German as a second foreign language Averin. UMK Horizons (Horizonte), German as a second foreign language. Audio courses to UMK
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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. ENLIGHTENMENT ed by Comelsen UDC 373.167.1:811.112.2 LBC 81.2Nem-922 H50 The Horizons* series was founded in 2009. Authors: M. M. Averin, F. Jin, L. Rohrman, M. Zbrankova Weimann, head of the Prima project of the Kornelsen publishing house, for help in creating the educational and methodological set of the Horizons* series; Yarmila Antoshova, Panagiotis Gera, Violetta Katinina, Wie Kilblotske, Grammar Rizu, Ildiko Soti for consultations and provided materials. German. Grade 5: studies, 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 publication HORIZONS Series* Mikhail Mikhailovich Averin Jean Friederike Rorman Lutz Zbrankova Milena GERMAN LANGUAGE Grade 5 * Textbook for educational institutions Center of the German Languages Group Head of the Center VV Kopylova. Deputy leader I. V. Karelin. Project leaders A. A. Bratishka, G. Wyman. Editors A. A. Bratishka, L. Rorman, J. Stankova. Consultants J. Antosova, P. Geru, V. Kotiniene, V. Kibloka, G. Rizu, I. Soti. External design by L. S. Lyuskin. Artists L. Fibrikh, A. A. Khlystova. Artistic editors V. Frausova, £ A Radchenko. Model M. Hartlova, T. N. Raspopova. Computer layout and technical editing O. Yu. Myznikova. Correspondents N.D. Tsukhai, A.V. - ^OO "/". Offset paper. Typeface TextBookSanPin. Offset printing. Accounting edition. 10.79. Circulation 10,000 copies. Order No. 26841 (k-$l). Open Joint Stock Company "Publishing House" Enlightenment " 127521, Moscow, 3rd passage of Maryina Roshcha, 41. Open Joint Stock Company "Smolensk Printing Plant", 214020, Smolensk, Smolyaninova str., 1. ISBN 978-5-09-016733-8 2011 C Corneeer Ver.ag С«nы-1. Berlin 2007 6 Hu, u1i*1-m I «IT» design. in 1 "Ivo> vpelnoy license" "gad OmRN. Berlin Dear friends! The textbook that you are holding in your hands is part of the Horizons educational and methodological kit for grade 5. The "Horizons" line is focused on European levels of language competencies, and teaching materials for grades 5 and 6 will help you reach the A1 level. The line "Horizons" will help you learn step by step German and from the very beginning is designed for immersion in the language environment. The textbook for grade 5 consists of seven chapters, seven regional studies 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 on the first page of the chapter, an introduction to the topic is provided. On the next six pages you will find texts, dialogues and exercises aimed at developing all four language skills: speaking, writing, reading and listening. In accordance with the rules for compiling a European language portfolio, students regularly collect information about themselves and their own achievements. Particular attention is paid to country studies. In the green frames "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 “And if you think about it?” in orange frames will help you deal with grammatical phenomena on your own, and the rules themselves can be found in a quick grammar reference at the end of the chapter. "Little break" and "Big break" after chapters 3 and 7, respectively, will help in a playful way to review the material covered 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 the Horizons line! Authors drei H^ine Pause k^lenkaya iC£filШп^)ern«n 3 J Das i«r prelmetah: say what you like and what you don't 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, vocabulary stress Lerne lernen/Learn to learn: noun flashcards Tiere Animals Das lernst du/You will learn to: talk about animals; conduct class interviews; understand the text about animals; describe animals; name colors Grammatik/rgrammatics: verbs haben, sein; questions requiring a 'Yes' or Lernplakate/Study posters Grammatikspiel/rgrammatic game Aussprache/Phonetics Ein Gedicht lesen und sprechen/Reading and reciting Mein Schultag's poem Das lernst du/You will learn to tell the time and days of the week: describe your daily routine: understand and compose texts about the school Grammatik / Grammar; time indication; word order in a sentence: Hobbys Hobby Das lernst du/You will learn to: talk about hobbies: arrange a meeting; say what you can and what you can't; ask permission; read and describe statistical data Grammatik / Grammar: verbs with inflection - Meine Familie My family Das lernst du / You will learn to: describe a picture; talk about family understand the text about the family; talk about professions Grammatik / Graimatics: possessive pronouns sein, ihr, unser; the designation of masculine and feminine professions "no"; accusative case (Akkusativ) Aussprache/Phonetics: vocabulary stress, short and long vowels Lerne lernen/Learn to learn: ways to memorize articles and plural forms Projekt/Project: what do people in Russia know 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: cards for memorizing interrogative words with the root vowel; modal verb können: detachable verbs Aussprache/Phonetics: vowel (short/long), phrases Lerne lernen/Learn to learn: memorize new words with associations Aussprache/Phonetics: endings er and -e Lerne lernen/Learn to learn: computer helps to learn language Was kostet das? How much does it cost? Das lernst du / You will learn: to name the price, to say what you would like to buy; talk about what you like and what you don't, find information in the text Grammatik / Grammar: verbs essen, treffen, ich möchte word order in a sentence; frame construction Aussprache/Phonetics: collocations, diphthongs ei. ai. e Lerne lernen/Learn to learn: types of reading (introductory, exploratory, detailed) Comic/Coix: Die Nervensäge/Hasted Sprechtraining/Learning to speak: fast speech Meine Lieblingsgrammatik/Mon favorite grammar: repeat engravings Wörterbuch/Dictionary 1p den Ferien/Ha holidays Spielen und wiederholen/Play and repeat Hello vie, Das lernst du You will learn how to greet people introduce yourself and say where you live Fill out a form Spell your name Say that you love Guten Morgen Guten Abend CD 3 CD 4 F 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 Keuch. Und wohnst du hier?J"^f^-"-; ^ Da. .T ,. - J- Ich wohne auch da. Dann bis spater! Tschus! Tschus! ^ b Hör zu und sprich nach. Listen and repeat after the speaker. Sprechen üben Learning to speak Hör zu und sprich nach. Listen and repeat after the speaker. heist du? wohnst du? kommst du? Anne, in Koln. aus Deutschland. Wie heist du? Wo wohnst du? Woher kommst du? heiße Anne, wohne in Köln, komme aus Deutschland. Ich heisse Anne. Ich wohne in Koln. Ich komme aus Deutschland. Gespräche Dialogues Fragt und antwortet. Ask and answer. Ich heisse... Hallo! Wie heist du? Rap "Guten Tag, wie geht" s? Denk nach .ä if you think..,sh1 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... MURF. SÖH 1 bist Hotei Hotel Hör zu und lies. Listen and read. Guten Tag. Guten Tag. Wie heissen Sie, bitte? Petra Neu. Und wohnen Sie? In Köln, Altstraße 2. Hier bitte! Number 5 Danke. Auf Wiedersehen. Auf Wiedersehen. Ein Formulär А^nket Lies und mach dann dein Formular im Heft. Read the questionnaire and fill in your own in the notebook Kenneniernen Denk nach JUGENDHOTEL Wannsee BERLIN Vorname Petroy Familienname Neu, Adresse Straße AUstruiße Z Wohnort KöUv Postleitzahl (PLZ) 504-90 Land DeuZrschlAKci W XV 4 Information Anmeldung Guten Tag ... Auf Wiedersehen Good afternoon ... Goodbye Spielt die Dialoge. Act out the dialogues. Land und Leute About 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-Menu. Am Ende gibt es noch fi. Deutsch zu sprechen das ist nett. Hört und spielt den Dialog. Listen and act out the dialogue. Wie heist du? Maximilian. Wie bitte? Maximilian. Wie schreibt man das? M-A-X-I-M-I-L-l-A-N. Hor zu und schreib. Listen to the dialogue and write it in your notebook. d Buchstabierspiel - Buchstabiert und ratet Namen aus der Klasse. The game "Spell"; 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 S-N-... Kennenlernen Wer bin Ich! Who am I! Schreibt Personen-Karten und spielt. Write personal cards and act out dialogues. Mollner. wo wonnsi Simon. Wie heist 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 Rom/Italien Pawlowa Mascha Tomsk/Russland ^lS^/Oeat!(MuU Was magst du! CO 10 Hör 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 F 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? W Volleyball Kino Basketball Judo Tischtennis Fußball neun wm Kennenlernen Würfeln und sprechen - Ein Spiel Game: roll the die and say Würfle 2-mal und mach einen Satz. Roll the die twice and make up a sentence. Woher kommst du? Ich komme aus ™ Read the texts and match the picture to each of them. Ich heiße... Ich wohne in, □ 0 0 0 « O 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 wohne in BaseL Ich mag Volleyball und Internet-Chats .SpiU/shpg i .fTUAwwriHuihMirtri 10 b Schreib deinen Chat-Text Write your own message in the chat, zehn f Bilder und Buchstabenrätsel Pictures with riddles a Wie heißen die Länder und die Städte! Which countries and cities are encrypted here! b Welches Foto zeigt weiche Stadt aus 15a! Die Buchstaben helfen. What are the names of the cities in the pictures! The letters will help you. elf 11 Kinder-Russland Einander begrüßen We greet each other Sieh dir die Bilder an. Wer sagt was! Look at the pictures and find the right 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 Stadten kommen Sie! Was mogen sie! Look at the map and tell about the guys: who is from which city! Who loves 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. Greet the people of Guten Morgen. ^ Hallo, wie geht's? Guten Tag. Guten Abend. Auf Wiedersehen. Tschüs./Servus. Bis spater. 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 you love Was magst du? Ich mag ... und Ich mag auch ... In addition, you can... ... fill out a questionnaire. ... write a message in the chat. ...understand simple information in a text. Grammar: short and clear Personal pronouns and verbs ich komme du kommst Sie kommen wohne wohnst wohnen mache machst machen Ш\ Ich heiße Mati. Ich komme aus Transturien. heiße heißt heißen mag hin magst hist mögen sind Questions with question word and answers 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 Koln, du? aus Deutschland. Sie? George 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. Listen again to the dialogue and the incorrect sentences. 1 Jasmin Bayer kommt aus Ulm 2 Sie wohnt in Ulm 3 Andreas ist neu in der Klasse Read it Right and 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 think 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 a Hört zu. Lest den Dialog. Listen 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: Hey, Jasmin. Lena: Was macht ihr heute Nachmittag? P Jasmin: Keine Ahnung, und du? b Stell deine Freunde vor. Imagine 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 mogen 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 in your 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 Veronica. Sie mag ... und ... . Denk nach D if fi wir spielen gern Fußball. W... hör... gern Musik. W... mög... Rap-Musik. Was macht ihr heute? 2-A" ermm. 5 cells F CD 15 CD U CD 17 F CD 18 1^^ Der Zahlen-Rap Hör zu und mach mit. Listen and sing along. OEP-style figures 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 and 10, Zahlen sprechen und versteh'n. 11 - 12-13- komm, mach mit, Zahlen machen fit. 14 and 15, 16-17-18-19, 20 and aus. Undjetzt nach Haus. Ф Sprechen üben - Zahlengruppen sprechen Learning to speak - Saying groups of numbers a Hör zu und sprich nach. Listen and repeat after the speaker. 123 321 o 221 442 5 33 55 779 b Mach Zahlengruppen und sprich die Telefonnummern laut. Wer kann eine auswendig! Make up groups of numbers and say phone numbers out loud. Who can learn one of them by heart! 227772 4141412 1525351 3362240 Telefonnummern Spielt in der Klasse telephone numbers. Act out the dialogue in class. 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 the 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. b M-E-l-N-C-K. Danke, tschüs, bis morgen. 18 achtzehn J EL f ae 19 Talk about objects Was ist das? Wie heisst das auf Deutsch? Das ist ein Bleistift. Das ist ein Kuli. ^ East 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) Sing. h. ich komme (Singular) du kommst er/es/sie kommt heißen mögen Mh. Ch. (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 Mäppchen ein Mäppchen mein Mäppchen dein Mäppchen mag magst mag mögen meine CD mögt CD egen mö 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 nicht am Anfang! Die Vokale a- 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. der Klasse Mein Lieblingstier ist die Katze Ozz and Mein Lieblingstier ist das Pferd Huncl (1(1 Katze Hft((^ Hast du ein Haustier? a Lies die Sätze. Hör zu. Was ist richtig! Drina und Milan haben Haustiere 2. Milan fragt: Hast du auch eine Katze? 3. Milan hat keinen Hund 4. Dri on the 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. East 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 mal würfeln das Kaninchen das Lama das Pferd V die CD die Schere die Brille Noch mal würfeln die Uhr Noch mal würfeln die Maus die Kuh die Spinne die Schildkröte die Katze die Antilope F Ja/Nein-Fragen a Wiederhole die Verbformen. 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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Audio courses to UMK
- Averin M.M., Gene F., Rorman L. et al. “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 M.M., Gene F., Rorman L. “German language. Second foreign language. 6th grade. Audio course for a textbook, workbook and teacher's book (1 CD mp3) (Complete with workbook) (Audio courses for textbooks included in the current Federal List)»
- Averin M.M., Gene F., Rorman L. “German language. Second foreign language. 7th grade. Audio course for a textbook and workbook (1CD mp3) (Complete with a workbook) (Audio courses for textbooks included in the current Federal List)»
- Averin M.M., Gene F., Rorman L. et al. “German language. Second foreign language. 8th grade. Audio course for a textbook, workbook, teacher's book and control tasks (1CD mp3) (Included with a workbook) "(Audio courses for textbooks included in the current Federal List)
- Averin M.M., Gene F., Rorman L. et al. “German language. Second foreign language. Grade 9 Audio course for a textbook, workbook and teacher's book (1CD mp3) (Included with a workbook) "(Audio courses for textbooks included in the current Federal List)
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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 Type I Idioms Type II Type IV Practice Exam Papers Prepare and Practice for the TOEFL iBT Readers Resource Books Skills Books Upstream VIII view. The program of V.V. Funnel VIII species. Program I.M. Bgazhnokova Welcome Academic school textbook Academy English in focus Archimedes Teacher's library Quickly and efficiently Extracurricular activities Magic workshop Meetings Geeks Horizons State final assessment Rakes of history Grammar in tables Preschool world United State exam Behind the pages of the textbook Problems Starry English Golden series of French fairy tales From childhood to adolescence History in faces. Time and contemporaries So, German! Final control in elementary school Final control: GIA Final control: Unified State Examination To the top five step by step Classic course Krokha Labyrinth Vocabulary in pictures Linguistic simulator Life line Literature for educational organizations with Russian (non-native) and native (non-Russian) language Lomonosov Moscow State University School Mosaic On facets of the world German language. Preparing for the exam Perspective Polar 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 Soon to school Difficult topics Unified State Examination Second generation standards Literacy steps Fate and creativity Spheres 1-11 Yours friend French Your horizons Current control Universum Russian lessons Success Successful start (Math) Study cards Tutorials for Universities Learning with Enlightenment Federal State Educational Standards: Assessing Educational Achievements French in Perspective Reading, Listening, Playing Step by Step to the Five School of Russia School Dictionaries Elective Courses Encyclopedic Dictionaries I live in Russia “English” author. Kuzovlev V.P. and others.
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UMK Yu.M. Kolyagin, 9th grade UMK Yu.M. Kolyagin, 8th grade UMK Yu.M. Kolyagin, 7th grade UMK Yu. N. Makarychev, 9th grade Depth UMK Yu. N. Makarychev, 9th grade UMK Yu. N. Makarychev, 8th grade (deep). UMK Yu. N. Makarychev, 8th grade UMK Yu. N. Makarychev, 7th grade UMK Yu. M. Kolyagin, 11th grade (basic / professional). UMK Yu. M. Kolyagin, 10th grade (basic / professional). UMK Yu. V. Lebedev, 10th grade (basic / professional). UMK E. M. Rakovskaya, 8th grade UMK Sh. A. Alimov, 9th grade UMK Sh. A. Alimov, 8th grade UMK Sh. A. Alimov, 7th grade UMK Sh. A. Alimov, 11th grade (bases). UMK Sh. A. Alimov, 10th grade (bases). UMK Reading. S.Yu. Ilyina, 4th grade (VIII view. VV Voronkov) UMK Reading. S.Yu. Ilyina, 3rd class (VIII view. VV Voronkov) UMK Reading. S.Yu. Ilyina, 2nd grade (VIII type. V.V. Voronkov) EMC Reading, 9th grade. (VIII type. V. V. Voronkov) UMK Reading, 8 cells. (VIII type. V. V. Voronkov) UMK Reading, 6 cells. (VIII type. V.V. Voronkov) EMC Reading, 5th grade. (VIII view. I.M. Bgazhnokov) EMC Reading, 5th grade. (VIII type. V.V. Voronkov) EMC Reading, 4th grade. (VIII type. I.M. Bgazhnokov) EMC Reading, 4th grade. (VIII type. V.V. Voronkov) UMK Reading, 3 cl. (VIII view. I.M. Bgazhnokov) EMC Reading, 3rd grade. (VIII type. V.V. Voronkov) EMC Reading, 2nd grade. (VIII type. I.M. Bgazhnokov) UMK Reading, 1 class. (I type) UMK Artistic work/T. Y. Shpikalova, 4th grade UMK Artistic work/T. Y. Shpikalova, 3rd grade UMK Artistic work/T. Y. Shpikalova, 2nd grade UMK Artistic work/T. Y. Shpikalova, 1st grade 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 cl. (VIII view of I. M. Bgazhnokov) UMK Oral speech, 1 class. (VIII view of I. M. Bgazhnokov) UMK Technology, 4th grade. (VIII type. V.V. Voronkov) UMK Technology, 3rd class. (VIII type. V. V. Voronkov) UMK Technology, 2nd class. (VIII type. V. V. Voronkov) UMK Technology, 1 class. (VIII view. VV Voronkov) UMK T.Ya. Shpikalova, 8 cells. UMK T. Ya. Shpikalova, 7th grade. UMK T. Ya. Shpikalova, 6th grade UMK T. Ya. Shpikalova, 5th grade UMK T. Ya. Shpikalova, 4th grade. UMK T. Ya. Shpikalova, 3rd grade UMK T. Ya. Shpikalova, 2nd grade UMK T. Ya. Shpikalova, 1 class. UMK T. G. Khodot, 6th grade UMK T. G. Khodot, 5th grade UMK T. A. Rudchenko, 4th grade UMK T. A. Rudchenko, 3rd grade UMK T. A. Rudchenko, 2nd grade UMK T. A. Rudchenko, 1 class. UMK T. A. Ladyzhenskaya, 5th grade UMK Solodovnikov, 11th grade (bases). UMK Solodovnikov, 10th grade (bases). UMK S. N. Chistyakova, 8th grade UMK S. N. Chistyakova, 10th grade UMK S.K. Biryukov, 8th grade UMK S. D. Ashurova, 5th grade UMK S. V. Gromov, 9th grade UMK S.V. Gromov, 8th grade UMK S.V. Gromov, 7th grade UMK Russian language. Speech development, preparatory class. UMK Russian language. Speech development, grade 3 UMK Russian language. Speech development, grade 2 UMK Russian language. Speech development, grade 1 UMK Russian language. Literacy education, grade 1 (II type) UMK Russian language, grade 9 (VIII type. V.V. Voronkov) UMK Russian language, 8th grade. (VIII type. V.V. Voronkov) UMK Russian language, 7th grade. (VIII type. V. V. Voronkov) UMK Russian language, 6th grade. (VIII type. V.V. Voronkov) UMK Russian language, 5th grade. (VIII type. V. V. Voronkov) UMK Russian language, 4th grade. (VIII type. V. V. Voronkov) UMK Russian language, 4th grade. (I type) UMK Russian language, 3rd class. (VIII type. V.V. Voronkov) UMK Russian language, 3 cl. (II type) UMK Russian language, 2nd class. (VIII type. V. V. Voronkov) UMK Russian language, 2nd grade. (II type) UMK Russian language, 1 class. (II type) UMK Revyakin, 8th class. UMK Revyakin, 7th grade UMK R. B. Sabatkoev, 9th grade UMK R. B. Sabatkoev, 10th grade UMK Pronunciation, 4 cells. UMK Pronunciation, 3 cells. UMK Pronunciation, 2 cells. UMK Pronunciation, 1 class. UMK Ed. B.M. Nemensky. 8 cells UMK Ed. B.M. Nemensky. 7 cells UMK Ed. B.M. Nemensky. 6 cells UMK Ed. B.M. Nemensky. 5 cells UMK Ed. B.M. Nemensky. 4 cells UMK Ed. B.M. Nemensky. 3 cells UMK Ed. B.M. Nemensky. 2 cells UMK Ed. B.M. Nemensky. 1 class UMK Acquaintance with the outside world, 2 cl. (I type) UMK Acquaintance with the outside world, 1 class. (Type I) UMK Acquaintance with the outside world (prepared). (I type) EMC Teaching literacy, grade 1. (I. M. Bgazhnokova) Teaching and reading materials, 1st grade. (VIII species. V. V. Voronkov) UMK O. S. Soroko-Tsyupa, 9th grade. UMK O. E. Drozdova, 7th grade (electronic) UMK O. V. Afanasiev, 9th grade. (deep). UMK O. V. Afanasiev, 8th grade (deep). UMK O. V. Afanasiev, 7th grade (deep). UMK O. V. Afanasiev, 6th grade (deep). UMK O. V. Afanasiev, 11th grade (deep). UMK O. V. Afanasiev, 10th grade (deep). UMK N. Ya. Vilenkina, 9th grade (deep). UMK N. Ya. Vilenkina, 8th grade. Depth UMK N. S. Rusin, 6th grade UMK N. A. Kondrashova, 9th grade (deep). UMK N. A. Kondrashova, 8th grade (deep). UMK N. A. Kondrashova, 7th grade (deep). UMK N. A. Kondrashova and others, 11th grade. (deep). UMK N. A. Kondrashova and others, 10th grade. (deep). UMK World of History, 6th grade UMK Mathematics, Preparatory class (VIII type. VV Voronkov) UMK Mathematics, 9th grade. (M. N. Perova, VIII type. V. V. Voronkov) UMK Mathematics, 8th grade. (VIII type. V.V. Voronkov) UMK Mathematics, 7th grade. (VIII type. VV Voronkov) UMK Mathematics, 6 cells. (VIII type. V.V. Voronkov) UMK Mathematics, 5th grade. (VIII species. V. V. Voronkova) UMK Mathematics, 4th grade. (VIII type. VV Voronkov) UMK Mathematics, 3 cl. (VIII type. V. V. Voronkov) UMK Mathematics, 2nd grade. (VIII type. V. V. Voronkov) UMK Mathematics, 1 class. (VIII view. V. V. Voronkov) UMK M. Ya. Pratusevich, 11 class. (deep). UMK M. Ya. Pratusevich, 10th grade (deep). UMK M. Ya. Vilensky, 5th grade. UMK M. T. Baranov, 7th grade UMK M. T. Baranov, 6th grade UMK M. G. Akhmetzyanov, 5th grade UMK L. S. Atanasyan, 9th grade UMK L. S. Atanasyan, 8th grade UMK L. S. Atanasyan, 7th grade UMK L.P. Anastasova, 3rd class. UMK L. N. Bogolyubov, 9th grade UMK L. N. Bogolyubov, 9th grade UMK L. N. Bogolyubov, 8th grade UMK L. N. Bogolyubov, 7th grade UMK L. N. Bogolyubov, 7th grade UMK L. N. Bogolyubov, 6th grade UMK L. N. Bogolyubov, 6th grade UMK L. N. Bogolyubov, 5th grade UMK L. N. Bogolyubov, 5th grade UMK L. N. Bogolyubov, 11th grade (prof). UMK L. N. Bogolyubov, 11th grade (bases). UMK L. N. Bogolyubov, 10th grade (prof). UMK L. N. Bogolyubov, 10th grade (bases). UMK L. N. Bogolyubov, "Law", 11th grade. (prof). UMK L. N. Bogolyubov, "Law", 10 cells. (prof). UMK L. N. Aleksashkina, 11th class. (elekt). UMK L. M. Rybchenkova, 9th class. UMK L. M. Rybchenkova, 8th class. UMK L. M. Rybchenkova, 7th class. UMK L. M. Rybchenkov, 6th grade. UMK L. M. Rybchenkova, 5th class. UMK L. M. Zelenina, 4th grade UMK L. M. Zelenina, 3rd class UMK L. M. Zelenina, 2nd grade UMK L. M. Zelenina, 1 class. UMK L. I. Tigranova, 6th grade. UMK L.I. Tigranova, 5th grade UMK L.I. Tigranova, 2nd grade. UMK L. I. Tigranova, 1 class. TMC L. G. Sayakhova, 9th grade UMK L.V. Polyakova, 4th grade UMK L.V. Polyakova, 3rd class UMK L.V. Polyakova, 2nd grade UMK L. V. Polyakova, 1 class. UMK L.V. Polyakov, 11th grade UMK L.V. Polyakov, 10th grade TMC L. V. Kibirev, 8th grade UMK L.V. Kibirev, 7th grade. TMC L. V. Kibirev, 5th grade UMK L. A. Trostentsova, 9th grade UMK L.A. Trostentsova, 8th grade UMK History of the Fatherland, 8th grade. UMK History of the Fatherland, 7th grade. WMC art . 2 cells (VIII view of I.M. Bgazhnokov) UMK Fine arts. 1 class (VIII view of I.M. Bgazhnokov) UMK I.A. Viner, 2nd grade UMK I.A. Wiener, 1 class. UMK I. O. Shaitanov, 9th grade (elekt). UMK I. O. Shaitanov, 11th grade (elekt). UMK I. N. Vereshchagin, III class. (deep). UMK I. N. Vereshchagin, II class. (deep). UMK I. N. Vereshchagin, 5th grade (deep). UMK I. N. Vereshchagin, 4th grade. (deep). UMK I. N. Vereshchagin, 3rd grade (deep). UMK I. N. Vereshchagin, 2nd grade (deep). UMK I. N. Vereshchagin, 1 class. (deep). UMK I. L. Bim, 9th grade UMK I. L. Bim, 8th grade UMK I. L. Bim, 7th grade UMK I. L. Bim, 6th grade UMK I. L. Bim, 5th grade UMK I. L. Bim, 4th grade UMK I. L. Bim, 3rd grade UMK I. L. Bim, 2nd grade UMK I. L. Bim, 11th grade (basic) UMK I. L. Bim, 11th grade. UMK I. L. Bim, 10th grade (basic) UMK I. L. Bim, 10th grade. UMK I. K. Toporov, 5th grade UMK I.K. Kikoin, 10th grade UMK I. V. Metlik, A. F. Nikitin, 11th grade (bases). UMK I. V. Metlik, A. F. Nikitin, 10th grade (bases). UMK I. V. Anurova and others, 6th grade. (deep). UMK Z. N. Nikitenko, 3rd grade UMK Z. N. Nikitenko, 2nd grade UMK Z. N. Nikitenko, 1 class. UMK Living World, 3rd grade (IIIV view of I. M. Bgazhnokov) UMK Living World, 2nd grade. (IIIV view of I. M. Bgazhnokov) UMK Living World, 1 class. (IIIV view of I.M. Bgazhnokov) UMK E.A. Bazhanova, 1 class. UMK E. Yu. Sergeev, 9th grade UMK E. S. Korolkova, 7th grade UMK E. E. Lipova, 5th grade (deep). UMK E. D. Kritskaya, 4th grade UMK E. D. Kritskaya, 3rd grade UMK E. D. Kritskaya, 2nd grade UMK E. D. Kritskaya, 1 class. UMK E. V. Efremova, 7th grade. UMK E. V. Agibalova, 6th grade UMK E. A. "Agricultural labor", 5th grade. UMK D.K. Belyaev, 11th grade (basic) UMK D.K. Belyaev, 10th grade. (base) UMK Geography, grade 9 (VIII view. V.V. Voronkov) UMK Geography, 8th grade. (VIII view. V.V. Voronkov) UMK Geography, 7th grade. (VIII view. V.V. Voronkov) UMK Geography, 6th grade. (VIII view. V.V. Voronkov) UMK G.P. Sergeev. Art, 9th grade UMK G. P. Sergeev. Art, 8th grade UMK G.P. Sergeev, 7th class. UMK G.P. Sergeev, 6th grade UMK G.P. Sergeev, 5th class. UMK G. P. Sergeeva, 1 class. UMK G.E. Rudzitis, 9th grade UMK G.E. Rudzitis, 8th grade UMK G.E. Rudzitis, 11th grade UMK G.E. Rudzitis, 10th grade UMK G. V. Dorofeev, 9th grade UMK G.V. Dorofeev, 8th grade UMK G. V. Dorofeev, 7th grade UMK G.V. Dorofeev, 6th grade UMK G. V. Dorofeev, 5th grade UMK G.V. Dorofeev, 4th grade UMK G. V. Dorofeev, 3rd grade UMK G. V. Dorofeev, 2nd grade UMK G.V. Dorofeev, 1st class. UMK Vedyushkin, 6th grade UMK V. Ya. Korovin, 9th grade. UMK V. Ya. Korovin, 8th grade. UMK V. Ya. Korovin, 7th grade. UMK V. Ya. Korovin, 6th grade. UMK V. Ya. Korovin, 5th grade. UMK V.F. Chertov, 9th grade UMK V.F. Chertov, 8th grade UMK V.F. Chertov, 7th grade UMK V.F. Chertov, 6th grade UMK V.F. Chertov, 5th grade UMK V.F. Grekov, 11th grade. (bases). UMK V.F. Grekov, 10th grade (bases). UMK V.F. Butuzova, 9th class. UMK V.F. Butuzov, 8th class. UMK V.F. Butuzov, 7th class. UMK V.F. Butuzova, 10th class. UMK V.P. Maksakovskiy, 10th grade UMK V.P. Kuzovlev, 9th grade UMK V.P. Kuzovlev, 8th grade UMK V.P. Kuzovlev, 7th grade UMK V.P. Kuzovlev, 6th grade UMK V.P. Kuzovlev, 5th grade (1st year of study) EMC V.P. Kuzovlev, 5th grade. UMK V.P. Kuzovlev, 4th grade UMK V.P. Kuzovlev, 3rd grade UMK V.P. Kuzovlev, 2nd grade UMK V.P. Kuzovlev, 11th grade UMK V.P. Kuzovlev, 10th grade UMK V.P. Zhuravlev, 11th grade (basic / professional). UMK V. N. Chernyakova, 5th class. UMK V. L. Baburin, 11th grade (elekt). UMK V.K. Shumny, 10th grade UMK V. I. Ukolov, 5th grade UMK V.I. Ukolov, 10th grade UMK V.I. Lyakh, 8th grade UMK V. I. Lyakh, 4th grade UMK V. I. Lyakh, 10th grade UMK V. I. Lyakh, 1 class. UMK V.I. Korovin, 10th grade (basic / professional). UMK V. G. Marantsman, 9th grade UMK V. G. Marantsman, 8th grade UMK V. G. Marantsman, 7th grade UMK V. G. Marantsman, 6th grade UMK V. G. Marantsman, 5th grade UMK V. G. Marantsman, 11th grade (basic / professional). UMK V. G. Marantsman, 10th grade (basic / professional). UMK V.V. Zhumaev, 9th grade. (VIII view. V. V. Voronkov) WMC V. B. Sukhov (prepared). (I type) UMK V. A. Shestakov, 9th grade. UMK V. A. Shestakov, 11th grade (prof). UMK Biology, 9th grade (VIII type. V.V. Voronkov) UMK Biology, 8th grade. (VIII type. V.V. Voronkov) UMK Biology, 7th grade. (VIII type. V. V. Voronkov) UMK Biology, 6th grade. (VIII species. V. V. Voronkov) UMK BDD / Ed. A.T. Smirnova, 5th grade UMK BDD / Ed. A. T. Smirnova, 10th grade UMK BDD/P.V.Izhevsky, 1st class UMK A.O. Chubaryan, 11th grade (prof). UMK A.G. Gein, 9th grade UMK A.G. Gein, 8th grade UMK A.G. Gein, 7th grade UMK A. Ya. Yudovskaya, 8th grade UMK A. Ya. Yudovskaya, 7th grade UMK A.F. Nikitin, 9th grade UMK A.F. Nikitin, 10th grade (right). UMK A. T. Smirnov, B. O. Khrennikov, 11th grade (basic/professional) UMK A. T. Smirnov, B.O. Khrennikov, 10th grade (basic/professional) UMK A. T. Smirnov, grade 9 UMK A. T. Smirnov, 8th grade UMK A. T. Smirnov, 7th grade UMK A. T. Smirnov, 6th grade UMK A. T. Smirnov, 5th grade UMK A.P. Matveev, 8th grade UMK A.P. Matveev, 6th grade UMK A.P. Matveev, 5th grade UMK A.P. Matveev, 3rd grade UMK A.P. Matveev, 2nd grade UMK A.P. Matveev, 1st class UMK A. N. Sakharov, 7th grade UMK A. N. Sakharov, 6th grade UMK A. N. Sakharov, 10th grade (prof). UMK A. N. Kolmogorova, 11 cells (bases) UMK A. N. Kolmogorov, 10 cells. (bases). UMK A. L. Semenov, 4th grade. UMK A. L. Semenov, 3rd class. UMK A. L. Semenov, 7th grade UMK A.L. Semenov, 6th grade UMK A.L. Semenov, 5th grade UMK A.K. Reading, 7th grade. (VIII view. V. V. Voronkov) UMK A. I. Gorshkov, 11 class. (elekt). UMK A.I. Vlasenkov, 11th grade (basic / professional). UMK A.I. Vlasenkov, 11th grade (bases). UMK A.I. Vlasenkov, 10th grade (basic / professional). UMK A.I. Vlasenkov, 10th grade (bases). UMK A. I. Alekseev, 9th grade UMK A.D. Alexandrov, 9th grade (deep). UMK A.D. Alexandrov, 9th grade UMK A.D. Alexandrov, 8th grade (deep). UMK A.D. Alexandrov, 8th grade UMK A.D. Alexandrov, 7th grade UMK A.D. Aleksandrov, 11th grade (professional / deep). UMK A.D. Aleksandrov, 11th grade (basic / professional). UMK A.D. Alexandrov, 10th grade (professional / deep). UMK A.D. Alexandrov, 10th grade (basic / professional). UMK A.G. Gein, 9th grade UMK A.G. Gein, 8th grade UMK A.G. Gein, 11th grade (basic / professional). UMK A.G. Gein, 10th grade (basic / professional). UMK A.V. Filippov, 11th grade (bases). UMK A.V. Filippov, 10th grade (bases). UMK A.V. Pogorelov, 9th grade UMK A.V. Pogorelov, 8th grade UMK A.V. Pogorelov, 7th grade UMK A. V. Pogorelov, 10th grade (basic / professional). UMK A. A. Ulunyan, 11th grade UMK A. A. Preobrazhensky, 6th grade UMK A. A. Murashova, 11th class. (elekt). UMK A. A. Levandovsky, 8th grade UMK A. A. Kuznetsov, 8th grade UMK A. A. Danilov. Peoples of Russia, 9th grade. UMK A. A. Danilov, 9th grade UMK A. A. Danilov, 8th grade UMK A. A. Danilov, 7th grade UMK A. A. Danilov, 6th grade UMK A. A. Danilov, 10th grade (elekt). UMK A. A. Voinova and others, 4th grade. (deep). UMK A. A. Voinova and others, 3rd grade. (deep). UMK A. A. Voinova and others, 2nd grade. (deep). UMK A. A. Vigasin, 6th grade UMK A. A. Vigasin, 5th grade UMK "I am a citizen of Russia" L.V. Polyakov, 5th grade (electronic) UMK "School of Russia" M.I. Moro, 4th grade. EMC "School of Russia" M.I. Moro, 3rd grade EMC "School of Russia" M.I. Moro, 2nd grade EMC "School of Russia" M.I. Moro, 1st grade EMC "School of Russia" L.F. Klimanov, 4th grade EMC "School of Russia" L.F. Klimanov, 3rd grade EMC "School of Russia" L. F. Klimanov, 2nd grade EMC "School of Russia" L.F. Klimanov, 1st grade UMK "School of Russia" E. A. Luttseva, 4th grade UMK "School of Russia" E. A. Lutseva, 3rd grade UMK "School of Russia" E. A. Luttseva, 2nd grade UMK "School of Russia" E. A. Luttseva, 1 class. EMC "School of Russia" V.P. Kanakina, 4th grade EMC "School of Russia" V. P. Kanakina, 3rd grade EMC "School of Russia" V. P. Kanakina, 2nd grade UMK "School of Russia" V. P. Kanakina, 1 class. UMK "School of Russia" V. G. Goretsky, 1 class. EMC "School of Russia" A. A. Pleshakov, 4th grade EMC "School of Russia" A. A. Pleshakov, 3rd grade EMC "School of Russia" A. A. Pleshakov, 2nd grade EMC "School of Russia" A. A. Pleshakov, 1st grade EMC "School of Oleg Gabrielyan", 10th grade UMK "French in perspective" E. M. Beregovskaya and others, 4th grade (deep). UMK "French in perspective" N.M. Kasatkina and others, 3rd grade. (deep). UMK "French in perspective" N. M. Kasatkina and others, 2nd grade. (deep). UMK "French in perspective" E. Ya. Grigorieva, 9th grade. (deep). UMK "French in perspective" E. Ya. Grigorieva, 8th grade. (deep). UMK "French in perspective" A. S. Kuligin, 7th grade. (deep). EMC "French in perspective" A. S. Kuligin, 6th grade (deep). EMC "French in perspective" A. S. Kuligin, 5th grade (deep). UMK "French in perspective" G.I. Bubnova and others, 11th grade. (deep). UMK "French in perspective" G.I. Bubnova and others, 10th grade. (deep). EMC "Universum" S.V. Gromov, 11th grade EMC "Universum" S.V. Gromov, 10th grade UMK "Technology. Sewing business" 7 cells. UMK "Technology. Plumbing" 6th grade. UMK "Technology. Agricultural labor" 9th grade. UMK "Technology. Agricultural labor" 8th grade. UMK "Technology. Agricultural labor" 7th grade. UMK "Your friend is the French language" A. S. Kuligina and others, grade 9 UMK "Your friend is the French language" A. S. Kuligina and others, 8th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 7th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 6th grade. UMK "Your friend is French" A. S. Kuligina and others, 5th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 4th grade. UMK "Your friend is the French language" A. S. Kuligina and others, 3rd grade. UMK "Your friend is the French language" A. S. Kuligina and others, 2nd grade. UMK "Spheres". Yu.A. Alekseev, 11th grade UMK "Spheres". Yu.A. Alekseev, 10th grade UMK "Spheres". E. A. Bunimovich, 6th grade UMK "Spheres". E. A. Bunimovich, 5th grade UMK "Spheres". D.Yu, Bovykin, 8th grade UMK "Spheres". D.Yu, Bovykin, 7th grade UMK "Spheres". IN AND. Ukolova, 5th grade UMK "Spheres". V. P. Dronov, 9th grade UMK "Spheres". V. P. Dronov, 8th grade UMK "Spheres". V. I. Ukolova, 6th grade UMK "Spheres". A. P. Kuznetsov, 7th grade UMK "Spheres". A. A. Lobzhanidze, 6th grade UMK "Spheres". A. A. Lobzhanidze, 5th grade UMK "Spheres" Chemistry, 9 cells. UMK "Spheres" Chemistry, 8 cells. UMK "Spheres" Social science 5 cells. UMK "Spheres" L.S. Belousov, A.Yu. Vatlin, 9th grade UMK "Spheres" L. N. Sukhorukova, 7th grade. UMK "Spheres" L. N. Sukhorukova, 6th grade UMK "Spheres" L. N. Sukhorukova, 5th grade UMK "Spheres" L. N. Sukhorukova, 11 cl. (prof). UMK "Spheres" L. N. Sukhorukova, 10-11 cells. (base). UMK "Spheres" L. N. Sukhorukova, 10 cells. (prof). UMK "Spheres" V. S. Kuchmenko, 9th grade UMK "Spheres" V. S. Kuchmenko, 8 cells. UMK "Spheres" V.V. Belaga, 9th grade UMK "Spheres" V.V. Belaga, 8th grade UMK "Spheres" V.V. Belaga, 7th grade UMK "Spheres" A. A. Danilov, 9th grade UMK "Spheres" A. A. Danilov, 8th grade UMK "Spheres" A. A. Danilov, 7th grade UMK "Spheres" A. A. Danilov, 6th grade EMC "Blue Bird" E. M. Beregovskaya, 5th grade EMC "Blue Bird" N. A. Selivanova, 9th grade EMC "Blue Bird" N. A. Selivanova, 7th grade EMC "Blue Bird" N. A. Selivanova, 6th grade EMC "Agricultural labor", 8th grade EMC "Agricultural labor", 7th grade. EMC "Agricultural labor", 6th grade UMK "Continuity" UMK "Polyarnaya Zvezda". Yu. N. Gladky, 11th grade UMC "Polar Star". Yu. N. Gladky, 10th grade EMC "Polar Star" A.I. Alekseev, 9th grade EMC "Polar Star" A.I. Alekseev, 8th grade EMC "Polar Star" A.I. Alekseev, 7th grade EMC "Polar Star" A. I. Alekseev, 6th grade EMC "Polar Star" A. I. Alekseev, 5-6 cells. EMC "Polar Star" A. I. Alekseev, 5th grade UMK "Perspective" N.I. Rogovtseva, 4th grade UMK "Perspective" N.I. Rogovtseva, 3rd grade UMK "Perspective" N. I. Rogovtseva, 2nd grade UMK "Perspective" N. I. Rogovtseva, 1 class. UMK "Perspective" L.F. Klimanov, 4th grade UMK "Perspective" L.F. Klimanov, 4th grade UMK "Perspective" L.F. Klimanov, 3rd grade UMK "Perspective" L.F. Klimanov, 3rd grade UMK "Perspektiva" L. F. Klimanov, 2nd grade UMK "Perspektiva" L. F. Klimanov, 2nd grade UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspective" L. F. Klimanov, 1 class. UMK "Perspektiva" A. A. Pleshakov, 4th grade UMK "Perspektiva" A. A. Pleshakov, 3rd grade UMK "Perspektiva" A. A. Pleshakov, 2nd grade UMK "Perspektiva" A. A. Pleshakov, 1 class. UMK "Fundamentals of Cooking", 10th grade UMK "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 5th grade. EMC "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 4th grade. EMC "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia", 4th grade. UMK "Objective" E. Ya. Grigorieva, 11th grade UMK "Objective" E. Ya. Grigorieva, 10th grade UMC "Mosaic". N. D. Galskova, 9th grade (deep). UMC "Mosaic". N. D. Galskova, 8th grade (deep). UMC "Mosaic". N. D. Galskova, 7th grade (deep). UMC "Mosaic". N. D. Galskova, 6th grade (deep). UMC "Mosaic". N. D. Galskova, 5th grade (deep). UMC "Mosaic". L. N. Yakovleva, 11th grade (deep). UMC "Mosaic". L. N. Yakovleva, 10th grade (deep). EMC "MSU - school" S. S. Berdonosov, 9th grade. EMC "MSU - school" S. S. Berdonosov, 8th grade. EMC "MSU - school" S. M. Nikolsky, 9th grade. EMC "MSU - school" S. M. Nikolsky, 8th grade. EMC "MSU - school" S. M. Nikolsky, 7th grade. EMC "MSU - school" S. M. Nikolsky, 6th grade. EMC "MGU - school" S. M. Nikolsky, 5th grade. EMC "MSU - school" S. M. Nikolsky, 11th grade (basic / professional). EMC "MSU - school" S. M. Nikolsky, 10th grade. (basic/prof.). EMC "MSU - school" S. V. Novikov, 10th grade (prof). EMC "MSU - school" N. S. Borisov, 10th grade (bases). - A. A. Levandovsky, 11th grade. (bases). TMC "MSU - School" L. S. Atanasyan, 11th grade (basic / professional). TMC "MSU - school" L. S. Atanasyan, 10 cells. (basic / professional). EMC "MSU - school" V.P. Smirnov, 11th grade. (prof). EMC "MSU - school" A. O. Soroko-Tsyupa, 11th grade. (bases). EMC "MSU - school" A. A. Levandovsky, 11th grade. (bases). EMC "Lomonosov" A. A. Fadeeva, 9th grade EMC "Lomonosov" A. A. Fadeeva, 8th grade EMC "Lomonosov" A. A. Fadeeva, 7th grade EMC "Lyceum" A. A. Pinsky, 9th grade (deep.) UMK "Lyceum" A. A. Pinsky, 8th grade. (deep.) UMK "Lyceum" A. A. Pinsky, 7th grade. (Deeper) UMK "Line of Life". V. V. Pasechnik, 9th grade UMK "Line of Life". V. V. Pasechnik, 8th grade UMK "Line of Life". V. V. Pasechnik, 7th grade UMK "Line of Life". V. V. Pasechnik, 6th grade UMK "Line of Life". V. V. Pasechnik, grades 5-6 of the TMC "Line of Life". V. V. Pasechnik, 5th grade UMK "Labyrinth" I. Yu. Aleksashina, 5th grade UMK "Labyrinth" I. Yu. Aleksashina, 11th grade UMK "Labyrinth" I. Yu. Aleksashina, 10 cells UMK "Contacts" G.I. Voronin, 11th class. EMC "Classic Course" G. Ya. Myakishev, 11th grade EMC "Classic Course" G. Ya. Myakishev, 10th grade UMC "So, German!" N. D. Galskova, 11th grade EMC "Star English", K. M. Baranova, grade 9 EMC "Star English", K. M. Baranova, 8th grade EMC "Star English", K. M. Baranova, 7th grade EMC "Star English", K. M. Baranova, 6th grade EMC "Star English", K. M. Baranova, 5th grade EMC "Star English", K. M. Baranova, 4th grade EMC "Star English", K. M. Baranova, 3rd grade EMC "Star English", K. M. Baranova, 2nd grade EMC "Star English", K. M. Baranova, 11th grade EMC "Star English", K. M. Baranova, 10th grade UMK "Star English", K. M. Baranova, 1 class. UMK "Tomorrow" S.V. Kostyleva et al., 9th grade EMC "Tomorrow" S.V. Kostyleva et al., 8th grade EMC "Tomorrow" S.V. Kostyleva et al., 7th grade EMC "Tomorrow" S.V. Kostyleva and others, 6th grade EMC "Tomorrow" S.V. Kostyleva and others, grades 5-6 of the EMC "Tomorrow" S.V. Kostyleva and others, 10th grade of EMC "Business French" by I. A. Golovanova, 10th grade. (elekt). UMK "Horizons" M. M. Averin, 9th grade UMK "Horizons" M. M. Averin, 8th grade UMK "Horizons" M. M. Averin, 7th grade UMK "Horizons" M. M. Averin, 6th grade UMK "Horizons" M. M. Averin, 5th grade UMK "Geeks" G.V. Yatskovskaya, 5th grade TMC "Geeks Plus" O. A. Radchenko, 8th grade UMK "Geeks Plus" O. A. Radchenko, 7th grade UMK "Geeks Plus" O. A. Radchenko, 6th grade UMK "Meetings" N. A. Selivanova et al., grades 8-9 UMK "Meetings" N. A. Selivanova et al. (Electr.) UMK "Archimedes" O. F. Kabardin, 9th grade. EMC "Archimedes" O.F. Kabardin, 8th grade EMC "Archimedes" O. F. Kabardin, 7th grade EMC "Archimedes" K. Yu. Bogdanov, 11th grade EMC "Archimedes" K. Yu. Bogdanov, 10th grade UMK "English in focus", Yu. E. Vaulina, 9th grade. UMK "English in focus", Yu. E. Vaulina, 8th grade. UMK "English in focus", Yu. E. Vaulina, 7th grade. UMK "English in focus", Yu. E. Vaulina, 6th grade. EMC "English in focus", Yu. E. Vaulina, 5th grade EMC "English in Focus", O. V. Afanaseva, 11th grade EMC "English in Focus", O. V. Afanaseva, 10th grade UMK "English in focus", N. I. Bykova, 4th grade EMC "English in focus", N. I. Bykova, 3rd grade EMC "English in focus", N. I. Bykova, 2nd grade UMK "English in focus", N. I. Bykova, 1 class. UMK "Academy" A. A. Pinsky, 11th grade (ang.). UMK "Academy" A. A. Pinsky, 10th grade (ang.). UMK "ABC bookbinder", 5 cells. Russian language. Literacy education. (1) Russian language. Literacy education. (0) Russian language and literary reading, grade 4 Russian language and literary reading, grade 3 Russian language and literary reading, 2nd grade Russian language and literary reading, 1st grade Russian language (9) Russian language (8) Russian language (7) Russian language (6) Program edited by BM Nemensky. Visual arts, 5 years Program edited by B. M. Nemensky. Visual Arts, 4 years Program edited by BM Nemensky. Visual arts, 3 years Natural history. (5) Continuity Acquaintance with the outside world. Preparing, 1st and 2nd grades. Guidelines (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
German. Grade 5 (Horizons) Averin M.M., Gene F, Rorman L., Zbrankova M.
M.: 20 11. - 1 04 p.
The textbook is part of the "Horizons" educational and methodological kit for grade 5. The "Horizons" line is focused on European levels of language competencies, and teaching materials for grades 5 and 6 will help you reach the A1 level. The Horizons line helps you learn German step by step and is designed to immerse you in the language right from the start.
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The textbook for grade 5 consists of seven chapters, seven regional studies 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 on the first page of the chapter, an introduction to the topic is provided. On the next six pages you will find texts, dialogues and exercises aimed at developing all four language skills: speaking, writing, reading and listening. In accordance with the rules for compiling a European language portfolio, students regularly collect information about themselves and their own achievements.
Particular attention is paid to country studies. In the green frames "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 “And if you think about it?” in orange frames will help you deal with grammatical phenomena on your own, and the rules themselves can be found in a quick grammar reference at the end of the chapter.
"Little break" and "Big break" after chapters 3 and 7, respectively, will help in a playful way to review the material covered 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.
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Rspeech situation as the basis for teaching speakingin 7 class byUMK "horizons»
Introduction
Chapter 1. Theoretical Foundations of Teaching Speaking
1.1 Psychological features secondary school students school age
1.2 Speaking as a leading type of activity in the middle stage of learning
1.3 Speech situation as a methodological technique for teaching dialogic speech in the works of domestic methodologists
Conclusions on the first chapter
Chapter 2. Using speech situations in German lessons in grade 7
2.1 General characteristics of UMK "Horizons" M.M. Averina and others in German as a second foreign language for grade 7
2.2 Analysis of the first theme "Wie war" s in den Ferien? EMC "Horizons" by M. M. Averin and others 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 educational system in our country, one of the priority places is given to teaching foreign languages, in view of the desire modern society to globalization and 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 basic school graduates are divided into three groups: personal, meta-subject and subject.
From the point of view of a foreign language as a specific school subject the required result in this subject area, first of all, is the development of communicative competence by students, which includes: the leading speech competence, which involves the mastery of all types of speech activity - speaking, listening, reading, writing, as well as the accompanying competencies - 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 represented without the participation of one or more partners, so moments personal communication and in connection with this personal development should also be taken into account. In its 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, so 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 speechesand IsituationsI is artificially created by the teacher in the form of a learning and speech situation, but at the same time, it prepares students for communication with foreign peers outside the school.
Thus, in the methodology of teaching a foreign language, there is a fairly extensive theoretical base for teaching both speaking in general and dialogic 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.
BUTrelevance this graduation qualification is due to the practical significance of using speech situations for the successful mastery of dialogic speech in a foreign language in the process of learning in a secondary school.
Cspruce this final qualification work consists in the analysis of the teaching materials "Horizons" by M.M. Averina and others in 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.
ABOUTobjectohm of this study are the potential possibilities of exercises from the UMK "Horizons" by M.M. Averina and others in 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 Predmetbut the research examines the exercises of the first topic “Wie war" s in den Ferien? UMK "Horizons" by M. M. Averin and others in German as a second foreign language for the 7th grade.
To achieve this goal, the following 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 education;
- analysis of the work of domestic methodologists who consider the speech situation as a methodological technique for teaching dialogic speech;
– consideration of the general characteristics of the UMK “Horizons” by M.M. Averina and others in German as a second foreign language for grade 7;
- analysis of the first theme "Wie war" s in den Ferien? UMK "Horizons" by M. M. Averin and others in German as a second foreign language for grade 7;
- development of speech situations based on the exercises of the first topic of the EMC "Horizons" by M.M. Averina and others on German as a second foreign language for grade 7 and guidelines for their use.
In accordance with the set goal and objectives, the following hypothesis research: the use of speech situations in German lessons is an effective teaching method.
We used the following methods: study of psychological and methodological literature, analysis of the current school teaching materials "Horizons" M.M. Averina in German, observation and analysis of the work of students in the classroom during teaching practice in the second foreign language, trial training.
Material research: exercises of the first topic, allowing you to use speech situations in the lesson as a method of teaching speaking. The exercises of the first topic were chosen for the following reasons:
Theme "Wie war" s in den Ferien? contains a 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 references.
In the introduction the choice of the topic under study and its relevance are substantiated, the goals and objectives of the study, its object and subject, methods and materials are presented, and the level of development of the problem under study 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 features of teaching speaking, the dialogic form of communication as its component and the speech situation underlying any dialogue.
In second chapter considers the general characteristics of the UMK "Horizons" by M.M. Averina and others in 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 on the basis of these exercises.
IN imprisonment the results of the theoretical and practical research carried out are summed up and general conclusions on the topic are formulated.
1 . Ttheoretical foundations of teaching speaking
1. 1 Psychological characteristics of students of middle school age
When teaching students to speak a foreign language middle stage it is important to take into account their psychological and pedagogical characteristics, the presence or absence of motivation for learning, interest in mastering the language, the ability to use models of oral communication, taking into account previous speech experience.
The middle level of education involves succession- the knowledge, skills and abilities acquired in elementary school, both general 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, the interest and motivation for studying in general and for learning a foreign language, which are typical for elementary grades, decrease in the basic school. Psychologists and educators explain this by the emergence of various kinds of psychological difficulties faced by students.
In the 5th grade, schoolchildren enter new conditions for them: not only their environment changes (new teachers, new forms of work, office system), but also the requirements for 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 adolescence, they experience psychological and physiological changes in the body, accompanied, on the one hand, by increased excitability, and, on the other hand, by the development of intellectual, communicative and labor abilities. In adolescence, students strive for independence and self-affirmation. In this regard, they have differences in interests, there is a selective cognitive interest, which is characterized by a spasmodic attitude to the same subject in different years, so the teacher should avoid direct demands, coercion and violation of the neutral style, as this can cause negative attitude towards both the subject and the personality of the teacher himself.
During this period, there is an active development of cognitive processes: perception, Attention, voobdefeat. undergo special changes memory And thinking. While younger students have a correlation between direct 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 material and the restoration of material from these relationships during recall. Thus, the memory of adolescents becomes logical, and thinking becomes 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 switching the attention of students and providing them with entertaining activities.
During adolescence, the leading activity of schoolchildren is communication with peers, during which students form communicativeand I competence, which includes the ability to make contact with new people, achieve their location and mutual understanding and achieve their goals. In addition, the use of modern means of communication expands the ability of adolescents to communicate in a foreign language with their peers from other countries, as a result of which their speech needs increase significantly, but adolescents do not always have enough means to express them in a foreign language. Consequently, on the part of the teacher, it becomes necessary to properly organize group and pair communication, as well as communicative games and speech situations in foreign language lessons (see details in Chapters 1, 1.3).
1.2 Speaking as a leading type of activityat the middle stage of education
Already at the middle stage of learning 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. Gez And R.TO. Minyar-Beloruchev consider 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 saying form of oral communication, with the help of which information is exchanged through the means of language, contact and mutual understanding are established, and 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 concept of "speaking", considering it as complex and multifaceted process, characterized in terms of the activity approach intrinsic motivation, strict organization And activity, and also using as a subject thought, i.e. reflection in the mind of a person of connections and relations of phenomena of the real world, and product- speech statement, message, text, i.e. the embodiment of the entire psychological content of the activity of speaking, all the conditions for its course, as well as the characteristics of the subject of speaking [Zimnyaya, 1985, p. 64].
Based on the above definitions, we can conclude that speaking- this is the viewspeech activity, realizablethin oral verbal communication for the purposeor exchangebutinformation,or installleniyacontactbutAndachievezheniya mutual understandingorimpact on the interlocutorwith the help of izykovyXfunds, framed in a speech statementreflecting the speaker's thoughts.
Like any other activity, speaking has certain functionsAnd, emphasizing it communicative orientation.
N.D. Galskova identifies 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. 8].
Regulative The function of speaking is to influence the interlocutors on each other.
Information may also be emotional-evaluative subtext and reflect etiquette side of speech. Choosing the right lexico-grammatical structures, the speaker can establish contact and mutual understanding with the listener, and, conversely, the use of negative manifestations in verbal or non-verbal behavior can push the interlocutors away 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 causes, motives, acting, as he believes. A.N. Leontiev, as a 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 consist either in the desire "to communicate as such, characteristic of man as a social being", or "in the commission of this particular 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 statement of the speaker has a specific goal: he either wants to ask something, to tell something, or to arouse 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 a holistic process, behind each individual task there is a general goal of activity, which is to try to influence the speaker on the verbal or non-verbal behavior of others, and not just to transfer information.
Such sign as activity contributes to the initiative of the speech behavior of the interlocutor, which is important in achieving the goal of communication. During the process of speaking, as E.I. Passov, the interlocutors show both external activity, reflecting their relationship to the surrounding reality, and more complex internal activity, involving the perception of statements by ear, their passing evaluation and further planning of a response [Passov, 1991, p. 17-18]. At the same time, the importance for the personality of the subject of conversation, which causes an emotional attitude, plays an important role.
Speech activity is closely related to mental. Since speaking is characterized by the presence of complex thought processes based on hearing, attention, memory and forecasting, namely, the transition from a word and a phrase to a whole statement, within the existing models of speech production, 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, in turn, includes 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 its turn, A.A. Leontiev sees the basis for the emergence of a speech intention, mediated by a speech subject (objective) code and formed as an idea (program) of a speech statement, in the motive and some other factors [Galskova, Gez, 2006, p. 190-191]. Consequently, intentions the speaker is identified purpose of communication, and also contribute to 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 folded internal mental actions for programming and structuring a speech statement in accordance with the plan” [Zimnyaya, 1985, p. 64]. According to N.I. Zhinkin, the speaker at this stage of generating the statement uses "elements of the subject-figurative 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 takes place in inner speech, which is a means of implementing thoughts, 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 in different afferent ways, that is, the acceptance of what the interlocutor says or does with the help of hearing or kinesthesia, and the presentation of the information received [Galskova, Gez, 2006, p. 195]. This phase begins at the level of defining a general semantic image and then proceeds at all stages of speech production.
Another sign of speaking as an activity is situationality, 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 communicative 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 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 notes and illustrations.
The process of speaking must also take place in tempe not lower and not higher than allowed 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 syntagmatic nature of the statement, which consists in correlating both the tempo within the syntagmas and the pauses that occur between them [Passov, 1991, p. 23-24]. These communication norms are reflected in the European system of levels of foreign language proficiency. The middle stage of education provides for the mastery of a foreign language by students within the levels A1-A2, which assumes elementary proficiency in oral speech and allows both tobrevitystatementyvaniya made up mainly of learned units, and the frequency pauses to search for an appropriate expression, pronounce less familiar words, correct errors or reformulate sentences [Averin, 2015, p. 10; European…: site; Ed. Enlightenment: site].
It should also be noted that, although independence and the optimal rate of speech are of great importance for free speaking, which implies a sufficiently high level of language proficiency and psychological readiness of students, from the point of view of teaching methods, the results of speaking, which are the response actions of the participants in communication, are no less important, 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 manifest itself 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].
Learning to speak also means 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 dialogic 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 the dialogue of cultures, where the skills of monologue and dialogic speech play an important role, but since most communication is either dialogical or polylogical, teaching dialogue, which is based on a speech situation, comes first. .
1. 3 Speech situation as a methodical method of teaching dialogic speechin the works of domestic 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 speech 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, conduct, maintain and end a conversation in standard situations of communication, observing the norms of speech etiquette, if necessary, asking again, clarifying;
- ask the interlocutor and answer his questions, expressing his opinion, request, answer the interlocutor's proposal with consent or refusal, based on the studied topics and learned lexical and grammatical material;
- talk about yourself, your family, friends, your interests and plans for the future, provide brief information about your city or village, your country and the country of the language being studied;
- 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 one's attitude to what was read or heard, give a brief description of the characters;
– use paraphrase, synonymous means in the process of oral communication” [Mirolyubov, 2010, p. 206-207].
However, before offering a training system that meets these requirements and specific methodological recommendations, it is necessary to consider the concept and some features of dialogic speech.
R.K. Minyar-Beloruchev shares two concepts dialogical speech as oral speech, realized in the form of a dialogue, and dialogue as a form of learning, 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 dialogic speech as a communication process characterized by successive replicas [Filatov, 2004, p. 263].
However, a more complete definition is V.L. Skalkin. Under dialogicallyOhspeechYu he understands a combination of oral expressions thatcombined thematically and situationally andindirect act of communication are generatedsuccessivelytwo or more interlocutorstaking into account their communicative motives[Skalkin, 1989, p. 6]. In this WRC this definition suggested to be used 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 Ppsychological The peculiarities of dialogic speech as a constituent component of speaking are, first of all, verbal 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 during the dialogue there is a partial overlap of the processes of perception and internal pronunciation of the forthcoming answer, which gives rise to a split of attention.
The dialogue is also based on replication. In live dialogical speech, the exchange of remarks most often occurs quickly, which gives the speech unpreparedness, spontaneity and requires high automation (reactivity) and readiness to master the language material.
According to E.N. Solovova, such a feature of dialogic speech as reactivity is a rather complex element and causes certain difficulties for students in mastering this form of communication [Solovova, 2002, p. 178]. Vo_pfirst, 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 and foreign languages. Thirdly, the dialogue implies the dependence of partners on each other, in this case we are talking 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 dialogic speech involves the use of predominantly ready-made phrases and replicas, the so-called clichés, the number of which is limited by the situation.
This point of view is also held 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 dialogic speech. Such clichés can be: politeness formulas; typical interrogative phrases used to request any information; replicas-motivations of different types (consent, denial, imperative, emotions, questioning), due to the need to establish contact with the interlocutor; situational cliches 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 dialogic speech in a foreign language within 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 situationality, 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 is being discussed in the dialogue, and secondly, to take part in it without additional questions about what is happening. This also expresses reproduced the nature of dialogic 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 cause linguistic characteristics of dialogic speech, including constructions typical for dialogue, types of sentence interconnection, and stylistic features. They 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, speech appeal. In addition, in the process of dialogic communication, to express the emotional component, there are also extralinguisticallye facilities - mimicbut,gestures etc.
TOcommunicativeth the component of dialogical speech is closely related to the other two and includes both a specific communication situation that determines the thematic scope of the conversation, the communicative roles of speakers, the relationship between them and the communicative environment as a whole, and the process of speech 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 specific communication situation and is its product.
Since communicative situations are the essence of the dialogue and predetermine the logic of this form of communication, the basis of the modern method of teaching speaking is situational approach, involving the creation of situations of speech communication for the organization of dialogic and polylogical communication in foreign language lessons.
The speech situation is based on the concept of the situation as a whole. In the methodological dictionary R.K. Minyar-Belorucheva under situation refers to a real or imaginary 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 to carry out a speech action according to the planned plan [Leontiev, 2010, p. 85].
Thus, systematizing the definitions of the speech situation, we can say that under speech situation should be understood real or imaginary segment of reality, which is a combination of speech and non-speech conditions (timeeni, place, internal and external conditions), 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]. As part of the educational process, respectively, the latest, which are a set of factors set by the teacher and further motivating students' speech actions [Leontiev, 2010, p. 85].
In the methodology of teaching foreign languages, there are various classificationeducational and speech situations [ Soboleva, 2009, p. 320-323 ] .
In its turn V.L. Skalkin distinguishes the following educational and speech situations, placing them according to the degree of complexity:
- beforereplenished educational and speech situations involving the request for new information, the completion of a description of something, the formulation of a conclusion, conclusions;
- 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 the motive and needs of utterance, hypotheses, assumptions, activation of mental activity and speech-thinking activity of students;
IN imagined educational and speech situations based on the imagination of the participants in speech communication and suggesting the existence of a dispute, discussion and upholding one's opinion;
- Rdeer educational and speech situations, involving the indication of the social roles of the participants and setting the students the tasks of entering the appropriate image and independently determining the topic of conversation.
E.N.Solovova identifies three types of learning and speech situations:
- Rreal situations that are limited to the roles of teacher and students in learning environment and them interpersonal communication during the lesson, both among themselves and within the study group;
- conditional situations that act as a way of modeling real situations of communication, 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 that appear in the form of some problematic questions, obviously suggesting the presence of various answers and a clash of opinions, which activates the student’s mental and speech-thinking activity and creates educational and cognitive motivation for this communication, which forms the ability to perceive and acquire knowledge, share knowledge with others in the classroom in the conditions of foreign language speech communication.
During the passage of a particular topic at the middle stage of training, the teacher can use both supplemented And role-playing educational 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 cliches) , they havecertainsocial experience, as well as ability to use it in standard situationscommunication.
Conclusions onfirstchapter
When teaching students a foreign language middle stage should be taken into account first 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 the organization of group and pair communication, as well as communicative games and tasks that stimulate speaking.
Education speaking involves teaching various forms of communication - monologue, dialogue or polylogue, with special attention being paid to the dialogic form of utterance 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 language material, as well as the 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. Teaching dialogic 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, there are real And educational speech situations. When studying a particular topic, due to the psychological and age characteristics of students at the middle stage, the teacher can use supplemented, role-playing And conditional educational and speech situations at foreign language lessons at school.
2 . Speech situations in German lessons
2.1 General characteristics of UMK "Horizons" M.M. Averina and others in German as a second foreign language for grade 7
In this final qualification work, the educational and methodological set of M.M. Averina and others. "Horizons" in German as a second foreign language for the 7th grade. The choice of this EMC is due to the following factors:
UMK "Horizons" was developed in accordance with the requirements of the Federal State Educational Standard for General Education in Foreign Languages;
UMK "Horizons" is used in most schools in the city of Vologda in classes where German is studied as a second foreign language [Vasilyeva, 2014];
UMK "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];
UMK "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 per week are allocated for the study of a second foreign language at the middle stage, 34 study weeks in each grade from 5 to 11, a total of 68 hours per year.
UMK M.M. Averina and others. "Horizons" in German as a second foreign language for grade 7 consists of a work program, a book for a teacher, a textbook, Workbook with an audio appendix and worksheets that are used as material for this study.
Rworking program WMC is the basis for the creation of the school curriculum, according to which the teacher works, and consists of an explanatory note, a general description of the course, a description of the place of the subject in the curriculum, personal, meta-subject and subject results, course content, thematic planning (grades 5-9), educational and methodological (general characteristics of teaching materials) and logistics of the educational process, recommendations on the logistics of the subject "German" [Averin, 2012, p. 3].
book forteachers includes a general description of the teaching materials “Horizons”, the results of studying the subject, the content and structure of the teaching materials, the basic principles and features of teaching for this teaching materials, the features of teaching four types of speech activity, the features of teaching the phonetic, lexical and grammatical aspects of speech, monitoring and evaluating the success of training, the structure and procedure for completing tasks to control the formation of competencies, the level of knowledge, skills and abilities, the criteria and tables for assessing the oral and written answers of students in the 7th grade according to the TMC "Horizons" (final control), the table for assessing the level of development of language competence in the German language, methodological principles and lesson structure. In addition, the Teacher's Book includes calendar and thematic planning, detailed content, recommendations for conducting lessons, texts of audio recordings and keys to tasks from the Workbook [Averin, 2013, p. 3].
Material Atchebnik presented in 10 blocks, united in accordance with lexical topics. It consists of seven main thematic chapters, two chapters aimed at repetition (“Little Change” and “Big Change”), a regional study 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 Pldne - 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 Über mich - Chapter 7. More about yourself
GroЯe Pause - Big change
*LANDESKUNDE|RU - Regional Studies of Russia
Deutsch-russisches Wörterbuch - German-Russian Dictionary [Averin, 2013, p. nine].
Rworkbook 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 Fitness Center Deutsch;
Tasks for self-control (in portfolio format) in the section Einen Schritt weiter -- was cann ich jetzt? ;
List of new words on the topic in sections Deine Wörter;
Grammar tables [Averin, 2013, p. 10].
Worksheets contain exercises aimed at consolidating lexical units and grammar, as well as stimulating speaking (exercises for describing a picture, making sentences, etc.).
The content side of the EMC is focused on students of the 7th grade. Taking into account the peculiarities of this age period, the authors offer topics appropriate for 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, students in the 7th grade learn a certain set of vocabulary and cliché phrases that can be used by them both to participate in teaching and speech situations in German lessons, and in the future in a real situation of verbal communication. At the same time, the focus of this EMC on 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 the 7th grade already own several tense forms of verbs in the active voice (Präsens, Präteritum, Perfekt), due to which the variability of using 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 the UMK "Horizons" M.M. Averina and others on German as a second foreign language for grade 7 contains a sufficient amount of materials (exercises, texts, audio recordings) that can be used to organize various options for teaching and speech situations in foreign language lessons.
2.2 Analysisfirstthemes"Wie war" s in den Ferien?UMK "Horizons" M.M. Averina and others in German as a second foreign language for grade 7
In this final qualifying work, only the first topic of the UMK "Horizons" by M.M. Averina and others in 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 did the summer go” (“Wie war "s in den Ferien?”). One of the decisive factors in choosing this topic for teaching materials when writing the WRC is also the fact that it was tested during the passage of psychological and pedagogical practice at the MOU "Secondary School No. 16 "of the city of Vologda. Practice materials are presented in.
IN Teacher's book, according to the calendar and thematic planning, to study the topic "Wie war" s in den Ferien? 9 hours are allotted.Lessons on this topic are proposed to be held in September.During this period, students are expected to learn how to talk about how they spent the holidays, talk about their impressions, 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. Perfect and its grammatical participle second (Partizip II) .
As a characteristic of the learning activity of students, the teacher's book offers the following points:
Conducting an etiquette dialogue in a situation of everyday communication (a story about the holidays spent and impressions);
Holiday weather report
A conversation about summer, using the past colloquial tense Perfekt;
The use of active vocabulary in the process of communication;
Listening comprehension of the speech of the teacher, classmates and texts of audio recordings built on the studied language material;
Correlation of audio and visual information;
Pronunciation of country names in German;
Learning words with flashcards and rhythm;
Written description of summer photos;
Reading and understanding texts of a country-specific nature, 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 items were used, with the exception of memorizing words with the help of cards and rhythm and a written description of the 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 Glck/Pech mit dem Wetter. Es regnet. Die Sonne sketch.
In practice, these speech samples may not be enough, so we can offer an alternative lexical minimum on this topic, dividing it into several subtopics.
"Die Erlebnisse" (Impressions):
|
Positive |
Negative |
|
|
1. Eswar gigantisch/cool/super/romantisch/fantastisch/wunderbar/toll/gemtlich/ nicht schlecht. 2 . Wir hatten einen tollen Blick! 3. Da war richtig was los! |
Es war(total)blcd/ stinklangweilig/schrecklich/langweilig/nervig/ scheuÄlich. Ich warsehr mede/total deprimiert. Da war nichts los! |
In the presented subtopic, cliché phrases under paragraph 1 are subject to minimal assimilation by weak students. Students with an average level of academic performance must learn the statements under paragraphs 1-2. Strong and sufficiently motivated students should learn the phrases under points 1-3. It is also worth noting that students with any level of motivation and knowledge are invited 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. Esschneit (nicht). 6. Die Sonne scheint(nothing). 7. Wir haben viel/ Wenig Regen. 8. Wir habenviel/ Wenig Schnee. 9. Wir haben Glckmit 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/ überhaupt nicht)geregnet. Es hat (stark/ein bisschen/überhaupt nicht)geschneit. Die Sonne hat (immer/manchmal/nie) geschienen. Wir hatten viel/ Wenig Regen. Wir hattenviel/ Wenig Schnee. Wir hatten Glckmit dem Wetter. Wir hatten Pech mit dem Wetter. |
This subtopic assumes the minimum assimilation of statements 1-3 by weak students. Students with an average level of academic performance should learn cliché phrases 1-6. Strong students should learn phrases 1-10. Both weak and medium and strong students are invited to learn the lexical minimum both in the form of the present and in the form of the past tense.
"Die Ferien" (Vacations):
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 Landagen.
5 . Ich bin mit … (jemandem/etwas) zu … (jemandem)/ nach … (nach der Stadt, dem Land) gefahren.
6 . Ich habebei …(jemandem)/ auf dem Campingplatz Übernachtet.
7 . Ichhabe/bin... (Partizip II der Verben).
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