The study of foreign languages is of great importance for the human intellect. A foreign language is not only an additional means of communication. Learning a new language stimulates the development of memory, broadens horizons and improves IQ. Even in times tsarist Russia children, along with adults, studied dead languages - Latin and ancient Greek, not in order to use these languages in everyday life, but in order to give the intellect a powerful stimulus for development.
German - first second foreign
Today, a number of bills have been adopted in Russia that allow schools to introduce the second foreign language. According to the Ministry of Education, such a step will enable children to receive more effective education at school.What will be the second foreign language in Russian schools?
Back in 2015, the Russian government recommended a reform in the field of school education. It was proposed to gradually introduce the study of a second foreign language, starting from the 5th grade. And German has an excellent chance of becoming a second foreign language for millions of schoolchildren. After all, knowing the language of the partner countries significantly increases the chances in the labor market. It is planned that by 2020 schools will completely switch to the compulsory study of a second foreign language, but this worries parents very much. Of course, the already heavy workloads will increase again, but a number of advantages that the study of a second foreign language gives outweigh the pros and cons on the scales. Such a reform is an indisputable plus for both students and teachers. Unfortunately, in our country, a student cannot choose the direction of study, thus setting the direction for his future profession, as, for example, in Germany, where a child already from the 5th grade goes to a school that is closer to his future professional activity.What gives a second language
When offering students to learn any foreign language, schools usually maintain exchange relationships with the respective countries, arranging international conferences, seminars on the exchange of experience. The benefits for the country are obvious, and for the student, in turn, a number of opportunities and prospects open up for arranging their future life and career. And since it will not only allow you to master a new means of communication, but also introduce you to culture, traditions and broaden your horizons, even if knowledge of the language is not useful in the future, this information will be very useful for general development. Today, the importance of knowing the German language does not raise any questions. It is one of the leading languages in international business and politics, culture and entertainment.Second language: easier or harder
When learning the first foreign language, difficulties always arise. But when learning a second foreign language, some problems can be avoided, so it seems to many that learning a second language is much easier. The only rule that should be followed when learning a second foreign language is not to start learning two new languages in parallel, as some elite gymnasiums do. In order to make it easier to adapt to a new language, the previous foreign language must already be studied at some level and fixed in the mind. The most popular scheme today is the study of one language, and then the study of a second foreign language from the same language group, based on the first one learned. This scheme is ideal for both adults and children.Effective learning of a second foreign language
So that one language does not overlap with the second, and grammatical constructions from German do not wander, for example, into English, it is necessary to build your classes correctly. In the struggle for speed, quality is usually lost, but this is exactly the case when quality is above all. In order for the study of German as a second foreign language to be effective, it is necessary to remember a few simple postulates.Using Contrasting Textbooks makes it possible to train the first language in parallel with the study of the second. Whether there will be explanations for the exercises in English, if you are learning a second German, or just comparisons of two languages, it does not matter. It is important that there is at least one native speaker in the composition of the authors. And also a very important nuance, which not everyone pays attention to, is that the textbook should not be focused on the tourist component, as is often the case, but on the knowledge of the culture and the specifics of the mentality of the people. good tutorial must be published in Russia, since the textbooks of a German publishing house can be phonetically poor. After all, Russian speakers, as a rule, have the same problems with learning German. Therefore, the German textbooks of the Russian publishing house are designed to cover such problems most fully.
Interesting lessons- something that can motivate to study. Those who do not see any benefit from learning a language are happy to attend classes if they are interesting and informative. But this concern applies more to teachers. This is how language should be encouraged during school activities, concert performances, and lessons from books should be supplemented by magazines and interactive games. In addition, the emphasis on German at school will enable the student, if not to study, then at least to get acquainted with a second foreign language as early as possible. Many parents protect their children from overwork, but we can underestimate the capacity of the child's brain. It has been proven that the highest rate of knowledge acquisition falls on the first 10-15 years of life. Therefore, the sooner you start learning German, the better.
Actual problems of German studies and the Russian-speaking population are of great importance. Today, a lot of attention is paid to foreign languages, because any of us wants to start creating a good future for ourselves as early as possible. It's time to learn languages and become a polyglot!
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 learning.
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 (native language, FL 1 and FL 2), extensive experience in studying Not mother tongue 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 assimilation, 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 speech interaction and creating real or imaginary conditions for this is the use of a project methodology and role playing. 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 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".
Intensification of the very initial stage of training and all 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 on initial stage 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 mastering German pronunciation. Very interesting and deep meaning named UMK itself. 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:
- rely on similarities with FL 1 - English, as well as find support in the native language;
- use a linguistic guess (about the meaning of a word, grammatical form), based on the context, on the familiar parts of the word;
- notice differences in linguistic phenomena and ways of expressing thoughts;
- transfer to new language the ability to work (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 media also contribute to the development of interest. mass media, from the youth press.
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:
- when pronouncing;
- in the rules of reading;
- in intonation;
- some words in English and German look and sound similar, but have different meanings, are the so-called "false friends of the translator";
- in word order;
- in the declension of articles;
- in verb conjugation;
- 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”(Annex 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).
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:
- The degree of influence (both positive and negative) from the IA 1 . This degree is determined by the level of students' mastery of it.
- 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.
- The influence of the native language and FL 1 appears differently at different language levels and in different types of speech activity.
- 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.
- 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.
- 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
- Bim I.L. The concept of teaching a second foreign language (German based on English). - Tver, Title, 2001.
- Bim I.L. The concept of teaching a second foreign language (German based on English). - M., 1997.
- 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.
- Bim I.L. German. Basic course. Concept, program. - M .: New school, 1995.
- Bim I.L. Theory and practice of teaching German in secondary school. - M .: Education, 1988.
- Britta Hufeisen. Englisch im Unterricht Deutsch als Fremdsprache. - Munchen, Klett Edition Deutsch, 1994.
- 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
Grade 5: 1st year of study (FSES)
(UMK "Horizons" M.M. Averin, F. Jean, L. Rohrman, M. Zbrankova)
(2017-2018)
Considered at the meeting
Protocol No. _____
dated ______________ 2017
Working programm training course"Second foreign language (German)" is designed for grade 5 (1st year of study) secondary school with the provision paid services. The program is compiled in accordance with the requirements of the Federal State Educational Standard of the Basic general education(FGOS LLC), based on sample program 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 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 the basic 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 experience, interests, psychological characteristics primary school students at its various stages; formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication;
- compensatory competence– development of skills to get out of a situation in a deficit language tools 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 self-study languages and cultures, including using new information technologies;
2) the development and education of students in understanding the importance of learning a foreign language in modern world and the need to use it as a means of communication, knowledge, 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) promoting a conscious choice of the 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 education of students in 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 brief description 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 to given topic based on reading
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: report brief information about yourself and request similar information about a pen pal; 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 correct stress in learned 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 in the written and sounding text the studied lexical units (words, phrases, clichés of speech etiquette), 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:
recognize and use in speech in several meanings polysemantic words studied within the scope of the main school;
use language guessing in the process of reading and listening (guess the meaning of unfamiliar words from the context, from similarities with Russian / native language, from 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), incentives (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 nouns in speech 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:
recognize in speech the phrases "Adjective + noun" different types declensions (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 secondary system 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 orally and writing within the scope and language material of the basic 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", " art" and 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 image life. The mode of work and rest, sports, healthy eating, refusal to 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.
Nature: plants and animals. Weather. Ecological problems. Protection environment. Life in the city / in 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, big 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 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; O 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; read aloud expressively small texts built on the studied language material; write short story about yourself, your friend / your 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: describe themselves, including information about school lessons, indicating 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 time, respecting correct order words 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 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; male and female, 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 V Prasen s, verb sein V Prasens, weak verbs wohnen, basteln, sammeln and others in Prasens, verbs with separable prefixes in Prasens, modal verb konnen V Prasens, verb machen V Prasens; nouns with a definite article, with an indefinite article, with a zero article (use of job 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 interrogative sentence(question words), forms of negation in a sentence, forms of affirmation in a sentence. Fundamental in the organization of work with structures is their functional application. Grammar work fits into context communication activities students and obeys the solution of speech problems.
Thematic planning course"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 does it cost? | ||
| Total |
Calendar-thematic planningcourse"Second foreign language (German)"Grade 5 (1st year of study)
| № lesson | Lesson topic | 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 items 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 | ||||||
| Timetable | ||||||
| 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 does it cost?( (6 h) | ||||||
| Price naming | ||||||
| Wishes | ||||||
| Shopping at the kiosk | ||||||
| Pocket money | ||||||
| Make money, but how? | ||||||
| birthday gifts | ||||||
| Total: 35 h | ||||||
