Enlightenment horizons methodological assistance. UMK Horizons (Horizonte), German as a second foreign language. Audio courses for teaching materials
German. Grade 5. (Horizons) Averin M.M., Jean F, Rorman L., Zbrankova M.
M .: 20 11. - 1 04 p.
The textbook is part of the educational-methodical set "Horizons" for grade 5. The Horizons line is focused on European levels of linguistic competence, and teaching materials for grades 5 and 6 will help you reach the A1 level. The Horizons line guides you step by step in learning German and is designed to be immersed in the language from the very beginning.
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The textbook for grade 5 consists of seven chapters, seven regional blocks, "Little change" and "Big change", as well as a German-Russian dictionary. Each chapter is eight pages long. With the help of a colorful collage, the first page of the chapter introduces the topic. On the next six pages, you will find texts, dialogues and exercises aimed at developing all four language competencies: speaking, writing, reading and listening. In accordance with the rules for the compilation of the European language portfolio, students regularly collect information about themselves and their own achievements.
Particular attention is paid to regional studies. In the green box "About the country and people" you will find information about Germany, Austria and Switzerland, and after each chapter there is a block dedicated to Russia.
Sidebars "What if you think about it?" in orange frames will help you figure out grammatical phenomena on your own, and the rules themselves can be found in a short grammar reference at the end of the chapter.
The “Little Change” and “Big Change” after Chapters 3 and 7, respectively, will help you to game form repeat the material covered in the winter and summer holidays.
The dictionary at the end of the textbook contains all the lexical units of the active dictionary and links to the pages of the use of the lexical unit in the textbook.
Explanation: To download the book (from Google Drive), click on the top right - RECTANGLE ARROW. Then in the new window on the top right - DOWN ARROW. To read - just scroll the pages up and down with the wheel.
Text from the book:
11 hl "0.) German language Textbook for general educational institutions Approved by the Ministry of Education and Science of the Russian Federation Moscow 2011 9. EDUCATION edAtlstio Comelsen UDC 373.167.1: 811.112.2 BBK 81.2Nem-922 H50 The Horizons series was founded in 2009. Authors: M. M. Averin, F. Jean, L. Rorman, M. Zbrankova The publication was prepared using materials from the Cornelsen publishing house (Prima 1: Friederike Jin, Lutz Rohrmann, Milena Zbrankovä) The Prosveshchenie publishing house and the authors express deep gratitude to Mr. Gunter Weimann, the head of the Prima project of the Cornelsen publishing house, for his help in creating the educational and methodological set of the Horizons series; Jarmila Antoshova, Panagiotis Geru, Violetta Katinina, Vie Kilblocke, Grammatiki Rizu, Ildiko Soti for the consultations and the materials provided. German. Grade 5: study, for general education. institutions / H50 [M. M. Averin, F. Jean, L. Rorman, M. Zbrankova]. - M.; Education; Cornelsen, 2011 .-- 104 p. : ill. - (Horizons). - ISBN 978-5-09-016733-8. UDC 373.167.1: 811.112.2 BBK 81.2Nem-922 Educational edition Series "HORIZONS * Averin Mikhail Mikhailovich Jean Fridericke Rorman Lutz Zbrankova Milena GERMAN LANGUAGE Grade 5 * Textbook for educational institutions Center of the group of Germanic languages Head of the Center V. V. Kopylova. Deputy head I. V. Karelin. Project leaders A. A. Bratishka, G. Vaiman. Editors A. A. Bratishka, L. Rorman, J. Stankova. Consultants J. Antosova, P. Geru, V. Kotinienė, V. Kibloka, G. Rizu, I. Soti. External design by L. S. Lyuskin. Artists L. Fibrikh, A. A. Khlystova. Art editors V. Frausova, A. Radchenko. Model M. Hartlova, T. N. Raspopova. Computer layout and technical editing by O. Yu. Myznikova. Cor (> ectors ND Tsukhay, AV Rudakova Ngiyugovaya privilege - All-Russian classifier of production OK OOS-93-953000. Publishers. Series ID N9 05824 from 12.09.01. Signed for printing 03.09.10. Format bO " - ^ OO "/". Offset paper. TypeBookSanPin. Offset printing. Academic publishing house. 10.79. Circulation 10,000 copies. Order No. 26841 (k- $ l). Open Joint Stock Company Publishing House "Prosveshchenie" 127521, Moscow, 3rd proezd, Maryinoy Roscha, 41. Open Joint Stock Company Smolensk Printing Plant. 214020, Smolensk, Smolyaninova St., 1. ISBN 978-5-09-016733-8 in Kzvate Lrosaeshenie ". 2011 C Corneeer Ver.ag C" pN-1. Berlin 2007 6 Xy, y1i * 1st I "IT" design. in 1 "ivo> vpelny license" "reptile OmRN. Berlin Dear friends! The textbook you are holding in your hands is part of the Horizons 5th Grade Educational and Methodological Kit. The Horizons line is focused on European levels of linguistic competence, and teaching materials for grades 5 and 6 will help you reach the A1 level. The Horizons line guides you step by step in learning German and is designed to be immersed in the language from the very beginning. The textbook for grade 5 consists of seven chapters, seven regional blocks, "Little change" and "Big change", as well as a German-Russian dictionary. Each chapter is eight pages long. With the help of a colorful collage, the first page of the chapter introduces the topic. On the next six pages, you will find texts, dialogues and exercises aimed at developing all four language competencies: speaking, writing, reading and listening. In accordance with the rules for the compilation of the European language portfolio, students regularly collect information about themselves and their own achievements. Particular attention is paid to regional studies. In the green box "About the country and people" you will find information about Germany, Austria and Switzerland, and after each chapter there is a block dedicated to Russia. Sidebars "What if you think about it?" in orange frames will help you figure out grammatical phenomena on your own, and the rules themselves can be found in a short grammar reference at the end of the chapter. The "Little Break" and "Big Break" after Chapters 3 and 7, respectively, will help you to repeat the material covered in a playful way during the winter and summer holidays. The dictionary at the end of the textbook contains all the lexical units of the active dictionary and links to the pages of the use of the lexical unit in the textbook. The audio CD contains exercises for practicing phonetic skills. We wish you success in learning German with Horizons! Authors drei H ^ ine Pause k ^ lazy iC £ filSn ^) ern "n 3 J Das i" r preliminaries: say what you love and what you love Gramniatik / Grammatmka: .personal pronouns er / sie. * v. lg. verbs kommen, heißen, mögen, sein: articles der. das. die. ein. eine: possessive pronouns mein, dein: prepositions in. aus Aussprache / Phonetics: sentence stress, interrogative intonation, dictionary stress Lerne lernen / Learn to learn: flashcards Tiere Animals Das lernst du / You will learn to: talk about animals; conduct classroom interviews; understand text about animals; describe animals; call colors Grammatik / grammar: verbs haben, sein; questions requiring the answer 'Yes' or Lernplakate / Educational posters Grammatikspiel / rrammatical game Aussprache / Phonetics Ein Gedicht lesen und sprechen / Reading and reciting a poem Mein Schultag and days of the week: describe your daily routine: understand and compose texts about the school Grammatik / Grammar; time indication; word order in the sentence: Hobbys Hobbies Das lernst du / You will learn to: talk about a hobby: make an appointment; say what you can and what you can't; ask permission; read and describe statistics Grammatik / Grammatics: verbs with change- Meine Familie My family Das lernst du / You will learn to: describe a picture; talking about the family; understand the text about the family; talk about professions Grammatik / Graimatic: possessive pronouns sein, ihr, unser; designation of masculine and feminine professions "no"; Accusative case (Akkusativ) Aussprache / Phonetics: vocabulary stress, short and long vowels Lerne lernen / Learn to learn: ways of memorizing articles and plural forms Projekt / Project: What do they know in Russia about Germany, Austria and Switzerland? Spielen und wiederholen / Play and repeat the prepositions um, von ... bis, am Aussprache / Phonetics: vowel (short / long) Lerne lernen / Learn to learn: flashcards for memorizing interrogative words of the root vowel; modal verb können: verbs with the separable prefix Aussprache / Phonetics: vowel (short / long), phrases Lerne lernen / Learn to learn: memorize new words using associations Aussprache / Phonetics: endings er and -е Lerne lernen / Learn to learn: computer helps to learn language Was kostet das? How much is it? Das lernst du / You will learn to: name the price, say what you would like to buy; to talk about what you like and what you don't, find information in the text of Grammatik / Gramnatic: verbs essen, treffen, ich möchte; order of words in a sentence; frame construction Aussprache / Phonetics: phrases, diphthongs ei. ai. her Lerne lernen / Learn to learn: types of reading (introductory, search, detailed) Comic / Koiiks: Die Nervensäge / Bothering Sprechtraining / Learning to speak: fast speech Meine Lieblingsgrammatik / Mon favorite grammar: we repeat gravel Wörterbuch / Dictionary 1п den Ferien / Ha holidays Spielen und wiederholen / We play and repeat Adipes vie, Das lernst du You will learn to greet people to introduce themselves and say where you live fill out a questionnaire spell a name spell out that you love Guten Morgen Guten Abend CD 3 CD 4 Ф Kefwief ^ «men Wie heißt du , ut- Hör zu und ies. Listen H read the dialogue. Hallo, wie heißt du? ^ Ich bin Anne. Und du? ^ ich heiße Jan, Jan Schwarz. Woher kommst du? Aus Tschechien, aus Prag. Und du? ^ Ich komme aus Deutschland, ich wohne in Koich. Und wo wohnst du hier? J "^ f ^ -" -; ^ Da. .T,. - J- Ich wohne auch da. Dann bis später.! Tschüs! Tschüs! ^ b Hör zu und sprich nach. Listen and repeat after the announcer. Sprechen üben Learning to speak Hör zu und sprich nach. Listen and repeat after the announcer. heißt du? wohnst du? kommst du? Anne, in Köln. aus Deutschland. Wie heißt du? Wo wohnst du? Woher kommst du? heiße Anne, wohne in Köln, komme aus Deutschland. Ich heiße Anne. Ich wohne in Köln. Ich komme aus Deutschland. Gespräche Dialogues Fragt und antwortet. Ask and answer. Ich heiße ... Hallo! Wie heißt du? Rap "Guten Tag, wie geht" s? Denk nach .ä if I come .., w1 Verben: heißen, kommen, wohnen Hör ZV iMd naarh tl. CiTSH "G> iee Merket. Gu "Abech :! ouT; -Ä.- ■ ■ You. ich heiße du heißt komme kommst wohn ... MURPH. SÖH 1 bist Hotei In the hotel Hör zu und lies. Listen and read. Guten Tag. Guten Tag. Wie heißen Sie, bitte? Petra Neu. Und wo wohnen Sie? In Köln, Altstraße 2. Hier bitte! Nummer 5. Danke. Auf Wiedersehen. Auf Wiedersehen. Ein Formulär A ^ nketa Lies und mach dann dein Formular im Heft. Read the questionnaire and fill out yours in your notebook Kenneniernen Denk nach Y if oodulstj JUGENDHOTEL Wannsee BERLIN Vorname Petroy Familienname Neu, Adresse Straße AUstruiße Z Wohnort KöUv Postleitzahl (PLZ) 504-90 Land DeuZrschländer (PLZ) 504-90 Land DeuZrschlak day ... Goodbye Spielt die Dialoge. Play out dialogues. Land und Leute About the country and people Grüß Gott! * Grüezi! Servus! Ade / Adieu! also in southern Germany sieben CD 7 CD 8 CD 9 Buchstabieren Spell a Hör zu und mach mit. Listen and repeat. ABCDEFG, Deutsch zu lernen tut nicht weh. HIJKLMH Sag mir doch - was hörst au denn? OPQRSTU Sag mir doch - wie heißt denn du? VWXYZ, Deutsch zu lernen ist doch nett. zu ADi jibftÄ, QÜ in dem ABC-Menü. Am Ende gibt es noch fi. Deutsch zu sprechen das ist nett. Hört und spielt den Dialog. Listen and act out the dialogue. Wie heißt du? Maximilian. Wie bitte? Maximilian. Wie schreibt man das? M-A-X-I-M-I-L-l-A-N. Hör zu und schreib. Listen to the dialogue and write it down in your notebook. d Buchstabierspiel - Buchstabiert und ratet Namen aus der Klasse. Spelling game; spell and try to guess the names. S-A-L Salika, S-A-L-I-K-A L-Y- ... Lynda. L-Y-N-D-A С-Н- ... Kennenlernen Wer bin Ich! Who am I! Schreibt Personen-Karten und spielt. Write personal cards and act out dialogues. Möllner. wo wonnsi Simon. Wie heißt du? Wo wohnst du? ... Wie ist dein Nachname? Nachname Vorname Stadt / Land Möllner Christine Köln / Deutschland Pimentei Simon Prag / Tschechien Müller Petra Linz / Österreich Schwarz Stefan Budapest / Ungarn Coppola Mario / Italien Pawlowa Mascha Tomsk / CO Russland ^ lS ^ / Oeat! zu und lies laut. Listen to the dialogue and read it aloud. Hallo, wie geht "s? Danke, gut, und dir? Auch gut. Was machst du jetzt? Ich spiele Tennis. Ich mag Tennis auch sehr. Und was magst du noch? Ich mag auch Karate und Judo. Ф Sprechen üben Learning to speak 0> 11 Hör zu und sprich nach. Listen and repeat after the announcer. Machst du? Was machst du? Tennis. Spiele Tennis, magst du? Was magst du? Musik. Mag Musik , noch? magst du noch? Karate mag Karate What do you like to do 9 Des like Sammelt in der Klasse Gather information in class Ich spiele Tennis Ich mag Musik. Und was magst du noch? Ich mag Karate. Denk nach D if you think about it! Was magst du, Monika? Ich mag Volleyball und ... Verb: mögen ich Ich du Was mag Tennis, mag ... du? Ш Volleyball Kino Basketball Judo Tischtennis Fußball neun Шм Kennenlernen Würfeln und sprechen - Ein Spiel Game: roll the dice and say Würfle 2-mal und mach einen Satz. Roll the dice two times and make a sentence. Woher kommst du? Ich komme aus ™ Read the texts and choose a picture for each of them. Ich heiße ... Ich wohne in, □ 0 0 0 «О 0 wo / du wie / Sie woher / du wie / Sie woher / Sie wo / Sie □ heißen kommen wohnen mögen spielen heißen 0 ich du Sie ich du Sie 0 mögen wohnen kommen mögen heißen spielen 0 du Sie ich ich Sie du 0 wie / du woher / Sie wo / du woher / du wo / Sie wie / Sie Internet-Chat Internet Chat Lies die Texte und ordne die Bilder zu. Hallo, ich heiße Stefanie Köhler und wohne in München. Ich mag Fußball, Tennis und auch Musik. Grüß Gott, ich bin Matthias Schneider. Ich komme aus Österreich, aus Wien. Ich mag Kino und Partys und auch Internet-Chats. Guten Tag, ich heiße Conny Schröder. Ich komme aus Berlin. Ich mag Radfahren und Schwimmen. Hl! Wie geht "s? Mein Name ist Paolo Lima. Ich komme aus Italiea Ich wohne in Köln. Ich mag Fußball und Schwimmen. Grüezi! Ich bin Laura Zwingli. Ich komme aus der Schweiz. Ich wohneball in Base L Ich mag Volley und Internet-BaseL Ich mag Volley SpiU / shp i .fTUAwwriHuihMirtri 10 b Schreib deinen Chat-Text Write your own message Welches Foto zeigt weiche Stadt aus 15a! Die Buchstaben helfen. What are the names of the cities in the photographs! Letters will help you. Elf 11 Kinder-Russland Einander begrüßen Greet each other Sieh dir die Bilder an. Wer sagt was! Look at the pictures and find a suitable greeting. Guten Tag! Good evening! Guten Morgen! Good morning! Guten Abend! Good afternoon! Hallo! Markus Nikita Elisabeth 12 zwölf 1 Kinder-Russland Viele Städte - viele Hobbys Many cities - many hobbies Schau die Karte an und erzähle über die Kinder: aus welchen Städten kommen Sie! Was mögen sie! Look at the map and tell us about the guys: who is from which city! Who likes to do what! Mischa sagt: „Ich komme aus Norilsk und mag .... Nastja sagt: „Ich komme aus ... und spiele .... Sergei .... Katja .... liningrad ^ Smolensk Computerspiele Schach dreizehn 13 Das kannst du Danke, gut, und dir? Auch gut./Es geht. Greetings to the people of Guten Morgen. ^ Hallo, wie geht's? Guten Tag. Guten Abend. Auf Wiedersehen. Tschüs. / Servus. Bis später. Introduce yourself and say where you live Wie heißt du? Ich heiße ... Wo wohnst du? Ich wohne in ... Woher kommst du? Ich komme aus ... Spell the name Ich heiße Salika. Wie schreibt man das? h S-A-L-l-K-A. Guten Tag, wie geht es Ihnen? Danke, gut, und Ihnen? Say that you love Was magst du? Ich mag ... und Ich mag auch ... Alternatively, you can ... ... fill out the form. ... write a message in the chat. ... understand simple information in the text. Grammar: short and clear Personal pronouns and verbs ich komme du kommst Sie kommen wohne wohnst wohnen mache machst machen Щ \ Ich heiße Mati. Ich komme aus Transturien. heiße heißt heißen mag hin magst hist mögen sind Questions with a question word and answers to them First place Wie Ich Wo ich Woher Ich Wie ich wo Ich Verb in second place heißt heiße wohnst wohne kommst komme heißen heiße wohnen wohne du? Anne. du? in Köln, du? aus Deutschland. Sie? Jörg Nowak. Sie? in Basel. 14 vierzehn CD 12 (P CD 13 Die Neue New a Hör zu. Listen to the dialogue. Guten Tag. Das ist Jasmin Bayer. Sie kommt aus München und wohnt jetzt hier in Ulm. Hallo. Hallo, ich bin Andreas. Hallo, Andreas. Jetzt ist Bio. Magst du Bio? Ja, sehr. Ich nicht. Ich hasse Bio. Ich mag Deutsch b Hör noch einmal und lies. Was ist richtig! Lies vor. Was ist falsch! Korrigiere. Hear the dialogue again and the wrong sentences. 1 Jasmin Bayer kommt aus Ulm 2. Sie wohnt in Ulm 3. Andreas ist neu in der Klasse read it What is right and what is wrong Correct 4. Jasmin mag Bio 5. Andreas hasst Deutsch 6. Andreas mag Bio nicht. Sprechen üben Learning to speak Hör zu und dann sprich nach Listen and then repeat after the announcer Mathe? Ja, super! Bio? Es geht. Sport? Nein. Englisch? Magst du Mathe? Ja, Mathe ist super! Magst du Bio? Na ja, es geht. Magst du Sport? Nein, ich hasse Sport. Denk nach A emm thought er / s / e kommt er / sie heißt! Er / sie ist wohn ... hass ... mag (P Schulfächer School items Fragt und berichtet. Ask each other and tell about yourself. Wie heißt auf Deut Magst du Bio? Ja. / Nein. Und du? Es geht. Bio ist super! Ich hasse Bio, aber ich mag Ich mag Sport. Ich auch. n Ich nicht, aber ich mag Das ist David. Er wohnt in Er mag Geografie. 16 sechzehn from 14 Pause At recess Hört zu. Lest den Dialog. Listen to and read the dialogue. ^ Lisa: Hallo, Jasmin, ich bin Lisa. P 'Jasmin: Hallo, Lisa. Lisa: Das ist meine Freundin Lena. Jasmin: Hallo, Lena. Lena: Hallo, Jasmin. Lisa: Und das ist mein Freund Michael. P Jasmin: Dein Freund? P Lisa: Ja - äh - nein, also mein Schulfreund. Wir machen viel zusammen. P Michael: Hi, Jasmin. Lena: Was macht ihr heute Nachmittag? P Jasmin: Keine Ahnung, und du? b Stell deine Freunde vor. Introduce your friends. Das ist mein Freund Sascha. Er kommt aus Estland. Wir spielen zusammen Fußball. Das ist meine Freundin Laura. Sie ist auch in Klasse 5. Wir machen zusammen Musik. Wir mögen Rap-Musik. Denk nach And if you think about it! mein Freund dein Freund mein ... dein ... Freundin Freundin Meine Freunde My friends Schreib den Text ins Heft und lies vor. Write the text down in a notebook and read it aloud. Tennis Radfahren Fußball Judo Freund Meine mein heiße heißt ist mag Ich ... Thomas Brinkmann. Das ... Freund Jonas. Er mag Sport. Er spielt gern ... und .... Mein ... David ... auch Fußball. ... Schulfreundin Veronika. Sie mag ... und .... Denk nach Y if fi wir spielen gern Fußball. W ... hör ... gern Musik. W ... mög ... Rap-Musik. Was macht ihr heute? 2-A "erm. 5kl. Ф CD 15 CD U CD 17 Ф CD 18 1 ^^ Der Zahlen-Rap Hör zu und mach mit. Listen and sing along. OEP numbers about null 7 sieben 1 eins 8 acht 2 zwei 9 neun 3 drei 10 zehn 4 vier 11 elf 5 fünf 12 zwölf 6 sechs 1-2-3 und 4, Zahlen lernen wir. 5-6-7-8, Zahlen rappen Tag und Nacht. 9 und 10, Zahlen sprechen und versteh'n. 11 - 12-13- komm, mach mit, Zahlen machen fit. 14 und 15, 16-17-18-19, 20 und aus. Und jetzt nach Haus. Ф Sprechen üben - Zahlengruppen sprechen Learning to speak - Pronouncing groups of numbers a Hör zu und sprich nach. Listen and repeat after the announcer. 123 321 o 221 442 5 33 55 779 b Mach Zahlengruppen und sprich die Telefonnummern laut. Wer kann eine auswendig! Make groups of numbers and say the phone numbers out loud. Who can memorize one of them! 227772 4141412 1525351 3362240 Telefonnummern Telephone numbers Spielt in der Klasse. Act out the dialogue in the classroom. 307772911 - klingelingeling Hier ist Peter. Wer ist am Telefon? Hallo, Peter. Hier ist Monika. Wie geht "s? Land und Leute About the country and people Auto Telefon Internei 0049 ... .de 0043 ... .at 0041 ... .ch Die Schule ist aus After lessons Hört zu. Lest und spielt den Dialog. Listen, and then read and act out the dialogue, Tschüs, Michael, bis morgen. Wie ist deine Handynummer, Jasmin? 0157 1788335. Und deine? 0164 57711234. Und meine E-Mail-Address ist Wie schreibt man Meinck? B M-E-l-N-C-K. Danke, tschüs, bis morgen. 18 achtzehn J EL fae 19 Talking about objects Was ist das? Wie heißt das auf Deutsch? Das ist ein Bleistift. Das ist ein Kuli. ^ Ist das ein Bleistift? Nein, das ist ein Lineal. In addition, you can ... ... count to 1111. ... understand short text. Grammar: short and clear Personal pronouns and verbs Initial kommen (Infinitiv) part ich komme (Singular) du kommst er / es / sie kommt heißen mögen Mh. C. (Plural) Article der Kuli ein Kuli mein Kuii dein Kuii wir ihr sie Sie kommen kommt kommen kommen heiße heißt heißt heißen heißt heißen heißen das Mäppgenögen ein Mäppchen mein Mäppchen dein Mägenögen CD deine CD Prepositions: in, aus Ich wohne in Ich komme aus Deutschland / österreich / der Schweiz. Deutschiand / Österreich / der Schweiz. 24 vierundzwanzig Tiergeräusche tHe ^ Kaixe ^ CD 23 Hör zu und finde das Tier auf Seite 25. A ist eine Katze. (9 Der Wortakzent a Schreib die Tiernamen. Die Katze der Tiger die Antilope das Meerschweinchen die Spinne der Kanarienvogel das Lama der Pinguin CD 24 b Hör zu und sprich nach. Markiere den Wortakzent. Wo ist der Wortakzent a nicht ei-o-u; lang _ oder kurz,? CD 25 Hör zu und sprich nach.a das Lama e das Meerschweinchen i der Tiger o die Antilope u die Kuh Lama a die Katze e der Schmetterling i die Spinne o der Wolf u der Hund Katze 9 Tiere und Kontinente Woher kommen die Tiere von Seite 25! Fragt und antwortet in der Klasse. Nord Woher kommt der Bison? A 4 ien Asien Ich glaube, das Lama kommt aus ... Aus Nordamerika. 26 sechsundzwantiig o Sambl der Klasse. Mein Lieblingstier ist die Katze.O zz and Mein Lieblingstier ist das Pferd. Huncl (1 (1 Katze Hft ((^ Hast du ein Haustier? and Lies die Sätze. Hör zu. Was ist richtig! Was ist falsch! 1 . Drina und Milan haben Haustiere. 2. Milan fragt: Hast du auch eine Katze? 3. Milan hat keinen Hund. 4. Dri na hat eine Katze. 5. Milan mag Hunde. 6. Drinas Katze ist 20 Jahre alt. 7. Milans Hund ist 3 Jahre alt. 8. Drina mag Spinnen. ^ i Г Denk nach And if you think about it? Verb: haben ich habe wir h ... du hast ihr habt er / es / sie ha ... sie / Sie h ... Hast du Haustiere, Drina? Ja, ich habe eine Katze. Hast du auch einen Hund? Nein, ich habe keinen Hund. Und du? Ich habe einen Hund und einen Papagei. Einen Papagei? Super. Ist der schon alt? Ja, er ist 20 Jahre alt. Und dein Hund? Denk nach And if you think about it? @ Nominativ Akkusativ der Hund Das ist ein Hund. Ich habe einen Hund, aas Pferd Das ist ein Pferd. ich habe ein Pferd, die Katze Das ist eine Katze. Ich habe eine Katze. Ich habe kein ... Hund. Ich habe kein Pferd, ich habe kein ... Katze. b Haustiere in der Klasse - Macht Interviews und berichtet. Hast du einen Hund? Ich habe kein Haustier. Marie, Sophie und Lea haben eine Katze. in, ich habe keinen Hund. Ich habe eine Katze. siebenundzwanzig 27 (9 Grammatik spielen Würfle 2-mal, frage und antworte. Hast du einen Hamster? Nein, ich habe keinen Hamster. ■ Q * e? - "Hast du einen CD-Spieler? Ja, ich habe einen CD-Spieler. 0 □ 0 ■ 0 der Computer der CD-Spieler der Bleistift der Kuli der Rucksack der Spitzer □ der Hamster der Hund der Pinguin der Vogel der Tiger der Freund das Mäppchen das Buch das Lineal das Handy das Telefon das Mechwechen mal würfeln.das Kaninchen das Lama das Pferd V die CD die Schere die Brille Noch mal würfeln.die Uhr Noch mal würfeln. Л die Maus die Kuh die Spinne die Schildkröte die Katze die Antilope Ф Ja / Nein-Fragen a Wieder die Verbhole sein, kommen, mögen, haben ... du bist ... ich bin ... b Schreib die Fragen: du-Form und Sie-Form. Fußball spielen ein Fahrrad haben einen Computer haben Tennis spielen 12 Jahre alt sein einen MP3- Spieler haben Französisch lernen Klaus / Maria heißen Mathe mögen fie ^ FottiC SjHAl ^ dtoFufibalU 28 3
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Assortments of Videos Cambridge ESOL BEC Cambridge ESOL CAE Cambridge ESOL CPE Cambridge ESOL FCE Cambridge ESOL IELTS Cambridge ESOL YLE English for Specific Purposes Happy Hearts I type Idioms II type IV type Practice Exam Papers Prepare and Practice for the TOEFL iBT Readers Resource Books Skills Books Upstream VIII view. V.V. Voronkova VIII view. The program of I.M. Bgazhnokova Welcome Academic school textbook Academy Focus on English Archimedes Teacher's library Quickly and efficiently Extracurricular activities Magic workshop Meetings of Prodigies Horizons State final attestation History rake Grammar in tables Preschool world Unified state exam Behind the pages of the textbook Problem books Starry English From childhood French series History in faces. Time and contemporaries So, German! Final control in primary school Final control: GIA Final control: Unified State Exam To the top five step by step Classic course Little Labyrinth Vocabulary in pictures Linguistic simulator Life line Literature for educational organizations with Russian (non-native) and native (non-Russian) languages Lomonosov Moscow State University Mosaic On the edge of the world German language. Preparing for the exam Perspective Pole Star Speech therapist portfolio Programs Profile school Five rings We work according to new standards We work according to the Federal State Educational Standard of preschool education Rainbow Tutor We solve non-standard problems Russian culture Blue bird Coming soon to school Difficult USE topics Second generation standards Literacy steps Fate and creativity Spheres 1-11 Yours friend French Your horizons Current control Universum Russian lessons Success Successful start (Mathematics) Learning maps Tutorials for universities Learning with education FSES: Assessment of educational achievements French in perspective Reading, listening, playing Step by step to the top five School of Russia School dictionaries Elective courses Encyclopedic dictionaries I live in Russia "English" ed. V.P. Kuzovlev and others.
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UMK Yu.M. Kolyagin, class 9 UMK Yu.M. Kolyagin, 8 cl. UMK Yu.M. Kolyagin, class 7 UMK Yu. N. Makarychev, class 9 Deeper. UMK Yu. N. Makarychev, class 9 UMK Yu. N. Makarychev, grade 8 (deepen). UMK Yu. N. Makarychev, grade 8 UMK Yu. N. Makarychev, class 7 UMK Yu.M. Kolyagin, 11 class. (base / prof). UMK Yu.M. Kolyagin, class 10 (base / prof). UMK Yu.V. Lebedev, class 10 (base / prof). UMK E. M. Rakovskaya, 8 class. UMK Sh. A. Alimov, class 9 UMK Sh. A. Alimov, grade 8 UMK Sh. A. Alimov, class 7 UMK Sh. A. Alimov, 11 class. (bases). UMK Sh. A. Alimov, class 10 (bases). UMK Reading. S.Yu. Ilyin, 4 class. (VIII view. V. V. Voronkov) UMK Reading. S.Yu. Ilyin, 3 class. (VIII view. V. V. Voronkov) UMK Reading. S.Yu. Ilyin, 2 class. (VIII view. V. V. Voronkov) UMK Reading, 9 cl. (VIII view. V. V. Voronkov) UMK Reading, 8 cl. (VIII view. V. V. Voronkov) UMK Reading, 6 cl. (VIII view. V. V. Voronkov) UMK Reading, 5 cl. (VIII view. IM Bgazhnokov) UMK Reading, 5 cl. (VIII view. V. V. Voronkov) UMK Reading, 4 cl. (VIII view. IM Bgazhnokov) UMK Reading, 4 cl. (VIII view. V. V. Voronkov) UMK Reading, 3 cl. (VIII view. IM Bgazhnokov) UMK Reading, 3 cl. (VIII view. V. V. Voronkov) UMK Reading, 2 cl. (VIII view. IM Bgazhnokov) UMK Reading, 1 class. (I type) UMK Artistic work / T. Ya. Shpikalova, class 4 UMK Artistic Labor / T. Ya. Shpikalova, class 3 UMK Artistic Labor / T. Ya. Shpikalova, class 2 UMK Artistic Labor / T. Ya. Shpikalova, class 1 UMK Oral speech, 4 cl. (VIII view of I.M.Bgazhnokov) UMK Oral speech, 3 cl. (VIII view of I.M.Bgazhnokov) UMK Oral speech, 2 classes. (VIII view of I.M.Bgazhnokov) UMK Oral speech, 1 class. (VIII view of I.M.Bgazhnokov) UMK Technology, 4th class. (VIII view. V. V. Voronkov) UMK Technology, 3 class. (VIII view. V. V. Voronkov) UMK Technology, 2 class. (VIII view. V. V. Voronkov) UMK Technology, 1 class. (VIII view. V. V. Voronkov) UMK T. Ya. Shpikalova, 8 cl. UMK T. Ya. Shpikalova, class 7 UMK T. Ya. Shpikalova, class 6 UMK T. Ya. Shpikalova, class 5 UMK T. Ya. Shpikalova, class 4 UMK T. Ya. Shpikalova, class 3 UMK T. Ya. Shpikalova, class 2 UMK T. Ya. Shpikalova, 1 class. UMK T.G. Khodot, class 6 UMK T.G. Khodot, class 5 UMK T.A.Rudchenko, class 4 UMK T.A.Rudchenko, class 3 UMK T.A.Rudchenko, 2 class. UMK T.A. Rudchenko, 1 class UMK T.A. Ladyzhenskaya, class 5 UMK Solodovnikov, 11 cl. (bases). UMK Solodovnikov, class 10 (bases). UMK S. N. Chistyakova, 8 class. UMK S. N. Chistyakova, 10 cells. UMK S.K.Biryukova, grade 8 UMK S. D. Ashurov, class 5 UMK S.V. Gromov, class 9 UMK S.V. Gromov, grade 8 UMK S.V. Gromov, class 7 UMK Russian language. Speech development, kindergarten. UMK Russian language. Speech development, grade 3 UMK Russian language. Development of speech, 2 cl. UMK Russian language. Development of speech, 1 class. UMK Russian language. Literacy training, grade 1 (II type) UMK Russian language, 9 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 8 cl. (VIII type. V. V. Voronkov) Educational Code Russian language, 7 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 6 cl. (VIII view. V. V. Voronkov) Educational Code Russian language, 5 cl. (VIII type. V. V. Voronkov) Educational Code Russian language, 4th class. (VIII type. V. V. Voronkov) Educational Code Russian language, 4th class. (I type) UMK Russian language, 3 class. (VIII type. V. V. Voronkov) Educational Code Russian language, 3 class. (II type) UMK Russian language, 2 class. (VIII type. V. V. Voronkov) Educational Code Russian language, 2 class. (II type) UMK Russian language, 1 class. (Type II) UMK Revyakin, class 8 UMK Revyakin, class 7 UMK R.B.Sabatkoev, class 9 UMK R.B.Sabatkoev, class 10 UMK Pronunciation, 4 cl. UMK Pronunciation, 3 cl. UMK Pronunciation, 2 cl. UMK Pronunciation, 1 cl. UMK Ed. B.M. Nemensky. 8 cl. UMK Ed. B.M. Nemensky. 7 cl. UMK Ed. B.M. Nemensky. 6 cl. UMK Ed. B.M. Nemensky. 5 cl. UMK Ed. B.M. Nemensky. 4 cl. UMK Ed. B.M. Nemensky. 3 cl. UMK Ed. B.M. Nemensky. 2 cl. UMK Ed. B.M. Nemensky. 1 cl. UMK Acquaintance with the outside world, 2 cl. (I type) UMK Acquaintance with the outside world, 1 class. (I type) teaching materials Acquaintance with the surrounding world (prepared). (I type) teaching materials teaching literacy, 1 class. (I.M.Bgazhnokova) Teaching and learning materials teaching and learning to read and write, 1 class. (VIII view. V. V. Voronkov) UMK O.S. Soroko-Tsyupa, 9 class. UMK O. E. Drozdova, 7 class. (electronic) UMK O.V. Afanasyev, class 9 (deepen). UMK O.V. Afanasyeva, grade 8 (deepen). UMK O.V. Afanasyeva, class 7 (deepen). UMK O.V. Afanasyeva, 6 class. (deepen). UMK O.V. Afanasyeva, 11 class. (deepen). UMK O.V. Afanasyeva, 10 class. (deepen). UMK N. Ya. Vilenkina, class 9 (deepen). UMK N. Ya. Vilenkina, grade 8 Deeper. UMK N. S. Rusin, 6 class. UMK N.A.Kondrashova, class 9 (deepen). UMK N.A.Kondrashova, 8 class. (deepen). UMK N.A.Kondrashova, class 7 (deepen). UMK N.A.Kondrashova et al., 11 cl. (deepen). UMK N.A.Kondrashova and others, 10 cells. (deepen). UMK World of History, 6 cl. UMK Mathematics, Preparatory class (VIII type. VV Voronkova) UMK Mathematics, 9th grade. (MN Perova, VIII type. VV Voronkov) UMK Mathematics, 8th grade. (VIII type. V. V. Voronkov) UMK Mathematics, grade 7. (VIII type. V. V. Voronkov) UMK Mathematics, 6 cl. (VIII type. VV Voronkov) UMK Mathematics, 5th grade. (VIII view. V. V. Voronkova) UMK Mathematics, 4th grade. (VIII type. V. V. Voronkov) UMK Mathematics, 3 class. (VIII type. V. V. Voronkov) UMK Mathematics, 2nd class. (VIII type. V. V. Voronkov) UMK Mathematics, 1 class. (VIII view. V. V. Voronkov) UMK M. Ya. Pratusevich, 11 cl. (deepen). UMK M. Ya. Pratusevich, class 10 (deepen). UMK M. Ya. Vilensky, class 5 UMK M.T. Baranov, class 7 UMK M.T. Baranov, class 6 UMK M.G. Akhmetzyanov, class 5 UMK L. S. Atanasyan, class 9 UMK L. S. Atanasyan, grade 8 UMK L. S. Atanasyan, grade 7 UMK L.P. Anastasova, class 3 UMK L. N. Bogolyubov, class 9 UMK L. N. Bogolyubov, class 9 UMK L. N. Bogolyubov, grade 8 UMK L. N. Bogolyubov, class 7 UMK L. N. Bogolyubov, class 7 UMK L. N. Bogolyubov, class 6 UMK L. N. Bogolyubov, class 6 UMK L. N. Bogolyubov, class 5 UMK L. N. Bogolyubov, class 5 UMK L. N. Bogolyubov, 11 class. (prof). UMK L. N. Bogolyubov, 11 class. (bases). UMK L. N. Bogolyubov, class 10 (prof). UMK L. N. Bogolyubov, class 10 (bases). UMK L. N. Bogolyubov, "Law", 11 cl. (prof). UMK L. N. Bogolyubov, "Law", 10 cl. (prof). UMK L. N. Aleksashkin, 11 class. (elect). UMK L.M. Rybchenkova, class 9 UMK L.M. Rybchenkova, 8 class. UMK L.M. Rybchenkova, class 7 UMK L.M. Rybchenkova, 6 class. UMK L.M. Rybchenkova, class 5 UMK L.M. Zelenina, class 4 UMK L.M. Zelenina, class 3 UMK L.M. Zelenina, 2 class. UMK L.M. Zelenina, 1 class. UMK L.I. Tigranova, class 6 UMK L.I. Tigranova, class 5 UMK L.I. Tigranova, class 2 UMK L.I. Tigranova, class 1 UMK L.G. Sayakhova, class 9 UMK L. V. Polyakova, class 4 UMK L.V. Polyakova, class 3 UMK L. V. Polyakova, 2 class. UMK L.V. Polyakova, class 1 UMK L. V. Polyakov, 11 class. UMK L.V. Polyakov, class 10 UMK L. V. Kibireva, 8 class. UMK L.V. Kibireva, class 7 UMK L.V. Kibireva, class 5 UMK L.A. Trostentsova, class 9 UMK L.A. Trostentsova, grade 8 UMK History of the Fatherland, 8 cl. UMK History of the Fatherland, 7 cl. UMK Fine art. 2 cl. (VIII view of IM Bgazhnokov) UMK Fine arts. 1 cl. (VIII view of I.M.Bgazhnokov) UMK I.A. Wiener, 2 cl. UMK I.A. Wiener, 1 class UMK I.O.Shaitanov, class 9 (elect). UMK I.O.Shaitanov, 11 class. (elect). UMK I. N. Vereshchagin, III class. (deepen). UMK I. N. Vereshchagin, II class. (deepen). UMK I. N. Vereshchagin, class 5 (deepen). UMK I. N. Vereshchagin, class 4 (deepen). UMK I. N. Vereshchagin, class 3 (deepen). UMK I. N. Vereshchagin, 2 class. (deepen). UMK I. N. Vereshchagin, class 1 (deepen). UMK I. L. Bim, 9 class. UMK I. L. Bim, 8 cl. UMK I. L. Bim, 7 class. UMK I. L. Bim, 6 cl. UMK I. L. Bim, 5 cl. UMK I. L. Bim, 4 class. UMK I. L. Bim, 3 class. UMK I. L. Bim, 2 class. UMK I. L. Bim, 11 cl. (base) UMK I. L. Bim, 11 class. UMK I. L. Bim, 10 cl. (base.) UMK I. L. Bim, 10 cells. UMK I.K. Toporov, class 5 UMK I.K.Kikoin, 10 cl. UMK I. V. Metlik, A. F. Nikitin, 11 class. (bases). UMK I. V. Metlik, A. F. Nikitin, 10 cells. (bases). UMK I. V. Anurova et al., 6 cl. (deepen). UMK Z.N. Nikitenko, class 3 UMK Z.N. Nikitenko, class 2 UMK Z.N. Nikitenko, class 1 UMK Zhivoi mir, 3 cl. (IIIV view of I.M.Bgazhnokov) UMK Zhivoi Mir, 2 class. (IIIV view of I.M.Bgazhnokov) UMK Zhivoy Mir, 1 class. (IIIV view of I.M.Bgazhnokov) UMK E.A. Bazhanov, 1 class. UMK E. Yu. Sergeev, class 9 UMK E. S. Korolkova, class 7 UMK E. E. Lipova, 5 class. (deepen). UMK E. D. Cretskaya, 4 class. UMK E. D. Cretskaya, 3 class. UMK E. D. Cretskaya, 2 class. UMK E. D. Cretskaya, 1 class. UMK E.V. Efremova, class 7 UMK E.V. Agibalova, class 6 UMK EA "Agricultural labor", 5 cl. UMK D.K.Belyaev, 11 class. (base) UMK D.K.Belyaev, 10 cells. (base) UMK Geography, 9 cl. (VIII view. VV Voronkov) UMK Geography, 8 cl. (VIII view. VV Voronkov) UMK Geography, 7 cl. (VIII view. VV Voronkov) UMK Geography, 6 cl. (VIII view. V.V. Voronkov) UMK G. P. Sergeev. Art, 9 cl. UMK G.P. Sergeev. Art, 8 cl. UMK G.P. Sergeeva, class 7 UMK G.P. Sergeeva, class 6 UMK G.P. Sergeeva, class 5 UMK G.P. Sergeeva, 1 class. UMK G.E. Rudzitis, class 9 UMK G. E. Rudzitis, 8 cl. UMK G. E. Rudzitis, 11 cl. UMK G. E. Rudzitis, 10 cl. UMK G.V. Dorofeev, class 9 UMK G.V. Dorofeev, grade 8 UMK G.V. Dorofeev, class 7 UMK G.V. Dorofeev, class 6 UMK G.V. Dorofeev, class 5 UMK G.V. Dorofeev, class 4 UMK G.V. Dorofeev, class 3 UMK G.V. Dorofeev, 2 class. UMK G.V. Dorofeev, 1 class. UMK Vedyushkin, class 6 UMK V. Ya. Korovin, class 9 UMK V. Ya. Korovin, grade 8 UMK V. Ya. Korovin, class 7 UMK V. Ya. Korovin, class 6 UMK V. Ya. Korovin, class 5 UMK V.F. Chertov, class 9 UMK V.F. Chertov, 8 cl. UMK V.F. Chertov, 7 class. UMK V.F. Chertov, 6 class. UMK V.F. Chertov, 5 class. UMK V.F. Grekov, 11 cl. (bases). UMK V.F. Grekov, 10 cl. (bases). UMK V.F.Butuzov, class 9 UMK V.F.Butuzov, 8 class. UMK V.F.Butuzov, class 7 UMK V.F.Butuzov, 10 cl. UMK V.P. Maksakovsky, 10 cells. UMK V.P. Kuzovlev, class 9 UMK V.P. Kuzovlev, 8 class. UMK V.P. Kuzovlev, class 7 UMK V.P. Kuzovlev, class 6 UMK V.P. Kuzovlev, class 5 (1st year of study) UMK V.P. Kuzovlev, 5th grade. UMK V.P. Kuzovlev, class 4 UMK V.P. Kuzovlev, class 3 UMK V.P. Kuzovlev, 2 class. UMK V.P. Kuzovlev, 11 class. UMK V.P. Kuzovlev, 10 cells. UMK V.P. Zhuravlev, 11 class. (base / prof). UMK V. N. Chernyakova, class 5 UMK V.L. Baburin, 11 class. (elect). UMK V.K. Shumny, 10 cells. UMK V.I. Ukolov, class 5 UMK V.I. Ukolov, 10 cells. UMK V.I. Lyakh, 8 class. UMK V.I. Lyakh, class 4 UMK V.I. Lyakh, 10 cl. UMK V.I. Lyakh, 1 class UMK V.I.Korovin, 10 cells. (base / prof). UMK V.G. Marantzman, class 9 UMK V.G. Marantzman, grade 8 UMK V.G. Marantsman, class 7 UMK V.G. Marantzman, class 6 UMK V.G. Marantzman, class 5 UMK V.G. Marantzman, 11 cl. (base / prof). UMK V.G. Marantzman, 10 class. (base / prof). UMK V.V. Zhumaeva, class 9 (VIII view. V. V. Voronkov) UMK V. B. Sukhov (prepared). (I type) UMK V.A. Shestakov, 9 class. UMK V.A. Shestakov, 11 class. (prof). UMK Biology, 9 cl. (VIII view. V. V. Voronkov) UMK Biology, 8 cells. (VIII view. V. V. Voronkov) UMK Biology, 7 class. (VIII view. V. V. Voronkov) UMK Biology, 6 cells. (VIII view. V. V. Voronkov) UMK BDD / Ed. A.T. Smirnova, 5 cl. UMK BDD / Ed. A. T. Smirnova, class 10 UMK BDD / P.V. Izhevsky, class 1 UMK A.O. Chubaryan, 11 cl. (prof). UMK A.G. Gein, 9 cl. UMK A.G. Gein, 8 cl. UMK A.G. Gein, 7 cl. UMK A. Ya. Yudovskaya, 8 class. UMK A. Ya. Yudovskaya, class 7 UMK A.F. Nikitin, class 9 UMK A.F. Nikitin, 10 cl. (right). UMK A. T. Smirnov, B.O. Khrennikov, 11 cl. (base / prof) UMK A.T.Smirnov, B.O. Khrennikov, 10 cl. (base / prof) UMK A.T.Smirnov, 9th grade. UMK A.T.Smirnov, grade 8 UMK A.T.Smirnov, class 7 UMK A.T.Smirnov, class 6 UMK A.T.Smirnov, class 5 UMK A.P. Matveev, grade 8 UMK A.P. Matveev, class 6 UMK A.P. Matveev, class 5 UMK A.P. Matveev, class 3 UMK A.P. Matveev, 2 class. UMK A.P. Matveev, 1 class UMK A. N. Sakharov, class 7 UMK A. N. Sakharov, class 6 UMK A. N. Sakharov, 10 class. (prof). UMK A. N. Kolmogorov, 11 class. (Bases) UMK A. N. Kolmogorov, 10 class. (bases). UMK A.L. Semenov, 4th class. UMK A. L. Semenova, 3 class. UMK A. L. Semenov, class 7 UMK A. L. Semenov, 6 class. UMK A. L. Semenov, 5 class. UMK A.K. Reading, grade 7 (VIII view. V. V. Voronkov) UMK A. I. Gorshkov, 11 class. (elect). UMK A.I. Vlasenkov, 11 class. (base / prof). UMK A.I. Vlasenkov, 11 class. (bases). UMK A.I. Vlasenkov, class 10 (base / prof). UMK A.I. Vlasenkov, 10 class. (bases). UMK A.I. Alekseev, class 9 UMK A.D. Aleksandrov, class 9 (deepen). UMK A.D. Aleksandrov, class 9 UMK A.D. Aleksandrov, grade 8 (deepen). UMK A.D. Aleksandrov, grade 8 UMK A.D. Aleksandrov, class 7 UMK A.D. Aleksandrov, 11 class. (prof / deep). UMK A.D. Aleksandrov, 11 class. (base / prof). UMK A.D. Aleksandrov, class 10 (prof / deep). UMK A. D. Alexandrov, class 10 (base / prof). UMK A.G. Gein, class 9 UMK A.G. Gein, grade 8 UMK A.G. Gein, 11 cl. (base / prof). UMK A.G. Gein, 10 cl. (base / prof). UMK A. V. Filippov, 11 cl. (bases). UMK A. V. Filippov, 10 cl. (bases). UMK A. V. Pogorelov, class 9 UMK A. V. Pogorelov, grade 8 UMK A. V. Pogorelov, class 7 UMK A.V. Pogorelov, 10 cl. (base / prof). UMK A. A. Ulunyan, 11 class. UMK A. A. Preobrazhensky, 6 class. UMK A.A.Murashova, 11 cl. (elect). UMK A.A.Levandovsky, 8 class. UMK A.A. Kuznetsov, grade 8 UMK A. A. Danilov. Peoples of Russia, 9 cl. UMK A. A. Danilov, class 9 UMK A. A. Danilov, grade 8 UMK A. A. Danilov, class 7 UMK A. A. Danilov, class 6 UMK A. A. Danilov, 10 cl. (elect). UMK A.A. Voinov et al., 4 class. (deepen). UMK A.A. Voinov et al., 3 class. (deepen). UMK A.A. Voinov et al., 2 class. (deepen). UMK A.A. Vigasin, class 6 UMK A.A. Vigasin, class 5 UMK "I am a citizen of Russia" L.V. Polyakov, class 5 (electronic) UMK "School of Russia" M. I. Moro, 4th class. UMK "School of Russia" MI Moro, 3 class. Educational complex "School of Russia" MI Moro, 2nd class. UMK "School of Russia" MI Moro, 1 class. UMK "School of Russia" L. F. Klimanov, 4th class. UMK "School of Russia" L. F. Klimanov, 3 class. UMK "School of Russia" L. F. Klimanov, 2nd class. UMK "School of Russia" L. F. Klimanov, 1 class. Educational complex "School of Russia" E. A. Lutseva, 4th grade. Educational complex "School of Russia" E. A. Lutseva, 3 class. Educational complex "School of Russia" E. A. Lutseva, 2nd class. Educational complex "School of Russia" E. A. Lutseva, 1 class. UMK "School of Russia" V. P. Kanakin, 4th grade. Educational complex "School of Russia" V. P. Kanakin, 3 class. UMK "School of Russia" V. P. Kanakin, 2 class. UMK "School of Russia" V. P. Kanakin, 1 class. Educational complex "School of Russia" V. G. Goretsky, 1 class. Educational complex "School of Russia" A. A. Pleshakov, 4th grade. Educational complex "School of Russia" A. A. Pleshakov, 3 class. Educational complex "School of Russia" A. A. Pleshakov, 2nd class. Educational complex "School of Russia" A. A. Pleshakov, 1 class. Educational complex "School of Oleg Gabrielyan", 10 cells. UMK "French in perspective" E. M. Beregovskaya et al., 4 class. (deepen). UMK "French in perspective" N. M. Kasatkin et al., 3 class. (deepen). UMK "French in perspective" N. M. Kasatkina et al., 2 class. (deepen). UMK "French in perspective" E. Ya. Grigoriev, 9 class. (deepen). UMK "French in perspective" E. Ya. Grigoriev, 8 class. (deepen). UMK "French in perspective" A. S. Kuligin, 7 class. (deepen). UMK "French in perspective" A. S. Kuligin, 6 cells. (deepen). UMK "French in perspective" A. S. Kuligin, 5 class. (deepen). UMK "French in perspective" GI Bubnov et al., 11 cl. (deepen). UMK "French in Perspective" by G. I. Bubnov et al. , 10 cl. (deepen). Educational complex "Universum" S. V. Gromov, 11 class. Educational complex "Universum" S. V. Gromov, 10 cells. UMK "Technology. Sewing business" 7 class. UMK "Technology. Locksmith" 6 cl. UMK "Technology. Agricultural labor" 9 class. UMK "Technology. Agricultural labor" 8 class. UMK "Technology. Agricultural labor" 7 class. UMK "Your friend French language" A. S. Kuligin et al., 9 cl. UMK "Your friend French language" A. S. Kuligin et al., 8 cl. UMK "Your friend French language" A. S. Kuligin et al., 7 cl. UMK "Your friend French language" A. S. Kuligin et al., 6 cl. UMK "Your friend French language" A. S. Kuligin et al., 5 cl. UMK "Your friend French language" A. S. Kuligin et al., 4th grade. UMK "Your friend French language" A. S. Kuligin et al., 3 class. UMK "Your friend French language" A. S. Kuligina et al., 2 class. UMK "Spheres". Yu.A. Alekseev, 11 cl. UMK "Spheres". Yu.A. Alekseev, 10 cl. UMK "Spheres". E. A. Bunimovich, class 6 UMK "Spheres". E. A. Bunimovich, class 5 UMK "Spheres". D.Yu., Bovykin, grade 8 UMK "Spheres". D.Yu., Bovykin, class 7 UMK "Spheres". IN AND. Ukolova, 5 cl. UMK "Spheres". V.P.Dronov, class 9 UMK "Spheres". V.P.Dronov, grade 8 UMK "Spheres". V.I.Ukolov, class 6 UMK "Spheres". A.P. Kuznetsov, class 7 UMK "Spheres". A.A. Lobzhanidze, class 6 UMK "Spheres". A. A. Lobzhanidze, class 5 UMK "Spheres" Chemistry, 9 class. UMK "Spheres" Chemistry, 8 class. UMK "Spheres" Social studies 5 class. UMK "Spheres" L.S. Belousov, A. Yu. Vatlin, 9 cl. UMK "Spheres" L. N. Sukhorukova, 7 class. UMK "Spheres" L. N. Sukhorukova, 6 class. UMK "Spheres" L. N. Sukhorukova, class 5 UMK "Spheres" L. N. Sukhorukova, 11 class. (prof). UMK "Spheres" L. N. Sukhorukova, 10-11 class. (base). UMK "Spheres" L. N. Sukhorukova, 10 class. (prof). UMK "Spheres" V. S. Kuchmenko, 9 class. UMK "Spheres" VS Kuchmenko, 8 class. UMK "Spheres" V. V. Belaga, 9 class. UMK "Spheres" V. V. Belaga, 8 class. UMK "Spheres" V. V. Belaga, 7 class. UMK "Spheres" A. A. Danilov, 9 class. UMK "Spheres" A. A. Danilov, 8 class. UMK "Spheres" A. A. Danilov, grade 7 UMK "Spheres" A. A. Danilov, 6 class. UMK "Blue bird" E. M. Beregovskaya, 5 cells. UMK "Blue Bird" N. A. Selivanov, 9 class. UMK "Blue bird" N. A. Selivanov, 7 class. UMK "Blue bird" N. A. Selivanov, 6 class. UMK "Agricultural labor", 8 cl. UMK "Agricultural labor", class 7 UMK "Agricultural labor", 6 cl. UMK "Continuity" UMK "Polar Star". Yu.N. Gladkiy, 11 class. UMK "Polar Star". Yu.N. Gladkiy, 10 cl. UMK "Polar Star" A. I. Alekseev, 9 class. UMK "Polar Star" A. I. Alekseev, 8 class. UMK "Polar Star" A. I. Alekseev, 7 class. UMK "Polar Star" A. I. Alekseev, 6 class. UMK "Polar Star" A. I. Alekseev, 5-6 grades. UMK "Polar Star" A. I. Alekseev, 5 class. UMK "Perspective" N. I. Rogovtsev, 4th class. UMK "Perspective" N. I. Rogovtsev, 3 class. UMK "Perspective" NI Rogovtsev, 2 class. UMK "Perspective" N. I. Rogovtsev, 1 class. UMK "Perspective" LF Klimanov, 4th class. UMK "Perspective" LF Klimanov, 4th class. UMK "Perspective" L. F. Klimanov, 3 class. UMK "Perspective" L. F. Klimanov, 3 class. UMK "Perspective" L. F. Klimanov, 2nd class. UMK "Perspective" L. F. Klimanov, 2nd class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" A. A. Pleshakov, class 4 UMK "Perspective" A. A. Pleshakov, 3 class. UMK "Perspective" A. A. Pleshakov, 2nd class. UMK "Perspective" A. A. Pleshakov, 1 class. UMK "Basics of cooking", 10 cl. UMK "Fundamentals of spiritual and moral culture of the peoples of Russia", 5 cl. UMK "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia", 4th class. UMK "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia", 4th class. UMK "Objective" E. Ya. Grigorieva, 11 class. UMK "Objective" E. Ya. Grigorieva, 10 cl. UMK "Mosaic". N. D. Galskova, class 9 (deepen). UMK "Mosaic". ND Galskova, grade 8 (deepen). UMK "Mosaic". N. D. Galskova, class 7 (deepen). UMK "Mosaic". ND Galskova, class 6 (deepen). UMK "Mosaic". ND Galskova, class 5 (deepen). UMK "Mosaic". L.N. Yakovleva, 11 class. (deepen). UMK "Mosaic". L.N. Yakovleva, class 10 (deepen). Educational complex "MSU - school" S. S. Berdonosov, 9 class. Educational complex "MSU - school" S. S. Berdonosov, 8 class. Educational complex "MSU - school" S. M. Nikolsky, 9 class. Educational complex "MSU - school" S. M. Nikolsky, 8 cells. Educational complex "MSU - school" S. M. Nikolsky, 7 class. Educational complex "MSU - school" S. M. Nikolsky, 6 class. Educational complex "MSU - school" S. M. Nikolsky, 5 class. Educational complex "MSU - school" S. M. Nikolsky, 11 class. (base / prof). Educational complex "MSU - school" S. M. Nikolsky, 10 cells. (base / prof.). Educational complex "MSU - school" S. V. Novikov, 10 cells. (prof). Educational complex "MSU - school" N. S. Borisov, 10 cells. (bases). - A. A. Levandovsky, 11 class. (bases). Educational complex "MSU - school" L. S. Atanasyan, 11 class. (base / prof). Educational complex "MSU - school" L. S. Atanasyan, 10 cells. (base / prof). Educational complex "MSU - school" VP Smirnov, 11 class. (prof). Educational complex "MSU - school" A.O. Soroko-Tsyupa, 11 class. (bases). Educational complex "MSU - school" A. A. Levandovsky, 11 class. (bases). UMK "Lomonosov" A. A. Fadeev, class 9 UMK "Lomonosov" A. A. Fadeev, 8 class. UMK "Lomonosov" A. A. Fadeev, class 7 UMK "Lyceum" A. A. Pinsky, class 9 (deepen.) Educational complex "Lyceum" A. A. Pinsky, 8 cells. (deepen.) Educational complex "Lyceum" A. A. Pinsky, 7 class. (Deeper) UMK "Life Line". V.V. Pasechnik, class 9 UMK "Life Line". V.V. Pasechnik, grade 8 UMK "Life Line". V.V. Pasechnik, class 7 UMK "Life Line". V.V. Pasechnik, class 6 UMK "Life Line". V. V. Pasechnik, 5-6 grades of the educational complex "Life Line". V.V. Pasechnik, class 5 UMK "Labyrinth" I. Yu. Aleksashina, 5 class. UMK "Labyrinth" I. Yu. Aleksashina, 11 class. UMK "Labyrinth" I. Yu. Aleksashina, 10 cells. UMK "Contacts" G. I. Voronin, 11 cells. Educational complex "Classical course" G. Ya. Myakishev, 11th grade. Educational complex "Classical course" G. Ya. Myakishev, 10th grade. UMK "So, German!" N. D. Galskova, 11 class. Educational complex "Star English", K. M. Baranova, 9th grade. Educational complex "Star English", K. M. Baranova, 8th grade. Educational complex "Star English", K. M. Baranova, 7th grade. Educational complex "Star English", K. M. Baranova, 6th grade. Educational complex "Star English", K. M. Baranova, 5th grade. Educational complex "Star English", K. M. Baranova, 4th grade. Educational complex "Star English", K. M. Baranova, 3 class. Educational complex "Star English", K. M. Baranova, 2nd class. Educational complex "Star English", K. M. Baranova, 11 class. Educational complex "Star English", K. M. Baranova, 10 cells. Educational complex "Star English", K. M. Baranova, 1 class. UMK "Tomorrow" S.V. Kostyleva et al., Grade 9, "Tomorrow" S.V. Kostyleva et al., Grade 8, "Tomorrow" S.V. Kostyleva et al., Grade 7 of the educational complex "Tomorrow" S.V. Kostyleva et al., Grade 6, "Tomorrow" S.V. Kostyleva et al., Grades 5-6 of the educational complex "Tomorrow" S.V. Kostyleva et al., Grade 10 of the educational complex "Business French" by I. A. Golovanova, grade 10. (elect). Educational complex "Horizons" M. M. Averin, class 9 Educational complex "Horizons" M. M. Averin, 8 cells. Educational complex "Horizons" M. M. Averin, 7 class. Educational complex "Horizons" M. M. Averin, 6 class. Educational complex "Horizons" M. M. Averin, class 5 Educational complex "Prodigies" G. V. Yatskovskaya, 5 class. Educational complex "Prodigies Plus" O. A. Radchenko, grade 8 Educational complex "Prodigies Plus" O. A. Radchenko, grade 7 Educational complex "Prodigies Plus" O. A. Radchenko, 6 class. EMC "Meetings" N. A. Selivanova et al., 8-9 grades EMC "Meetings" N. A. Selivanova et al., 7 class EMC "Astronomy" E. P. Levitan, 11 form. (Elect.) UMK "Archimedes" OF Kabardin, class 9 UMK "Archimedes" OF Kabardin, grade 8 UMK "Archimedes" OF Kabardin, grade 7 UMK "Archimedes" K. Yu. Bogdanov, 11 class. UMK "Archimedes" K. Yu. Bogdanov, 10 cells. EMC "English in focus", Yu. E. Vaulina, 9th grade. EMC "English in focus", Yu. E. Vaulina, 8th grade. EMC "English in focus", Yu. E. Vaulina, 7th grade. EMC "English in focus", Yu. E. Vaulina, 6th grade. UMK "English in Focus", Yu. E. Vaulina, class 5 EMC "English in focus", OV Afanasyeva, 11th grade. EMC "English in focus", OV Afanasyeva, 10th grade. EMC "English in focus", N. I. Bykova, 4th grade. EMC "English in focus", N. I. Bykova, 3 class. Educational complex "English in focus", N. I. Bykova, 2nd class. EMC "English in focus", N. I. Bykova, 1 class. Educational complex "Academy" A. A. Pinsky, 11 class. (angular). Educational complex "Academy" A. A. Pinsky, 10 class. (angular). UMK "Binder's Alphabet", 5 cl. Russian language. Literacy training. (1) Russian language. Literacy training. (0) Russian language and literary reading, 4 cl. Russian language and literary reading, grade 3 Russian language and literary reading, 2 cl. Russian language and literary reading, 1 class. Russian language (9) Russian language (8) Russian language (7) Russian language (6) Program edited by B.M. Nemensky. Fine arts, 5 years Program edited by B. M. Nemensky. Fine arts, 4 years Program edited by B. M. Nemensky. Fine arts, 3 years Natural science. (5) Continuity Familiarization with the surrounding world. Prepared, grades 1 and 2. Methodological recommendations (types I and II) Young Learners "Portfolio Wuthering Heights Wishes B2.2 Wishes B2.1 White Fang Welcome Starter b Welcome Starter a Welcome Plus 6 Welcome Plus 5 Welcome Plus 4 Welcome Plus 3 Welcome Plus 2 Welcome Plus 1 Welcome 3 Welcome 2 Welcome 1 Upstream Upper-Intermediate B2 + Upstream Proficiancy C2 Upstream Pre-Intermediate B1 Upstream Level B1 + Upstream Intermediate B2 Upstream Elementary A2 Upstream Beginner A1 + Upstream Advanced C1 Upload 4 Upload 3 Upload 2 Upload 1 Treasure Island The Worms The Wonderful Wizard of Oz The Wind in the Willows The Wild Swans The Ugly Duckling The Time Machine The Tiger Shark The Three Billy Goats Gruff The Teacher "s Basic Tools The Story of Santa Claus The Stone Flower The Speckled Band The Snow Queen The Shoemaker & his Guest The Shepherd Boy & the Wolf The Selfish Giant The Prisoner of Zenda The Prince and the Pauper The Portrait of Dorian Gray The Phantom of the Opera The Octopus The Nightingale & the Rose The Mysterious Island The Merchant of Venice The Maori People The Man in the Iron Mask The lost world The Loggerhead The Little Red Hen The Little Mermaid The Lion & the Mouse The Last of the Mohicans The Humpback Whale The Hound of the Baskervilles The Hare & the Tortoise The happy prince The Hammerhead Shark The Great White Shark The Golden Stone Saga II The Golden Stone Saga I The Giant turnip The Ghost The Frog Princess The Fisherman and the Fish The Father & his Sons The Creeping Man The Cracow Dragon The Canterville Ghost The Bottlenose Dolphin The Blue Scarab The Ant & the Cricket The Amazon Rainforest 2 The Adventures of Huckleberry Finn The 7 Wonders of the Ancient World The 7 Engineering Wonders of the Modern World Teaching Young Learners Swan Lake Successful Writing Upper-Intermediate Successful Writing Proficiency Successful Writing Intermediate Storytime Storyland Spark 4 (Monstertrackers) S park 3 (Monstertrackers) Spark 2 (Monstertrackers) Spark 1 (Monstertrackers) Snow White & the 7 Dwarfs Sleeping Beauty Skills First: The Magic Pebble Skills First: The False Smile Skills First: The Castle by the Lake Skills Builder STARTER 2 Skills Builder STARTER 1 Skills Builder MOVERS 2 Skills Builder MOVERS 1 Skills Builder FLYERS 2 Skills Builder FLYERS 1 Sivka-Burka Simon Decker & the Secret Formula Set Sail 4 Set Sail 3 Set Sail 2 Set Sail 1 Romeo & Juliet Robinson Crusoe Robin Hood Reading Stars Reading & Writing Targets 3 Reading & Writing Targets 2 Reading & Writing Targets 1 Pygmalion Puss in Boots Pride & Prejudice Practice Tests for the PET Practice Tests for the KET Practice Tests for the BEC Vantage Practice Tests for the BEC Preliminary Practice Tests for the BEC Higher Peter Pan Perseus and Andromeda Orpheus Descending On Screen B2 + On Screen B2 Oliver Twist (illustrated readers) Oliver Twist (classic readers) New Patches for O ld Mowgli Moby Dick Mission IELTS 1 Mission 2 Mission 1 Merry Christmas Macbeth Little Women Little Red Riding Hood Life Exchange Letterfun Kidnapped Journey to the Center of the Earth Jane Eyre Jack and the Beanstalk Interactive 2 Interactive 1 IELTS Practice Tests 2 IELTS Practice Tests 1 Henry Hippo Happy Rhymes 2 Happy Rhymes 1 Happy Hearts Starter Happy Hearts 2 Happy Hearts 1 Hansel & Gretel Hampton House Hamlet Hallo Happy Rhymes Great Expectations Grammarway 4 Grammarway 3 Grammarway 2 Grammarway 1 Grammar Targets 3 Grammar Targets 2 Grammar Targets 1 Good Wives Goldilocks and the Three Bears Gharial Crocodiles Game On Fun with English 6 Fun with English 5 Fun with English 4 Fun with English 3 Fun with English 2 Fun with English 1 Frankenstein FCE Use of English 2 FCE Use of English 1 FCE Practice Tests 2 FCE Practice Tests
/ Educational and methodological assistance
Audio courses for teaching materials
- Averin MM, Jean F., Rorman L. et al. “The German language. Second foreign language. Grade 5. Audio course for a textbook, workbook and teacher's book (1 CD mp3) (Complete with a workbook) "(Audio courses for textbooks included in the current Federal List)
- Averin MM, Jean F., Rorman L. “The German language. Second foreign language. 6th grade. Audio course for a textbook, workbook and teacher's book (1 CD mp3) (Complete with a workbook) (Audio courses for textbooks included in the current Federal List) "
- Averin MM, Jean F., Rorman L. “The German language. Second foreign language. 7th grade. Audio course for the textbook and workbook (1CD mp3) (Included with the workbook) (Audio courses for textbooks included in the current Federal List) "
- Averin MM, Jean F., Rorman L. et al. “The German language. Second foreign language. 8th grade. Audio course for a textbook, workbook, teacher's book and test assignments (1CD mp3) (Complete with a workbook) "(Audio courses for textbooks included in the current Federal List)
- Averin MM, Jean F., Rorman L. et al. “The German language. Second foreign language. Grade 9. Audio course for a textbook, workbook and teacher's book (1CD mp3) (Complete with a workbook) "(Audio courses for textbooks included in the current Federal List)
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Rspeech situation as a basis for teaching speakingv 7 class byUMK "Horizons»
Introduction
Chapter 1. Theoretical basis teaching speaking
1.1 Psychological characteristics of students of secondary school age
1.2 Speaking as the leading type of activity in the middle stage of education
1.3 Speech situation as a methodological technique for teaching dialogical speech in the works of Russian methodologists
Conclusions on the first chapter
Chapter 2. Using speech situations in German lessons in grade 7
2.1 General characteristics of the educational complex "Horizons" MM Averina et al. In German as a second foreign language for grade 7
2.2 Analysis of the first topic "Wie war" s in den Ferien? " EMC "Horizons" MM Averin et al. In German as a second foreign language for grade 7
Conclusions on the second chapter
Conclusion
List of used literature
Introduction
school speech training german
In the educational system of our country, one of the priority places is given to teaching foreign languages, in view of the desire of modern society to globalize and the recognition of the importance of international contacts. In this regard, the state puts forward a set of mandatory requirements for basic general education in the form of the Federal State educational standard(FSES), according to which the requirements for the results of mastering the basic educational program by graduates of the basic school are divided into three groups: personal, metasubject and subject.
From the point of view of a foreign language as a specific school subject the desired result in this subject area first of all, is the development of communicative competence by students, which includes: leading speech competence, which involves mastering all types of speech activity - speaking, listening, reading, writing, as well as the accompanying competences - linguistic, sociocultural and compensatory. It follows from this that teaching speaking comes to the fore and becomes one of the main educational goals of teaching both the first and second foreign languages. In addition, speaking is not presented without the participation of one or more partners, so the moments personal communication and in this regard personal development should also be accounted for. In turn, metasubject connections are manifested in the fact that in the process of communication, any topic related to various spheres of human activity can be touched upon.
In addition, at the middle stage, communication with peers becomes the leading activity of schoolchildren, therefore, modern education sees the main The purpose of trainingspeaking in a foreign language in preparing students for dialogue cultures, which is based on the speech situation. As part of a foreign language lesson speechand Ithe situationI am artificially created by the teacher in the form of an educational-speech situation, but at the same time it prepares students for communication with foreign peers outside of school.
Thus, in the methodology of teaching a foreign language, there is a fairly extensive theoretical base for teaching both speaking in general and dialogical speech with a speech situation at its core. At the same time, the practical application of speech situations in foreign language lessons has not received proper distribution.
Arelevance this graduation qualification is due to the practical significance of using speech situations for the successful mastering of dialogical speech in a foreign language in the process of teaching in secondary school conditions.
Cspruce of this final qualifying work consists in the analysis of the educational complex "Horizons" M.М. Averina et al. On German as a second foreign language for grade 7 on the possibility of using the exercises presented in it as a basis for modeling and using speech situations in foreign language lessons at school.
Oobjectohm of this study are the potential of the exercises from the CME "Horizons" MM Averina et al. On German as a second foreign language for grade 7 to create speech situations that contribute to the formation of the ability to speak a foreign language. As NSredmeta research examines the exercises of the first topic "Wie war" s in den Ferien? " UMK "Horizons" MM Averin et al. On German as a second foreign language for grade 7.
To achieve this goal, the following are solved tasks:
- consideration of the psychological characteristics of students of secondary school age;
- consideration of speaking as the leading type of speech activity at the middle stage of training;
- analysis of the works of domestic methodologists who consider the speech situation as a methodological technique for teaching dialogical speech;
- consideration of the general characteristics of the educational complex "Horizons" M.M. Averina et al. On German as a second foreign language for grade 7;
- analysis of the first theme "Wie war" s in den Ferien? " Educational complex "Horizons" MM Averin et al. On German as a second foreign language for the 7th grade;
- development of speech situations on the basis of exercises of the first theme of the educational complex "Horizons" M.М. Averina et al. On German as a second foreign language for grade 7 and guidelines for their use.
In accordance with the set goals and objectives, the following was formulated hypothesis research: the use of speech situations in German lessons is an effective teaching method.
The work used the following methods: the study of psychological and methodological literature, analysis of the current school teaching materials "Horizons" M.М. Averin in German, observation and analysis of the work of students in the classroom during teaching practice in a second foreign language, trial teaching.
Material research: exercises of the first topic, allowing you to use speech situations in the lesson as a technique for teaching speaking. The exercises in the first topic were chosen for the following reasons:
The theme "Wie war" s in den Ferien? " contains great communicative potential, because students can not only talk about their holidays or the weather, but also express their attitude to relevant events;
This topic was tested during the passage of psychological and pedagogical practice;
The topic contains a sufficient number of exercises that develop dialogic and monologue speech.
The work was tested during the passage of psychological and pedagogical practice in the 7th grade of the MOU "Secondary School No. 16".
This final qualifying work consists of an introduction, two chapters, a conclusion, a list of used literature.
In the introduction the choice of the research topic and its relevance are substantiated, the goals and objectives of the research, its object and subject, methods and materials are presented, and the level of development of the studied problem in theory and practice is considered.
First chapter is devoted to the consideration of the psychological characteristics of students at the middle stage, as well as the peculiarities of teaching speaking, the dialogical form of communication as its component and the speech situation that underlies any dialogue.
In second chapter the general characteristics of the educational complex "Horizons" are considered. Averina et al. On German as a second foreign language for grade 7, analyzes the exercises from the first topic "Wie war" s in den Ferien? " and speech situations are developed based on these exercises.
V conclusion summarizes the results of the theoretical and practical research and formulates general conclusions on the topic.
1 . Ttheoretical foundations of teaching speaking
1. 1 Psychological characteristics of students of secondary school age
When teaching students to speak a foreign language at the middle stage it is important to take into account their psychological and pedagogical characteristics, the presence or absence of their motivation for learning, interest in mastering the language, the ability to use models of verbal communication, taking into account the previous speech experience.
The middle stage of education involves continuity the knowledge, skills and abilities acquired in elementary school, both general educational and special subject, necessary for mastering the first foreign language, as well as their application and further improvement in teaching not only the first, but also the second foreign languages [Bim, 2001, p. ... 7; Mirolyubov, 2010, p. 56].
On the other hand, interest and motivation to study in general and to learn a foreign language, characteristic of primary grades, in basic school are declining. Psychologists and teachers explain this by the emergence of various kinds of psychological difficulties that students face.
In grade 5, schoolchildren enter into new conditions for them: not only their environment changes (new teachers, new forms of work, the office system), but also the requirements imposed on them. Accordingly, teachers are required to provide support to students, show increased attention to them, organize motivating activities and forms of work, set feasible requirements and objective assessment.
The age of schoolchildren in grades 6-9 covers the adolescent period, they have psychological and physiological changes in the body, accompanied, on the one hand, by increased excitability, on the other, by the development of intellectual, communication and work abilities. In adolescence, schoolchildren strive for independence and self-affirmation. In this regard, they have differences in interests, a selective cognitive interest arises, which is characterized by a spasmodic attitude to the same subject in different years, therefore, the teacher should avoid direct demands, coercion and violation of his neutral style, as this can cause negative attitude both to the subject and to the personality of the teacher himself.
During this period, there is an active development of cognitive processes: change perception, Attention, voobzeal... Are subject to special changes memory and thinking... While younger schoolchildren have the correlative nature of immediate memory and concrete-figurative thinking, for students at the middle stage, the process of memorization is reduced to thinking. This is expressed in the establishment of logical connections when memorizing the material and the restoration of material on these relationships during recall. Thus, adolescents' memory becomes logical, and thinking - theoretical, abstract. In such a situation, the process of mastering a foreign language becomes more laborious, since the studied material is quickly forgotten, and constant repetition becomes necessary to maintain the achieved level. Nevertheless, the effect of impressions is still stronger than the effect of words, so the use of visual materials remains appropriate. Also, during the lesson, students may get tired and lose interest. For the middle stage, this time interval is 10-15 minutes [SanPiN 2.4.2.2821-10]. Accordingly, the tasks of the teacher in the lesson are to switch the attention of students and provide them with entertaining activities.
During adolescence, the leading activity of schoolchildren is communication with peers, during which students form communicativeand I competence, including the ability to come into contact with new people, to achieve their location and mutual understanding and to achieve the set goals. In addition, the use of modern means of communication expands the opportunities for adolescents to communicate in a foreign language with their peers from other countries, as a result of which their speech needs significantly increase, but adolescents do not always have enough means to express them in a foreign language. Consequently, it becomes necessary on the part of the teacher correct organization group and pair communication, as well as communicative games and speech situations in foreign language lessons (see Ch. 1, 1.3 in detail).
1.2 Speaking as a leading type of activityat the middle stage of training
Already at the middle stage of teaching a foreign language, speaking becomes one of the leading types of activity. In methodological science, there are various definitions of the term " speaking».
N.I. Guez and R.TO. Minyar-Beloruchev see speaking as type of speech activity, with the help of which oral verbal communication is carried out [Gez, 1982, p. 242; Minyar-Beloruchev, 1990, p. 154].
N. D. Galskova understands by speaking “ form of oral communication, with the help of which there is an exchange of information carried out by means of language, contact and mutual understanding are established, the interlocutor is influenced in accordance with the communicative intention of the speaker ”[Galskova, 2006, p. 190].
I.A. Winter gives the most complete definition of the concept of "speaking", considering it as complex and multifaceted process, characterized from the point of view of the activity approach intrinsic motivation, strict organization and activity and also using as an item thought, i.e. reflection in the mind of a person of connections and relationships of phenomena of the real world, and product- speech utterance, message, text, i.e. the embodiment of the entire psychological content of the activity of speaking, all the conditions of its course, as well as the characteristics of the subject of speaking [Zimnyaya, 1985, p. 64].
After analyzing the above definitions, we can conclude that speakingis the viewspeech activity, realizablethin oral verbal communication with a purposeor exchangeainformation,either installlazinesscontactaandreachzheniya mutual understanding,orimpact on the interlocutorwith the help of ilanguagesNSfundsformalized in a speech utterancereflecting the speaker's thought.
Like any other activity, speaking has certain functionsand highlighting it communicative focus.
N. D. Galskova distinguishes the following functions of speaking: informative, regulatory, emotional-evaluative and etiquette [Galskova, 2006, p. 190]. E.I. Passov, in turn, gives other names to the same functions: information-communicative, regulatory-communicative and affective-communicative. [Passov, 1991, p. eight].
Rregulatory the function of speaking is to influence the interlocutors on each other.
Information may also carry emotionally evaluative subtext and reflect etiquette side of speech. By choosing the right lexical and grammatical structures, the speaker can establish contact and understanding with the listener, and, conversely, the use of negative manifestations in speech or non-speech behavior can alienate the interlocutors from each other.
Speaking, as a type of speech activity, also has its own specific signs.
First, it always contains motivating component. Entering into speech activity, the speaker is prompted by some of his internal reasons, motives that act, as he believes A.N. Leontiev, in the role of the motor of activity [Leontiev, 1974, p. 80]. Moreover, in the process of communication, this motive can either be realized or not realized by the speaker, depending on his needs, which are either in the desire “to communicate as such, inherent in man as a social being”, or “in the performance of this specific speech act, the need to“ intervene ” into this speech situation ”[Leontiev, 1974, p. 80].
The next characteristic of speaking as a speech activity is purposefulness... Any utterance of the speaker pursues a specific goal: he either wants to ask about something, to communicate something, or to evoke sympathy or support, to anger or, conversely, to calm down.
According to E.I. Passova, such goals act as communicative tasks subordinate to the hierarchy of goals [Passov, 1991, p. 18-19]. However, since speaking is an integral process, behind each individual task there is a general goal of activity, which is to try to influence the speaker on the speech or non-speech behavior of others, and not only in the transmission of information.
Such a sign as activity promotes the initiative of the interlocutor's speech behavior, which is important in achieving the goal of communication. During the speaking process, it is believed E.I. Passov, the interlocutors show both external activity, reflecting their attitude to the surrounding reality, and more complex internal activity, involving the perception of statements by ear, their accompanying assessment and further planning of the response [Passov, 1991, p. 17-18]. In this case, an important role is played by the importance for the personality of the subject of the conversation, which causes an emotional attitude.
Speech activity has a close relationship with mental... Since speaking is characterized by the presence of complex thought processes based on hearing, attention, memory and prediction, namely the transition from a word and phrase to a whole utterance, within the existing models of speech generation, most methodologists distinguish three phases of the structure of speech actions: phasesatplanning,phasesatimplementation,phasesatcontrol[Galskova, Gez, 2006, p. 190].
According to F. Kainz, planning phase has a connection with the formation of intention, which includes, in turn, two stages - stimulating experience (drängendes Erlebnis) and judgment (Urteil) [Galskova, Gez, 2006, p. 190]. The basis for the pre-speech phase and the formation of a judgment arises under the influence of our environment (objects, phenomena), as well as internal experiences and ideas, and is expressed in the intention to say something. In turn, A.A. Leontiev sees the basis for the emergence of speech intention, mediated by the speech subject (subject) code and formed as a plan (program) of a speech utterance, in the motive and some other factors [Galskova, Gez, 2006, p. 190-191]. Hence, intentions the speaker is defined purpose of communication, and also facilitate the choice and combination of verbal and non-verbal means for its implementation.
Implementation phase speaking, or the formative phase, is reflected "in the form of curtailed internal mental actions for programming and structuring a speech utterance in accordance with the intention" [Zimnyaya, 1985, p. 64]. According to N.I. Zhinkin, the speaker at this stage of the generation of the utterance uses "elements of the subject-pictorial code", which include both visual images and reduced words and sentences [Galskova, Gez, 2006, p. 191]. In other words, this stage of the speech-thinking process occurs in internal speech, which is a means of implementing thought, a link between intention, internal planning and its disclosure.
Under control phase own statement N.I. Zhinkin and F. Kainz understand the transmission of a message by different afferent pathways, that is, the acceptance with the help of hearing or kinesthesia of what the interlocutor says or does, and the delivery of the information received [Galskova, Gez, 2006, p. 195]. This phase begins at the level of defining a general semantic image and then occurs at all stages of speech generation.
Another sign of speaking as an activity is situational, which implies the influence of the activities of both sides of communication and their relationships on the choice of speech units. Their correct or incorrect selection can change the communication task, the motivation of the interlocutors, as well as the course of their activities. In turn, non-situational or insignificant units are not able to change the situation, influence the interlocutor, in other words, achieve the goal of communication.
Speaking is also characterized by independence, manifested in the absence of any graphic or sound support. When teaching, it can be considered independent if it proceeds without the use of records and illustrations.
The speaking process should also take place in pace not lower and not higher than acceptable in communication norms... As noted E.I. Passov, during speaking, the main role is played not by the number of words spoken per unit of time, but by the syntagmatism of the utterance, which consists in correlating both the tempo within syntagmas and the pauses that arise between them [Passov, 1991, p. 23-24]. These norms of communication are reflected in the European system of levels of proficiency in a foreign language. The middle stage of training provides for the mastery of a foreign language by students within the A1-A2 levels, assuming elementary command of oral speech and admitting both Toagilityutterancenyvyny composed mainly of units learned and frequency pauses to search for an appropriate expression, pronounce less familiar words, correct mistakes or reformulate sentences [Averin, 2015, p. ten; European…: website; Ed. Education: website].
It should also be noted that, although independence and optimal speech rate have great importance for free speaking, assuming a sufficiently high level of language proficiency and psychological readiness of students, from the point of view of teaching methods, the results of speaking are no less important, which are the responses of the participants in communication, regardless of whether this action has an external expression or not, whether it is performed immediately or after a certain period of time. This result can be manifested both in the actions and behavior of the listener, then we should talk about behavioral reactions, and in the implementation of his practical activities, in this case we will talk about linguistic reactions [Galskova, Gez, 2006, p. 196].
Teaching to speak also implies teaching various forms of communication [Minyar-Beloruchev, 1990, p. 154]. Depending on the communicative goals of the speaker's statements, communication can take the form of either a dialogue or a monologue. If the speaker expects and provokes a verbal response from the listener, we are talking about dialogical or polylogical forms of communication (depending on the number of interlocutors), but if speaking is carried out without the intention of provoking an exchange of remarks, then speech takes the form of a monologue.
Modern education sees the main goal of teaching foreign languages in preparing students for a dialogue of cultures, where the skills of monologue and dialogical speech play an important role, but since most of the communication is either dialogical or polylogical, teaching dialogue, which is based on the speech situation, comes first. ...
1. 3 Speech situation as a methodological technique for teaching dialogical speechin the works of Russian methodologists
Teaching dialogue - as one of the most important goals of teaching a foreign language at the middle stage - involves the development of students' ability to carry out oral communication in accordance with their real needs and interests in a variety of socially determined situations [Galskova, Gez, 2006, p. 206]. Based on this, after graduating from basic secondary school graduate should be able to:
- start, lead, support and end a conversation in standard communication situations, observing the norms of speech etiquette, if necessary, asking again, clarifying;
- to question the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent or refusal, relying on the studied topics and learned lexical and grammatical material;
- tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your city or village, about your country and the country of the studied language;
- make short messages, describe events or phenomena (within the framework of the topics studied), convey the main content, the main idea of what was read or heard, express your attitude to what you read or heard, give a brief description of the characters;
- to use paraphrase, synonymous means in the process of oral communication ”[Mirolyubov, 2010, p. 206-207].
However, before proposing a training system that meets these requirements and specific methodological recommendations, it is necessary to consider the concept and some features of dialogical speech.
R.K. Minyar-Beloruchev separates two concepts - dialogical speech as oral speech, realized in the form of a dialogue, and itself dialogue as a form of training, expressed in the exchange of remarks between two or more interlocutors [Minyar-Beloruchev, 1996, p. 26].
In the same time V.M. Filatov gives a unified definition of dialogical speech as a process of communication, characterized by alternating replies [Filatov, 2004, p. 263].
However, a more complete definition is given by V.L. Skalkin... Under dialogicallyOhspeechNS he understands a combination of oral statements thatunited thematically and situationally andvdirect act of communication are generatedconsistentlytwo or more interlocutorstaking into account their communicative motives[Skalkin, 1989, p. 6]. This WRC this definition it is proposed to use it as a worker.
Although the definitions presented above reflect various aspects, all methodologists agree that dialogical speech has a number of specific psychological, linguistic and communicative characteristics[Passov, 1991, p. 17-23; Skalkin, 1989, p. 6-20; Filatov, 2004, p. 263-265].
TO NSsychological features of dialogic speech as a component of speaking are, first of all, speech-thinking activity interlocutors, which is a set of processes of perception, forecasting, planning and generation of one's own speech. Since during the speech act, the role of each of the interlocutors alternates between the listener and the speaker, dialogical speech can be characterized as receptive-productive type of speech activity. However, when teaching dialogical speaking, it is necessary to take into account the fact that in the course of the dialogue there is a partial overlap of the processes of perception and internal pronunciation of the forthcoming answer, which generates a bifurcation of attention.
The dialogue is also based on replication... In live dialogical speech, the exchange of replicas most often occurs quickly, which gives speech unpreparedness, spontaneity and requires high automation (reactivity) and readiness to master the language material.
According to E.N. Solovova, such a feature of dialogical speech as reactivity is a rather complex element and causes certain difficulties for students in mastering this form of communication [Solovova, 2002, p. 178]. W_nfirst, the reaction of the interlocutor can be completely unpredictable - from a change in the thematic course of the conversation to the absence of any reaction at all. Secondly, students may lack the necessary social communication skills, both in their native language and in a foreign language. Thirdly, dialogue presupposes the dependence of partners on each other, in this case it is not only about the ability to speak, but also about the ability to listen to the interlocutor. Nevertheless, despite the possible difficulties, the reactivity of dialogical speech presupposes the use of predominantly ready-made phrases and remarks, the so-called clichés, the number of which is limited by the situation.
This point of view is also shared by R.K. Minyar-Beloruchev, who believes that the essence of reactivity lies in stimulating the interlocutor's reaction and thereby limiting the number of his answers, reproduced automatically [Minyar-Beloruchev, 1990, p. 163-165]. It follows from this that for a given situation there are certain sets of phrases that can be used by the teacher as material for teaching dialogical speech. Such clichés can be: formulas of politeness; typical question phrases used to request any information; prompting replicas of different types (agreement, denial, imperative, emotion, re-asking), due to the need to establish contact with the interlocutor; situational clichés characteristic of certain social roles in standard situations [Minyar-Beloruchev, 1990, p. 163-165; Filatov, 2004, p. 265].
Thus, in order to form the reactivity of dialogical speech in a foreign language within the framework of the school curriculum, it is necessary to memorize cliché phrases and bring them to automated use, which is possible when using speech situations in the lesson as a methodological technique.
When teaching dialogue, such a psychological feature as situational, which determines the nature of the speech behavior of partners and the language design of speech. Without knowing the situation, an outside observer is not able: firstly, to understand who or what the dialogue is about, and secondly, to take part in it without additional questions about what is happening. This also expresses reproduced the nature of dialogical speech, therefore, in the learning process, dialogue acts not only as one of the most important goals of teaching speech communication, but also as a means of developing speech skills and abilities.
Psychological features determine linguistic characteristics of dialogic speech, including constructions typical for dialogue, types of interrelation of sentences, and stylistic features. These include ellipticity of speech, the use of simplified syntactic constructions, the presence of lexical and grammatical clichés, speech standards, the presence of modal words, interjections and other means of expression, the appeal of speech... In addition, in the process of dialogical communication for the expression of the emotional component, there are also extralinguisticallye funds - mimica,gestureNS etc.
TOcommunicativeth the component of dialogic speech is closely related to the other two and includes both a specific communication situation that determines the thematic sphere of the conversation, the communicative roles of speakers, the relationship between them and the communicative environment in general, and the process of verbal interaction of interlocutors using linguistic and extralinguistic means [Skalkin , 1989, p. 6-20]. Based on this, we can conclude that dialogue as a communicative act is tied to a certain communication situation and is its product.
Since communicative situations constitute the essence of dialogue and predetermine the logic of this form of communication, the modern method of teaching speaking is based on situational approach, involving the creation of situations of verbal communication for the organization of dialogical and polylogical communication in foreign language lessons.
The speech situation is based on the concept of the situation as a whole. In the methodological vocabulary R.K. Minyar-Belorucheva under situation is understood as a real or imagined segment of reality, characterized by time, place, internal and external environment [Minyar-Beloruchev, 1996, p. 103].
A.A. Leontiev believes that speech situation is a set of speech and non-speech conditions necessary and sufficient in order to carry out a speech action according to the intended plan [Leontyev, 2010, p. 85].
Thus, systematizing the definitions of the speech situation, we can say that under speech situation should be understood real or imagined segment of reality, which is a combination of speech and non-speech conditions (timelocation, internal and external environment), necessary and sufficient for the implementation of speech actions according to the planned plan.
Distinguish real and educational speech situations[Minyar-Beloruchev, 1996, p. 103]. Within the framework of the educational process, respectively, the latter are used, representing a set of factors set by the teacher and further motivating the speech actions of students [Leontiev, 2010, p. 85].
In the methodology of teaching foreign languages, there are various classificationeducational and speech situations [ Soboleva, 2009, p. 320-323 ] .
In turn V.L. Skalkin distinguishes between the following educational and speech situations, placing them according to the degree of complexity:
- beforefulfilled educational and speech situations, involving the request for new information, the completion of the description of something, the formulation of a conclusion, inferences;
- problematic situations that are systematically and deliberately created by the teacher and are of great importance for teaching unprepared oral speech, contribute to the emergence of motive and needs for expression, hypothesis, assumptions, activation of mental activity and speech-thinking activity of students;
V envisioned educational and speech situations based on the imagination of participants in speech communication and suggesting the presence of a dispute, discussion and defending one's opinion;
- Rsalt educational and speech situations, involving the indication of the social roles of the participants and the setting before the trainees of the tasks of entering the appropriate image and independent determination of the topic of the conversation.
E.N.Solovova identifies three types of educational and speech situations:
- Rreal situations limited to the roles of teachers and students in the learning environment and their interpersonal communication during the lesson, both among themselves and within the study group;
- conditional situations that act as a way of modeling real communication situations, allowing to cover various types of speech behavior and contributing to the enrichment of the social experience of students by expanding the range of communicatively played roles;
- problematic situations, acting in the form of some problematic questions, obviously presupposing the presence of various answers and clashes of opinions, which activates the mental and verbal-cogitative activity of the student and creates educational and cognitive motivation for the implementation of this communication, which forms the ability to perceive and receive knowledge, share knowledge with others in the classroom in a foreign language speech communication.
During the passage of a topic at the middle stage of training, the teacher can use both complemented by and role-playing learning and speech situations (V.L. Skalkin), and conditional speech situations (E.N.Solovova). However, the effectiveness of their use in the educational process also depends on other factors discussed earlier: formationandstudents have the ability to useone hundredstandard language means (situational clichés) , they havea certainsocial experience, and ability to use it in standard situationscommunication.
Conclusions onthe firstchapter
When teaching students a foreign language at the middle stage first of all, you need to take them into account psychological and pedagogical features: psychological and physiological changes, selective cognitive interest, active development of cognitive processes. In addition, in adolescence, communication with peers becomes the leading activity of students, therefore, in foreign language lessons, the teacher can and should pay more attention to organizing group and pair communication, as well as communicative games and tasks that stimulate speaking.
Education speaking implies teaching various forms of communication - monologue, dialogue or polylogue, with special attention paid to the dialogical form of expression in a foreign language.
At the heart of the construction dialogue lies the ability to replicate, which requires high reactivity and readiness to master the linguistic material, as well as elliptic speech, the use of simplified syntactic constructions, the presence of lexico-grammatical clichés, speech standards, the presence of modal words, interjections and other means of expression, and speech reversal. Teaching dialogical speech also involves the development of students' ability to carry out oral speech communication in accordance with their real needs and interests in a variety of socially determined situations.
Among speech situations are distinguished real and learning speech situations... When studying a topic, in view of the psychological and age characteristics of students at the middle stage, the teacher can use complemented by, role-playing and conditional educational and speech situations in foreign language lessons at school.
2 . Speech situations in German lessons
2.1 General characteristics of the educational complex "Horizons" MM Averina et al. In German as a second foreign language for grade 7
This final qualifying work considers training kit MM. Averina et al. "Horizons" in German as a second foreign language for grade 7. The choice of this teaching aid is due to the following factors:
EMC "Horizons" was developed in accordance with the requirements of the Federal State Educational Standard of General Education in Foreign Languages;
Educational complex "Horizons" is used in most schools in the city of Vologda in classes where German is studied as a second foreign language [Vasilieva, 2014];
Educational complex "Horizons" is focused on achieving the level of foreign language proficiency A2 in accordance with the European levels of language competence [Averin, 2013, p. 4];
EMC "Horizons" is aimed at learning German as a second language after English and immersion in the language environment [Averin, 2013, p. 4].
In accordance with the educational plan of educational institutions of the Russian Federation, 2 hours a week are allocated for the study of a second foreign language at the middle stage, 34 academic weeks in each class from 5 to 11, a total of 68 hours per year.
UMK M.M. Averina et al. "Horizons" in German as a second foreign language for grade 7 consists of Work program, Teacher Books, Textbook, Workbook with audio attachment and Worksheets, which are used as the material for this study.
Rworking program UMK is the basis for creating a school curriculum, according to which the teacher works, and consists of an explanatory note, a general description of the course, a description of the subject's place in the curriculum, personal, meta-subject and subject results, course content, thematic planning (grades 5-9), educational methodological (general characteristics of teaching materials) and material and technical support of the educational process, recommendations on the material and technical support of the academic subject "German language" [Averin, 2012, p. 3].
Book forteachers includes general characteristics EMC "Horizons", the results of the study of the academic subject, the content and structure of the EMC, the basic principles and features of teaching on this EMC, features of teaching four types of speech activity, features of teaching phonetic, lexical and grammatical aspects of speech, monitoring and assessment of the success of learning, structure and order fulfillment of tasks to control the formation of competencies, the level of knowledge, skills and abilities, criteria and tables for assessing the oral and written answers of 7th grade students on the EMC "Horizons" (final control), a table for assessing the level of development of language competence in German, methodological principles and structure of the lesson ... In addition, the Teacher's Book includes calendar and thematic planning, detailed content, recommendations for lessons, audio recordings and keys to assignments from the Workbook [Averin, 2013, p. 3].
Material Havechebnik presented in 10 blocks, combined according to lexical topics. It consists of seven main thematic chapters, two chapters aimed at repetition ("Little Change" and "Big Change"), a regional block about Russia and a German-Russian dictionary:
Einheit 1. Wie war "s in den Ferien? - Chapter 1. How was the summer?
Einheit 2. Meine Pläne - Chapter 2. Plans for the future
Einheit 3. Freundschaft - Chapter 3. Friendship
Kleine Pause - Little Change
Einheit 4. Bilder und Töne - Chapter 4. Image and Sound
Einheit 5. Zusammenleben - Chapter 5. Relationships
Einheit 6. Das gefällt mir - Chapter 6. I like it
Einheit 7. Mehr ьber mich - Chapter 7. More about myself
GroЯe Pause - Big Break
* LANDESKUNDE | RU - Country Geography of Russia
Deutsch-russisches Wцrterbuch - German-Russian Dictionary [Averin, 2013, p. nine].
Rworking notebook includes lexical and grammatical tasks corresponding to the content of the textbook:
Written, aimed at enhancing the skills of writing, reading and listening (with written control), as well as preparing for oral expression;
Additional tasks in the section Fitnesscenter Deutsch;
Self-control tasks (in portfolio format) in the section Einen Schritt weiter -- Was kann ich jetzt? ;
List of new words by topic in sections Deine Wцrter;
Grammar tables [Averin, 2013, p. ten].
Worksheets contain exercises aimed at consolidating lexical units and grammar, as well as stimulating speaking (exercises for describing a picture, writing sentences, etc.).
The content side of the teaching materials is focused on students of the 7th grade. Taking into account the peculiarities of this age period, the authors propose topics corresponding to this age, questions and tasks of a problematic nature aimed at developing creative abilities, linguistic and cultural materials, a variety of types of original authentic materials (texts, audio recordings), which enable creative teachers to also come up with various options for teaching and speech situations.
A distinctive feature of the EMC "Horizons" is that during the study of each of the topics, 7th grade students acquire a certain set of vocabulary and cliché phrases that can be used by them both to participate in learning and speech situations in German lessons, and in the future. in a real situation of verbal communication. At the same time, the orientation of this teaching material to the generation of elementary short statements, composed mainly of memorized units, facilitates the transition to conditionally free speaking within the framework of the created educational situation.
In addition, students in grade 7 already possess several tense forms of verbs in the active voice (Präsens, Präteritum, Perfekt), due to which the variability in the use of a particular situation in the present, past and past colloquial tenses increases, and, accordingly, it becomes possible to train not only the lexical side of speech, but also the grammatical one.
Thus, we can conclude that MMK "Horizons" M.M. Averina et al. On German as a second foreign language for grade 7 contains a sufficient number of materials (exercises, texts, audio recordings) that can be used to organize various options for educational and speech situations in foreign language lessons.
2.2 Analysisthe firstthemes"Wie war" s in den Ferien? "UMK "Horizons" MM Averina et al. In German as a second foreign language for grade 7
In this final qualifying work, only the first topic of the EMC "Horizons" is analyzed by M.М. Averina et al. On German as a second foreign language for grade 7, since it contains a great communicative potential and a sufficient number of exercises that develop dialogic and monologue speech. The topic is called “How was the summer?” (“Wie war” s in den Ferien? ”). No. 16 "of the city of Vologda. Practice materials are presented in.
V Teacher's book, according to the calendar-thematic planning, to study the topic "Wie war" s in den Ferien? " 9 hours are proposed for lessons on this topic in September, during which it is expected that students will learn to talk about how they spent their holidays, talk about their experiences, talk about the weather, talk about events in the past.
Possessive pronouns in the nominative and dative cases, articles in the dative case, past colloquial tense are declared as grammatical topics for repetition Perfekt and its grammatical constituent participle second (Partizip II) .
As a characteristic of the learning activity of students, the book for the teacher offers the following points:
Keeping an etiquette dialogue in a situation of everyday communication (a story about the holidays and impressions);
Vacation weather story;
Summer Conversation, Using Past Conversation Time Perfekt;
The use of active vocabulary in the process of communication;
Listening comprehension of the teacher's speech, classmates and the texts of audio recordings built on the studied language material;
Correlation of audio and visual information;
Pronouncing the names of countries in German;
Memorizing words with flashcards and rhythm;
Written description of summer photos;
Reading and understanding texts of a regional character containing several unfamiliar words, the meaning of which can be guessed from the context, as well as preparing questions and answers to them.
During the practice in the MOU "Secondary School No. 16" of the city of Vologda, all of the above points were used, with the exception of memorizing words with the help of cards and rhythm and a written description of students' own summer photographs.
According to the recommendations of the Teacher's Book, the following speech patterns are subject to minimum assimilation: Sie ist mit ihrer Schwester zu ihrer Tante und ihrem Onkel geflogen. Ich war total deprimiert. Da war richtig was los! Wir hatten Glück / Pech mit dem Wetter. Es regnet. Die Sonne scheint.
In practice, these speech patterns may not be enough, so an alternative lexical minimum on a given topic can be proposed, dividing it into several subtopics.
Die Erlebnisse (Impressions):
|
Positiv |
Negativ |
|
|
1. Eswar gigantisch /voll cool / super / romantisch /fantastisch /wunderbar /toll /gemütlich / nicht schlecht. 2 . Wir hatten einen tollen Blick! 3. Da war richtig was los! |
Es war(total)blcd / stinklangweilig / schrecklich /langweilig /nervig / scheuЯlich. Ich warsehr müde /total deprimiert. Da war nichts los! |
In the presented subtopic, the cliché phrases under item 1 are subject to the minimum assimilation by weak students. Students with an average level of academic performance should learn the statements under items 1-2. Strong and reasonably motivated students should learn the phrases under items 1-3. It is also worth noting that students with any level of motivation and knowledge are encouraged to learn both positive and negative lexical units.
Das Wetter (Weather):
|
Gegenwart |
Vergangenheit |
|
|
1. Das Wetter ist gut / schlecht. 2 . Es ist warm / heiЯ / trocken. 3 . Es ist kalt / windig / wolkig. 4. Es regnet (nicht). 5. Es schneit (nicht). 6. Die Sonne scheint(nicht). 7. Wir haben viel / wenig Regen. 8. Wir habenviel / wenig Schnee. 9. Wir haben Glückmit dem Wetter. 10. Wir haben Pech mit dem Wetter. |
Das Wetter war gut / schlecht. Es war warm / heiЯ / trocken. Es war kalt / windig / wolkig. Es hat (stark / ein bisschen / ьberhaupt nicht) geregnet. Es hat (stark / ein bisschen / ьberhaupt nicht) geschneit. Die Sonne hat (immer / manchmal / nie) geschienen. Wir hatten viel / wenig Regen. Wir hattenviel / wenig Schnee. Wir hatten Glückmit dem Wetter. Wir hatten Pech mit dem Wetter. |
This subtopic assumes the minimum assimilation of statements 1-3 by weak students. Intermediate learners should learn cliché phrases 1-6. Strong learners should learn phrases 1-10. Both weak and medium and strong learners are encouraged to learn the lexical minimum both in the form of the present and in the form of the past tense.
Die Ferien (Holidays):
1. Ich war ... Tage / Wochen in ... (in der Stadt).
2. Ichwar bei ...(jemandem) in ... (in der Stadt).
3. Ich war mit… (jemandem) auf dem Campingplatz ..
4 . Ich bin mit… (jemandem/ etwas) zu ... (jemandem) / nach ... (nachder Stadt, dem Land) geflogen.
5 . Ich bin mit… (jemandem / etwas) zu… (jemandem) / nach… (nach der Stadt, dem Land) gefahren.
6 . Ich habebei ... (jemandem) / auf dem Campingplatz ьbernachtet.
7 . Ichhabe/ bin... (Partizip II der Verben).
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