Project activities of 2nd - 4th grade students in English lessons.

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This section presents the topics of research projects in English for grades 2, 3, 4 of primary school, which are devoted to the main aspects of a student’s life and their representation in English in project activities.

These topics of research work on English for primary school will be of interest to schoolchildren in grades 2, 3, 4, will provide the basis for a more detailed study of the subject and will encourage the student to further research activities in a foreign language in institutions.

If, after choosing a topic for research project work in English in the primary grades of a school, the leader and author have enough time to prepare work on the project, the teacher can also update the student’s knowledge of the stages of the work.

The English language project topics proposed below for grades 2, 3, 4 of primary school can be used in class project activities, as well as in individual or group research activities of schoolchildren with the obligatory assistance of a teacher.

Project topics in English for grade 2

Topics for research projects in English for 2nd grade students:

Funny Zoo - Fun zoo. Where do I go on vacation? How I spent my holidays. Collage “Favorite food” Favorite food. Favorite toy. Favorite doll. Animal masks My home. My pet. My favorite animal My favorite cat My garden. My faithful friend. My favorite yard. My favorite flower. My room. My vacation clothes. Clothes for paper dolls Greeting card. Cardboard sundial. DIY phone. Traditional English toys. Traditional English dolls. Traditional Russian toys Traditional Russian dolls. Party hat. I can …

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English project topics for grade 3

Sample topics for English language projects for 3rd grade students: The Tower of London - London Tower. Seasons. Fictional animal. Animals of Great Britain. Meet me, it's me! Menu. My family tree. My Advent calendar. My favourite day of week. My pet. My daily routine. My room. My lunch box. My favorite meal. My family. About yourself and your favorite school subjects. About my family. Birthday card. Letter. Letter to Santa Claus. Who is a polyglot? School slang of a young Briton. My toys. History of tea. Disney cartoons.

English language program 4th grade

8

NOTE

The English language work program for grade 4 is compiled on the basis of the following regulatory documents:

1) Federal state educational standard for primary general education 2009.

2) Work program of Bykova N., Pospelova M.,: “Enlightenment” 2014, taking into account the concept of spiritual and moral education and the planned results of mastering primary general education;

3) The curriculum of the Lugansk educational complex for the 2014-2015 academic year.

4) Basic textbook by N.I. Bykov, J. Dooley, O.E. Podolyako, V. Evans. Educational complex "English in Focus" for 4th grade. M.: Express Publish: Education, 2014., recommended by the Ministry of Education of the Russian Federation, including the following components: workbook, teacher’s book, test assignments, CDs with audio recordings.

Program implementation period – 1 year

Studying English in 4th grade is aimed at achieving the following goals

:

• formation

  ability to communicate in English, taking into account the speech capabilities and needs of younger schoolchildren; communication skills in 4 main types of speech activity - speaking, listening, reading and writing;

• development

  personality, speech abilities, attention, thinking, memory and imagination of a primary school student, motivation to master the English language;

• Oprovision

  communicative and psychological adaptation of younger schoolchildren to the new linguistic world in order to overcome the psychological barrier in the future and use language as a means of communication;

• development

  elementary linguistic concepts accessible to primary schoolchildren and necessary for mastering oral and written speech in English;

• communion

  children to new social experiences using the English language: introducing younger schoolchildren to the world of foreign peers, foreign children's folklore and accessible examples of fiction; fostering a friendly attitude towards representatives of other countries;

• formation

  speech, intellectual and cognitive abilities of younger schoolchildren, as well as their general academic skills.

GENERAL CHARACTERISTICS OF THE COURSE

Foreign languages ​​(including English) are included in the general education field “Philology”. Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations and means of communication (the use of new information technologies) require increasing the communicative competence of schoolchildren and improving their philological training. All this increases the status of the subject “foreign language” as a general educational discipline.

The main purpose of a foreign language is to develop communicative competence, i.e. ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.

Being an essential element of the culture of the people who are native speakers of a given language and a means of transmitting it to others, a foreign language contributes to the formation of a holistic picture of the world in schoolchildren. Proficiency in a foreign language increases the level of humanitarian education of schoolchildren, contributes to the formation of personality and its social adaptation to the conditions of an ever-changing multicultural, multilingual world.

A foreign language expands the linguistic horizons of students, contributes to the formation of a culture of communication, and promotes the overall speech development of students. This reveals the interaction of all language academic subjects that contribute to the formation of the foundations of philological education for schoolchildren.

The formation of foreign language communicative competence is considered as an integrative goal of education, that is, the ability and real readiness of schoolchildren to carry out foreign language communication and achieve mutual understanding with native speakers of a foreign language, as well as the development and education of schoolchildren using the means of the academic subject.

DESCRIPTION OF THE PLACE OF THE COURSE IN THE CURRICULUM

The federal basic curriculum for educational institutions of the Russian Federation allocates 68 hours for compulsory study of an academic subject at the stage of primary education, based on 2 teaching hours per week. The sample program is designed for 204 teaching hours. At the same time, it provides a reserve of free time in the amount of 10% of the total hours for the implementation of original approaches, the use of various forms of organizing the educational process, and the introduction of modern pedagogical technologies.

DESCRIPTION OF VALUES OF THE CONTENT OF THE SUBJECT

Value guidelines constitute the content mainly of the educational aspect. In the proposed course, education is related to culture and is understood as a process of enriching and improving the student’s spiritual world through knowledge and understanding of a new culture. Cultural facts become a value for a student, that is, they acquire social, human and cultural significance, become guidelines for activity and behavior, are associated with the cognitive and volitional aspects of his individuality, determine his motivation, his worldview and moral beliefs, become the basis for the formation of his personality, the development of his creative powers and abilities.

Being connected with culture and based on it, the educational aspect follows from the essence of communication technology, which is based on a system of functionally interdependent principles, united by a single strategic idea: the principles of mastering a foreign language culture through communication, verbal and mental activity, personal individualization, situationality, functionality and novelty. All these principles carry an educational charge in the atmosphere of foreign language communication and therefore involve teachers and students in deep and spiritual communication, which, in essence, is an educational process.

The educational potential is realized through the cultural content of the materials used. In addition, the teacher carries the content of education, and it is this cultural, spiritual content that becomes one of the main components of the educational process. The teacher, as an interpreter of a foreign culture and a bearer of his own, must do everything in his power to form in students a system of values ​​that corresponds to the ideal of education - a spiritual person.

PERSONAL, META-SUBJECT AND SUBJECT RESULTS

As a result of mastering the basic educational program of primary general education, students achieve personal, meta-subject and subject results.

Personal results

are:

• a general understanding of the world as a multilingual and multicultural community;
• awareness of oneself as a citizen of one’s country;
• awareness of language, including foreign, as the main means of communication between people;
• acquaintance with the world of foreign peers using the means of the foreign language being studied (through children's folklore, some examples of children's fiction, traditions).

Metasubject

The results of learning English in primary school are:

• developing the ability to interact with others when performing different roles within the limits of the speech needs and capabilities of a primary school student;
• development of the student’s communicative abilities, the ability to choose adequate language and speech means to successfully solve an elementary communicative task;
• expanding the general linguistic horizons of younger schoolchildren;
• development of the cognitive, emotional and volitional spheres of the primary school student;
• formation of motivation to learn a foreign language;
• possession of the ability to coordinate work with different components of the educational and methodological set (textbook, audio CD, etc.).

Subject results

studying English in primary school are: mastering initial ideas about the norms of the English language (phonetic, lexical, grammatical); the ability (within the scope of the course content) to find and compare linguistic units such as sound, letter, word.

A.

In the communicative sphere, i.e. in proficiency in English as a means of communication):

Speech competence in the following types of speech activity

In speaking:

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

In listening:

• understand by ear the speech of the teacher and classmates, the main content of small accessible texts in audio recordings, built on the studied language material.

In reading:

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

In writing:

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

Linguistic competence (proficiency in language means)

• adequate pronunciation and auditory discrimination of all sounds of the English language, compliance with the correct stress in words and phrases;
• compliance with the intonation features of the main types of sentences;
• application of basic reading and spelling rules learned in elementary school;
• recognition and use in speech of lexical units (words, phrases, evaluative vocabulary, speech cliches) and grammatical phenomena studied in the primary school course;

• the ability to make generalizations based on structural and functional diagrams of a simple sentence.

Sociocultural awareness

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

B.

In the cognitive sphere:

• the ability to compare linguistic phenomena of the native and English languages ​​at the level of individual sounds, letters, words, phrases, simple sentences;
• the ability to recognize grammatical phenomena that are absent in the native language, for example articles;

• the ability to systematize words, for example, according to a thematic principle;
• the ability to use linguistic guesswork, for example, when recognizing internationalisms;

• improving techniques for working with text based on skills acquired in native language lessons (predicting the content of a text based on the title, illustrations, etc.);
• the ability to act according to a model when performing exercises and composing one’s own statements within the scope of primary school topics;
• ability to use reference material presented in the form of tables, diagrams, rules;
• ability to use a bilingual textbook dictionary (including transcription), a computer dictionary;
• the ability to carry out self-observation and self-assessment within the limits accessible to a primary school student.

IN.

In the value-orientation sphere:

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

G.

In the aesthetic sphere:

• mastery of basic means of expressing feelings and emotions in a foreign language;
• developing a sense of beauty in the process of getting acquainted with examples of accessible children's literature.

D.

In the labor sphere:

• the ability to follow a planned plan in your academic work;

• ability to keep a dictionary (dictionary notebook).

COURSE content

Subject content of speech

Acquaintance. My family and I (family members, their ages, appearance, their professions). Favorite pet. My house/apartment/room.

Holidays: birthday, New Year.
Toys
,
clothes
.
My friends (name, age, appearance, character, hobbies, family) – at least 35% of the study time. Seasons, weather. Favorite season
.
My hobbies. Day off (at the zoo, circus), holidays
- 15% of school time.
My school/classroom. School supplies, educational subjects
- 10% of school time. Country/countries of the language being studied and native country (general information: name, capital, major cities), literary characters of popular children's books, small simple works of children's folklore (poems, songs, fairy tales) - 30% of the teaching time.

Program

The textbook “English in Focus—4” has a modular structure, consists of 8 modules and poses the following tasks for students:

Introductory module. Back together!

- remember the main characters and repeat the language material of the educational complex “English in Focus-3”.

Module 1. Family & friends!

— teach students to describe appearance and character, talk about the actions that are taking place at the moment.

Module 2. A working day!

- teach students to talk about professions, name various institutions and their locations, talk about activities in their free time, name the time.

Module 3. Tasty things!

— teach students how to have a conversation at the table and a dialogue in a store, and ask about prices. Module 4. At the zoo!

— teach students to compare animals and describe their actions.

Module
5. Where were you yesterday?
— teach students to talk about birthdays, describe their feelings, talk about where they have been.

Module 6. Tell the tale!

— teach students to talk about past events and tell stories.

Module 7. Days to remember!

— teach students to describe memorable events in their lives.

Module 8. Places to go!

— introduce students to the names of some countries and teach them to talk about plans for the holidays.

Speech skills

Speaking.

Participation in dialogue in situations of everyday communication, as well as in connection with a read or listened to a work of children's folklore: dialogue of an etiquette nature; be able to greet and respond to greetings, get to know each other, introduce yourself, say goodbye, congratulate and thank for the congratulations, apologize; dialogue-questioning; be able to ask questions: who? What? When? Where? Where?; dialogue-incitement to action; be able to make a request and express willingness or refusal to fulfill it using incentive offers. The volume of dialogic utterance is 2-3 replicas on each side.

Compliance with basic norms of speech etiquette adopted in the country of the language being studied.

Compiling small monologue statements: a story about yourself, your friend, your family; description of the item, pictures; description of the characters of the read fairy tale based on the picture.

The volume of a monologue statement is 5-6 phrases.

Listening (listening).

Perception and understanding of the speech of the teacher and interlocutors in the process of dialogical communication in the lesson;
small simple messages; the main content of simple fairy tales, stories (based on illustrations, linguistic guesswork
). The listening time of the text is up to 1 minute.

Reading.

Reading aloud short texts based on the studied language material;
maintaining the correct stress in words, phrases, and intonation in general. Reading silently and understanding texts containing only studied material, as well as simple texts containing individual new words;
finding the necessary information in the text (the name of the main character; the place where the action takes place). Using the textbook's bilingual dictionary. The volume of texts is approximately 100 words (excluding articles).

Writing and writing

.
Copying text; writing words and phrases into and out of the text. Writing based on a sample of congratulations, a short personal letter.
Language knowledge and skills (practical acquisition)

Graphics and spelling.
All letters of the English alphabet, basic letter combinations; sound-letter correspondences, transcription signs
. Basic rules of reading and spelling. Writing the most common words included in the active dictionary.

Phonetic side of speech.

Adequate pronunciation and auditory discrimination of all sounds and sound combinations of the English language. Compliance with pronunciation standards: long and short vowels, no deafening of voiced consonants at the end of a syllable or word, no softening of consonants before vowels. Stress in a word, phrase, lack of emphasis on function words (articles, conjunctions, prepositions), division of sentences into semantic groups. Rhythmic-intonation features of narrative, incentive and interrogative (general and special question) sentences.

Lexical side of speech.

Lexical units serving communication situations within the scope of primary school topics, in the amount of 500 lexical units for bilateral (receptive and productive) assimilation, the simplest stable phrases, evaluative vocabulary and cliche remarks as elements of speech etiquette, reflecting the culture of English-speaking countries.
An initial understanding of the methods of word formation: affixation (for example, nouns with the suffix - er , - or ), compounding ( postcard ), conversion ( play - to play )
.
International words (for example, doctor , film ).
The grammatical side of speech .

The main communicative types of sentences: narrative interrogative, imperative.
General and special questions, interrogative words: what, who, when, where, why, how. Order of words in a sentence. Affirmative and negative sentences. Sentences with a simple verbal predicate (She speaks English.), a compound nominal predicate (My family is big.) and a compound verbal predicate (I like to play. He can skate well). Incentive sentences in affirmative (Help me, please.) and negative (Don't be late!) forms. Impersonal sentences in the present tense (It is cold. It's five o'clock.). Sentences with the phrase there is / there are .
Simple common sentences.
Sentences with homogeneous members. Compound sentences with coordinating conjunctions “ and ” and “ but ”.
Regular and irregular verbs in Present, Future, Past Simple (Indefinite). Infinitive. Linking verb to be. Auxiliary verb to do. Modal verbs can, may, must, have to.

Nouns in singular and plural (formed according to the rule, as well as exceptions) with indefinite, definite and zero articles. Possessive case of nouns. Adjectives in the positive, comparative and superlative degrees, formed according to the rule, and exceptions. Pronouns: personal (in the nominative and objective cases), possessive, interrogative, demonstrative (this/these, that/those). Cardinal numbers up to 100, ordinal numbers up to 20. The most common prepositions: in, on, at, into, to, from, of, with.

Sociocultural awareness

In the process of teaching English in primary school, students become familiar with the names of the countries of the language they are learning, some literary characters from popular children's works, the plots of some popular fairy tales, as well as small works of children's folklore (poems, songs) in a foreign language, elementary forms of speech and non-verbal behavior, accepted in the countries of the language being studied.

THEMATIC PLANNING GRADE 4 (68 hours)

DESCRIPTION OF MATERIAL AND TECHNICAL SUPPORT OF THE EDUCATIONAL PROCESS

Project topics in English for 4th grade

Sample topics for English language projects for 4th grade students:

“My School Life” - “My school life.” English while traveling. English-speaking countries. In library. My school library. To the cinema. In my school bag. Graffiti. Wild animals. Once upon a time... Castles of Britain. Foreign languages ​​in our lives. Interesting facts about the English language. How I learn English. What kind of person do I want to become in the future? Classic English breakfast. When I was little... Favorite time of year. My best day of the year. My future profession. Why do I study English? Professions. Guide to Australia. UK travel guide. Guide to the USA. Christmas in English-speaking countries. Message about a relative. What’s in my name for you... (about the most popular names in Britain, Russia, America. What do you hear in the zoo? I’m on vacation.

Go to sections: Research projects in a foreign language Topics of research papers in the English language

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Game project for English lessons in 4th grade

Non-standard homework

Explanatory note.

Homework topic: project - creating a board game

Class: 4

Goals:

— systematize lexical and grammatical material on the topic “Life in the city and the countryside” (Teaching Educational Complex for 4th grade “English with pleasure” by M. Z. Biboletova);

— develop skills of cooperation with peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;

— developing the skills to plan activities and evaluate their success; determine the most effective ways to achieve results.

Degree of difficulty: multi-level (from minimal to high)

Type of task: individual, group

Recommended amount of time to complete: within 7 - 8 lessons as you progress through the topic (20 - 40 minutes per lesson)

Form of verification: game (organization of a game in each group), mutual verification (one group plays a game prepared by another group)

Recently, the project method has been actively used by teachers not only in Russian schools, but also abroad. There is a clear explanation for this. The project method is designed to provide high motivation for learning. By using it, the teacher realizes many didactic goals that cannot be realized by simply presenting the material in the lesson and performing “routine” consolidation exercises with students. The project method gives children the opportunity not only to show their knowledge of the subject, but also to demonstrate their intellectual and creative abilities.

While working as an English teacher, I noticed that elementary school students enjoy playing board games. Therefore, I decided to offer the children an unusual homework: to create a project, the product of which would be a board game in English that all students could play. The theme of the board game corresponded to the 4th grade topic “Life in the city and the countryside” (according to M.Z. Biboletova’s educational instruction “English with pleasure”).

The class was divided into 2 groups.

The product of the group 1 project was a walking game. The guys drew a game field with a picture of a village and a cage through which the players must move. On some cells, it was envisaged that the intended players would perform certain language tasks: for example, naming the comparative and superlative degrees of adjectives or inserting a missing word in a sentence, continuing a logical series of words, etc.

The product of the group 2 project was an economic game (based on the principle of the well-known game “Manager”). Participants in the second group made a field with cells reflecting the theme of the work, depicting shops and social institutions (hospital, stadium, school, etc.), currency, and cards with language tasks. Prospective participants in this game must correctly name numerals (use game currency when “purchasing” objects), correctly use everyday vocabulary (“Roll the dice”, “Your move”, “Skip your turn”, “I have three on the die”, “I wanted would like to buy...", etc.), perform language tasks in order to "earn money" to "purchase" the cells of their "rivals".

Due to their age, both groups could not create the language tasks themselves - they used tasks completed at home from the workbook included in the “English with Pleasure” teaching and learning kit.

Projects in the lessons help to implement all educational, educational and developmental tasks facing the teacher. The project method meets the requirements of modern education, since it is both practice-oriented and student-oriented.