students to use their knowledge of grammatical structures from the field of the first language, general educational skills and abilities, that is, the chance of using linguistic experience.

Linguistic experience is characterized by the synthesis of knowledge, skills and abilities not only in the native language, but also in the first foreign language. Linguistic experience has a positive impact on the acquisition of a second language, despite the interfering effect of the first foreign language, allows you to quickly and consciously master concepts and terms.

The presence of such experience facilitates the mastery of the main types of speech activity, helps to master the skills of intercultural communication. Mastering the types of speech activity in the second language, the student involuntarily expands his linguistic experience. But in this an important role is given to the teacher, who will guide the process of expanding linguistic experience. The chosen textbook is of great importance, because it is important:

Does the textbook allow to activate the existing linguistic experience of the student;

Does it stimulate interest in learning a new language and culture;

Are the materials relevant to the students' social experience;

Are the tasks and exercises diverse, is it possible to compare language cultures with their help, to expand the student's linguistic and cultural experience. The main thing is not to set unattainable goals. Firstly, we take into account the possibilities of the basic curriculum, so the amount of language material is defined as minimal. Secondly, due to the limited time, the content is aimed at mastering the basics of speech activity in a second foreign language.

Basic general education

Line UMK I. L. Bim. German as FL 2 "Bridges" (5-9)

Line UMK I. L. Bim. German as FL 2 "Bridges" (10-11)

German

We teach a second foreign language: German based on English

The main provisions of the concept of teaching the German language. Analysis of the use of this concept in practice, with examples from the textbook "Brücken" (author of the series I.L. Beam). The initial stage of teaching the German language as laying the foundation for further stages (grades 7-9 and 10-11).

The material is based on the webinar "The concept of teaching a second foreign language (German based on English) on the example of the Brücken EMC".

The authors of the concept of teaching a second foreign language (German) based on English - Inessa Bim and Lyudmila Sadomova - created a teaching method that meets psycholinguistic patterns in teaching a second foreign language. “He does not cause difficulties at the very beginning of training and motivates well in the future,” teachers say about Brücken. The textbook prepares for the delivery of the OGE in the second foreign language.

First, the problem of interference, both negative and positive, cannot be dismissed; both from transfers from the native language, and from the first foreign language. Negative interference is a source of errors; positive - helps to master a new language. The problem of interference turns into a resource if it is approached methodically correctly. This means taking it into account at all levels of language use: phonetic, lexical, grammatical... paying attention to interference in all types of speech activity (productive, receptive)... not ignoring the influence of the student's non-verbal behavior (tempo, intonation, gestures).

The textbook “knows” in advance about possible errors (mixing, substitutions, permutations) - and clearly explains, compares and, in training exercises, develops the necessary skills of graphics, phonetics, vocabulary, grammar. That is, it removes negative interference.

And a positive transfer is a reliance on speech-thinking actions, perceived first from the native language and fixed when studying the first foreign language: perception, choice, combination, rules for constructing a text, working with a dictionary ..

It is good when there is a time gap between the beginning of learning the first and second languages. Then one formed picture of the language will serve to create the second, positive interference will work.

Secondly, the EMC is aimed at the formation of awareness in language acquisition. The communicative-cognitive principle is the main one here. More explanations, solutions to specific problems, less working off. And one more thing: study as intensively as possible! This is helped by the use of comparisons and contrasts in the study of any aspect of the language.

A review of the textbook pages in the presentation showed that the alphabet is studied for a short time and in connection with the peculiarities of letter combinations in German. Vocabulary - quickly, based on familiar English and international words, but a lot of attention to complex words and word formation in German. Immediately - light texts from magazines. There are not so many training exercises and only for training the phenomenon itself (and not preparatory ones). The letter also begins immediately - like the correspondence of boys who know English, but agreed to write in German. In parallel, exercises are included to compare German with English.

And in general, the trust of the textbook to the student is enormous: “They themselves will notice, and draw conclusions, and guess,” the lecturer says, commenting on the pages. Yes, there are only topics in Russian. It remains to wish the textbook the same energetic, cheerful and quick teacher as he himself.

Textbooks in German as a second foreign language are intended for students of educational institutions and are the main component of the teaching and methodological package, which also includes a workbook, a teacher's book and an audio application that is available for download. Educational products comply with the Federal State Educational Standard for Basic General Education.