Beam author's program in German. School guide

The work program in German for grades 2-4 was developed in accordance with the requirements of the Federal State Educational Standard of the new generation on the basis of the Exemplary Program for the German Language of the NEO, and is intended for use in the work of German teachers.

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MUNICIPAL STATE

GENERAL EDUCATIONAL INSTITUTION

"MIDDLE KOREAN SECONDARY EDUCATIONAL SCHOOL"

WORKING PROGRAMM

Subject German

Grade 2-4

Stage of studyprimary general education

Number of hours 204

Compiled by Trufanova Elena Arkadievna,

German language teacher

Highest qualification category

for 2016-2017 academic year

With. Medium Caviar

2016

Explanatory note

This work program of the MKOU "Sredneykoretsk secondary school" for teaching German in elementary school (grades 2-4) was developed in accordance with the requirements:

• Federal State Educational Standard of the new generation in foreign languages;
• An exemplary program of primary general education in a foreign language;
• school curriculum for the 2016-2017 academic year;
• author's program I. L. Bim “German language. Work programs. Subject line of textbooks I. L. Bim. Grades 2-4” to textbooks for general educational institutions “German language. Grades 2 - 4 "authors I. L. Bim, L. V. Sadomova and others (publishing house" Enlightenment "2014).

The TMC includes a textbook, a workbook, an audio application, a teacher's book, etc. according to the list of textbooks approved by the order of the Ministry of Education and Science of the Russian Federation, used to achieve the goal in accordance with the educational program of the institution.

The program concretizes the content of the educational standard, gives an accurate distribution of teaching hours on the topics of the subject and indicates the sequence of studying topics and language material, taking into account the logic of the educational process, the age characteristics of students, intersubject and intrasubject communications.

This program takes into account the main provisions of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, as well as the program for the formation of universal educational activities in elementary school.

Goals and objectives

The main objectives of the implementation of the contentsubject area "Foreign language" is f formation of a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction, the formation of initial oral and written communication skills with native speakers of a foreign language, communication skills, moral and aesthetic feelings, abilities for creative activity in a foreign language.

Integrative the purpose of teaching a foreign language in primary school is to formelementary communicative competencejunior schoolchild at an accessible level of speech activity: listening, speaking, reading and writing.

Elementary communicative competence is understood as the ability and readiness of a junior student to carry out interpersonal and intercultural communication with native speakers of a foreign language being studied in oral and written form in a limited range of typical situations and areas of communication available to a junior student. Therefore, the study of a foreign language in elementary school is aimed at achieving the following purposes :

• Formation the ability to communicate in a foreign language at an elementary level, taking into account the speech capabilities and needs of younger students in oral (listening and speaking) and written (reading and writing) forms;
• Communion children to a new social experience using a foreign language: acquaintance of younger students with the world of foreign peers, with foreign children's folklore and accessible samples of fiction; fostering a friendly attitude towards representatives of other countries;
• Development speech, intellectual and cognitive abilities of younger students, as well as their general educational skills; development of motivation for further mastery of a foreign language;
• Upbringing and versatile development junior schoolchild by means of a foreign language.

The activity nature of the subject "Foreign Language" corresponds to the nature of the younger student, who perceives the world holistically, emotionally and actively. This allows you to include foreign language speech activity in other activities characteristic of a child of this age (playing, cognitive, artistic, aesthetic, etc.), makes it possible to make various connections with subjects studied in elementary school, and form interdisciplinary general educational skills and abilities .

Taking into account the formulated goals, the study of the subject "Foreign language" is aimed at solving the following tasks :

• formation of representationsabout a foreign language as a means of communication that allows achieving mutual understanding with people who speak or write in a foreign language, learn new things through sounding and written texts;
• expanding linguistic horizonsyounger students; mastering elementary linguistic concepts available to younger students and necessary for mastering oral and written speech in a foreign language at an elementary level;
• providing communicative-psychologicaladaptation of children to the new language world in order to overcome the psychological barrier in the future and use a foreign language as a means of communication;
• development of personal qualities e stv a younger student, his attention, thinking, memory and imagination in the process of participating in simulated situations of communication, role-playing games; in the course of mastering the language material;
• development of the emotional spherechildren in the process of educational games, educational performances using a foreign language;
• involvement of younger studentsto a new social experience through playing various roles in a foreign language in game situations typical of family, everyday, educational communication;
• spiritual and moral education of a schoolchildunderstanding and observance of such moral foundations of the family as love for loved ones, mutual assistance, respect for parents, care for the younger ones;
• development of cognitive abilities, mastering the ability to coordinate work with different components of the educational and methodological set (textbook, workbook, audio application, multimedia application, etc.), the ability to work in pairs, in a group.

According to the curriculum of the MKOU "Sredneykoretskaya secondary school", a total of 204 hours are allocated for the study of a foreign language in elementary school in grades 2, 3 and 4 (2 hours per week, 34 academic weeks in each grade).

When studying a foreign language in elementary school, the general speech development of younger students is stimulated; their communicative culture develops; value orientations are formed and the foundations of moral behavior are laid in the process of communication in the classroom, reading and discussing texts of the corresponding content, acquaintance with samples of children's foreign folklore; develops a friendly attitude and tolerance towards representatives of other countries and their culture.

Motivated children in grades 2-4 - 14 people, tasks of increased difficulty are provided for them. 6 children with low motivation, tasks of reduced difficulty are provided for them. There are also children with disabilities and mental retardation, in connection with which a separate adapted work program has been developed for children studying under a special (correctional) program of type VII.

Planned results (personal, meta-subject and subject results of mastering the subject "German language")

personal the results of learning a foreign language in elementary school are: a general idea of ​​the world as a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of the language, including a foreign one, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the language being studied (through children's folklore, some examples of children's fiction, traditions).

metasubjectthe results of learning a foreign language in elementary school are:

• development of the ability to interact with others in the performance of different roles within the speech needs and capabilities of the younger student;
• development of the student's communicative abilities, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task;
• expansion of the general linguistic outlook of the younger student;
• development of the cognitive, emotional and volitional spheres of the younger student; formation of motivation for learning a foreign language;
• mastering the ability to coordinate work with different components of the educational and methodological set (textbook, audio CD, etc.)

Subject the results of learning a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.

A . In the field of communication

(i.e. in proficiency in a foreign language as a means of communication)

Speech competence in the following types of speech activity:

speaking:

• conduct an elementary etiquette dialogue in a limited circle of typical situations of communication, a dialogue of questioning (question - answer) and a dialogue - an incentive to action;
• be able to talk at an elementary level about yourself, about your family, friend; describe an object, a picture; briefly characterize the character;

listening :

• understand the speech of the teacher and classmates; the main content of small accessible texts in an audio recording, built on the studied language material;

reading:

• read aloud small texts built on the studied language material, observing the rules of reading and the necessary intonation;
• read texts to yourself, including both the studied language material and individual new words, and understand their main content; find information in the text

written speech:

• master the technique of writing;
• write a congratulation on the holiday and a short personal letter based on the sample.

Language competence (proficiency in language means)

• adequate pronunciation and listening to all; sounds of a foreign language; maintaining the correct stress in words and phrases;
• compliance with the features of intonation of the main types of sentences;

• application of the basic rules of reading and spelling,| studied in the elementary school course;
• recognition and use in speech of the lexical units (words, phrases, evaluative vocabulary, speech clichés) and grammatical phenomena studied in the elementary school course.

Sociocultural awareness

• knowledge of the names of the countries of the language being studied, some literary characters of famous children's works, the plots of some popular fairy tales written in the language being studied, small works of children's folklore (poems, songs); knowledge of the elementary norms of speech and non-verbal behavior adopted in the country of the language being studied.

B. In the field of knowledge:

• the ability to compare the linguistic phenomena of native and foreign languages ​​at the level of individual sounds, letters, words, phrases, simple sentences;

• the ability to act according to the model when performing exercises and compiling one's own statements within the subject of elementary school;
• improving the methods of working with text based on the skills acquired in the lessons of the native language (predict the content of the text from the title, illustrations, etc.);
• the ability to use reference material presented in a form accessible to a given age (rules, tables);
• the ability to carry out self-observation and self-assessment within the limits available to the younger student.

IN. In the value-oriented sphere:

• understanding of the studied foreign language as a means of expressing thoughts, feelings, emotions;
• familiarization with the cultural values ​​of another people through the works of children's folklore, through direct participation in tourist trips.

G. In the aesthetic field:

• possession of elementary means of expressing feelings and emotions in a foreign language;
• development of a sense of beauty in the process of getting acquainted with samples of accessible children's literature.

D . In the labor field:

• the ability to follow the planned plan in their educational work.

In the course of the German language, the following content lines can be distinguished:

• communication skills in the main types of speech activity.
• language skills of using lexical, grammatical, phonetic and orthographic means of the language.
• sociocultural awareness and intercultural communication skills.
• general educational and special educational skills, universal educational activities.

The main content of the four listed are communication skills, which are the result of mastering the German language at this stage of learning.

As a result of learning German, the student will learn:

know/understand:

• the main meanings of the studied lexical units (words, phrases); the main ways of word formation (affixation, compounding, conversion);
• features of the structure of simple sentences of the studied foreign language; intonation of various communicative types of sentences;
• signs of the studied grammatical phenomena (the aspect-temporal forms of verbs, modal verbs and their equivalents, articles, nouns, degrees of comparison of adjectives and adverbs, pronouns, numerals, prepositions);
• basic norms of speech etiquette (remarks-clichés, the most common evaluative vocabulary) adopted in the country of the language being studied;
• the role of foreign language proficiency in the modern world, the peculiarities of the way of life, life, culture of the countries of the language being studied (world-famous sights, outstanding people and their contribution to world culture), similarities and differences in the traditions of their country and the countries of the language being studied;

Be able to:

speaking

• start, conduct / maintain and end a conversation in standard situations of communication, observing the norms of speech etiquette, if necessary, asking again, clarifying;
• ask the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;
• talk about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;
• make brief reports, describe events/phenomena (within the topics covered), convey the main content, the main idea of ​​what was read or heard, express one's attitude to what was read/heard, give a brief description of the characters;
• use paraphrase, synonymous means in the process of oral communication;

listening

• understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, TV / radio programs, announcements at the station / airport) and highlight significant information for themselves;
• understand the main content of simple authentic texts related to different communicative types of speech (message / story), be able to determine the topic of the text, highlight the main facts in the text, omitting the secondary ones;
• use a repeat question, a request to repeat;

reading

• navigate in a foreign text: predict its content by title;
• read authentic texts of different genres mainly with an understanding of the main content (define the topic, highlight the main idea, highlight the main facts, omitting the secondary ones, establish the logical sequence of the main facts of the text);
• read simple authentic texts of different genres with a complete and accurate understanding, using various methods of semantic processing of the text (linguistic guess, analysis, selective translation), evaluate the information received, express one's opinion;
• read the text with a selective understanding of the necessary or interesting information;

Written speech

• fill out questionnaires and forms;
• write congratulations, personal letters based on a sample: ask the addressee about his life and affairs, report the same about himself, express gratitude, request, using speech etiquette formulas adopted in the countries of the language being studied.

Use the acquired knowledge and skills in practical activities and everyday life to:

• social adaptation; achieving mutual understanding in the process of oral and written communication with native speakers of a foreign language, establishing interpersonal and intercultural contacts within the available limits;
• creating a holistic picture of a multilingual, multicultural world, understanding the place and role of the native and studied foreign languages ​​in this world;
• familiarization with the values ​​of world culture both through foreign-language sources of information, including multimedia, and through participation in school exchanges, tourist trips, youth forums;
• acquaintance of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.

Thematic planning

Tsimlyansky District Administration

Municipal budgetary educational institution

Khoroshevskaya basic comprehensive school

AGREED AGREED

Minutes of the meeting Deputy Director for OIA

methodological council _______________ Klimova G.A.

dated August 26, 2016 No. 1

Shcherbakova E.V August 26, 2016

"I approve"

Director of MBOU Khoroshevskaya OOSh

order dated 26.08.2016 No. 75

Mashinkov Yu.V.

WORKING PROGRAMM

ByGerman

class 2-4

level of education primary general education

for 2016 – 2017 academic year

Teacher: Polubedova Yu.P.

Explanatory note

Normative acts and educational-methodical documents.

The work program on the subject "German" for grades 2 - 4 was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education, approved by order of the Ministry of Education and Science of the Russian Federation of October 06, 2009 No. 373 (with subsequent changes) (hereinafter - FSES IEO), based on Work Programs: German. (The subject line of textbooks I.L. Bim. Grades 2-4. A manual for teachers of educational institutions. M .: Education, 2011), in accordance with the curriculum of the MBOU Khoroshevskaya OOSh,Regulations on the development, adoption and approval of work programs for educational subjects, courses of extracurricular activities,additional general developmental educational programsMBOU Khoroshevskaya OOSh.

Goals and objectives of the course

The purpose of teaching a foreign language in primary school is to formelementary communicative competence junior schoolchild at an accessible level of speech activity: listening, speaking, reading and writing.

Elementary communicative competence is understood as the ability and readiness of a junior student to carry out interpersonal and intercultural communication with native speakers of a foreign language being studied in oral and written form in a limited range of typical situations and areas of communication available to a junior student. Therefore, the study of a foreign language in elementary school is aimed at achieving the followinggoals :

Formation the ability to communicate in a foreign language at an elementary level, taking into account the speech capabilities and needs of younger students in oral (listening and speaking) and written (reading and writing) forms;

Communion children to a new social experience using a foreign language: acquaintance of younger students with the world of foreign peers, with foreign children's folklore and accessible samples of fiction; fostering a friendly attitude towards representatives of other countries;

Development speech, intellectual and cognitive abilities of younger students, as well as their general educational skills; development of motivation for further mastery of a foreign language;

Upbringing and versatiledevelopment junior schoolchild by means of a foreign language.

The activity nature of the subject "Foreign Language" corresponds to the nature of the younger student, who perceives the world holistically, emotionally and actively. This allows you to include foreign language speech activity in other activities characteristic of a child of this age (playing, cognitive, artistic, aesthetic, etc.), makes it possible to make various connections with subjects studied in elementary school, and form interdisciplinary general educational skills and abilities .

Taking into account the formulated goals, the study of the subject "Foreign language" is aimed at solving the followingtasks :

formation of representations about a foreign language as a means of communication that allows achieving mutual understanding with people who speak or write in a foreign language, learn new things through sounding and written texts;

expanding linguistic horizons younger students; mastering elementary linguistic concepts available to younger students and necessary for mastering oral and written speech in a foreign language at an elementary level;

providing communicative-psychological adaptation of children to the new language world in order to overcome the psychological barrier in the future and use a foreign language as a means of communication;

development of personal qualities estv a younger student, his attention, thinking, memory and imagination in the process of participating in simulated situations of communication, role-playing games; in the course of mastering the language material;

development of the emotional sphere children in the process of educational games, educational performances using a foreign language;

involvement of younger students to a new social experience through playing various roles in a foreign language in game situations typical of family, everyday, educational communication;

spiritual and moral education of a schoolchild understanding and observance of such moral foundations of the family as love for loved ones, mutual assistance, respect for parents, care for the younger ones;

development of cognitive abilities , mastering the ability to coordinate work with different components of the educational and methodological set (textbook, workbook, audio application, multimedia application, etc.), the ability to work in pairs, in a group.

The place of the subject in the curriculum

According to the basic (educational) plan of educational institutions of the Russian Federation, a total of 204 hours are allocated for the study of a foreign language in elementary school in grades 2, 3 and 4 (2 hours per week, 34 academic weeks in each class).

Planned results of mastering the subject

personal the results of learning a foreign language in elementary school are: a general idea of ​​the world as a multilingual and multicultural community; awareness of oneself as a citizen of one's country; awareness of the language, including a foreign one, as the main means of communication between people; acquaintance with the world of foreign peers using the means of the language being studied (through children's folklore, some examples of children's fiction, traditions).

metasubject the results of learning a foreign language in elementary school are:

development of the ability to interact with others in the performance of different roles within the speech needs and capabilities of the younger student;

development of the student's communicative abilities, the ability to choose adequate language and speech means for the successful solution of an elementary communicative task;

expansion of the general linguistic outlook of the younger student;

development of the cognitive, emotional and volitional spheres of the younger student; formation of motivation for learning a foreign language;

mastering the ability to coordinate work with different components of the educational and methodological set (textbook, audio CD, etc.)

Subject the results of learning a foreign language in elementary school are: mastering the initial ideas about the norms of a foreign language (phonetic, lexical, grammatical); the ability (in the scope of the course content) to find and compare such language units as sound, letter, word.

A . In the field of communication

(i.e. in proficiency in a foreign language as a means of communication)

Speech competence in the following types of speech activity:

speaking :

conduct an elementary etiquette dialogue in a limited circle of typical situations of communication, a dialogue of questioning (question - answer) and a dialogue - an incentive to action;

be able to talk at an elementary level about yourself, about your family, friend; describe an object, a picture; briefly characterize the character;

listening :

understand the speech of the teacher and classmates; the main content of small accessible texts in an audio recording, built on the studied language material;

reading:

written language :

master the technique of writing;

write a congratulation on the holiday and a short personal letter based on the sample.

Language competence (proficiency in language means)

adequate pronunciation and listening to all; sounds of a foreign language; maintaining the correct stress in words and phrases;

compliance with the features of intonation of the main types of sentences;

application of the basic rules of reading and spelling,| studied in the elementary school course;

recognition and use in speech of the lexical units (words, phrases, evaluative vocabulary, speech clichés) and grammatical phenomena studied in the elementary school course.

Sociocultural awareness

knowledge of the names of the countries of the language being studied, some literary characters of famous children's works, the plots of some popular fairy tales written in the language being studied, small works of children's folklore (poems, songs); knowledge of the elementary norms of speech and non-verbal behavior adopted in the country of the language being studied.

B. In the field of knowledge:

the ability to compare the linguistic phenomena of native and foreign languages ​​at the level of individual sounds, letters, words, phrases, simple sentences;

the ability to act according to the model when performing exercises and compiling one's own statements within the subject of elementary school;

improving the methods of working with text based on the skills acquired in the lessons of the native language (predict the content of the text from the title, illustrations, etc.);

the ability to use reference material presented in a form accessible to a given age (rules, tables);

the ability to carry out self-observation and self-assessment within the limits available to the younger student.

IN. In the value-oriented sphere:

understanding of the studied foreign language as a means of expressing thoughts, feelings, emotions;

familiarization with the cultural values ​​of another people through the works of children's folklore, through direct participation in tourist trips.

G. In the aesthetic field:

possession of elementary means of expressing feelings and emotions in a foreign language;

development of a sense of beauty in the process of getting acquainted with samples of accessible children's literature.

D . In the labor field:

the ability to follow the planned plan in their educational work.

The content of the subject

Topics, sections

Number of hours

Sample Program

Working programm

Work program by class

2 cells

3 cells

4 cells

Acquaintance .

With classmates, teacher, characters of children's works: name, age.

Greeting, farewell (using typical phrases of German speech etiquette)

30

30

I and my family .

1. Family members, their names, age, appearance, character traits.

Interests/hobbies.

2. My day (daily routine, household chores).

3. Shopping in the store: clothes, shoes, basic food. Favorite food.

4. Family holidays: birthday, New Year / Christmas. School holiday. Present

26

26

world of my hobbies

My favorite activities. Sports and sports games. My favorite stories.

2

2

Me and my friends.

1. Name, age, appearance, character, hobbies / hobbies. Joint classes.

2. Letter to a foreign friend.

3. Favorite pet: name, age, color, size, character, what he can do.

31

31

My school.

1. Classroom, study subjects, school supplies.

2. Training sessions in the classroom.

28

28

The world around me.

1. My house / apartment / room: names of rooms, their size, furniture and interior items.

2. My village / city.

3. Nature.

4. Favorite season.

5. Weather.

6. Wild and domestic animals.

58

58

Country / countries of the language being studied and home country.

1. General information: name, capital.

2. Literary characters of books popular among my peers (names of book characters, character traits).

3. Small works of children's folklore in German (rhymes, poems, songs, fairy tales).

4. Some forms of speech and non-speech etiquette of German-speaking countries in a number of communication situations (at school, during a joint game, at a table, in a store)

29

29

Total:

204

204

68

68

68

Thematic lesson planning in grade 2

1-31

introductory course

Test 1

Main course:

“Our new tutorial characters. Who are they? What are they?

Test2

“Whose photographs are these? What do they say?

Test 3

"What are Sabina and Sven doing at home?"

Test 4

“And what are we not doing?”

Test 5

“And what can I not do?”

Test 6

"Welcome to our holiday"

Test 7

Total

67

7

Thematic lesson planning in grade 3

repetition course “Hello 3rd grade! My summer Vacation»

Test 1

"Back to School"

Test2

"Weather in Autumn"

Test 3

What does winter bring us?

Test 4

"Our cool corner"

Test 5

"Spring. Spring holidays»

Test 6

"Birthday"

Test 7

Total

67

7

Thematic lesson planning in grade 4

Repetition course " We already know a lot and are able to”

"How was the summer?"

Test 1

"What's new at school?"

Test 2

“At my house… what is there?”

Test 3

"Free time?"

Test 4

"Summer Vacation Coming Soon"

Test 5

Final test for the academic year

Test 6

Total

67

6

MBOU Khoroshevskaya school

Subject German

Class 2

Teacher Polubedova Yu.P.

CALENDAR PLANNING

Are we all have you repeated?

23.09

Like when meeting introduce others?

26.09

How to clarify, ask again?

30.09

How to give a negative answer to a question-doubt?

03.10

Shall we play? Let's sing? Repetition

07.10

Shall we play? Let's sing? Repetition

10.10

And did we manage to repeat everything?

14.10

And how to find out who it is?

17.10

So how do you ask who it is?

21.10

We ask the names of peers, What are the adults' names?

24.10.

Shall we play? Let's sing? Independent work

28.10

07.11

Ask who is where

11.11

How to ask about age?

14.11

What can we already tell about ourselves?

18.11

Shall we play? Let's sing?

21.11

Shall we play? Let's sing?

25.11

Have we been able to repeat everything?

28.11

So who's coming to Alphabet Feast?

02.12

How to tell which one is which?

05.12

So who is what?

09.12

Getting ready for Alphabet Festival

12. 12

Shall we play? Let's sing?

16.12

Introductory course test

19.12

"Alphabet Feast"

23.12

OUR NEW CHARACTERS FROM THE TEXTBOOK. WHO ARE THEY? WHAT ARE THEY?

We know some characters in German children's books. Is not it?

26.12

And here are the new characters

30.12

mail came

13.01

We play and eat

16.01

We play and eat

20.01

Test on the topic “Our new characters from the textbook. Who are they? What are they?

23.01

What haven't we been able to do?

27.01

WHOSE PHOTOS ARE THESE? ABOUT HOW THEY DO YOU TELL?

Family photos from Germany

30.01

Whose family photo is this?

03.02

Letter from Sven

06.02

We play and eat

10.02

Test “Whose photos are these? What are they talking about?"

13.02

WHAT DO SABINA AND SVEN WANT TO DO AT HOME? AND WE?

What are they talking about family photos of Sven?

17.02

What they are willing to do Sabina and Sven? And you?

20.02

What are Sabina doing? Sven not very willing?

27.02

Shall we play? Let's sing? Repetition

03.03

Shall we play? Let's sing? Repetition

06.03

What haven't we done yet?

10.03

AND WHAT DO WE NOT DO?

intermediate control

13.03

Anya and Sasha play reporters

17.03

What are the children talking about in class today? German language?

20.03

Anya and Sasha write a letter Sabina and Sven. And you?

24.03

We play and eat

03.04

We play and eat

07.04

WILL WE SHOW SCENES FROM A FAIRY TALE AT OUR HOLIDAY? OR IS IT TOO HARD?

Kasperlesays: "who wants, he can." Right?

10.04

As wantedKasperle weightpourprincessessu from a fairy tale"Goldgoose"?

14.04

Who atonce went toking?

17.04

We are the gameeat and drink

21.04

Test on the topic "Modal verbs"

24.04

What are wedid not have timedo?

28.04

GOOD WELCOME FOR OUR HOLIDAY!

How does the fairy tale end

05.05

How does the fairy tale end

12.05

How does the fairy tale end

15.05

Final test for grade 2

19.05

Getting ready for the holiday.

22.05

Holiday "Farewell, 2nd grade!"

26.05

MBOU Khoroshevskaya school

Subject German

Class 3

Teacher Polubedova Yu.P.

CALENDAR PLANNING

"Hello, 3rd grade (repetition course)."

"My summer Vacation".

“Let's get acquainted”, repetition of the alphabet, letter combinations.

02.09

Teaching a monologue: "Me and my family."

05.09

“What do children do in the summer?”, introduction of vocabulary on the topic, primary use in speech.

09.09

Grammar work: conjugation of weak verbs.

12.09

Grammar work: conjugation of strong verbs

lesen, sprechen, fahren, laufen, essen.

16.09

Learning to read, search for information on the topic.

19.09

“What did I do in the summer?”, reading, translation, transfer to myself.

23.09

Learning to monologue

Educational and methodical set (EMC) "German language" ("Deutsch") (authors: Bim I.L., Ryzhova L.I., Sadomova L.V., Sannikova L.N., Krylova Zh.Ya. and etc.) is intended for grades 5-9 of educational institutions. EMC "German" ("Deutsch") for grades 5-9 is a continuation of the EMC "German" ("Deutsch") for grades 2-4. UMK issues publishing house "Enlightenment" .

German textbooks Bim I.L. and others are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary general, basic general, secondary general education (Order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253). The content of the textbooks corresponds to the federal state educational standard for basic general education (FGOS LLC 2010).

The main characteristics of UMK:
- personality-oriented orientation of materials of teaching materials;
- development of communication skills in all types of speech activity;
- use of authentic materials;
- acquaintance of students with the countries of the studied language;
- involvement of students in creative, including project activities;
- achievement by students by the end of the 9th grade of the level A2 (in reading - B1).

Composition of UMK "German language" Bim I.L. and others for grades 5-9:
- Textbooks with electronic applications (on the website of the publisher). 5th, 6th, 7th, 8th, 9th grades. Authors: Bim I.L., Ryzhova L.I., Sadomova L.V., Sannikova L.N., Krylova Zh.Ya. and etc.
- Workbooks. 5th, 6th, 7th, 8th, 9th grades. Authors: Bim I.L., Ryzhova L.I., Fomicheva L.N., Sadomova L.V., Krylova Zh.Ya.
- Control tasks for preparing for the OGE. 5th, 6th, 7th, 8th, 9th grades. Authors: Sementsova E.A., Reznichenko N.A.
- Collection of exercises. 5-9 grades. Authors: Bim I.L., Kaplina O.V.
- Books to read. 5-6 and 7-9 grades. Authors: Bim I.L., Ryzhova L.I., Ignatova E.V.
- Books for the teacher. 5th, 6th, 7th, 8th, 9th grades. Authors: Bim I.L., Sadomova L.V., Artemova N.A., Zharova R.Kh.
- Working programs. 5-9 grades. Authors: Bim I.L., Sadomova L.V.

textbooks clearly structured, divided into chapters, representing separate structural units aimed at the implementation of the dominant types of educational and speech activities. Each of the chapters includes several blocks: lexical, grammatical, regional studies, blocks of listening, speaking and writing, reading and control. All textbooks of the UMK contain texts of various genres and forms (description, dialogue, interview, writing, etc.) about Russia. The textbooks present the most stable cultural traditions that unite the peoples of our country with the peoples of the German-speaking countries. Students will get acquainted with some of the sights of these countries, their spiritual and material values. The textbooks reflect the actual problems of both foreign and Russian schoolchildren. E electronic supplements to textbooks can be downloaded from the publisher's website.

Workbooks fully comply with the structure of the textbooks. The notebooks include a large number of tasks of a training and creative nature (lexical, grammatical, conditionally communicative), which provides students with the activation of the lexical and grammatical skills necessary for communicating in German, and also allows you to vary the amount of training depending on the abilities and needs of students. Workbook assignments are a logical continuation of textbook assignments and are designed for students to work at home and in the classroom.

In manuals "Control tasks for preparing for the OGE" tasks are presented to enhance the skills of oral and written speech, tasks to consolidate grammatical and lexical skills, as well as final tests in the format of the OGE. The manuals can be used both for class work and for self-preparation for current and final tests.

IN exercise book in a systematized form, all the grammatical material for the program of grades 5-9 is presented. The collection allows you to consolidate the material covered, repeat the forgotten, helps to systematize knowledge of grammar.

Books to read intended for home reading during the school year or during the holidays. Texts of different genres are presented: comics, anecdotes, fables and fairy tales, stories for children by famous German writers. Each text is preceded by one or two tasks that should direct students to work with the text, and a wide range of post-text tasks are offered. At the end of the books for reading, a small German-Russian dictionary and lexicon is given, which contains brief information about the German writers - the authors of the texts included in the book.

Books for teachers contain thematic plans for the chapters of the textbook, guidelines for the work, the final test and keys to the test tasks, as well as texts for listening. The thematic plans indicate practical, educational and developmental tasks for each topic, recommendations are given for a differentiated approach to students, linguistic and grammatical material is given, and objects of control are indicated. The guidelines formulate specific educational, cognitive and communicative tasks, provide comments on the exercises, indicate possible options for performing some tasks in order to individualize learning, taking into account the capabilities and abilities of students.

Work programs give an idea of ​​how the components (federal, regional, school) of the Federal State Educational Standard are implemented in the practical activities of the teacher in the study of the German language. The work programs contain an explanatory note, thematic programs and recommendations on the material and technical support of the subject "German". The explanatory note outlines the objectives of the German language course in basic school, gives a general description of the course and requirements for the results of mastering the content of the German language program in basic school, indicates the place of the course in the curriculum, and discloses the main content of the course. Detailed thematic programs are developed for each class of the main school. Work programs can be downloaded on the website of the Prosveshchenie publishing house.

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