Teaching German as a second foreign language at school. Methods of teaching German as a second foreign language at school

Basic general education

Line UMK I. L. Bim. German as a 2nd language "Bridges" (5-9)

Line UMK I. L. Bim. German as a 2nd language "Bridges" (10-11)

German

We teach a second foreign language: German on the basis of English

The material is based on the webinar “The concept of teaching a second foreign language (German based on English) using the example of educational complex “Brücken”.

The authors of the concept of teaching a second foreign language (German) on the basis of English - Inessa Beam and Lyudmila Sadomova - created a teaching and learning complex that meets psycholinguistic principles when teaching a second foreign language. “It does not cause difficulties at the very beginning of learning and motivates well in the future,” teachers say about Brücken. The textbook prepares you for passing the OGE in the second foreign language.

Firstly, the problem of interference cannot be dismissed - both negative and positive; both from transfers from the native language and from the first foreign language. Negative interference is a source of errors; positive - helps to master a new language. The problem of interference turns into a resource if you approach it methodically correctly. This means taking it into account at all levels of language use: phonetic, lexical, grammatical... paying attention to interference in all types of speech activity (productive, receptive)... not ignoring the influence of the student’s non-speech behavior (tempo, intonation, gestures).

The textbook “knows” in advance about possible errors (confusions, substitutions, rearrangements) - and clearly explains, compares, and in training exercises practices the necessary skills of graphics, phonetics, vocabulary, and grammar. That is, it removes negative interference.

And positive transfer is a reliance on speech-thinking actions, first perceived from the native language and reinforced during the study of the first foreign language: perception, choice, combination, rules for constructing a text, working with a dictionary..

It’s good when there is a time gap between the beginning of learning a first and a second language. Then one formed picture of the language will serve to create a second one, positive interference will work.

Secondly, teaching materials are aimed at developing awareness in language acquisition. The communicative-cognitive principle is the main one here. More explanations, solutions to specific problems, less drills. And one more thing: study as intensively as possible! This is helped by using comparisons and contrasts when learning any aspect of language.

A review of the textbook pages in the presentation showed that the alphabet is not studied for long and is due to the peculiarities of letter combinations in German. Vocabulary is quick, based on familiar English and international words, but there is a lot of attention to complex words and the method of word formation in German. Immediately - light texts from magazines. There are not many training exercises and only for training the phenomenon itself (and not preparatory ones). The letter also begins immediately - like correspondence between boys who know English but have agreed to write in German. At the same time, exercises are included to compare German with English.

And in general, the textbook’s trust in the student is enormous: “They themselves will notice, draw conclusions, and guess,” says the lecturer, commenting on the pages. Yes, there are only topics in Russian. It remains to wish the textbook an energetic, cheerful and fast teacher like himself.

Textbooks on German as a second foreign language are intended for students of educational institutions and are the main component of the educational and methodological package, which also includes a workbook, a teacher's book and an audio application that is available for download. Educational products comply with the Federal State Educational Standard for Basic General Education.

Municipal budgetary educational institution

“Secondary school No. 29”, Kaluga

Elective course program in German

German language teacher

Kuznetsova N.S.

Kaluga 2010

Basic provisions and program of the elective course

"German as a second foreign language"

The main goal of teaching a foreign language is to master foreign language communication in

foreign language at a basic level. In this regard, the training content includes:

linguistic, speech, sociocultural knowledge, skills and abilities that ensure the formation of elementary communicative competence, i.e. ability and willingness to use a foreign language in the process of intercultural interaction in typical situations of oral and written communication (speaking, listening, reading and writing).

In light of the modern development of new technologies, there is an urgent need to speak foreign languages. And this is facilitated by learning a second language on the basis of the first. By studying German as a second foreign language, students acquire basic sociocultural knowledge concerning the peoples of our country and the country of the language being studied.

Learning a second foreign language involves eliminating the difficulties of interlingual communication and speeds up the process of students’ adaptation in various language situations.

Based on the above, the course program includes review and development of the German language course in stages, starting with an introductory course. The course of study is intended

For 6th grade students, it is designed for one lesson per week and includes all the topics and the minimum necessary lexical and grammatical aspects of proficiency in a foreign language, helps to expand the range of knowledge of foreign language students.

Goals and objectives of the course

1. Mastering foreign language communication in a foreign language at a basic level. In this regard, the training content includes:

• linguistic,
• speech,
• sociocultural knowledge, skills and abilities that ensure the formation

elementary communicative competence, i.e. ability and willingness to use a foreign language in the process of intercultural interaction in typical situations of oral and written communication (speaking, listening, reading and writing).

1. Formation of reading skills:

• with full understanding,
• based on a guess,
• with a common understanding

1. Formation of listening skills.
2. Formation of writing skills.

Thematic planning

1.Introductory phonetics course (10 hours)

Basic course (24 hours)

Student competency level

During the study period, students must:

• master the main topics of the course;
• under the guidance of a teacher, be able to conduct a short conversation on a topic;
• learn to perceive basic messages by ear;
• master writing (learn to sign a postcard, invitation);
• learn to read with a general coverage of content.

Self-educational activities of students

During the training period, students must prepare and defend a project on one of the class topics in self-education mode.

During the academic year, students must pass:

1. Workshop results (4 topic lesson 3,6 topic lesson 3,5,8 topic lesson 3)
2. Oral tests:

• Mein Lieblingstier
• Mein Traumberuf
• Wir malen, basteln, bauen eine Stadt

1. A project on one of the topics.

Bibliography:

1. UMK I.L. Bim "German language. Steps" M., "Enlightenment" 1995
2. EAT. Postnikova “Texts for reading in German”, Kyiv ASK 2001
3. I.A. Semikhin “42 oral topics in the German language”, St. Petersburg “Trigon” 1996
4. A.V. Ovchinnikova “Tests in the German language”, M. “Liszt” 1997
5. E.N. Bolshakova “Tests on German grammar”, St. Petersburg “Paritet” 2000.
6. E.V. Dyachkova “Tests. German language", M., "Bustard" 2002

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Municipal budgetary educational institution

“Secondary school No. 29”, Kaluga

Elective course program in German

German language teacher

Kuznetsova N.S.

Kaluga 2010

Basic provisions and program of the elective course

"German as a second foreign language"

The main goal of teaching a foreign language is to master foreign language communication in

foreign language at a basic level. In this regard, the training content includes:

linguistic, speech, sociocultural knowledge, skills and abilities that ensure the formation of elementary communicative competence, i.e. ability and willingness to use a foreign language in the process of intercultural interaction in typical situations of oral and written communication (speaking, listening, reading and writing).

In light of the modern development of new technologies, there is an urgent need to speak foreign languages. And this is facilitated by learning a second language on the basis of the first. By studying German as a second foreign language, students acquire basic sociocultural knowledge concerning the peoples of our country and the country of the language being studied.

Learning a second foreign language involves eliminating the difficulties of interlingual communication and speeds up the process of students’ adaptation in various language situations.

Based on the above, the course program includes review and development of the German language course in stages, starting with an introductory course. The course of study is intended

For 6th grade students, it is designed for one lesson per week and includes all the topics and the minimum necessary lexical and grammatical aspects of proficiency in a foreign language, helps to expand the range of knowledge of foreign language students.

Goals and objectives of the course

1. Mastering foreign language communication in a foreign language at a basic level. In this regard, the training content includes:

• linguistic,
• speech,
• socioculturalknowledge, skills and abilities that ensure the formation

elementary communicative competence, i.e. ability and willingness to use a foreign language in the process of intercultural interaction in typical situations of oral and written communication (speaking, listening, reading and writing).

1. Formation of reading skills:

• with full understanding,
• based on a guess,
• with a common understanding

1. Formation of listening skills.
2. Formation of writing skills.

Thematic planning

1.Introductory phonetics course (10 hours)

Basic course (24 hours)

Student competency level

During the study period, students must:

• master the main topics of the course;
• under the guidance of a teacher, be able to conduct a short conversation on a topic;
• learn to perceive basic messages by ear;
• master writing (learn to sign a postcard, invitation);
• learn to read with a general coverage of content.

Self-educational activities of students

During the training period, students must, in self-education mode, prepare and defend a project on one of the class topics.

During the academic year, students must pass:

1. Workshop results (4 topic lesson 3,6 topic lesson 3,5,8 topic lesson 3)
2. Oral tests:

• Mein Lieblingstier
• Mein Traumberuf
• Wir malen, basteln, bauen eine Stadt

1. A project on one of the topics.

Bibliography:

1. UMK I.L. Bim "German language. Steps" M., "Enlightenment" 1995
2. EAT. Postnikova “Texts for reading in German”, Kyiv ASK 2001
3. I.A. Semikhin “42 oral topics in the German language”, St. Petersburg “Trigon” 1996
4. A.V. Ovchinnikova “Tests in the German language”, M. “Liszt” 1997
5. E.N. Bolshakova “Tests on German grammar”, St. Petersburg “Paritet” 2000.
6. E.V. Dyachkova “Tests. German language", M., "Bustard" 2002

An article about teaching a foreign language (German) as a second foreign language. Ways to solve some problems associated with teaching students a second foreign language.

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German at school

as a second foreigner.

Changes in the socio-economic and cultural life of Russia are reflected both in language policy and in language education in our country. Early learning of foreign languages ​​has become popular, and the trend of mastering several foreign languages ​​is becoming increasingly widespread. The first foreign language, in most cases, is English, on the basis of which children begin learning another European language.

In our school with in-depth study of the English language, we have already accumulated quite a lot of experience in teaching German as a second foreign language, and our first experience was based on the educational complex “Steps” by I.L. Beam. But the difficulty is that the textbook is designed for 3 hours per week, and 2 hours per week were allocated for the second foreign language. The teacher had to rework the textbook, rearrange it, remove something, and so on. But, despite all the difficulties, the graduates who completed this course had good knowledge of a second foreign language, many of them entered the linguistic institute, where they were greatly helped by studying German at school. After the release of the “Horizons” series specifically for the second language, starting from grade 5, we have been working on it for 5 years. Every teacher who teaches a foreign language notices the difference in learning the first and second foreign languages. Practice shows that the difficulties of mastering a second foreign language decrease by approximately half compared to the efforts spent on learning the first foreign language. New tasks facing a foreign language teacher involve changes in the requirements for the level of foreign language proficiency, the identification of new approaches to the selection of content and organization of material, and the use of adequate forms and types of control.
Teaching German as a second foreign language is carried out on
well-known principles of teaching foreign languages ​​in modern methods:

1. taking into account knowledge, skills and abilities in the first
   foreign language, as well as in the native language;
2. consciousness;
3. intensification;
4. communication;
5. collective speech
   interactions;
6. parallel development of all types
   speech activity.

Among these principles, the first principle is especially important, which can be fulfilled when comparing language systems, by introducing all kinds of support points that facilitate and accelerate the process of memorization, the process of mastering the second language.
foreign language.

These support points are:

1. Latin font;
2. vocabulary that is similar at the level of pronunciation, meaning, spelling,
   word formation: tanzen – to dance/ der Elefant – the elephant/
   beginnen – to begin/ die Hausarbeit – the homework;
3. the presence of definite and indefinite articles and the similarity of the rules for their use: Das ist ein Mann. Der Mann ist gut./ This is a man. The man is good;
4. similar sentence structures: Er ist gut / He is good. Sie kann tanzen/She can dance;
5. formation of tense forms (from the three main forms of the verb and the use of the auxiliary verb haben = to have in the perfect): kommen – kam – gekommen/ come – came – come, bringen – brachte-gebracht/ bring – brought – brought;
6. modal verbs: mussen – must /konnen – can;
7. imperative: Lesen Sie den Text!!/ Read the text!

All of these points can serve as support in mastering German as a second foreign language, especially at the initial stage of learning. The process of mastering a second foreign language can be more intensive, since entry into this process is facilitated due to the above principles. The very beginning of learning a second foreign language can be made more intensive by a number of factors:

• mastery of the Latin script, so the period of studying the alphabet can be extremely shortened and reduced to explaining and mastering the differences
  sound-letter correspondences, graphic images of words;
• the presence of a large potential vocabulary (words of the English language that are similar to the German language, direct borrowings from the English language, internationalisms), which teaches learning to read and understand what is being read.

Due to the students' proficiency in the Latin alphabet, the time spent working with the alphabet and practicing the spelling of German letters is reduced to a minimum. With parallel
teaching oral speech, reading and writing is the main approach in modern
language education: development of linguistic and communicative competencies. Learning German will be faster and easier if:

1. rely on similarities with English, and also find support in the native language;
2. use linguistic guesswork (about the meaning of a word, grammatical form), relying on the context, on familiar parts of the word;
3. notice differences in linguistic phenomena and ways of expressing thoughts;
4. transfer the ability to work into a new language (find the meaning of a word in a dictionary, use a paraphrase, perform various exercises, etc.).
5. consider mastering a new language as a means of familiarization with another culture, with the culture of peoples speaking German (through direct contact with a native speaker, during correspondence).

Learning every new foreign language comes with many difficulties, for example, when learning German on the basis of English, students experience difficulties:

1. in pronunciation;
2. in reading rules;
3. in intonation;
4. some words in English and German look and are pronounced similar, but have different meanings, and are the so-called “false friends of the translator”;
5. in word order;
6. in the declension of articles;
7. in verb conjugation;
8. in complex grammatical structures, etc.

It is known that the grammar of the German language is much more complex than the grammar of other Germanic languages. Declension of adjectives gave the classic of American literature Mark Twain a lot of trouble: he tried to decline “my good friend” (“mein guter Freund”) and came to the conclusion: “In Germany it’s better at all.” not to have friends than to bother with them so much.” Based on the above, when learning German as a second foreign languageshould be considered:

1. The degree of influence (both positive and negative) from the English language.
2. With an appropriate level of development of skills in English, the likelihood of transferring them from this language increases, and the influence of the native language weakens.
3. The influence of the native language and English appears differently at different language levels and in different types of speech activity.
4. When studying grammar and when setting pronunciation, both positive and negative transfer from the English language are more often manifested, although the influence of the native language is also significant. The interaction of languages ​​depends not only on the degree of development of skills in the English language, but also on the complexity of the compared phenomena.
5. In order to enhance the positive influence of the German language and prevent interference from the native language at the grammatical and lexical levels, it is necessary to direct students' attention to finding similarities and differences in those languages.
6. When working on phonetics, to overcome interference from the English language, differentiated exercises are necessary, accompanied by an explanation of the differences in the articulation of juxtaposing sounds.

If we talk about the practical significance of teaching a second language, then we need to point out the increase in the importance of the first language due to the study of the second, the chance for students to use the knowledge of grammatical structures, general educational skills and abilities they have from the field of the first language, that is, the chance to use linguistic experience.

Linguistic experience is characterized by a synthesis of knowledge, skills and abilities not only in the native language, but also in the first foreign language. Linguistic experience has a positive impact on the acquisition of a second language, despite the interfering effect of the first foreign language, and allows you to quickly and consciously master concepts and terms.

Having such experience makes it easier to master basic types of speech activity and helps to master intercultural communication skills. By mastering types of speech activity in a second language, the student involuntarily expands his linguistic experience. But in this, an important role is assigned to the teacher, who will guide the process of expanding linguistic experience. The chosen textbook is of great importance, because it is important:

Does the textbook allow you to activate the student’s existing linguistic experience;

Does it stimulate interest in learning a new language and culture;

Are the materials relevant to students' social experiences;

Are the tasks and exercises varied, is it possible to compare linguistic cultures with their help, and expand the student’s linguistic and cultural experience. The main thing is not to set unattainable goals. Firstly, we take into account the capabilities of the basic curriculum, therefore we define the volume of language material as minimal. Secondly, due to limited time, the content is aimed at mastering the basics of speech activity in a second foreign language.

The choice of German for studying at school as a second foreign language (hereinafter referred to as FL2) is not accidental and is explained by the intensification of cooperation between Russia and Germany in commercial and professional life, increasing personal mobility, expanding contacts with German culture, and the opportunity to exchange students and teachers. German is a typical second foreign language. As practice shows, three out of four who study German as a second foreign language studied English as a first foreign language and can use the experience, knowledge, skills and abilities that can be transferred to a second foreign language and significantly facilitate its learning.

When teaching German as a second language after English, it is necessary to rely on the general principles that apply when teaching any foreign language. Despite the fact that these principles have much in common, they still have some modification in relation to FL2, taking into account the specificity of the learning conditions, for example, the presence of three languages ​​in contact during the learning process (native language, FL1 and FL2), extensive experience in learning a non-native language etc.

The most essential principles are the following:

1. As when teaching any foreign language, communicative goals predetermine the general methodological approach to teaching. But since students already have experience in learning FL1, mastering FL2 is carried out by them more consciously, they can compare both certain linguistic phenomena of FL1 and FL2, and the organization of the learning process. Students studying FL1 and FL2 have more developed reflection (looking at themselves from the outside, the desire to give themselves an account). That is why the general methodological principle in teaching a foreign language can be defined as communicative-cognitive, where the cognitive aspect is subordinate to the communicative one, and it manifests itself where it is necessary to find any analogies that facilitate assimilation, or, conversely, to identify differences in order to avoid interference.

2. The entire educational process should be focused on the student’s personality, on his development, independence, and on taking into account his capabilities, needs, and interests.

When teaching a FL2 there are even more prerequisites for this than when teaching a FL1, due to the experience of learning a foreign language, a later start of training (from the seventh grade of a school with in-depth study of the English language) and, thus, a more conscious approach to language learning. Thus, it is possible to take into account the individual characteristics of the student and differentiate learning, taking into account the level of learning in FL1. For some students, conditions need to be created for faster progress, while others need to be given the opportunity for repetition and training.

3. The entire educational process should have a sociocultural orientation, but there is also specificity here: the early use of authentic materials (from the first lesson, authentic texts are given and reliance on the mutual influence of three national cultures).

4. Work on mastering specific language means should turn into speech actions aimed at solving certain communicative tasks, which are indicated in the tables placed at the beginning of each chapter of the textbook and ensure verbal interaction (interactivity) of schoolchildren.

One of the means of enhancing verbal interaction and creating real or imaginary conditions for this is the use of project methodology and role-playing games. Learning is activity-based.

5. All four main types of speech activity: listening, speaking, reading, writing - must develop in conjunction with each other. What is specific for teaching a FL2 is that learning to read from the very beginning is carried out on authentic texts and has a large share, because Schoolchildren speak the Latin script and quickly master the rules of reading, although there is a danger of interference with the German language. They know how to work with foreign language text and rely more widely on linguistic guesswork.

6. A comparative (contrastive) approach when teaching a FL2 is also very important. Students have the opportunity to identify differences between languages ​​and look for similarities in them. When studying a FL2, relying on your native language and FL1, especially English, is of great help, since German and English belong to the same group of languages ​​- Germanic - and have much in common.

7. The principles of economy and intensification of teaching in FL2 are very important. The process of mastering a FL2 can be significantly intensified if students have a high level of English proficiency.

What helps save time and intensify the learning process:

1) mastery of the Latin script shortens the period of alphabetization and reduces it to the clarification and assimilation of the differences in sound-letter correspondences in the German and English languages, the graphic and sound image of the word;
2) the presence of a significant potential vocabulary. English words that are similar to German, direct borrowings from English, internationalisms facilitate the process of learning to read and contribute to faster mastery of German vocabulary;
3) rapid progress in the field of reading contributes to faster development of sociocultural competence;
4) upon mastering all language means, including grammatical ones, the orientation phase when teaching a foreign language 2 can be shortened and can be carried out independently, for example, using tasks like “Derive the rule”.

Intensification of the very initial stage of training and the entire educational process as a whole is an important prerequisite for its success and effectiveness.

8. It is necessary to systematically monitor successful progress in learning a FL2, to develop in schoolchildren reflection, the ability to self-control and self-esteem.

In our school, German has been taught as a second language since 1990. Students have the opportunity to choose which foreign language (French or German) they will study as a 2nd language. Language 2 education begins in the 7th grade and lasts 5 years. As practice has shown, such terms of teaching German as FL2 are the most effective and efficient. Already at the beginning of studying FL2, students are convinced that German and English have much in common:

1) Latin font

2) In the field of vocabulary and word usage

3) In the structure of a simple sentence (the presence of a linking verb);

Deutsch CCC English
Mein Name is Miller. My name is Miller.
Sie ist krauk.She is ill.
Er spricht Deutsch. He speaks German.

4) In the formation of tense forms (from the three main forms of the verb and the use of the auxiliary verb haben = to have);

Deutsch
CCC English

Kommen – kam – gekommen come – came – come
Bringen – brachte-gebracht bring – brought – brought
Sprechen – sprach – gesprochen speak – spoke – spoken

modalVerbs;

müssen – must, to have to
konnen – can, to be able to
dürfen – may, to be allowed to
wollen – to want/wish to, be intended to
sollen – to be supposed to
mogen – to like to

usearticles;

the Clown = der Clown (m)
a clown = ein Clown
the car = das Auto (n)
a car = ein Auto
the garage = die Garage (f)
a garage = eine Garage

To systematize your knowledge, you can make the following table:

Der unbestimmte Artikel
CCC Der bestimmte Artikel
The indefinite article the definite article
ein clown der Clown
a/an ein Baby the das Baby
eine Hostess die Hostess

VerbsWithdetachableprefixes;

aufstehen: CCC get up:
Ich stehe gleich auf. I"ll get up in a minute.
Stehst du gleich auf? Will you get up soon?
Wann stehst du auf?When will you get up?
Steh auf! Get up!

the use of relative pronouns in complex sentences with attributive clauses;

Einige RelativpronomenSSSSome relative pronouns
Singular, Personen Persons (Singular)
die Frau, die... the woman,
der Mann, der... the man, who...
das kind, das… the child,
Plural, Personen Persons (Plural)
Die Leute, die... the people, who...
Singular, Sachen Things (Singular)
die Kiste, die... the box,
der Ball, der… the ball, that/which…
das Auto, das… the car,
Plural, Sachen Things (Plural)
die Spielsachen, die... the toys, that/which...

imperativemood;

I CCC II
Höre das Gespräch!

Listen to the conversation!
Denk an deine Frau!
Think of your wife!
Helft euren Freunden!
Help your friends!

futuretime;

I will buy... CCC Ich werde... kaufen.
will = werden

Perfect formation with the auxiliary verb haben.

I have done. CCC Ich habe getan.
You have asked. Du hast gefragt.
She has explained. Sie hat erklärt. etc.

All this can serve as a support when mastering German as a second language, especially at the initial stage of learning.

Effective assistance is provided by a large number of words recognizable by visual perception: internationalisms, borrowings, for example: die Donau, der Norden, der Süden, der Osten, der Westen, der Chef, die Ziffer, der Laborant, der Elektriker, der Soziologe, der Reporter etc. Sociocultural information can also serve as a subject for comparison.

We use UMK I.L. Beam and L.V. Sadomova “Brucken” (German after English), since it involves teaching German from the 7th grade; At the same time, teaching German as a second language is carried out based on the English language, which is very important in the conditions of our school. The educational complex meets the task; it is designed for middle-aged students, colorful, interesting, authentic, well thought out, and supplemented with audio cassettes, which greatly simplifies the learning of German pronunciation. The name of the educational complex itself is very interesting and with deep meaning. Already the beginning of the textbook gives students the opportunity to comprehend the name of the educational complex. “Brucken! Was it gemeint? Bridges! What does it mean?” The answer to this question reveals the meaning of foreign languages:

Fremdsprachen sind Brucken

zur Verstandigung,

zur Communication!

Brucken von Kontinent zu Kontinent, von Land zu Land,

von Volk zu Volk,

von Mensch zu Mensch,

zwischen Kulturen!

The grammatical and lexical exercises developed in it in an unobtrusive playful form help to better assimilate new material, making learning a foreign language an interesting and exciting activity. The main advantage of the textbook is that teaching FL2 is based on knowledge of FL1, using them as a language base. [I] This support not only facilitates the assimilation of new language material, but also stimulates children’s interest, gives confidence, showing them that learning a new foreign language is not such a difficult matter: if you know one, you just need to boldly rely on your knowledge.

It is necessary to encourage the student in every possible way to seek support in his own knowledge and experience, also using the tips given in the textbook and the recommendations of the authors, such as:

"Learning German will be faster and easier if:

rely on similarities with FL1 - English, and also find support in the native language;

use linguistic guesswork (about the meaning of a word, grammatical form), relying on the context, on familiar parts of the word;

notice differences in linguistic phenomena and ways of expressing thoughts;

transfer the ability to work into a new language (find the meaning of a word in a dictionary, use a paraphrase, perform various exercises, etc.)

The textbook is structured in such a way as to force students to analyze, compare and find commonalities in these two languages. It is typical that students find words of a common root in English and German, even those not listed in the textbook. So, for example, when studying the topic “Das Aussehen”, I invited the children, using a drawing of a girl with the inscriptions “das Haar, das Auge, die Nase”, etc., to choose those words that have common roots in two languages. After analysis, it turned out that only two words (das Bein and das Gesicht) do not have common roots in English and German.

The projects proposed in the textbook are also a very interesting type of work. For example, making collages about Germany and Russia increases students' interest in the country of the target language and allows them to learn more about it. The project “ZiS” – Zeitung in der Schule, the photo series “Der Gewalt – keine Chanse”, the project “Wandmalerei” - provide an opportunity to expand knowledge about Germany, about the life of young people in Germany, and its problems.

The chapter “Deutschkurs” offers a table that lists the types of activities performed by students; students must answer what they like to do most when studying a FL2. This type of work forces you to take a meaningful approach to learning a foreign language.

A special feature of the textbook is its plot structure and the inclusion of regional studies material in comparison with cultural information. Knowledge of the culture, traditions, and customs of the country of the language being studied increases interest in it and helps to reveal its national characteristics. For example, from the text “Ein Hans in der Keplerstraße” students learn that many young people in Germany live separately from their parents, renting a room (just like in England and the USA). This fact caused debate among children about whether this was good or bad. The authors of the textbook use statistical data to develop interest in the country of the language being studied. For example, . Authentic texts from the media and the youth press also contribute to the development of interest.

But it is also important to know that learning every new foreign language comes with many difficulties, for example, when learning German on the basis of English, students experience difficulties:

when pronouncing;

in reading rules;

in intonation;

some words in English and German look and are pronounced similar, but have different meanings, and are the so-called “false friends of the translator”;

in word order;

in the declension of articles;

in verb conjugation;

in complex grammatical structures, etc.

It is known that the grammar of the German language is much more complex than the grammar of other Germanic languages, so complex grammatical topics should be explained ahead of time. One student will need five hours to comprehend the topic, while another will need ten. For example, at the initial stage the study of the topic “Plural of nouns” is not planned, but the teacher needs to familiarize students with all five ways of forming the plural of nouns as early as possible.

The table is quite simple and will be “overgrown” with examples during the first year of study. It’s not for nothing that one of the methodological paradoxes says: “Learning a foreign language is more like marking time than moving forward.” And so, when this grammatical topic needs to be generalized and systematized, there will be no problems with it, because The students have been “treading water” enough, and now movement forward is guaranteed.

According to statistics, only 15% of success in language teaching depends on the teacher, 50% depends on the abilities and efforts of the students. The remaining 35% depends on motivation, which is based on interest. It is in the power of the teacher not to allow interest in a new language to dissolve in a complex system of grammatical paradigms. To do this, it is necessary to carefully select a system of exercises that would contribute to the comprehension of German grammar, the development of all types of memory and sense of humor. At the initial stage of learning German, students are faced with the problem of the gender of nouns. Mark Twain also wrote in his article “On the Terrifying Difficulty of the German Language”: “Every noun in the German language has its own gender, but don’t look for logic or system here; and therefore the gender of each noun separately must be memorized. There is no other way.” We cannot agree with this statement, because... There are a number of rules by which many nouns are classified by gender. Along with the biological series (der Vater – die Mutter), there is also the so-called grammatical-semantic series.

One of the difficulties that anticipatory teaching must overcome: the basic forms of strong verbs. Since this phenomenon also exists in the first foreign language - English, it does not cause any special problems, but it requires considerable effort. The poem “Die poetischen Verben” helps to overcome this difficulty.

The adjective can be immediately given with its antonyms (gut – schlecht, groß – klein). But you can’t work with flowers (if it’s not white – black). For this purpose, it is better to use a coloring book indicating colors. It is important that students comment on their actions.

Declension of adjectives gave the classic of American literature Mark Twain a lot of trouble: he tried to deflect “my good friend” (“mein guter Freund”) and came to the conclusion: “In Germany it is better not to have friends at all than to bother with them so much.”

Declension of adjectives, as well as the formation of the plural of nouns, conjugation of strong verbs with a change in the root vowel in the second and third person singular, conjugation of reflexive, modal verbs - all grammatical topics must be given in advance, because Without knowledge of these topics it is impossible to read the simplest authentic texts, and without exciting reading it is impossible to maintain interest in the subject being studied.

Based on the above, when studying FL2 it is necessary to take into account:

The degree of influence (both positive and negative) from FL1. This degree is determined by the students' proficiency level.
With an appropriate level of development of skills in FL1, the likelihood of transferring them from this language increases, and the influence of the native language weakens.
The influence of the native language and FL1 appears differently at different language levels and in different types of speech activity.
When studying grammar and when developing pronunciation, both positive and negative transfer from the FL1 side are more often manifested, although the influence of the native language is also significant. In this case, the interaction of languages ​​depends not only on the degree of formation of skills in FL1, but also on the complexity of the compared phenomena.
In order to enhance the positive influence of the FL2 and prevent interference from the native language at the grammatical and lexical levels, it is necessary to direct students' attention to finding similarities and differences in those languages.
When working on phonetics, to overcome interference from FL1, differentiated exercises are necessary, accompanied by an explanation of the differences in the articulation of juxtaposing sounds.

LITERATURE

Bim I.L. The concept of teaching a second foreign language (German based on English). – Tver, Title, 2001.
Bim I.L. The concept of teaching a second foreign language (German on the basis of English). – M., 1997.
Bim I.L., Sadomova L.V. Bridges (Brucken I., Brucken II. Deutsch nach Englisch). A textbook of German as a second foreign language based on English. – M.: March, 1997.
Bim I.L. German. Basic course. Concept, program. – M.: New School, 1995.
Bim I.L. Theory and practice of teaching German in secondary school. – M.: Education, 1988.
Britta Hufeisen. Englisch im Unterricht Deutsch als Fremdsprache. – Munchen, Klett Edition Deutsch, 1994.
Roland Schapers, Renate Luscher, Manfred Gluck, Grund Kurs Deutsch.–Munchen: Verlag fur Deutsch, 1980.

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

SECONDARY SCHOOL No. 61 NAMED AFTER M.I.NEDELINA

LIPETSK

WORKING PROGRAMM

academic subject

5th grade: 1st year of study (FSES)

(UMK “Horizons” M.M. Averin, F. Jean, L. Rohrman, M. Zbrankova)

(2017-2018)

Considered at the meeting

pedagogical council

protocol No. _____

dated ______________ 2017

The work program of the training course “Second Foreign Language (German)” was developed for 5 classes (1st year of study) of a basic secondary school with the provision of paid services. The program is compiled in accordance with the requirements of the Federal State Educational Standard of Basic General Education (FSES LLC), based on an approximate program of basic general education in a second foreign language.

The study of the course is focused on the use of textbooks of the educational complex “Horizons” by M.M. Averin, F. Gina, L. Rohrman, M. Zbrankova.

The study of a foreign language in general and German in particular in basic school is aimed at achieving the following goals:

1) development of foreign language communicative competence in the totality of its components – speech, language, sociocultural, compensatory, educational and cognitive:

- speech competence– development of communication skills in four main types of speech activity (speaking, listening, reading, writing);

- language competence– mastery of new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for basic school; mastering knowledge about linguistic phenomena of the language being studied, different ways of expressing thoughts in the native and target languages;

- sociocultural competence– familiarizing students with the culture, traditions and realities of the countries of the language being studied within the framework of topics, areas and situations of communication that correspond to the experience, interests, and psychological characteristics of primary school students at different stages; developing the ability to represent one’s country and its culture in the conditions of foreign language intercultural communication;

- compensatory competence– development of skills to get out of a situation in conditions of a shortage of language resources when receiving and transmitting information;

- educational and cognitive competence– further development of general and special educational skills; familiarization with the ways and techniques available to students for independent study of languages ​​and cultures, including the use of new information technologies;

2) development and education in schoolchildren of an understanding of the importance of learning a foreign language in the modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, a tolerant attitude towards manifestations of another culture;

3) facilitating an informed choice of future professional activity in the field of philology;

4) promoting broadening of horizons and development of tolerance;

5) promoting the development of linguistic competencies, the conscious use of language knowledge, skills and abilities.

Level of study – basic.

Planned development resultscourse“Second foreign language (German)”

Subject:

Development of communication skills in four main types of speech activity (speaking, listening, reading, writing);

Mastery of new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, areas and situations of communication selected for basic school; mastering knowledge about linguistic phenomena of the language being studied, different ways of expressing thoughts in the native and target languages;

Introducing students to the culture, traditions and realities of the countries/countries of the foreign language being studied within the framework of topics, areas and situations of communication that correspond to the experience, interests, and psychological characteristics of primary school students at different stages; developing the ability to represent one’s country and its culture in the conditions of foreign language intercultural communication;

Development and education in schoolchildren of an understanding of the importance of learning a foreign language in the modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation; nurturing the qualities of a citizen and patriot; development of national self-awareness, the desire for mutual understanding between people of different communities, and a tolerant attitude towards manifestations of another culture.

As a result of studying the course of German as a second foreign language in grade 5:

student will learn:

Section "Communication skills"

Speaking. Dialogue speech

conduct a dialogue (dialogue of an etiquette nature, dialogue - questioning) in standard situations of informal communication within the framework of the mastered topic, observing the norms of speech etiquette adopted in the country of the language being studied.

student

conduct a dialogue and exchange of opinions;

take and give interviews.

Speaking. Monologue speech

student will learn:

build a coherent monologue statement based on visual clarity and/or verbal supports (key words, plan, questions) within the framework of the mastered topic;

describe events based on visual clarity and/or verbal support (key words, plan, questions);

give a brief description of real people and literary characters;

convey the main content of the text read based on the text, keywords/plan/questions;

describe the picture/photo based on keywords/plan/questions.

student will have the opportunity to learn:

make a message on a given topic based on what you read;

speak briefly from preliminary preparation on a given topic in accordance with the proposed communication situation;

speak briefly based on non-linear text (tables, diagrams, schedules, etc.)

Briefly summarize the results of the completed project work.

Listening

student will learn:

perceive by ear and understand the main content of simple authentic texts containing a certain number of unstudied linguistic phenomena;

perceive by ear and understand the necessary/interesting/requested information in authentic texts containing both studied linguistic phenomena and a certain number of unstudied linguistic phenomena.

student will have the opportunity to learn:

highlight the main topic in a text that is perceived by ear;

use contextual or linguistic guesswork when listening to texts containing unfamiliar words.

Reading

student will learn:

student will have the opportunity to learn:

establish a cause-and-effect relationship between facts and events presented in a simple authentic text;

recover text from scattered paragraphs or by adding released fragments.

Written speech

student will learn:

fill out questionnaires and forms, providing basic information about yourself (name, surname, gender, age, citizenship, nationality, address, etc.);

write short congratulations on your birthday and other holidays, using speech etiquette formulas accepted in the country of the language being studied, and express wishes.

write a personal letter in response to a stimulus letter using speech etiquette formulas accepted in the country of the language being studied: provide brief information about yourself and request similar information about a pen pal; express gratitude, apology, request;

write short written statements based on a sample/plan.

student will have the opportunity to learn:

make short extracts from the text for the purpose of using them in your own oral statements;

write an electronic letter (e-mail) to a foreign friend in response to an incentive email

draw up a plan/thesis for an oral or written communication;

write a short written statement based on non-linear text (tables, diagrams, etc.).

Section “Language skills and means of operating them”

Spelling and punctuation

student will learn:

write the learned words correctly;

correctly place punctuation marks at the end of a sentence: a period at the end of a declarative sentence, a question mark at the end of an interrogative sentence, an exclamation mark at the end of an exclamation sentence;

place punctuation marks in a personal letter, dictated by its format, in accordance with the norms accepted in the country of the language being studied.

student will have the opportunity to learn:

compare and analyze letter combinations of the English language and their transcription.

Phonetic side of speech

student will learn:

observe the correct stress in the words studied;

distinguish communicative types of sentences by their intonation.

student will have the opportunity to learn:

express modal meanings, feelings and emotions using intonation.

Lexical side of speech

student will learn:

recognize the studied lexical units (words, phrases, cliché lines of speech etiquette) in written and spoken text, including polysemantic ones within the scope of the main school;

use in oral and written speech mainly the studied lexical units (words, phrases, cliché lines of speech etiquette), including polysemantic ones, within the scope of the basic school in accordance with the communicative task being solved;

recognize and form related words using compounding and conversion within the scope of basic school topics in accordance with the communicative task being solved;

recognize and form related words using affixation within the scope of the main school in accordance with the communicative task being solved:

verbs with separable and inseparable prefixes and other words in the function of prefixes like: fern sehen;

nouns using the suffixes -ung (die Ordnung), -heit (die Freiheit), -keit (die Sauberkeit), -schaft (die Freundschaft), -or (der Proffessor), -um (das Datum), -ik ( die Musik);

nouns and adjectives with the prefix un- (das Unglück, unglücklich);

adjectives using the affixes -ig (richtig), -lich (fröhlich), -isch (typisch), -los (fehlerlos);

numerals using the suffixes -zig, -βig.

student will have the opportunity to learn:

recognize and use in speech in several meanings polysemantic words studied within the scope of the basic school;

use linguistic guesswork in the process of reading and listening (guess the meaning of unfamiliar words by context, by similarity with Russian/native language, by word-formation elements.

The grammatical side of speech

student will learn:

recognize and use various communicative types of sentences in speech: narrative (in the affirmative and negative form), interrogative (general, special, alternative and disjunctive questions), incentive (in the affirmative and negative form) and exclamation;

recognize and use common and common sentences in speech;

recognize and use impersonal sentences in speech;

recognize and use in speech nouns in the singular and plural, formed according to the rule, and exceptions;

recognize and use nouns with definite/indefinite/zero articles in speech;

recognize and use pronouns in speech: personal, possessive;

recognize and use adjectives in the positive degree in speech;

recognize and use in speech adverbs of time and manner of action and words expressing quantity viele, einige, wenige;

recognize and use quantitative and ordinal numbers in speech;

recognize and use weak and strong verbs with separable and inseparable prefixes in speech Präsens;

recognize and use modal verbs in speech Präsens;

recognize and use prepositions in speech .

student will have the opportunity to learn:

recognize in speech the phrases “Adjective + noun” of different types of declension (ein kleines Kind, das kleine Kind, kleines Kind).

Sociocultural knowledge and skills

student will learn:

use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the language being studied;

represent your home country and culture in German;

understand sociocultural realities when reading and listening within the framework of the studied material.

student will have the opportunity to learn:

use sociocultural realities when creating oral and written statements;

find similarities and differences in the traditions of the native country and the country/countries of the language being studied.

Compensatory skills

student will learn:

get out of the situation when there is a shortage of linguistic resources: use questioning when speaking.

student will have the opportunity to learn:

use paraphrases, synonymous and antonymic means when speaking;

use linguistic and contextual clues when listening and reading.

Mastering the subject “Foreign language (second)” in primary school involves the use of a communicative approach to teaching a foreign language.

The academic subject “Foreign language (second)” ensures the formation and development of foreign language communication skills and language skills that are necessary for students to continue their education at school or in the secondary vocational education system.

Mastering the academic subject “Foreign Language (Second)” is aimed at students achieving a sub-threshold level of foreign language communicative competence, which allows them to communicate in a foreign language in oral and written forms within the scope and language material of the basic school both with native speakers of a foreign language and with representatives of other countries who use a foreign language as a means of interpersonal and intercultural communication.

The study of the subject “Foreign language (second)” in terms of the formation of skills and the development of abilities to generalize and systematize existing language and speech experience is based on interdisciplinary connections with the subjects “Russian language”, “Literature”, “History”, “Geography”, “Physics” , “Music”, “Fine Arts”, etc.

Subject content of speech

My family. Family relationships. Conflict situations and ways to resolve them.

My friends. Best friend/girlfriend. Appearance and character traits. Interpersonal relationships with friends and at school.

Free time. Leisure and hobbies (music, reading; visiting the theater, cinema, museum, exhibition). Types of recreation. Shopping. Pocket money. Youth fashion.

Healthy lifestyle. Work and rest schedule, exercise, healthy eating, giving up bad habits.

Sport. Kinds of sports. Sport games. Sport competitions.

School. School life. Rules of conduct at school. Subjects studied and attitudes towards them. Extracurricular activities. Mugs. School uniform . Holidays. Correspondence with foreign peers.

Choice of profession. World of professions. The problem of choosing a profession. The role of a foreign language in plans for the future.

Trips. Traveling around Russia and the countries of the language being studied. Transport.

The world

Nature: plants and animals. Weather. Ecological problems. Environment protection. Living in the city/in the countryside

Mass media

The role of the media in the life of society. Mass media: press, television, radio, Internet.

Countries of target language and native country

Countries, capitals, major cities. State symbols. Geographical position. Climate. Population. Attractions. Cultural features: national holidays, memorable dates, historical events, traditions and customs. Outstanding people and their contribution to science and world culture.

1st year of study

1. Getting to know each other/Kennenlernen (12 h)

student will learn: greet people; introduce yourself and say where they live; fill in the questionnaire; spell the name; say what they like, name their place of residence.

Grammar: personal pronouns: ich, du, Sie; Verbs: heißen, wohnen, mögen, sein; questions with question word (wie, was, wo, woher) and answers to them; word order; intonation of a simple sentence.

Conduct an etiquette dialogue in everyday communication situations (greet, say goodbye, find out how you are doing, introduce yourself, ask about age); reproduce graphically and calligraphically correctly all letters of the German alphabet and basic letter combinations; distinguish by ear and adequately pronounce all sounds of the German language; observe the correct emphasis in words and phrases, intonation in general; use verbs heißen, wohnen, mögen, sein in affirmative and interrogative sentences in the first, second person and polite form; fill out the form; read and write like a chat message; get acquainted with the sights and greeting formulas of German-speaking countries.

2. My class/Meine Klasse (9 hours)

student will learn: name numbers from 0 to 1000; dictate telephone numbers; talk about people and objects; say what they like and what they don't.

personal pronouns: er/sie, wir, ihr; G lagols: kommen, heißen, mögen, sein; O definite and indefinite articles: der, das, die, ein, eine; possessive pronouns: mein, dein; prepositions: in,auf; numbers; school supplies; names of some school subjects ; sentence stress; intonation ; interrogative sentence; vocabulary stress.

Reading, speaking, listening, writing: conduct a questioning dialogue (about which school subjects you like and which you don’t); talk about their friend/girlfriend; operate with active vocabulary in the process of communication; reproduce texts of rhymes by heart; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings, built on the studied language material: short dialogues, rhymes, songs; respond verbally or non-verbally to what they hear; understand by ear and pronounce numbers and groups of numbers; call telephone numbers; spell first and last names; expressively read aloud short texts based on the studied language material; write a short story about themselves, their friend/girlfriend based on a sample; observe the correct emphasis in words and phrases, intonation in general; use conjugation of known verbs in affirmative and interrogative sentences, definite and indefinite articles in singular. number, possessive pronouns mein, dein, numerals (quantitative from 1 to 1000).

3. Animals/Tiere (11 h)

student will learn: talk about animals; conduct classroom interviews; understand text about animals; describe animals; name colors, name animals.

Grammar, vocabulary, phonetics: conjugation of verbs haben, sein; questions without a question word; accusative; plural of nouns; names of animals, flowers, continents and parts of the world; vocabulary stress, short and long vowels.

Reading, speaking, listening, writing: conduct a questioning dialogue (about animals); talk (about their animals); operate with active vocabulary in the process of communication; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings; expressively read aloud short texts based on the studied language material; write a short story about themselves, their toys, what they can do, based on a model; observe the correct stress in words and sentences, intonation in general; conduct interviews about favorite animals and reports based on the collected material; use the accusative case and plural nouns, questions without a question word.

Little break/Kleine Pause (1 hour). Repetition.

 Make educational posters.

 Compose dialogues, use active vocabulary in the communication process.

 Read and reproduce the poem.

 Play grammar games.

4. My day at school/Mein Schultag (9 hours)

student will learn: name the days of the week and time of day; describe your daily routine; understand and compose texts about school.

Grammar, vocabulary, phonetics: u time indication; word order in sentences indicating tense; prepositions: um, von...bis, am; names of hours, time of day, days of the week, school subjects; short and long vowel.

Reading, speaking, listening, writing: tell about themselves, including information about school lessons, indicating the time; operate with active vocabulary in the process of communication; write an email about yourself according to the sample; read, understand and draw up their lesson schedule indicating the days of the week and time; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings, built on the studied language material, find the requested information; respond verbally or non-verbally to what they hear; observe the correct stress in words and sentences, intonation in general; listen and read the poem expressively; consume sentences indicating tense, observing correct word order and tense prepositions; talk about the daily routine; get acquainted with regional information about schools in German-speaking countries.

5. Hobbies (8 hours)

student will learn: talk about hobbies; arrange a meeting; say what they can do and what they can’t; ask permission; read and describe statistics.

Grammar, vocabulary, phonetics: verbs with an inflected root vowel: fahren, lesen, sehen; m odal verb können; verbs with separable prefix, frame construction ; To short and long vowel.

Reading, speaking, listening, writing: conduct dialogues about their hobbies, about what they can and cannot do; talk about their hobbies, use active vocabulary in the process of communication; arrange a meeting; ask permission using modal verbs; understand by ear the teacher’s speech and the statements of classmates; read sentences with correct phrasal and logical stress; observe the correct stress in words and sentences, intonation in general; read and describe statistical information; use verbs with separable prefixes, observing the frame structure.

6. Myfamily/Meine Familie (7h)

student will learn: describe the picture; talk about family; understand the text about family; talk about professions.

Grammar, vocabulary, phonetics: possessive pronouns sein, ihr, unser; masculine and feminine professions, words denoting kinship; pronunciation of endings -er, -e.

Reading, speaking, listening, writing: talk about their family, including names of professions; describe the pictures; conduct dialogues about the family, compose mini-dialogues based on the model; read and understand short texts based on the studied language material; use possessive pronouns; read sentences with correct phrasal and logical stress; understand by ear the speech of the teacher, classmates and small accessible texts in audio recordings, built on the studied language material; read and describe statistical information; get acquainted with regional information about families in Germany.

7. How much does it cost?/Was kostet das? (12 hours)

student will learn: name the price; say what they would like to buy; talk about what they like and what they don’t; find information in the text.

Grammar, vocabulary, phonetics: with verb tense essen, treffen, mochten, word order in a sentence: frame construction; phrases, diphthongs ei, au, e.

Reading, speaking, listening, writing: conduct dialogues based on the studied language material (name the price, ask how much it costs, say what they like, what they don’t, what they would like to buy, talk about pocket money); get acquainted with the German tradition of compiling a list of birthday gifts and write similar lists; discuss birthday gifts for friends, taking into account their cost and friends’ wishes; read texts and find the requested information; read texts with full understanding using a dictionary.

Big break/Große Pause (1 hour) Repetition.

Grammatical aspect in teaching:

Students master grammatical material in unity with phonetics and vocabulary. The active grammatical minimum consists of the following grammatical phenomena: personal pronouns and possessive pronouns; verb haben V Präsen s, verb sein V Präsens, weak verbs wohnen, basteln, sammeln and others in Präsens, verbs with separable prefixes in Präsens, modal verb können V Präsens, verb machen V Präsens; nouns with a definite article, with an indefinite article, with a zero article (use of profession names), with a negative article, plural nouns, nouns in the accusative case (Akkusativ); Cardinal numbers; prepositions um, von...bis, am. Word formation: nouns to denote masculine and feminine professions. Syntax: word order in a declarative sentence, word order in an interrogative sentence (question words), forms of negation in a sentence, forms of affirmation in a sentence. The main thing in organizing work with structures is their functional application. Work on grammar fits into the context of students’ communicative activities and is subordinated to solving speech problems.

Thematic course planning“Second foreign language (German)”

5th grade (1st year of study)

Number of hours: total 35 hours, 1 hour per week

Textbook: “Horizons” by M.M. Averin, F. Gina, L. Rohrman, M. Zbrankova.

Calendar and thematic planningcourse“Second foreign language (German)”5th grade (1st year of study)