Sample programs in foreign languages English. A basic level of
sample programs for foreign languages
ENGLISH LANGUAGE
Explanatory note
1. Program status
Sample program for English language compiled on the basis of the federal component state standard main general education.
The approximate program specifies the content of subject topics of the educational standard and gives an approximate distribution teaching hours on course topics and recommends the sequence of studying topics and language material, taking into account logic educational process,
age characteristics students, interdisciplinary and intradisciplinary connections. Based on approximate federal program regional and proprietary programs are being developed, textbooks are being created and teaching aids.
The program implements the following main functions:
- information and methodological;
- organizational planning;
- controlling.
The information and methodological function allows all participants in the educational
educational process get an idea of the goals, content, general strategy of education, upbringing and development of schoolchildren through the means of an academic subject, and the specifics of each stage of education.
The organizational planning function involves identifying the stages of engagement, determining quantitative and quality characteristics educational material and the level of students’ preparation in a foreign language at each stage.
The controlling function lies in the fact that the program, by setting requirements for the content of speech, communication skills, the selection of language material and the level of learning of schoolchildren at each stage of education, can serve as a basis for comparing the results obtained during control.
A sample program can serve as a guide for thematic planning
course. The sample program defines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of choosing a variable component of the educational content. At the same time, the authors 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 unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for implementation different approaches to the construction of a course, including taking into account the characteristics of the regions.
2. Document structure
The sample program includes three sections: an explanatory note; main content with an approximate distribution of training hours by topic of the course; requirements for the level of training of graduates.
3. general characteristics academic subject "Foreign language"
A foreign language (including English) is included in the general education area
"Philology". Language is the most important means 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 increasing the communicative competence of schoolchildren and improving their philological training. All this increases the status of the “foreign” subject
language" as a general education language academic discipline.
The main purpose of a foreign language is to develop communicative competence, i.e. ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as an academic 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.);
Full text of the material Sample program in English. see download file.
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Sample programs of basic general education
in foreign languages
ENGLISH LANGUAGE
Explanatory note
1. Program status
The sample English language program is based on the federal component of the state standard of basic general education.
The approximate 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, interdisciplinary and intradisciplinary connections. Based on the approximate federal program, regional and proprietary programs are developed, textbooks and teaching aids are created.
The program implements the following main functions:
informational 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 through the means of an academic subject, and the specifics of each stage of education.
Organizational planning The function involves highlighting the stages of learning, determining the quantitative and qualitative characteristics of the educational material and the level of students’ preparation in a foreign language at each stage.
Controlling The function is that the program, by setting requirements for the content of speech, communication skills, the selection of language material and the level of training of schoolchildren at each stage of education, can serve as a basis for comparing the results obtained during control.
The sample program can serve as a guide for thematic planning of the course. The sample program defines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of choosing a variable component of the educational content. 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 model program contributes to the preservation of a unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for the implementation of various approaches to course construction, including taking into account the characteristics of the regions.
2. Document structure
The sample program includes three sections: an explanatory note; main content with an approximate distribution of training hours by topic of the course; requirements for the level of training of graduates.
3. General characteristics of the academic subject “Foreign language”
Foreign languages (including English) are included in the general educational field of 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 and means of communication (the use of new information technologies) require increasing the communicative competence of schoolchildren and improving their philological training. All this increases the status of the subject “foreign language” as a general educational discipline.
The main purpose of a foreign language is to develop communicative competence, i.e. ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as an academic 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 language means, correlating with aspects of the language: lexical, grammatical, phonetic, on the other - skills in four types of speech activity);
multifunctionality (can act as a learning goal and as a means of acquiring information in the most various areas knowledge).
Being an essential element of the culture of the people - the carrier of this language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world in 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 an ever-changing multicultural, multilingual world.
A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and promotes the overall speech development of students. This reveals the interaction of all language academic subjects that contribute to the formation of the foundations of philological education for schoolchildren.
The sample program is aimed at implementing a student-oriented, communicative-cognitive, sociocultural activity-based approach to teaching foreign languages (including English).
The formation of foreign language communicative competence, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of the academic subject.
A personality-oriented approach, which places the student’s personality at the center of the educational process, taking into account his abilities, capabilities and inclinations, assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education, the familiarization of schoolchildren with the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to present it through the means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
Teaching a foreign language (English) in primary school should ensure continuity with the preparation of students in primary school. This stage of learning a foreign language is characterized by significant changes in the development of schoolchildren, since by the time they start studying in primary school their horizons have significantly expanded and general idea about the world, elementary communicative skills have been formed in four types of speech activity, as well as general educational skills necessary for studying a foreign language as an academic subject, and some knowledge has been accumulated about the rules of speech behavior in native and foreign languages. At this age, they develop a desire for independence and self-affirmation, and a selective cognitive interest is formed. In the basic school, the importance of the principles of individualization and differentiation of education is strengthened, higher value acquires the use of design methodology and modern technologies teaching a foreign language (including information). All this allows you to expand the connections of the English language with other academic subjects, promotes foreign language communication between schoolchildren and students from other classes and schools, for example, during project activities with peers from other countries, including via the Internet, contributes to their social adaptation in the modern world. It is possible to introduce a second foreign language through the school component. In grades 8-9, pre-profile orientation of schoolchildren through the means of the English language becomes real. At this stage of language development, schoolchildren also show significant age-related and individual differences, which must be taken into account both when selecting content and using teaching methods. Due to the dynamics age development For schoolchildren at the secondary level, this program includes two stages: Teaching English in grades 5-7 Teaching English in grades 8-9. By the end of their studies in basic school, it is planned that students will achieve the pan-European pre-threshold level of training in a foreign language (English) (level A-2). This level allows graduates of basic school to use a foreign language to continue their education at the senior level in full. high school, in special educational institutions and for further self-education. |
4. Objectives of teaching English
Studying a foreign language in general and English in particular in primary school is aimed at achieving the following: goals: development foreign language communicative competence in the totality 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– mastery of new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for basic school; mastering knowledge about the linguistic phenomena of the language being studied, in different ways 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 experience, interests, psychological characteristics primary school students at different stages (grades V-VI and VII-IX); developing the ability to represent one’s country and its culture in the conditions of foreign language intercultural communication; compensatory competence – development of skills to overcome a situation in conditions of a shortage of language resources when receiving and transmitting information; educational and cognitive competence– further development general and special educational skills; familiarization with the ways and techniques available to students for independent study of languages and cultures, including the use of new information technologies; 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; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, and a tolerant attitude towards manifestations of another culture. |
5. Place of the foreign language subject in the basic curriculum
Federal basic syllabus For educational institutions Russian Federation allocates 525 hours for compulsory study of an academic subject at the stage of basic (general) education, including 315 hours in grades 5-7 at the rate of 3 teaching hours per week; in grades 8-9, 310 hours based on 3 teaching hours per week.
The sample program is designed for 525 teaching hours. At the same time, it provides a reserve of free time in the amount of 10% of the total hours for the implementation of original approaches, the use of various forms of organizing the educational process, and the introduction of modern pedagogical technologies.
In cases where the school cannot provide teaching of a foreign (English) language from the 2nd grade, training can begin from the 5th grade, while achieving the planned threshold level of learning is possible only by increasing the number of hours in grades 5-7 by at least 1 an hour a week to create equal opportunities for all students (and those starting to study a foreign language from the 2nd and 5th grade).
Mandatory study of a foreign (English) language at the primary, secondary and senior stages, as well as the implementation of a person-oriented approach to the education and upbringing of schoolchildren, places increased demands on vocational training a teacher capable of working at different levels of education, taking into account their specifics.
6. General educational abilities, skills and methods of activity
The sample program provides for the development of general educational skills in students, universal methods activities and key competencies in the following areas: the use of educational skills related to methods of organizing educational activities, available to students in grades 5-9 and facilitating independent study of the English language and culture of the countries of the language being studied; as well as the development of special educational skills, such as finding keywords when working with text, their semantization based on linguistic guesswork, word-formation analysis, selective use of translation; ability to use bilingual dictionaries; participate in interdisciplinary project activities.
7. Learning outcomes
The results of teaching English in grades 5-9 are set out in the section “Requirements for the level of training of graduates”, which fully complies with the standard. The requirements are aimed at implementing an activity-based, person-oriented approach; students' mastery of intellectual and practical activities; mastery of knowledge and skills in demand in Everyday life, significant for the social adaptation of the individual, his introduction to the values of world culture.
The “Be able to” section includes requirements based on more complex types activities, including creative ones: question, explain, study, describe, compare, analyze and evaluate, conduct an independent search for the necessary information, navigate a simple foreign language text, do short messages in English.
The heading “Use 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 |
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Speech skills |
Speaking |
Dialogue speech . In grades 5–7, the development of such speech skills as the ability to conduct an etiquette dialogue, dialogue-questioning, dialogue-incitement to action continues, while in comparison with primary school The subject content of speech becomes more complex, the number of remarks spoken by schoolchildren during dialogue increases, and the linguistic design of speech becomes more diverse. Lead 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 dialogue-questioning verbal skills are developed to request and provide factual information (Who? What? How? Where? Where? When? With whom? Why?), moving from the position of the questioner to the position of the answerer. The volume of dialogues is up to 4 remarks from each student. |
When learning to lead dialogue-encouragementTo action skills are being developed : make a request and express willingness/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 remarks from each student. When learning to lead dialogue-exchange of views skills are practiced: express your point of view; express agreement/disagreement with the partner’s point of view; express doubt; express feelings, emotions (joy, sadness). The volume of educational dialogues is up to 2 remarks from each student. |
Monologue speech. The development of monologue speech in grades 5-7 involves mastering 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 text read/listened to. The volume of a monologue statement is up to 8-10 phrases. |
Listening | |
Possession of the ability to perceive a foreign language 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. |
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This provides for the development of skills: highlight the main idea in a text that is perceived by ear; select the main facts, omitting the secondary ones; selectively understand the necessary information in messages of a pragmatic nature based on linguistic guesswork and context. |
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Reading | ||
Schoolchildren learn to read and understand texts with different depths penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (study reading); with selective understanding of necessary or interesting information (scanning/search reading). |
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Reading with understanding of the main content of the text is carried out on simple authentic materials with a focus on the subject content highlighted 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 reading texts is 400-500 words. Reading skills to be developed: determine the topic and content of the text by the title; highlight the main idea; select the main facts from the text, omitting the secondary ones; establish a logical sequence of the main facts of the text. |
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Reading with full understanding of the text carried out on simple authentic texts focused on the subject content of speech in grades 5-7. The following skills are formed and practiced: fully and accurately understand the content of the text based on its information processing (linguistic guesswork, word-formation analysis, use of a bilingual dictionary); express your opinion on what you read. The volume of reading texts is up to 250 words. | ||
Reading with selective comprehension of necessary or interesting information involves the ability to review a text or several short texts and select information that is necessary or of interest to students. | ||
Sociocultural knowledge and skills |
Students become acquainted with individual sociocultural 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 sociocultural development of schoolchildren at this stage includes familiarization 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 language 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 Christmas, New Year, Easter, etc. in the countries of the language being studied; words of the English language that are included in many languages of the world (including Russian) and Russian words that are included in the lexicon of the English language. |
It is planned to master the following skills: write your first and last name, as well as the first and last names of your relatives and friends in English; write the address correctly in English; describe the most famous cultural attractions of Moscow and St. Petersburg, cities/villages/villages in which schoolchildren live. |
LANGUAGE KNOWLEDGE AND SKILLS |
5-7 CLASSES
Graphics and spelling
Knowledge of the rules for reading and writing new words selected for this stage training and skills of their application within the framework of the studied lexical and grammatical material.
Sample program... ApproximateprogramMaingeneraleducationBy ApproximateprogramBy... features of native and foreignlanguages English Education. D. Locke...
Approximate program of basic general education in history explanatory note (1)
Sample program... ApproximateprogramMaingeneraleducationBy history Explanatory note Document status ApproximateprogramBy... features of native and foreignlanguages. Students' knowledge of historical... sciences. I. Newton. English Education. D. Locke...
Approximate program of basic general education in history explanatory note (2)
Sample program... ApproximateprogramMaingeneraleducationBy history Explanatory note Document status ApproximateprogramBy... features of native and foreignlanguages. Students' knowledge of historical... sciences. I. Newton. English Education. D. Locke...
Explanatory note
1. Program status
The sample English language program is based on the federal component of the state standard of basic general education.
The approximate 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, interdisciplinary and intradisciplinary connections. Based on the approximate federal program, regional and proprietary programs are developed, textbooks and teaching aids are created.
The program implements the following main functions:
informational 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 through the means of an academic subject, and the specifics of each stage of education.
Organizational planning The function involves highlighting the stages of learning, determining the quantitative and qualitative characteristics of the educational material and the level of students’ preparation in a foreign language at each stage.
Controlling The function is that the program, by setting requirements for the content of speech, communication skills, the selection of language material and the level of training of schoolchildren at each stage of education, can serve as a basis for comparing the results obtained during control.
The sample program can serve as a guide for thematic planning of the course. The sample program defines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of choosing a variable component of the educational content. 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 model program contributes to the preservation of a unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for the implementation of various approaches to course construction, including taking into account the characteristics of the regions.
2. Document structure
The sample program includes three sections: an explanatory note; main content with an approximate distribution of training hours by course topics; requirements for the level of training of graduates.
3. General characteristics of the academic subject “Foreign language”
Foreign languages (including English) are included in the general educational field of 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 and means of communication (the use of new information technologies) require increasing the communicative competence of schoolchildren and improving their philological training. All this increases the status of the subject “foreign language” as a general educational discipline.
The main purpose of a foreign language is to develop communicative competence, i.e. ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.
A foreign language as an academic 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 language: lexical, grammatical, phonetic, on the other hand, skills in four types of speech activity);
multifunctionality (can act as a learning goal and as a means of acquiring information in a wide variety of fields of knowledge).
Being an essential element of the culture of the people who are native speakers 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 in schoolchildren. Proficiency in 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 an ever-changing multicultural, multilingual world.
A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and promotes the overall speech development of students. This reveals the interaction of all language academic subjects that contribute to the formation of the foundations of philological education for schoolchildren.
The sample program is aimed at implementing student-centered, communicative-cognitive, sociocultural and activity-based approaches to teaching a foreign language (including English).
The formation of foreign language communicative competence is considered as an integrative goal of education, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of the academic subject.
A personality-oriented approach, which places the student’s personality at the center of the educational process, taking into account his abilities, capabilities and inclinations, assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education, the familiarization of schoolchildren with the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to present it through the means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures.
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Teaching a foreign language (English) in high school should ensure continuity with the preparation of students in basic school. To the moment At the end of basic school, students reach the threshold level (A2 according to European standards) scale) level of communicative proficiency in English when performing main types of speech activity (speaking, writing, reading and listening), which gives them the opportunity to continue language education at the senior level in full secondary school, using English as a tool of communication and knowledge. At 8-9 classes, students have already acquired some experience in performing foreign language projects, as well as other types of work of a creative nature, which allows at the senior level carry out foreign language projects of interdisciplinary focus and stimulates them to intensive active use of foreign language Internet resources for sociocultural development modern world and social adaptation in it. At the senior level, the study of the 2nd foreign language continues or begins language through the school component. The degree of formation of speech, educational-cognitive and general cultural skills of schoolchildren in grades 10-11 at a 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 areas of knowledge and areas of human interest that interest them activities (including their professional orientations and intentions). Due to this The importance of interdisciplinary connections between the English language and other school languages is increasing. objects. By the end of high school at the basic level it is planned students achieving a level approaching the pan-European threshold level (B1) of English language training. |