Analysis of teaching materials V.docx - Analysis of teaching materials V. Kuzovlev “English” for the purpose of activating students’ speech. From the experience of working on teaching materials V.P.

24.12.2023

From work experience

For many years now I have been working according to the educational and methodological set of authors V.P. Kuzovlev, N.M. Paws, E.Sh. Peregudova. In my opinion, this educational complex is characterized by a beautiful modern colloquial language, rich, exciting content, interesting and effective ways of monitoring students’ knowledge. I am very grateful to the authors of the educational complex for the high quality of the material in terms of its linguistic and regional correctness. I think that this educational and methodological kit will help teachers prepare their students for the Unified State Exam.

This teaching aid is built in accordance with a curriculum of 3 hours per week and consists of a textbook, a reading book, a workbook, a teacher’s book, and audio cassettes with audio recordings. The purpose of this kit: teaching foreign language culture on a communicative basis. Foreign language culture includes developmental, cognitive, educational and educational aspects.

It is very important that the authors of the educational complex managed to create a teaching technology that is truly accessible to all students, regardless of the level of development of abilities, thanks to the principle of individualization and the principle of an integrated approach to mastering a foreign language culture.

The principle of an integrated approach involves simultaneous training in all four types of speech activity: reading, listening, speaking and writing. On the one hand, this contributes to a more solid assimilation of the material being studied, and on the other hand, it allows the student to compensate for the missing ability at the expense of more developed ones. It is much easier for a child to learn the necessary lexical material when he simultaneously hears, sees (reads), pronounces and writes it.

It is advisable to begin work on this educational complex by creating methodological characteristics of the class. MHC will help the teacher make a “methodological diagnosis” and implement an individual approach to each child. The methodological characteristics of the class are designed to find out whether the student uses his abilities to the fullest and to determine the reasons that prevent the child from learning. (See the teacher’s book for the textbook for the fifth grade of general education institutions. Moscow. “Enlightenment.” 2001.p.96.)

The next principle on which this teaching method is based is redundancy principle speech material. It allows students to choose what suits their personality. WITH the principle of redundancy closely related principle of delay of results. If we require all students to issue products at the same time, then we are making a gross methodological error, which can lead to internal protest from the student.

All the topics of this educational complex are close and interesting to the students and therefore the children discuss them with pleasure. At the end of each cycle, students are invited to create their own individual or group project on the topic studied. While working on a project, children learn to transfer and creatively use the material they have learned in new communication situations.

If you decide to work according to the teaching methods of V. P. Kuzovlev, N. M. Lapa, E. Sh. Peregudova, then first of all carefully study the contents of the textbook, teacher’s book and workbook. Pay special attention to the explanations and comments on the realities of the culture of the country of the language being studied, which are placed in the linguistic and regional reference book. After this, you need to think about the relevant elements of your native culture. Otherwise, you will not be able to organize the learning process as a “dialogue of cultures.”

After reviewing the content, consider whether all the materials are of interest to students in your class. Decide what should be replaced with something more interesting or educational. The teacher’s next task is to adapt the lesson scenario in the textbook to a specific class, without violating the proposed teaching technology. The teacher now faces the challenge of how to convey this rich, complex, and engaging content to every student.

The titles of the lessons and expositions to them will help you to interest students and attune them to the perception of the material. The main objective of the exhibition is to attract students’ attention to the content of the lesson. There are several ways to work on exposition depending on the skill level of the class.

In strong groups, I usually present the exposition myself; students listen without visual support. I monitor understanding by the class's reaction. If I see that students do not understand a word, then I semantize it in the most appropriate way. It is advisable that schoolchildren be able to ask the teacher again if they do not understand the meaning of a word (‘Excuse me.What does the word... mean?’).

Students can listen to the teacher with visual support. However, this method will not contribute to the development of listening skills.

In weaker groups, I invite students to read the exposition to themselves, and then I check what they have read by asking the guys questions. While reading, students can use a dictionary.

You can organize work on the exhibition in the form of a game of translator. The teacher or one of the students reads, the other student translates. It is necessary that translators be different students, and not just the most prepared ones. If the teacher is sure that for some reason the students will not be able to translate the exposition, the teacher translates it himself. The textbook is structured in such a way that you do not need to specially come up with your own expositions. However, if any of them seems not interesting enough, you can replace it with your own. The teacher’s task is to ensure that each student understands well the purpose for which he is performing this or that exercise, what information he should find in this or that text, and what questions he will have to answer.

As mentioned earlier, this teaching aid is built on the principle of redundancy of linguistic material . All exercises in this educational kit contain a large number of new, unfamiliar words. Try to convince your students that English text can be understood, even if it contains new words and unclear grammatical structures. Teach your students not to pay attention to unfamiliar words and grammatical phenomena if they do not interfere with understanding the general content of the text. Develop the children's ability to guess at language. Before offering students a text to read, I usually draw their attention to incomprehensible grammatical phrases, drawing on the materials of the reference book located at the end of the textbook.

The textbook uses various methods to check reading comprehension: multiple-choice, true/false and wh – questions. The authors also offer support for answering questions. Before students begin answering questions, I always point out the supports and explain how best to work with them. I begin by showing students how to use a prop using an example of constructing their own statement. Typically, weak students in the group speak based on these supports; strong students should be encouraged to speak without supports. As a rule, I suggest that strong students speak first and then weak ones, so that the latter have the opportunity to listen to the answers of their comrades, in addition, they are given more time to prepare their statements.

Lesson notes on the topic “Health” offer English teachers a detailed description of organizing an interactive survey in the lesson. I think teachers will be interested in getting acquainted with the proposed system for assessing students' creative projects. The plan shows how the process of goal setting can occur in the classroom. I hope that the techniques described in the notes will be useful for foreign language teachers and will be used in their own way by them in their work.

English lesson on the topic: "Health"

Traschieva Tatyana Vasilievna
MBOU secondary school No. 3 of the village of Shedok

Goals:

Developmental aspect:

develop students' communication skills;

teach children to make presentations of creative projects;

conduct an interactive survey;

process the received data;

evaluate the projects of your classmates.

Educational aspect:

develop healthy habits;

Show students the importance of a healthy lifestyle.

Educational aspect:

activate the learned vocabulary on the topic “Health”;

develop in students the ability to creatively use learned material in new communication situations.

Related tasks:

hidden control of the development of speech skills;

development of writing skills.

Equipment:

Mike doll;

creative projects of students.

TCO: audio recording of the song “I Don"t Want”

During the classes:

Teacher: Good morning! I am very glad to see everyone. Children, look at the blackboard and try to guess what the title of our lesson is? I am sure you know the English alphabet very well. Now name English letters and you will read the title of the lesson on the blackboard.

(6 empty quadrangles are drawn on the board).

Fig.1

Students name English letters. If the children guessed the letter from the title, the teacher writes it into the corresponding quadrangle. The word HEALTH appears on the board.

Teacher: Great! You are very smart. The title of our lesson is Health. And we are going to speak on lots of topics today: “Health Habits”, “Home Medicine”, “Remedies for Accidents”. Are these topics interesting for you? Why? Now, children, let’s think about our objectives for today. Think a little and tell me how you are planning to improve your English at the lesson? What would you like to do today?

Pupil 1: I’d like to develop my speaking skills today.

Pupil 2: I'd like to get new information how to keep fit.

Pupil 3: I'd like to develop my writing skills.

Pupil 4: I'd like to speak English with my friends.

Pupil 5: I’d like to present my project.

Pupil 6: I’d like to learn what can help if I have an accident. Etc.

Each student in the group talks about their plans and wishes. After the discussion, one of the students writes the following problems on the board:

to develop writing and speaking skills;

to get new information how to keep fit;

to present projects;

to learn what can help if a person has an accident;

to develop classroom skills.

Teacher: Dear boys and girls! I know that you like to play. Games help us to master English. Certainly you know many English words connected with the topic “Health”. Do you know the names of different illnesses? You will speak in turn. Who can say more?

The teacher calls two students. The guys take turns pronouncing the names of different diseases. The student who finishes last wins.

Pupil 1: a headache.

Pupil 2: a stomachache.

Pupil 1: an earache.

Pupil 2: a backache.

Pupil 1: a toothache.

Pupil 2: a cold

Pupil 1: appendicitis.

Pupil 2: the flu.

Teacher: Fantastic! You know the names of many illnesses. But do you know remedies for different illnesses and accidents?

This game is played similarly to the previous one. The goal of the game is to activate vocabulary on the topic “Health.”

Pupil 1: drops.

Pupil 2: tablets.

Pupil 1: syrup.

Pupil 2: vitamins

Pupil 1: an operation.

Pupil 2: herbal tea

Teacher: I see, children, you know a lot. Good for you. But look at our best friend Mike (the teacher demonstrates the children’s favorite doll). He is very sad. Mike, what's the matter? You don't look happy.

Mike: Oh, children, I have a terrible headache today. What should I do?

Pupil 1: You should have a tablet

Pupil 2: You should walk in a park

Pupil 3: You should visit a doctor

Pupil 4: Don't watch TV too long

Pupil 5: You shouldn't play on you computer too much

Mike: You have many great ideas. Thank you, dear boys and girls. But I have a stomachache too. What should I do?

The game continues in the same way. Children give advice. The doll thanks and again complains about her health.

Teacher: Children, at home you have written many questions about health habits. Choose a question from you questionnaire and ask Mike about his health habits.

Pupil 1: How often do you go to a physician?

Pupil 2: How often do you air your room?

Pupil 3: How often do you go in for sport?

Pupil 4: How often do you eat fruit and vegetables?

Mike answers student questions.

Teacher: Well done. Thank you, children. I think you will agree with me if a person wants to be healthy he should have health habits. I suppose it will be interesting to ask each other about health habits. Choose a question and interview your group mates, after that combine the facts and make a report.

Children stand in pairs facing each other, forming 2 circles - internal and external. At the teacher’s signal (this could be hitting a toy hammer on the table, clapping your hands, etc.), students standing in the outer circle ask their question to their partner and receive an answer. The signal sounds again, teachers and students in the outer circle take a step to the right, and partners change. When the students in the outer circle have surveyed everyone in the inner circle, the participants in the interactive survey will switch places and those who asked questions will begin to answer the questions of their classmates.

Fig.2

After the survey is completed, the children sit at their desks and write a report, using the sample from exercise. 3, p. 63. Below I offer one of the reports.

Question: How often do you brush your teeth? Five of my class mates brush their teeth twice a day. Three students brush their teeth three times a day. One student never brushes his teeth. One student brushes his teeth once a week. Children, you should brush your teeth twice a day in the morning and in the evening. Don’t forget to visit a dentist twice a year.

Students read their reports, discuss them, and say the correct answers.

Teacher: Children, you have worked hard, your reports were very interesting and useful. I suppose it is time to have a rest and sing our favorite song “I don’t Want”.

Every time I have a headache
Mama takes me to the doctor.
Every time I have a headache
Mama takes me to the doc.
I have a headache,
I have a headache.
I don't want to go to bed.
I have a headache,
I have a headache.
I don't want to go to bed.

Mama takes me to the doctor.
Every time I have a stomachache
Mama takes me to the doc.
I have a stomachache,
I have a stomachache.
I don't want to eat my lunch.
I have a stomachache,
I have a stomachache.
I don't want to eat my lunch.

Every time I have a toothache
Mama takes me to the dentist.
Every time I have a toothache
Mama takes me to the dentist.
I have a toothache,
I have a toothache.

I have a toothache,
I have a toothache.
I don't want to clean my teeth.

Teacher: Thank you. You can sing beautifully. Super! I know, children, that you are eager to present your projects. Which group will be the first? The leaders of the groups come up to me and take the cards. Tell us your numbers. Now we know which group is the first and which group is the second. And we have found the third and the fourth groups too.

While students in group 1 are preparing for the performance, the teacher can offer the children the following game. There are word cards on a magnetic board. The students' task is to create English proverbs from these words.

An, keeps, a, a, way, apple, keeps, doctor. (An apple a day keeps a doctor away).

Wise, and, bed, to, to, man, early, early, wealthy, makes, wise, a, healthy. (Early to bed, early to rise, makes a man healthy, wealthy, and wise).

is, wealth, health, than, better. (Health is better than wealth).

In this lesson the following projects were defended: “Home Medicine in My Country”, “How to keep Fit”, “Accidents”.

After the defense of each project, it was discussed and evaluated. Projects are assessed using a five-point system. After discussion, each group filled out the following table.

Contents	Presentation	Illustration

Teacher: I should say that all projects were very interesting and beautifully illustrated. Besides all of them have been presented brilliantly. Now, children, it is time to remember our objectives. Have you got new information today? Was the information important for you, why? Have you developed your speaking skills today? Etc.

Oh, I see. You have worked hard and got much new information today. Besides the information is very important and useful for you. More than that you have developed your speaking and auditory skills. Great! Now let’s finish our lesson with the song ‘Ruth has a toothache.’

Ruth has a toothache.

Teddy has a cold.

Fred has a headache.

Eddie's getting old.

Ruth has a toothache.

Teddy has a cold.

Fred has a headache.

Eddie's getting old.

Sam has a stomachache.

Frankie has the flue.

Jack has a backache.

Tony has one, too.

I am sure that now you know golden rules how to be healthy and you won’t have a toothache like Ruth or a headache like Fred. Thank you for the lesson, children. Good bye!

Description of the presentation by individual slides:

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The completed subject line of textbooks “English” for grades 2-4 of general education institutions is part of the educational and methodological set (UMK) in English for grades 2-11. Authors: Kuzovlev V.P., Lapa N.M., Peregudova E.Sh., Kostina I.P., Kuznetsova E.V., Duvanova O.V., Kobets Yu.N., Strelnikova O.V., Pastukhova S.A. Scientific supervisor of the team of authors - Passov E.I., Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor.

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Composition of the educational complex “English” for grades 2-4: Student's Book in 2 parts + electronic supplement to the textbook (on the publisher's website) for grades 2, 3 and 4. Activity Book for 2nd, 3rd and 4th grades.. Handwriting Book for 2nd grade.

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Reader book for grades 3 and 4. Grammar Book with Exercises for grades 2 and 3. Teacher's Book for grades 2, 3 and 4. Assessment Tasks for grades 2-4. Electronic supplement to the textbook with an ABBYY Lingvo audio course on CD for grades 2, 3 and 4. Work programs for Grades 2-4. Audio course for test tasks (Assessment Tasks. CD MP3) for grades 2-4. Demonstration and thematic tables with methodological recommendations for grade 2.

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Topics for study in grades 2-4: Introduction. Family. Professions. Time and daily routine. Pets. Animals. Toys and games. Sports activities, types of sports. Colors. Fairy tales and fairy-tale characters. Classes in your free time. Food. Holidays. Seasons. Weather. Cloth. Appearance. School, classroom, school items, supplies. Holidays and day off. House, apartment, rooms, furniture. Help around the house. House rules. The city, the buildings in it. My hometown. On the farm. Travel and transport. Friendship. Days of the week.

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“Grammar Book with exercises” Grammar reference book with exercises A manual for 2nd grade students: is one of the components of the educational complex “English 2” can serve as an additional manual to other English textbooks included in the federal list of grammar rules with illustrations and examples; various types of exercises that provide step-by-step mastery of the material; “Test yourself” tasks;

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Demonstration thematic tables include colorful plot and thematic pictures that promote more effective learning of the lexical and grammatical material presented in the Textbook; are an integral part of the teaching and learning instruction in English for primary school; correlated with the content of textbooks for 2nd, 3rd and 4th grades; intended for use both in class and in extracurricular activities; can be used by teachers working in primary schools using other textbooks

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grammar rules with illustrations and examples; various types of exercises that provide step-by-step mastery of the material; “Test yourself” tasks; self-test keys. The grammar reference includes:

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The new textbook "English Language" is the main component of the educational complex for grades 2-11 in general education institutions. The textbook is an effective tool that provides a new quality of teaching English. The material in the textbooks is organized into cycles. The exception is the Textbook for 2nd grade, where the material is divided into 2 semesters and combined into a single storyline. Each cycle in the Textbooks has its own name and introduces Russian schoolchildren to a certain area of life of their peers from English-speaking countries. The basis for mastering speech material in all textbooks is the principle of complexity, which assumes interconnected training in all types of speech activity.

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The electronic supplement to the textbook with the ABBYY Lingvo audio course on CD for grades 2-11 contains: visual presentations of grammatical phenomena; additional exercises for mastering grammatical and lexical material; electronic grammar reference book; videos visualizing the pronunciation of English sounds and the writing of English letters; extensive additional material in the sections “Linguistic and Regional Studies Reference” and “This is Interesting”, expanding students’ knowledge about the life of English-speaking countries and knowledge about the culture of their native country; funny animations that turn the learning process into an exciting game.

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Test assignments contain quarterly and annual tests and assignments for them in test formats for all types of speech activity. Each of the tests is correlated with the material of the lesson cycles in the educational complex “English 2-11”, developed taking into account the lexical and grammatical material studied in them and constructed in accordance with the formats and requirements of the final certification for primary school. This component of the educational complex helps students prepare as best as possible for the new objective forms and means of final control, which are supposed to be used during the final certification at the end of primary school, basic general education and secondary (complete) general education. The component also includes a CD in MP3 format, which contains the texts of test tasks to test the ability to understand speech by ear.

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The reading book is designed in such a way that home reading is organically included in the content of the entire cycle of lessons, developing and deepening its content. Reading instruction is based on passages from works of fiction intended for students of this age group and popular among English and American peers. The reading book, along with the works of classics of children's literature, includes excerpts from the works of the most popular contemporary authors. It also included various types of authentic texts: short stories, excerpts from literary works, comics, poetry, etc. The texts are accompanied by a variety of exercises to develop reading skills. The reading book is equipped with an English-Russian dictionary, a linguistic and cultural reference book, and a list of personal names and geographical names.

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The workbook is intended to activate and systematize the material presented in the Textbook and is a mandatory component of the educational complex “English 2-11” and is intended to systematize the material presented in the Textbook. The Workbook contains Consolidation sections for reviewing lexical and grammatical material at the end of each lesson cycle. The material in this section can be used as an independent lesson before the Test Yourself section. The Workbook contains tasks from the Test Yourself section at the end of each lesson cycle. This section contains tasks for all types of speech activity. Workbooks for the educational complex “English” (grades 5 – 7) contain a section “All about me”, in which students write about themselves, their family, friends, school, city, etc.

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The book for teachers is an integral part of the educational and methodological set “English” for general education institutions. It contains a general description of teaching materials, describes the goals and objectives of achieving subject, meta-subject and personal results for each lesson, provides detailed methodological recommendations for lesson cycles, audio application texts, additional lesson material, and various options for performing types of work. includes detailed methodological recommendations for conducting lessons and calendar-thematic lesson planning. The teacher's book has been revised in accordance with the requirements of the Federal State Educational Standard for Primary General and Basic General Education.

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Correlates with the following subject content of the state standard for primary general education in a foreign language: “Me, my family and my friends”, “Leisure and hobbies”, “School education”, “Man and the world around us”, “Media”, “Countries” language being studied and native country" UMK "English-5" Contents: Unit 1 Let's make friends! Unit 2 Rules around us Unit 3 We must help people around Unit 4 Every day and at weekends Unit 5 My favorite celebrations Unit 6 We’ve had a nice trip to England Unit 7 My future holiday Unit 8 My best impressions

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Lexical speaking skills are formed both on the basis of material learned in elementary school and new ones. New lexical units that need to be mastered productively in the lesson are indicated in the lesson objectives. In 5th grade, 108 new lexical units are learned in speaking. A general list of new lexical units that are learned productively in each cycle of lessons can be found in the “New words and word combinations from Unit...” section of the “Test yourself” lessons. Exercises designed to develop lexical skills are located under the “Vocabulary” heading.

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Analysis of the methodological concept of teaching materials V.P. Kuzovlev "English 8" and UMK K.I. Kaufman "Happy English 8"

Methodological justification for the use of the educational complex “English language” by the authors Kuzovleva V.P., Lapa N.M.

Subject line of textbooks “English language” by authors Kuzovleva V.P., Lapa N.M., Peregudova E.Sh. etc. (JSC Publishing House Prosveshchenie, 2011) in accordance with the regulations adopted by the Ministry of Education and Science of the Russian Federation, included in the Federal List of Textbooks recommended by the Ministry of Education and Science of the Russian Federation. The scientific director of the team of authors is Academician E.I. Passov, the author of the program - the concept of communicative foreign language education “Development of individuality in the dialogue of cultures.”

The completed line of textbooks for grades 2-11 of general education institutions was developed taking into account the requirements of the Federal State Educational Standard of Primary General Education (FSES) and the Model Program of Primary General Education in a Foreign Language, the Federal State Educational Standard of Basic General Education (FSES) and the Model Program of Basic General Education in a foreign language. The content of the textbooks is also correlated with the Fundamental Core of the Content of General Education, the Program for the Formation of Universal Educational Activities and other basic documents that ensure the implementation of the Federal State Educational Standard. The content of all textbooks allows you to achieve the planned learning outcomes provided for by the Federal State Educational Standard: personal, meta-subject and subject.

In our work, we studied teaching materials for the eighth grade; a positive point for choosing this teaching aid is the presence of a complete methodological portfolio, which, on the one hand, ensures continuity between elementary, middle and high schools, and on the other hand, relieves the teacher from routine work and frees up time for creating truly thoughtful, creative lessons. The authors of the educational complex have created work programs and calendar-thematic lesson planning. In addition, films have been made on the technology of communicative foreign language education, a UMK website has been created, on which all new UMK products regularly appear, you can find comprehensive answers to all questions about working with the components of the subject line, and get advice on issues of interest. Thus, Internet support provides not only teachers, but also students with the opportunity to receive additional materials and additional exercises designed for different levels of training, additional materials for preparing for the final certification, introduces the best student projects, makes it possible to post their own projects, download the necessary audio courses in MP3 format.

The UMK includes a book for students (Student's book). The textbook is built in accordance with the basic curriculum: 3 hours per week for grade 8. The material in the textbooks is organized into cycles. Each cycle in the Textbooks has its own name and introduces Russian schoolchildren to a certain area of life of their peers from English-speaking countries.The basis for mastering speech material in all textbooks is the principle of complexity, which implies interconnected teaching of all types of speech activity.

The cycles have a single structure, which includes

· lessons in the formation of lexical skills,

· lessons in the formation of grammatical skills,

· lessons on improving speech skills in monologue and dialogic forms of speech,

· lessons in developing the skills of self-control and self-esteem.

The Tutorial includes several applications:

1. Grammar reference book;

2. Linguistic and regional reference book, giving brief explanations of some facts of the culture of the countries of the language being studied and Russia;

3. English-Russian dictionary;

4. List of proper names and geographical names;

5. Table of forms of irregular verbs;

6. “Learn to learn”, containing reminders for the formation of a control system and control system.

Textbooks are closely related to other components of teaching materials. They contain links to the Workbook and Reading Book.

The workbook is intended to activate and systematize the material presented in the Textbook. Each lesson in the Workbook corresponds to the corresponding lesson in the Textbook and has the same name. Workbooks are used both in class and at home. If in the Textbook most of the exercises are based on the material of children's culture of English-speaking countries, then in the Workbook many exercises are based on their native culture, which allows children to better understand its features. Workbooks for the educational complex “English” (8th grade) contain a section “All about me”, in which students write about themselves, their family, friends, school, city, etc.

Test assignments contain quarterly and annual tests and assignments for them in test formats for all types of speech activity. Each of the tests is correlated with the material of the lesson cycles in the “English 8” educational complex, developed taking into account the lexical and grammatical material studied in them and constructed in accordance with the formats and requirements of the final certification for primary school. This component of the educational complex helps students to prepare as best as possible for the new objective forms and means of final control, which are supposed to be used when conducting final certification at the end of primary school, basic general education and secondary (complete) general education, and the teacher to competently organize the assessment of students’ educational achievements in basic types of speech activity. The component also includes a CD in MP3 format, which contains the texts of test tasks to test the ability to understand speech by ear.

The grammar reference book with exercises contains grammatical rules with illustrations and examples that provide step-by-step mastery of the material, exercises for a more solid understanding of grammatical phenomena, a “Test Yourself” section, consisting of questions and exercises to test the material covered, as well as keys to all self-test exercises. The grammar reference book can be used as an independent manual by parents who want to help their child to better understand the basics of English grammar. The audio application (CD, MP3) is designed to help students better master the pronunciation side of speech and the ability to understand speech by ear. In the audio application, all exercises are recorded by native speakers.

The educational disc is a component of the educational complex, including: an audio course (in MP3 format), containing authentic audio recordings of texts and exercises for improving the pronunciation side of speech, as well as for further developing the ability to understand speech by ear; ABBYY Lingvo electronic dictionary, which allows you not only to get translations of unfamiliar words, but also to listen to their correct pronunciation; the ABBYY Lingvo Tutor program, which contains additional sets of exercises for more solid mastery of new lexical units in lessons.

The educational complex was developed on the basis of the concept of communicative foreign language education “Development of individuality in the dialogue of cultures.” This concept fully complies with the requirements of the new educational standard. In the textbooks of this educational complex, these requirements are implemented through four global aspects of foreign language education - cognitive (sociocultural), developmental, educational and educational. The educational complex provides not only English language training, but also develops the student’s individuality in the dialogue of cultures. Using the activity principle of teaching foreign languages, the leading goal is the communicative goal - the formation of communicative competence, which, in turn, includes linguistic, sociolinguistic and pragmatic components. The last component includes practical knowledge of the language being studied, taking into account the personal characteristics of the student, the characteristics of his previous language experience, culture, previously acquired skills and abilities, including general educational properties. The practical goal of teaching a foreign language in the methodology is usually understood as the need to ensure a pre-professional level of language proficiency, allowing subsequent further education in accordance with the needs of the specialty or the personal interests of students.

The teaching and learning complex “English 8” reflects the sociocultural approach to teaching (E.I. Passov, V.V. Safonova, P.V. Sysoev, S.G. Ter-Minasova). Lessons on this educational curriculum are planned in such a way that the teacher strives to create conditions for the formation of intercultural competence in students, which presupposes an interest in the characteristics of a foreign culture, in establishing a polylogue of cultures through the use of authentic (taken from life) materials in the educational process. The central place in the pedagogical process should be occupied by the formation of the ability for intercultural communication, for dialogue of cultures, which is especially important now, when the “mixing of peoples, languages, cultures” has reached an unprecedented scale and, as always, the problem of instilling tolerance for foreign cultures and awakening respect has become acute and interest in them. Therefore, one of the pressing problems in teaching a foreign language today is the need for a deeper study of the world of native speakers and, as a consequence, the formation of sociocultural competence of students.

The goal of the cognitive (sociocultural) aspect is to acquire knowledge about the culture of another people, including knowledge about the language as part of a foreign culture. For this purpose, the educational complex uses various means:

display of current reality: illustrations, photos, slides, computer programs, questionnaires, tickets, labels, reproductions of paintings by artists from the countries of the language being studied;

excerpts from text works:

fiction; reference and scientific encyclopedic literature (guidebooks, maps, etc.); media materials;

conversational array: authentic dialogue texts; explanations and demonstration of the structure of language; speech samples; rules-instructions; structural and functional generalizations;

background knowledge contained in toponymy, proverbs, catchphrases, non-equivalent vocabulary; information about nonverbal means of communication and much more.

The teacher’s choice of teaching materials for teaching a foreign language also presupposes not only knowledge of all its components, but also an understanding of their didactic significance. The effect of using each component is possible only if the teacher knows what, where, and when it is appropriate to use in the educational process. The very idea of teaching and learning is to maximally activate both the intellectual and emotional spheres of students’ personality, to use all channels of information. The exclusion of at least one component included by the authors in the educational complex will have a negative impact on learning outcomes, as it will violate the system embedded in it. In this regard, I try to follow the recommendations of the book for teachers. The cycles contain redundant material, which provides students with the opportunity to choose material depending on the interests, abilities and level of learning of the students. The chosen approach makes it possible to consistently implement the principle of individualization of learning, allowing more capable students to master material that goes beyond the scope of the basic course. Thus, the changes I make relate mainly to the volume of material and the number of training exercises.

UMKs have stood the test of time. When reissued, the shortcomings identified during their use were eliminated, and the wishes of students, teachers, and recommendations of methodologists were also taken into account. The content of the Textbook was reduced and updated in the 2010-2011 editions. Outdated information and information that has lost relevance for modern teenagers has been replaced. The volume of new lexical units (LE), intended for both productive and receptive assimilation, has been reduced. The repetition of speech material has increased, as well as work on the grammatical side of speech. The advantage of this teaching aid is its compliance with educational goals, age characteristics and interests of children, modern teaching technologies, as well as its effectiveness in individual lessons with children. The chosen structure of the textbook and presentation methodology are based on modern pedagogical technologies. The textbook contains enough exercises for organizing various types of educational activities. The exercises are well thought out and the illustrative series is well chosen. The textbook successfully solves the problem set by the authors: the development of individuality in the dialogue of cultures.

A distinctive feature of educational teaching and learning is that the main part of the burden of observing the law of adequacy when translating it into textbooks is removed from the teacher and taken on by the authors of the textbooks: all lessons are planned in such a way that they can be used as ready-made scenarios. This will provide a “living wage” of literacy and the basis for process management, compliance with the planning system. This approach is the basis for the teacher’s further creativity, freed from routine planning, for which he has almost no time. Creativity can and should be shown mainly in the process of implementing a textbook in a specific class and in planning reserve lessons (usually 20%).

The positive thing is that the proposed Concept abandons the control used on the basis of the “carrot and stick” policy, since this turns educational activity into a confrontation between teacher and students and contradicts interaction as the essence of communication.

Control is by its very nature aggressive, so it's not a matter of improving it. The only way to remove the negative properties of control is to make it a means of managing the educational process. In this case, those “tools” with the help of which this control is carried out are identified: for the teacher this is open control, hidden control, correction, observation, accounting, evaluation, marking; for the student - self-control, mutual control, self-esteem and mutual assessment. The general line should be considered the transfer of students to a self-control mode. They should be taught how to control and correct themselves. As a result, they will get rid of dependency, because they will have their own psychophysiological apparatus for regulating their activities, and this fosters responsibility in a person.

In our work, we examined the Speaking section in more detail. The subject content of speaking is selected in such a way that it is of interest to both British and Russian schoolchildren and is associated with both situations of everyday communication and situations of a problematic nature. In the 8th grade, speaking becomes equal to reading and the task is set to further develop speech skills in monologue and dialogic forms.

When learning to speak, work on reasoning, expressing one’s attitude, and a comparative assessment of the native culture with the culture of the country of the language being studied plays a large part.

When learning monologue speech, the following skills and abilities are developed.

1. The ability to speak holistically, both semantically and structurally.

2. The ability to speak logically and coherently. This means being able to consistently present thoughts, facts, judgments that are semantically connected and correlated with the task of the statement. To speak coherently means to be able to “link” individual phrases and super-phrase unities in the text using certain means of language.

3. The ability to speak productively. From the point of view of form, the productivity of an utterance is determined by the number of new combinations: the less memorized, the greater the productivity. Therefore, the main task is to persistently and constantly develop productivity by combining and transforming material. We should also not forget that productivity is also meaningfulness, that is, the ability to use the wealth of facts, information, thoughts necessary, in the opinion of the speaker, to achieve the goal for which he enters into communication.

4. The ability to speak independently, i.e., choose a strategy for speaking, draw up a program for speaking, speak without borrowing thoughts from previously read and listened to sources, speak without relying on complete notes or images.

5. The ability to speak impromptu, without special preparation or discussion.

6. Ability to speak at a normal pace.

Section V of all cycles is devoted to the development of specific communication skills, and Section VI is devoted to the development of communication skills in general.

A detailed list of subjects for discussion and speech functions that students must master is given in the Map of textbook “English 8” in the sections “Topics, Problems, Situations”, “Functions” and “Speaking”.

Lexical speaking skills are formed both on the basis of previously learned material and new material, with a total volume of about 1500-1600 lexical units (1250 units were learned in grades 5-7 and 300 in grade 8).

New words and expressions are given at the end of the cycle in the “Test Yourself” section.

Grammatical speaking skills are formed on the basis of grammatical material learned in previous grades, as well as on the basis of new grammatical phenomena. New grammatical phenomena that are subject to active assimilation in each cycle are indicated in the Map of textbook “English 8” in the “Speaking” section.

Despite all the positive qualities of the educational complex, there are some negative aspects. First of all, some topics are overloaded with lexical units and grammatical structures and, accordingly, require a larger number of lessons (hours) allocated for their development. Some homework takes a long time to complete, and some lessons are oversaturated with lexical material. there are not enough exercises to practice and consolidate some grammatical phenomena; for student statements based on a speech pattern, for example) additional supports are required. In addition, the very form of some exercises makes it difficult to work, since the task items are not numbered, but are highlighted with a list marker.

In general, this subject line of textbooks allows the teacher to work creatively, develop the student’s personality and allows him to achieve the planned learning outcomes stipulated by the Federal State Educational Standard: personal, meta-subject and subject. The educational complex takes into account the features of using field games in teaching dialogical speech.

2.2 Analysis of teaching materials V.P. Kuzovleva “English for 6th grades of secondary schools”

The analyzed textbook by V.P. Kuzovlev “English for 6th grades of secondary schools” /31/ is built in accordance with the curriculum (3 hours per week) and in its content is focused on the state educational standard in relation to the academic subject “foreign language”. It should be noted, however, that the material intended for assimilation is higher in depth and general content than the requirements of the educational standard. All components of the educational complex contain redundant material, which provides the opportunity to select material depending on the interests, abilities and level of learning of students. The chosen approach makes it possible to consistently implement the principle of individualization of learning, allowing more capable students to master material that goes beyond the scope of the basic course /32/.

The educational complex for the 6th grade continues and develops the teaching system that forms the basis of the educational complex for the 5th grade, namely teaching a foreign language culture. This educational complex is based on a communicative approach to mastering all aspects of foreign language culture: cognitive, educational, developmental and educational, and within the educational aspect - all types of speech activity: reading, speaking, listening, writing.

If in the 5th grade the main task was to teach receptive types of speech activity, and primarily reading, then in the 6th grade teaching productive types, namely speaking, comes to the fore.

Speaking. The material of each cycle, intended for mastery of speaking, is indicated in the technological map in the “Speaking” column.

The task of UMK-6 is to bring speaking to the level of productive mastery of the material.

The substantive content of speaking is built around topics and problematic issues of interest to both English and Russian schoolchildren. A detailed list of subjects of discussion and speech functions that students must master is given in the technological maps in the sections “Topics, problems, situations”, “Functions”, “Speaking”.

In the 6th grade, primary attention is paid to teaching dialogic speech. To teach dialogic speech, special lessons are allocated in each cycle in which students, with the help of functional supports, master such speech functions as requesting information, explanation, agreement, description, promise, refusal, agreement, invitation, apology, exchange of impressions, encouragement to action and etc.

The emphasis when teaching dialogical speech is not on the reproduction of exemplary dialogues, but on the development of mechanisms of dialogic communication: developing a reaction to the interlocutor’s remark, choosing an adequate strategy and tactics of communication, seizing the initiative, etc.

By the end of the 6th grade, students should be able, without prior preparation, to conduct a simple conversation with a speech partner in connection with the presented communication situation, as well as the content of what they saw, heard or read, adequately responding to his remarks, asking for clarification and encouraging the interlocutor to continue the conversation, using speech formulas and etiquette clichés within the framework of language material of the 6th and previous grades. The statement of each interlocutor must contain at least 4-6 remarks that are correctly formatted linguistically and meet the communicative task.

In the 6th grade, monologue speech continues to be taught. By the end of the 6th grade, students should be able to speak without prior preparation logically, consistently and in accordance with the proposed communication situation or in connection with what they heard or saw, briefly convey the content of what they read or heard with direct reference to the text, given questions, and key words. The volume of the statement is at least 6-10 phrases, correctly formatted linguistically and corresponding to the stated communicative task.

Let's move on to the analysis of the second cycle of the studied educational complex /31/ “Unit 2. What are you like?”

In total, the second cycle of this training manual contains 63 exercises:

· in “Student’s Book” /31/ – 28 exercises;

· in the “Activity Book” /33/ – 13 exercises;

· in “Reader” /34/ – 22 exercises.

“Student’s Book” offers three RIs, which is 10.7%.

This type of game is not represented in “Activity Book” and “Reader”.

In paragraph 2.1. The following types of RI have been described:

1) congenital,

2) assigned,

3) purchased,

4) effective,

5) functional.

In the analyzed educational complex V.P. Kuzovlev offers two types of RI:

Purchased – 1 game, which is 33.3%,

Effective – 2 games, which is 66.7%.

In addition, exercises are divided into games in pairs and in a subgroup:

In pairs – 2 games – 66.7%,

In the subgroup – 1 game – 33.3%.

So, from the analysis of the teaching materials of V.P. Kuzovlev “English for 6th grades of secondary schools” it is clear that RIs are represented in it, but in insufficient quantities (only 10.7%). The formation of speaking is carried out mainly through other types of exercises.

Of the types of RI proposed by methodologists (clause 2.1.), only 2 types are used: acquired and effective. More attention is paid to games in pairs. But most likely, games in subgroups will be used at the senior stages of education when improving oral speech.

In general, all the requirements for 6th grade students in the Foreign Language Program /24/ in the speaking section are fully implemented in the analyzed educational complex.

Dialogue speech: students should be able, without prior preparation, to conduct a simple conversation with a speech partner in connection with the presented communication situation, as well as the content of what they saw, heard or read, adequately responding to his remarks, asking for clarification and encouraging the interlocutor to continue the conversation, using speech formulas and cliches of an etiquette nature, expressing one’s attitude towards the subject of the statement.

This textbook aims to help students master the basic course of FL in accordance with the requirements of the state standard, and is designed to lay a solid foundation for the middle and senior stages of learning from textbooks in this series.

Your strategy and tactics in the proposed role; d) planning the partner’s possible behavior; e) determining the type, volume and structure of the dialogue and its possible outcome. The use of role-playing games in teaching dialogical speech at the senior stage. Types of role-playing games used in teaching a foreign language at the senior stage of education It is the role in the game and the actions organically associated with it...

Because once the game is introduced, the teacher will use it many times, and the new vocabulary that the children will become familiar with during the game will become active. The use of role-playing games in a foreign language lesson is more appropriate at the third stage, when lexical material is used in oral speech activity. But role-playing games (and sometimes elements of them) can also be used at the training stage...

About any object. And, accordingly, information technology is a system of procedures for transforming information for the purpose of its formation, organization, processing, distribution and use. Educational information technologies are all technologies that use special technical means (computers, audio, cinema, video). When computers became widely used in education,...

This, however, does not reduce the methodological significance of the typological description, since the resulting typology adequately reflects the patterns of development of role-playing games as a means of teaching professional pedagogical communication in a language pedagogical university. Situation as a methodological category. There are problems that science is forced to address periodically. Even being decided at one stage...

Federal State Educational Standard

I work according to new standards.

Analysis

UMK V.P. Kuzovleva, E.Sh. Peregudova, S.A. Pastukhova, O.V. Strelnikova “English language” for grades 2-11.

The teacher’s choice of teaching materials for teaching presupposes not only knowledge of all its components, but also an understanding of their didactic significance. The effect of using each component is possible only if the teacher knows what, where, and when it is appropriate to use in the educational process. A positive point for choosing this teaching aid is the availability of a complete methodological portfolio. On the one hand, it ensures continuity between primary, middle and high school, and on the other hand, it relieves the teacher of routine work and frees up time to create truly thoughtful creative lessons. The authors of the educational complex have created work programs, thematic and lesson planning. In addition, films have been made on the technology of communicative foreign language education, a UMK website has been created, on which all new UMK products regularly appear, you can find comprehensive answers to all questions about working with the components of the subject line, get advice on issues of interest, and take part in webinars conducted by yourself by the author.

The very idea of teaching and learning is to maximally activate both the intellectual and emotional spheres of students’ personality, to use all channels of information. The UMK series is very conveniently divided into quarters. The lesson structures in each quarter are slightly different from each other, this is explained by the specific learning objectives at each specific stage. All lessons are comprehensive. The main goal of the cognitive (sociocultural) aspect of foreign culture in UMK-2 is the spiritual improvement of students on the basis of acquaintance and understanding of the children's culture of English-speaking countries in its dialogue with their native culture. The concept of dialogue of cultures is also of interest, in which the educational goal is understood as the student’s mastery of a foreign language culture. The development of individuality occurs due to the fact that the student masters not only knowledge, abilities and skills, but a foreign language culture.

One of the main distinguishing features of this teaching aid is that before each lesson (in the teacher’s book) goals are clearly defined not only in educational, but also in cognitive, developmental and educational aspects.

Each exercise in the educational complex is educational, as it is based on a fact of culture (English-speaking countries or native) that is interesting for a primary school student, and not only teaches something, but also develops and educates students. The peculiarity of this educational complex is that the teaching technology is based on an integrated approach to mastering the main types of speech activity. New material is assimilated simultaneously in all four types of speech activity, when all analyzers are involved: auditory, speech motor, visual and motor-graphic, which not only contributes to a more solid assimilation of the material, but also allows the student to compensate for the missing ability at the expense of more developed ones. Each lesson is presented as a full script, including listening and reading material. Creative activities (projects) are widely represented. The individual characteristics of students are taken into account and developed. The educational complex was developed in accordance with the psychological characteristics of primary schoolchildren, taking into account the age characteristics of children of primary school age. The approach to the development of the child’s personal qualities and abilities in the process of acquiring experience in various activities: educational-cognitive, practical, social

Cognitive and communicative activities are organized on the basis of visual perception of the realities of children's culture (fairy-tale characters, cartoon characters, literary characters). A large number of tasks encourage children to create their own book, an imaginary friend, or a magical island. A wide variety of games are widely used in the educational complex. The authors of the educational complex placed emphasis not on the communicative, but on the cognitive function of language. UMK (V.P. Kuzovleva) helps to form a positive attitude towards the subject and helps develop different types of motivation. The teaching and learning complex contributes to the formation of motivation for student success.

At GBOU Secondary School No. 601 in Moscow, teaching English begins in the 2nd grade.

Spiritual and moral education of a junior schoolchild (who is proud of his country and understands “what is good and what is bad”) and the degree of its implementation in the Textbook and the teacher’s book (types of tasks, texts, pictures, etc.): insufficient, sufficient, absent at all.

The authors of the educational curriculum paid much attention to the spiritual and moral education of the primary school student. HowAs already mentioned, each exercise in the textbook not only teaches something, but also educates the student. For this purpose, the lesson scenarios in the Teacher's Book provide appropriate advice and describe the necessary technology. The teaching material is focused on the assimilation of universal human values: attitudes towards parents, adults, peers, nature, wildlife, etc. One of the main objectives of learning is to develop a respectful and tolerant attitude towards another culture, and a deeper awareness of one’s native culture.Typically, each lesson begins with students becoming acquainted with some fact of the culture of English-speaking countries (through reading or listening), and ends with a short statement by students (most often at the level of super-phrase unity) about similar phenomena of their native culture, about themselves and their family.
Students can obtain additional materials about their native culture and the culture of English-speaking countries from the linguistic and cultural dictionary.
Considering that the teacher's knowledge should go beyond the scope of the Textbook, the lesson scenarios and recommendations of the Teacher's Book provide additional information about specific facts of the culture of English-speaking countries.
Particular attention is paid to cultivating a sense of mutual assistance, politeness and a friendly attitude towards each other, respect for other opinions, and cultivating the ability to empathize and sympathize. The main goal of the cognitive (sociocultural) aspect of UMK-2 is the spiritual improvement of students based on familiarity and understanding of the children's culture of English-speaking countries in its dialogue with their native culture. Students must come to the conclusion that different does not mean bad. The subject content of teaching materials for grade 4 expands information about the lives of peers from English-speaking countries, and also introduces British schoolchildren to new areas of life. The educational complex provides enough opportunities for an educational goal to be planned at each lesson.

From the first lesson, students meet British children Helen and Mike, who will help them on their journey. This technique immediately sets children up for a positive attitude towards British children (if they help, they are friends). The children learn about the Thanksgiving Day parade. They get acquainted with the heroes of foreign cartoons and remember their shorties from the cartoon about Dunno. Comparing them, they find many similarities. The children learn about the favorite activities of their peers from other countries and tell them about their own. The titles of the lessons themselves show well-educated goals: “We are friends,” “I love animals,” “I have a good family.” "Olympic Games".

The materials in the textbook are sufficient to achieve the goal of spiritual and moral education. Lesson scenarios contain great educational potential.

Independent educational activity of children in mastering a foreign language and the possibility of its formation with the help of this educational complex: many opportunities (indicate which ones), not enough opportunities, what opportunities are missing. Does the textbook help the student in independent study work - can the student cope with homework on his own if he missed a lesson/lessons.

For children’s independent educational activities in mastering a foreign language and its formation with the help of this teaching aid, many opportunities are provided:

The presence in almost every lesson of the textbook of a list of new lexical units and speech cliches, a series of tasks for self-testing and self-control, allowing the students themselves to evaluate how they have mastered the material (“Test yourself” tasks);

Use in the workbook a large number of written tasks of varying difficulty and different nature. Each subsection also contains exercises (spelling, lexical, grammatical), also intended for individual independent work in the classroom and at home;

A student may well be able to complete his homework if he missed one or more lessons, because... samples of completing tasks, a grammar reference book, explanations of the use of grammatical rules, a linguistic and cultural dictionary, an English-Russian dictionary, an English-Russian dictionary are provided.

Each cycle of teaching materials ends with the “Test yourself” section, which allows you to determine how well the material has been learned, and also contributes to the development of self-control in students, which is very important for preparing for independent study of a foreign language. Assignments are presented in text formats. Such an organization of educational material allows students, who missed classes for some reason, to independently master the material.

For students to productively master all aspects of foreign language culture, a system of tools (memos and special exercises) is provided for developing students’ learning skills, developed taking into account the specifics of all types of tasks. This system is designed to equip students with rational techniques for mastering a foreign language culture and prepare them for independent work on the language not only in the classroom, but also at home.

In educational teaching and learning, great importance is given to games as a way of teaching foreign language oral speech. It is in this type of activity that the main components of independent learning activities are formed (exercises “Let’s play”, “Let’s sing”, “Role play”).

This educational complex provides many opportunities for developing the ability to independently work on the language, and therefore the ability for self-development and self-improvement. The development of universal educational activities is the mechanism that ensures the independence of the educational activities of a primary school student when mastering a foreign language as a means of intercultural communication and interaction.

Technology for developing reading techniques: the approach used in teaching materials (“from letter to sound”, “from sound to letter”, other possible approaches) and what difficulties it causes for students.

UMK English (V.P. Kuzovlev and others) is built on an integrated approach, when teaching reading from the first lesson is carried out in parallel with teaching listening, speaking and writing. “In addition, the approach in which learning begins with teaching reading has a number of other advantages:

1. Learning to read from the first lessons allows you to immediately implement the cognitive aspect of IC, which is one of the leading ones in the first year of study. If learning to read from the very first lesson is based on interesting and new realities for students, facts of the culture of the country of the language being studied, very soon a foreign language begins to be perceived as an additional means of knowledge.

3. Mastering reading (even in English) is an easier process than mastering speaking.

In the educational complex “English Language” (V.P. Kuzovleva), the approach from “sound to letter” is implemented. From the sound form of a word to its graphic form, that is, “the path of sound writing.” This approach is productive. When teaching reading techniques, a special technology is used, which provides for children to master transcription as a visual support for mastering the alphabet and reading rules, which facilitates the acquisition of the ability to read in English. Being able to read by transcription, students can read words that are not read according to the rules; words that are spelled differently but read the same. The use of transcription helps children further learn to read vowels and read letter combinations.

The educational aspect is a means of implementing the cognitive (sociocultural), developmental and educational aspects. In the first year of teaching reading, a 2nd grade student is given the following tasks:

Learn to use an English-Russian dictionary;

Learning the alphabet;

Will teach you how to use a linguistic and cultural dictionary;

Teach to read according to the rules: consonants that have stable, unambiguous grapheme-phoneme connections; a combination of consonants that do not form a new sound; consonants that have different sounds depending on their position in the word; some combinations of consonants that form a new sound (sh, ch, nk, ng, th);

Teach to guess the meaning with LE from pictures, by analogy with the native language, from context;

Develop reading speed.

Learning to read vowels is the task of the second year of study.

Does the textbook provide conscious mastery of the grammatical side of oral speech?

The process of mastering the grammatical side of speech is included in the general context of communication and occurs: in specially selected, communicatively valuable speech samples; in connection with learning to read and the lexical side of speech; consciously, using rules and instructions; accompanied by detailed methodological explanations in lesson scenarios.

The formation of grammatical skills goes through certain stages, which is ensured by a set of exercises (from the perception of a grammatical phenomenon to its reproduction). At the same time, students develop the ability to identify linguistic patterns when deriving rules.

Greater repetition of grammatical material is ensured in new communication situations and different types of activities.

The set of exercises includes exercises that are placed not only in the Textbook, but also in the Workbook. Some conditional speech exercises are included as additional exercises in the Teacher's Book. In the Teacher's Book, specific grammatical material is indicated in the objectives for each lesson; lesson scenarios and methodological explanations for them show how the process of presentation and automation of grammatical phenomena should be organized.

Is sufficient attention paid to developing spelling skills and creative writing?

Writing is also seen as both a goal and a means of learning. The educational complex sets the following tasks in the field of writing: master the rules of English calligraphy, master the rules of spelling in accordance with the studied rules for reading consonants; learn to communicate basic information about yourself in writing.Mastery of calligraphy and the beginnings of spelling occurs in the process of performing communicative tasks. Teaching calligraphy in UMK-2 begins with the first lesson and goes through several stages. At each first paired lesson of the first quarter, students, performing exercises in the Workbook with some communicative (speech-thinking) task, circle the words along the contour. In the same lesson, students, under the guidance of the teacher, begin to write letters in the Copybooks, the names of which they can read from the transcription. Students act in the following sequence: read the name of a familiar letter from the transcription, trace the letter along the outline, then write this letter several times independently.

In the second paired lesson of the first quarter, students copy or write into a speech sample the words necessary to solve a communicative task. Moreover, the words are also given in semi-printed font.

In the second, third and fourth quarters, students independently “translate” printed letters in words into semi-printed ones. Copybooks, if necessary, are used as support.Copybooks for 2nd grade contain entertaining educational tasks, by completing which students not only learn to write the letters of the English alphabet correctly, but also become participants in funny stories and get acquainted with fairy-tale characters.

Mastering the writing of the letters of the English alphabet occurs in the sequence in which they are studied in the textbook.
To master the skills of calligraphy, spelling, as well as to develop writing skills, the Textbook and Workbook provide exercises under the headings “Learn to write correctly” (Copybook), “Words for Frederick”, “All about me”, “In your culture”. Specific writing learning objectives are listed under each lesson's objectives.

The formation of creative written speech is also included in this educational complex. Children learn to respond to a friend's letter, write a letter to Santa Claus, write a book about an imaginary friend, about themselves and their family, based on key words.

To what extent do the topics and situations for communication (including vocabulary) presented in the teaching materials correspond to the age characteristics of primary schoolchildren, and to what extent their needs for foreign language communication are met, i.e.Are children interested in talking, talking and writing about it, reading and listening to it?

The educational complex makes it possible to successfully develop students' speech abilities, takes into account the students' experience in their native language, corresponds to their age capabilities and interests, and therefore provides high motivation in the process of learning English.

In the textbook, familiar fairy-tale characters, cartoon characters, dragons, monsters, and animals act as interlocutors.

In elementary school, play remains the leading activity, so all situations and topics for communication are playful in nature.

Due to the fact that teaching materials use the rule of redundancy of speech material, only that speech material that corresponds to the individuality of each student is assimilated in speech. From lexical groups, children choose and use in speech only those words that they personally need. This promotes stronger absorption of the material. This MK uses the strategy of “selecting and using, mastering.”

On average, a student remembers three or four words per lesson. At the same time, some words are similar in sound to the students’ native language and do not pose difficulties for mastering.

At the educational complex, children study the following topics: “Family”, “Helping around the house”, “Games and toys”, “Holidays”, “Free time”, “Sports”, “Travel”, “Friends”, “Favorite pets” and "Favorite Characters" Children develop guesses by analogy with their native language, by drawing and by context.

This educational complex corresponds to the age interests of students by organizing training based on a dialogue of cultures. Mastery of speech material is accompanied by knowledge of interesting facts of the native culture and country of the language being studied.

Semantization of new lexical units is carried out in the process of perception of texts of a different nature: statements of British and American children, dialogues, captions to pictures.

The speech sample is usually accompanied by exercises aimed at developing lexical and grammatical speaking skills. Sometimes students have difficulty filling out the sample in a meaningful way. It is necessary to show students possible ways to turn any statement into “their own”: to take ready-made from the text what is consistent with their thoughts and feelings.

All topics and situations for communication correspond to the age abilities of younger students. Children are interested in listening, reading, talking and writing about it.

Is the principle of accessibility implemented in the educational complex - do the didactic content presented in the textbook and the technologies used correspond to the age capabilities of children (how well do they cope with the proposed tasks)?

This teaching aid wisely uses and combines all known early learning technologies, which brings it closer to the best modern textbooks, and its design is not inferior to these textbooks, surpassing them in information richness. The principle of visibility is fully implemented, which can make English lessons more diverse, accessible and developing. The visual series presented in textbooks and workbooks performs various didactic functions. Here are the most obvious ones:

colorful drawings serve to semantize vocabulary (students cope with tasks of this type very easily);
speech patterns are constructed in such a way that they ensure adequate use of new lexical units or grammatical phenomena. The presence of such schemes helps children to freely engage in conversation or construct a monologue;
plot pictures contribute to the formation of skills in oral speech in its various forms: monologue (students describe fairy-tale characters, plots depicted in the pictures) and dialogic;
Illustrations for printed and classroom texts serve as a support for understanding what is read and heard.

Does the educational complex develop the student’s interest in mastering the English language in such a way that the student himself looks for the opportunity to additionally perform any tasks beyond the program?

The use of bright visuals and interesting storylines in this teaching aid is of great help in increasing students’ motivation. New characters make you want to read fairy tales by English writers and watch cartoons with new characters. The computer program is used with great pleasure by children at home. All of the above serves to instill interest in learning English, and also provides additional opportunities to complete any tasks beyond the norm for training and consolidation of the learned material. This educational complex has everything necessary to create a foreign language educational environment and develop independence in mastering a foreign language. UMK “English 2” meets modern requirements of the Federal State Educational Standard; there is an Internet support site and work programs have been developed.

What I found especially interesting and attractive was that the educational complex “English 2” creates high motivation for learning English. The educational complex contains great opportunities for personally oriented learning; Effective methodological tools and modern technologies are used.