Work program on "Russian language for foreign citizens". Work program of the academic discipline
I APPROVED
Director of IMOYAC
"___"_____________2011
DISCIPLINE WORK PROGRAM
practical course of the first foreign language
(Russian language)
DIRECTION OF OOP 035700 Linguistics
TRAINING PROFILE Theory and practice of intercultural communication QUALIFICATION Bachelor
BASIC ADMISSION CURRICULUM 2011
WELL 1–3 SEMESTER 1–5
AMOUNT OF CREDITS 52 (6/12/12/12/10)
PREQUISITES Preparatory department program (Russian as a foreign language)
COREQUISITES Russian language and culture of speech, History of literature of the countries of the language being studied, Practical course second foreign language
TYPES OF LEARNING ACTIVITIES AND TIME RESOURCE:
hours (aud.) |
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Practical lessons | hours (aud.) |
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AUDITORY LESSONS | hours |
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INDEPENDENT WORK | ||
hours |
FORM OF TRAINING Full-time
TYPE OF INTERMEDIATE CERTIFICATION Test in 1st, 3rd, 4th semesters, exam in 2nd, 5th semesters
SUPPORT DIVISION Department of RAL
HEAD OF THE DEPARTMENT _______________
HEAD OF PLO _______________
TEACHERS _______________
1. Goals of mastering the discipline
As a result of mastering this discipline, the bachelor acquires knowledge, skills and abilities that ensure the achievement of goals Ts1, Ts2, Ts5 main educational program "Linguistics". The goal of the discipline is to develop communicative competence that allows solving communicative problems in various situations and areas of communication (at the middle stage of studying RFL). The discipline is aimed at preparing bachelors of linguistics for production and practical activities to ensure intercultural communication in various professional fields.
2. The place of discipline in the structure of OOP
The discipline is included in the basic part of the professional cycle and is directly related to the disciplines of this cycle, including the discipline “Practical course of a second foreign language”. The course is basic for the simultaneous and further study of all disciplines of the first foreign language: “Ancient languages and cultures”, “History of literature of the countries of the language being studied”, disciplines of the profile “Theory and practice of intercultural communication”.
To successfully master the discipline, a student must have a sufficient level of competencies in the field of Russian as a foreign language, developed within the framework of the preparatory department program, corresponding to the first level of the TRFL.
3. Results of mastering the discipline
After studying this discipline, bachelors acquire knowledge, skills and experience that allow them to achieve the results of the main educational program P2, P3, P4, P5, P6, P7, P11*. The correspondence of the results of mastering the discipline “Practical course of the first foreign language” with the results of training in the OOP “Linguistics” is presented in the table.
Components of learning outcomes in accordance with OOP* | Results of mastering the discipline |
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As a result of mastering the discipline, the bachelor must know Study and practice grammatical categories noun; fixing the declension of nouns. Study of grammatical categories, methods of formation and change, features of the use of pronouns of all types. Section 2. Rest Introduction to the active vocabulary of the vocabulary of the thematic group “recreation”; discussion of types of entertainment in modern society. Introduction to Russian folk holidays, presentation by students of the national holiday of their country. Discussion of cultural issues, comparison of Russian culture and the native culture of students. Travel lessons around the world. Introduction of vocabulary from the thematic group “travel, tourism”. Familiarization with the vocabulary of the thematic group “sport”. Studying and practicing forms of adjectives and numerals. Section 3. Man as a living being Introduction to the active vocabulary of vocabulary from thematic groups “appearance”, “health”, “food”, “furniture”, “clothing, shoes”. Formation of the ability to describe a person’s appearance. Introduction to traditional Russian cuisine, presentation by students of traditional cuisine of their country. Description of the house. Discussion of wealth issues. Studying and practicing grammatical categories and classes of verbs. Formation of the ability to distinguish the features of the use of types of tense forms of verbs. Formation of the ability to use verbs of motion and verbs with - sya. Introduction to participles and gerunds. Section 4. City Introduction to the active vocabulary of vocabulary from thematic groups “city”, “urban transport”, “shop”. Study of the history, structure, sights of Tomsk, presentation by students of their hometown. Formation of the ability to carry out free dialogical communication in urban transport, in a store, cafe, restaurant. Acquaintance with the peculiarities of the formation, meaning and use of adverbs in the Russian language. Practicing basic prepositional-case constructions, distributors of basic models of simple sentences, and the use of compound and complex sentences. Section 5. Man and society: communication Acquaintance with the system of government, presentation by students of the government structure of their country, discussion of problems of the internal policy of the state. Formation of the ability to carry out free dialogical communication in urban institutions. Studying Russian etiquette, comparing the features of Russian etiquette and the etiquette of the students’ country. Acquaintance with the peculiarities of speech behavior on various trips. Studying ways of expressing a predicate in Russian. Section 6. Man and society: areas of activity Discussion of areas of human activity. Acquaintance with Russian art, presentation by students of the art of their country. Discussion of issues of science and medicine. Acquaintance with various media, developing the ability to understand the texts of modern media. Characteristics of professions. Improving the ability to use various types of tense forms of verbs. Learning to control verbs and short adjectives. Section 7. Man as a rational being Introduction to the active vocabulary of vocabulary from thematic groups “intelligence”, “emotions”, “character”. Discussion of human intellectual capabilities. Formation of the ability to describe the emotional state and character of a person. Learning ways to express time in simple and complex sentences. Improving the ability to use spatial expanders in a simple sentence. Studying ways of expressing cause-and-effect relationships in simple and complex sentences. Section 8. Nature Introduction to the active vocabulary of vocabulary from thematic groups “geography”, “climate”, “animals and plants”. Characteristics of the geographical location and climate of the Russian Federation, presentation by students of the geography of their country. Discussion of modern environmental problems. Studying ways of expressing attributive relations in simple and complex sentences. Improving the ability to use participles and participial phrases, active and passive constructions. Section 9. A person and his personal life Formation of the ability to describe a person’s biography, familiarity with the biography of famous personalities. Improving the ability to describe a person’s appearance and character traits. Discussion of issues of maintaining health in modern society. Discussion of issues of personal relationships: love, friendship, family. Characteristics of the traditional way of life of the Russian family, presentation by students of the way of life in their country. Studying ways of characterizing a mode of action, expressing target and conditional relationships in simple and complex sentences. Section 10. National specifics Getting to know Russian national character, national traditions, cuisine, clothing. Presentation by students of their national traditions. Discussion of the problems of globalization and preservation of national specifics. Studying ways of expressing comparison and concessional relations in simple and complex sentences. Studying the rules for constructing sentences with explanatory clauses. 4.2 Structure of the discipline by sections, forms of organization and control of training Table 1 Discipline structure by sections and forms of training organization
4.3 Distribution of competencies by discipline sections table 2 Distribution of planned learning outcomes by discipline sections
5. Educational technologies Table 3 Methods and forms of training organization (TEO) 6. Organization and educational and methodological support for students’ independent work 6.1 Current SRS is aimed at deepening and consolidating the student’s knowledge and developing practical skills. The current CDS within the discipline “Practical course of the first foreign language (Russian language)” includes the following types of work: – doing homework; - home reading; – working with an electronic textbook; |
Direction of training"Linguistics"
Training profile - Theory and practice of intercultural communication
Translation and translation studies
Graduate qualifications – Bachelor
The purpose of discipline“Practical course of the first foreign language” is the formation of professional English language skills in the field of translation activities, obtaining in-depth knowledge in such humanities, such as history, linguistics, theory and history of the languages being studied and others, as well as practical preparation for work as translators (written and oral translations) in various firms, companies and organizations that require translation of documentation, business letters, etc. from English into Russian and from Russian into English.
The goal of the course “Practical course of the first foreign language (English)” is realized through the content of language teaching. It includes the following aspects: material (means of language and speech, including texts), ideal (problems, areas of communication) and procedural. Means of language and communication problems are concentrated in educational literature. It was selected on the basis of compliance with modern requirements for the content of language education (educational information must be authentic, socially significant and culturally specific) and in accordance with the objectives of the stages of training.
The structure of the discipline includes the following sections:
1. Practice speaking.
2. Practical phonetics.
3. Practical grammar.
4. Home reading.
5. Business English.
6. Practice writing.
Objectives of mastering the discipline:
Tasks speaking practice are:
Teaching speech activity in a language, developing skills in operating with the rules by which linguistic units are arranged into meaningful statements;
Development of the ability to communicate, i.e. the ability to plan speech behavior, understand and convey information in coherent, logical and reasoned statements, construct and organize a statement in accordance with the functional task of communication;
Development of the ability to carry out different types of speech-cognitive activities and choose linguistic means in accordance with the place, time, sphere of communication, adequate to the social status of the communication partner;
Formation of the need for self-improvement in a foreign language, that is, the student’s ability to overcome the deficit of his knowledge in the field of linguistic code, the presence of linguistic and general cultural foreign language skills that allow him to find ways to fill gaps in linguistic, speech and sociocultural competencies.
Task practical phonetics is to form an idea of all the components of the phonetic structure of the modern English language in their system, to become familiar with the prosodic system of the English language, the main varieties of the English language and to develop the skill of distinguishing them by ear, to acquire the ability to transcribe and produce intonation markings of statements, to develop in students speech hearing, which allows for a correct interpretation of the received speech signal, and on the other hand, to possess the necessary articulatory and rhythmic-intonation skills in order to be able to adequately encode one’s own speech in a foreign language.
The task practical grammar is to form in students an idea of the grammatical structure of a foreign (English) language, the laws and rules for the formation and modification of words, combining them into phrases, the rules for constructing sentences and combining them within more complex syntactic structures. The ability to apply acquired knowledge about word formation, morphology and syntax is carried out through performing grammar exercises, which use both traditional and communicative ones, aimed at the situational use of grammatical structures.
The task home reading is to introduce students to one of the ways to improve their skills and abilities and teach them how to correctly use it in the future for the purpose of self-improvement, increase their vocabulary using the example of works of fiction, and also develop the ability to receive and analyze information.
Tasks business English are:
To familiarize students with the basic concepts of business English;
Expand students’ vocabulary in the context of proposed business topics;
Teach students to successfully discuss various current issues with business partners, both orally and in writing;
Develop the ability to understand your interlocutor in business English;
Develop skills in reading and translating business publications in English.
The task writing practice is to develop students’ skills in writing a short essay and business letter, familiarize students with the scheme for writing an essay, report, summary.
Requirements for the results of mastering the discipline:
- possess a system of linguistic knowledge, including knowledge of basic phonetic, lexical, grammatical, word-formation phenomena and patterns of functioning of the foreign language being studied, its functional varieties (PC-1);
- have an idea of the ethical and moral standards of behavior accepted in a foreign cultural society, models of social situations, typical interaction scenarios (PC-2);
- master the basic discursive methods of realizing the communicative goals of an utterance in relation to the features of the current communicative context (time, place, goals and conditions of interaction) (PC-3);
- master the basic ways of expressing semantic, communicative and structural continuity between parts of a statement - compositional elements of the text (introduction, main part, conclusion), superphrasal unities, sentences (PC-4);
- be able to freely express your thoughts, adequately using a variety of linguistic means in order to highlight relevant information (PC-5);
As a result of studying the discipline, the student must:
have:
· high level of motivation and desire for constant development and self-improvement;
· readiness to work in society: respect for other people’s opinions and a critical attitude towards one’s own strengths and weaknesses.
know:
· the system and structure of the language and the rules of its functioning in the process of foreign language communication;
· ethical and moral standards of behavior accepted in a foreign cultural society, models of social situations, typical interaction scenarios;
· forms of politeness, business and professional vocabulary of various spheres of life (for example, medicine, education, etc.);
· ways, methods and means of independently improving your professional level.
be able to:
· organize your speech and non-speech behavior adequately to the tasks of communication;
· use formal means to create grammatically and phonologically correct, meaningful statements in the language;
· overcoming the influence of stereotypes, simulate various communication situations;
· create foreign language texts of various directions;
· analyze and summarize information.
own:
· the main features of official, neutral and informal registers of communication;
- oral and written communication skills.
Thematic content of the discipline:
GRAMMAR SECTION
Topic 1. Personal form of the verb
Topic 2. Present tense
Topic 3. Past tense
Topic 4. Past tense
Topic 5. Past tense
Topic 6. Future tense
Topic 7. Noun, pronoun
Topic 8. Noun, articles
Topic 9. Passive voice
Topic 10. Indirect speech
Topic 11. Adverbs and adjectives
Topic 12. Modal verbs
Topic 13. Infinitive
Topic 14. Gerund
Topic 15. Gerund and Infinitive
Topic 16. Participle I and participle II
Topic 17. Types of proposals
Topic 18. Means of expressing unrealistic actions in subordinate clauses of various types
Topic 19. Inversion
Topic 20.Grammar of oral and written discourse
Topic 21. Grammatical features of various types of discourse (scientific, journalistic, etc.)
Topic 22. Grammatical features of various types of discourse (political, etc.)
SECTION ORAL SPEECH PRACTICE
Topic 1. Education and employment
Topic 2. Tourism
Topic 3. Globalization of cultures
Topic 4. International relations
Topic 5. Medicine and health
Topic 6. Fashion
Topic 7. People and their ideas
Topic 8. New technologies
Topic 9. Mass media
Topic 10. Law and order
Topic 11. Art
Topic 12. Business
Topic 13. Natural sciences
SECTION PHONETICS
Topic 1. Subject of phonetics. Phonetics sections. Speech communication
Topic 2. Acoustic base of phonetics
Topic 3. Strong and weak forms of words
Topic 4. Syllable structure
Topic 5. Speech. Flow of speech
Topic 6. Features of English prosody
Topic 7. Communicative types of sentences.
Topic 8. Intonation of interrogative sentences
Topic 9. Intonation of subordinate constructions
Topic 10. Graphics and spelling
Topic 11. Pronunciation norm
SECTION HOME READING
Topic 1. Stories of R. Dahl
Topic 2. Stories by O. Wilde
Topic 3. Stories by R. Bradbury
Topic 4. Stories by Charles Dickens
Topic 5. Stories by G. Green
Topic 6. Stories by E. Hemingway
Topic 7. Stories by S. Maugham
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal state budgetary educational institution higher professional education "Tver State University" APPROVED by the Dean of the Faculty of Foreign Languages and Computer Science ________L.M. Sapozhnikova " " 2011 EDUCATIONAL AND METHODOLOGICAL COMPLEX in the discipline PRACTICAL COURSE OF THE FIRST FOREIGN (ENGLISH) LANGUAGE for 1-2 year full-time students, specialty 031201 - Theory and methodology of teaching foreign languages and cultures Discussed at a meeting of the English Department on November 10, 2011. Protocol No. 3 Compiled by: Ph.D., Associate Professor ________________ Korytnaya M.L. Ph.D., Associate Professor ______________ Maskadynya V.N. Head department ______________ N.O. Zolotova Tver 2011 2 LIST OF MATERIALS of the educational and methodological complex for the discipline OPD.F.O.4.1 “PRACTICAL COURSE OF THE FIRST (ENGLISH) FOREIGN LANGUAGE Explanatory note…………………………………………….. . Training program ……………………………………………………. Working curriculum…………………………………………… Plans and guidelines on preparation for practical exercises ………………………………………….. List of references ………..…………………………………………………………… Methodical recommendations for organization of independent work of students………………………………. Requirements for rating control……………………………………… Final control program……………………………………………………… P.3-5 6-24 25-28 28 -29 30-32 33-45 46-49 50-51 3 EXPLANATORY NOTE 1. Requirements of the State Educational Standard for Higher Professional Education for the content of this discipline According to the requirements of the STATE EDUCATIONAL STANDARD OF HIGHER PROFESSIONAL EDUCATION (Moscow, 2000) for the direction of training of a certified specialist 620100 - “Linguistics and intercultural communication" (qualification "Linguist, teacher") discipline "Practical course of the first (English) foreign language" is structurally included in the OPD.F.04 - "Practical course of the first and second foreign language". The meaningfully named State Educational Standard of Higher Professional Education interprets the practical English language course as mastering the spelling, spelling, lexical, grammatical and stylistic norms of the language being studied; as the development of general and communicative competence, in relation to all types of communicative activities in various areas of speech communication; as mastery of the basic forms of utterance: narration, description, reasoning; monologue, dialogue, polylogue, as well as speech culture and speech etiquette and provides initial training for certified specialists in the above-mentioned areas and qualifications. 2. Goals and objectives of the discipline (professional and educational) The main professional goal of the discipline “Practical course of the first foreign language” is to develop students’ intercultural communication skills in its linguistic, subject and activity forms, taking into account the stereotypes of thinking and behavior in the culture of the language being studied. The main educational goal of the discipline “Practical course of the first foreign language” is to teach the culture of foreign language oral and written communication based on the development of general linguistic, pragmatic and intercultural competence, which, in interaction with other disciplines, contributes to the formation of professional skills among students. The main objectives of the discipline: In the field of productive oral speech: grammatical and phonetic accuracy of speech; absence of unreasonable intra-syntagmatic pauses; quick speech response, including in unprepared dialogue; expansion of statements and lexical richness of speech due to words accumulated from textbook materials and home reading. In the field of listening speech perception: understanding speech at a pace close to normal; 4 semantic perception from the voice of all studied lexical units and grammatical structures; frontal development in students of readiness for semantic perception of speech at the first presentation. In the field of reading: the formation of reading skills, first adapted and then non-adapted literature, with the implementation of normal phonation, retelling without intrasentagmic pauses, complete semantization of text units, completeness of semantic perception of all microcontexts, a gradual increase in text reading to 8 pages per hour in conditions of a gradual increase in the complexity of non-adapted texts. In the field of written speech: teaching students a detailed written statement that has grammatical complexity and lexical richness, characteristic of texts for reading at the end of the second semester; achieving a writing speed equal to (at least) four notebook pages per hour; achieving spelling accuracy in the studied vocabulary. 3. The place of the discipline in the structure of specialist training The discipline “Practical course of the first foreign language” is studied during the 1st, 2nd and 3rd semesters. Provides initial training for a certified specialist in the field of Linguistics and Intercultural Communication. This discipline stimulates the intellectual and emotional development of the student’s personality, his mastery of certain communication techniques based on the development of general, linguistic, pragmatic and intercultural competence, which, in interaction with other disciplines, contribute to the formation of professional skills among students. 4. Skills and abilities acquired by students in the process of mastering this academic discipline As a result of the formation of professional and general cultural competence in students during practical classes in the discipline “Practical course of the first foreign (English) language”, they should: KNOW: phonological, lexical, grammatical phenomena and patterns of the language being studied as a system, including cognitive organization and ways of storing knowledge about linguistic phenomena in the mind of an individual (for example, associative, paradigmatic and other types of connections of linguistic phenomena); 5 discursive ways of expressing factual information in a foreign language text. literary norm of the language being studied: spelling, spelling, lexical, grammatical and stylistic; linguistic characteristics of types of discourse: 1) oral and written discourse; 2) prepared and unprepared; 3) official and informal speech. BE ABLE TO: take into account regional realities, national traditions, rituals, customs, accepted patterns of communication, politeness formulas in communicative and professional activities; identify possible difficulties in mastering lexical, grammatical and phonetic material based on intralingual and interlingual comparative analysis, as well as determine the possibilities of relying on the native language; select illustrative material for the linguistic phenomena being studied; explain the formation, meaning and use of lexical and grammatical phenomena (within the limits of the material being studied), using lexicological and grammatical concepts and terms, as well as regional knowledge; explain phonetic phenomena, use transcription and manage students’ choral work when teaching pronunciation; compose lexical, grammatical and phonetic exercises and test tasks, taking into account the difficulties of language material for a specific student population; pedagogically competent writing on the board; notice errors in someone else’s oral and written speech and correct them (within the framework of the studied language material) while simultaneously monitoring the semantic side of students’ statements; give overall assessment student responses; use modern technical means and the latest technologies during the educational process; adapt your speech in relation to the specific conditions of pedagogical communication. 5. Forms of control The discipline “Practical course of the first (English) foreign language” is studied over three semesters. Each semester ends with an exam. At the end of the 1st semester there is also a test. During the semesters, rating control is carried out (see sections “Requirements for rating control”, “Questions for testing”, “Program of the final exam in the discipline”). 7 CURRICULUM CONTENT OF THE DISCIPLINE “Practical course of the first foreign (English) language” This program is an adaptation of the corresponding document compiled by colleagues from MSLU and approved by the Ministry of Education of the Russian Federation. REQUIREMENTS FOR TYPES OF COMMUNICATIVE ACTIVITY A. Speaking Students are proficient in monologue speech: unprepared, as well as prepared in the form of a message and report, and dialogic speech: conversation, interview, discussion in situations of official and informal communication within the studied language material. Characteristics of speech: adequate implementation of communicative intention, logic, content, clarity, coherence, semantic and structural completeness, compliance with language norms, pragmatic and sociocultural parameters, expressiveness and adherence to the natural pace of speaking. Compositional speech forms: description, narration, reasoning and their combination, monologue, dialogue. Types of discourse: characterization, definition, explanation, comparison, evaluation, interpretation, commenting, summary, argumentation and their combination. B. Listening Students are able to listen in direct communication and in sound recording - monologue and dialogic speech, relying on the studied language material, sociocultural knowledge and skills (skills) of linguistic and contextual guesswork. Dynamics of courses: I year – monologue speech. The general pace of speech is closer to that of a native speaker; II course – monologue and dialogic speech performed by teachers or speakers. The amount of information extracted is the main idea. B. Writing Students are proficient in productive written speech of an official and neutral nature within the limits of the studied language material in compliance with the standard style of letters. Characteristics of speech: adequate implementation of communicative intention, clarity, logic, content, coherence, semantic and structural completeness, compliance with the language norm, pragmatic and sociocultural parameters of discourse. Compositional speech forms: description, narration, monologue, dialogue and their combination. Types of discourse: characterization, definition, explanation, comparison, evaluation, interpretation, commentary, summary and their combination. Types of speech works: private letter, abstract of a report, text of a message. D. Reading Students can read original fiction , as well as texts of everyday life and socio-political nature, based on the studied language material and sociocultural knowledge and knowledge of the organization of foreign language discourse. Types of reading: 1) reading aimed at understanding the main content of the text; 2) reading, with the goal of the most accurate and adequate understanding of the text with the goal of observing linguistic phenomena; understanding involves extracting basic types of information: factual, aesthetic; 3) quick reading in order to determine the range of issues discussed in the text and the main provisions of the author; 4) reading aimed at quickly finding certain information - scientific literature, including reference books. In addition, the ability to expressively read aloud an unfamiliar text after a quick glance is developed; reading pace – approaching the pace of a native speaker. Speech actions: Expression of factual information: Person, object, phenomenon; Message (description, narration); Correction, clarification; Finding out information; Confirmation Expression of intellectual attitudes: Expression of agreement / disagreement; Clarification of agreement/disagreement; Full consent; Forced consent; Partial consent; Negative statement as disagreement; Knowledge; Statement of knowledge of a person, object, phenomenon; Recall; Clarification; Subjective modality; Expression of probability; Determining the degree of probability; Expression and negation of necessity, including logical inference; Determining the need; Expressing the degree of uncertainty; Assumption; Determining the degree of uncertainty; Complete uncertainty; Objective modality; Expression of obligation; Finding out 9 obligatory; Competence; Ability/inability to do something; Clarification of ability / inability; Permission/non-permission; Finding out the possibility/permission; Granting permission; Denial of permission, non-permission, prohibition; Expression of will; Expression of desires, needs; Clarification of desires, needs; Expression of intention; Determining intent; Expression of preference; Clarification of preference Emotional assessment: Expression of joy, pleasure; Expression of displeasure, disappointment; Expression of sympathy, location; Expression of antipathy; Finding out likes/dislikes; Expression of satisfaction/dissatisfaction; Expression of interest; Expression of lack of interest, indifference; Finding out interest in something/lack of interest; Expression of surprise; The reaction is surprising; Lack of surprise; Reaction of curiosity; Expression of hope; Expression of disappointment, annoyance; Expression of confusion; Expression of fear, fear, anxiety; The ability to calm someone down; Expressing moral obligations; Expression of approval/disapproval; Expression of remorse; Expression of regret, sympathy Impact, persuasion: Suggestion of action; Agreement with the proposal; A request to do something; Advice; Warning, encouragement to refuse; Inducement, encouragement to action; Management; Help offer; Response to an offer of help; Proposal, invitation to action; Acceptance of an invitation, offer; Refusal of an invitation or offer; Request for a specific thing; Evasive answers; Hint Speech etiquette: Attracting attention; Greetings; Appeal (formal/informal); Response to appeal; Acquaintance, introduction (neutral, formal, informal); Response to submission (neutral, formal, informal); Farewell (official, unofficial); Apology (neutral, formal, informal); Accepting an apology; Gratitude; Response to gratitude; Expression of misunderstanding; Please repeat what was said; Please clarify and confirm what was said; Please clarify anything; Please write something; Please speak more slowly; Paraphrasing, explaining in other words; Repeating what the interlocutor said; Finding out whether the interlocutor understood you; The name of the word, first name, last name by letter; Compliment; Reply to a compliment; Courtesy, good wishes; Congratulation; Reply to congratulations; Presentation of a gift; Response to receiving a gift; Sympathy; Condolences; Reply to condolences; Toasts 10 Structuring speech: Beginning; Hesitation; Self-correction; Introduction of the topic; Expressing your own opinion; Non-categorical, allowing for options; Sequence expression; Giving an example; Highlighting, underlining in oral and written speech; Introductory words, phrases; Generalization, conclusions, summation; Changing the topic (neutral, formal, informal); Asking your interlocutor to change the topic; Asking for opinions; Initiating the interlocutor's speech; Indicators of attention to the interlocutor’s speech; Interrupting an interlocutor or conversation; Encouragement to continue; An indication that a speech is coming to an end; Completion of speech Universal concepts for selecting linguistic material Existence, being, presence: Existence of a person, object; Presence/absence; Presence/absence; Reality/unreality Space: Location; Possibly Closed syllable as the most characteristic syllable type in the English language. Syllable-forming sonants in English. Combinatorial variation of sounds in a syllable: assimilation and accommodation, lack of deafening of voiced consonants at the end of a syllable. Positional duration of vowels in a syllable. Accent (rhythmic) group. Division of speech into accent (rhythmic) groups. Phonetic characteristics of word stress in English and Russian languages. Place of stress in an English word. Stress gradation in an English word. Emphasis on simple, derivative and difficult words Oh. 15 Semantic possibilities of word stress in English. Changing the place of stress under the influence of a rhythmic tendency. Positional changes of vowels and consonants in a word. Comparative characteristics of qualitative and quantitative reduction of unstressed vowels in English and Russian languages. Syntagma is a phrase. Features of the melodic design of various communicative types of utterances, as well as non-finite syntagmas in the English language. English falling tone (arched, steep, full) versus Russian falling tone (linear, flat, incomplete). The use of the English falling tone in neutral categorical statements, in neutral orders, in exclamatory phrases, in neutral special questions, in the second part of alternative questions, in the first part of neutral disjunctive questions, as well as in the second part of neutral disjunctive questions (if the speaker is confident in the correctness of his assumptions). English rising tone (low, arched-concave, flat) compared to Russian rising tone (high, linear, sharp). The use of an English rising tone in neutral general questions, in requests that do not contain the word please, such as Stand up. The use of an English rising tone in the first part of neutral alternative questions, as well as in the second part of neutral disjunctive questions (if the speaker is not sure of the correctness of his assumption). The predominant use in English of incomplete falling tones of high and middle levels in non-final syntagmas that are closely related in meaning to the subsequent part of the sentence. Use of descending-rising and level tones in the same position. The main units of the melodic component of intonation: pre-beat (pre-scale), beat (scale), nuclear tone, pre-beat. Graphic display of intonation. GRAMMAR Introduction Grammar is the science of the grammatical structure of a language. The two main sections of grammar are morphology and syntax. Synthetic and analytical grammatical forms that determine the type of grammatical structure of the language. English is a predominantly analytical language. 16 MORPHOLOGY - the study of parts of speech, their forms and functions. Significant parts of speech, auxiliary parts. speech. Grammatical category and its semantics. Noun. Formal and functional-semantic features of a noun. Lexico-semantic subclasses of a noun. Number category. Singular and plural: meaning and formation. Nouns that are used only in the singular or only in the plural. Plural forms of borrowed nouns. Case category. General and possessive And. Possessive case form. Basic functions of the possessive case. Possessive case of nouns of different lexical-semantic groups. Absolute case with the preposition of. Possessive case with phrases. Lack of formal gender in English. Division of nouns into three gender classes according to their relationship with third-person personal pronouns. Various cases expressions of gender during personification. Article. Definite article, indefinite article, zero article. Basic functions of articles. The use of articles with countable and uncountable nouns of different lexical-semantic groups. Articles for nouns in different syntactic positions. Articles with names of seasons, parts of the day, meals, etc. Articles with names of unique items. Articles with proper names. Adjective. Qualitative and relative adjectives. Degrees of comparison of adjectives. Substantivization of adjectives. The use of articles with nouns qualified by adjectives. Forms of degrees of comparison. The order of adjectives in preposition to a noun. Pronoun. Personal, possessive, demonstrative, indefinite, interrogative, relative, reflexive, reciprocal pronouns, their functions and use. Numeral. Cardinal and ordinal numbers. Their formation and use. Verb. Personal and impersonal forms of the verb. Three basic verb forms: present tense stem (infinitive without particle), past tense, past participle (participle II). Regular (regular) and irregular (irregular) verbs. Main classes of verbs. 17 Person and number of the verb. Verb tense forms: present, past, future, future in the past. Forms: indefinite, continuous, perfect, perfect-continuous. Basic meanings and functions of verb forms of aspect and tense. Present, past, future of an indefinite form Present Indefinite, Past Indefinite, Future Indefinite. The combination of to be going (to) with an infinitive to express the future. Present, past, future continuous form Present Continuous, Past Continuous, Future Continuous. Present past and future perfect forms Present Perfect, Past Perfect, Future Perfect. Present, past perfect continuous form Present Perfect Continuous, Past Perfect Continuous. Future in the past Future in the Past, its different forms. Sequence of times. Someone else's speech. Transmitting someone else's speech in different types of sentences. Direct speech, indirect speech. Communicative types of sentences in indirect speech. Mood. The system of moods in English. Subjunctive mood. The use of subjunctive forms to express conjectural and unreal actions. Forms of the subjunctive mood: subjunctive I (should/speak), subjunctive II (be/speak), subjunctive III (should/would speak, should/would have spoken), subjunctive IV (spoke, had spoken). Functions of the subjunctive mood in a statement: expression of problematicity in subordinate clauses of subjects, additional, predicate, attributive; after the expression it’s time; in additional subordinate clauses after the verb wish, in predicate clauses and comparisons after conjunctions as if, as though, in complex sentences with subordinate clauses of unreal conditions and concessions, in simple sentences with an implied unreal condition, in exclamatory sentences expressing an unreal desire. Pledge. Forms of pledges and their meaning. Active (active) voice, passive (passive) voice. Forms of aspect and tense in the passive voice. Expression of the subject of action and the instrument of action in passive constructions. Passive constructions with a subject expressing direct, indirect and prepositional object of action. Passive of action and passive of state. Modal verbs. Modal verbs as verbs of the relationship of the subject to the action. Morphological and syntactic features of modal verbs. Forms of tense and mood. A combination of modal verbs with different forms of the infinitive to express the meaning of voice, aspect, and temporal reference. Modal verbs can, may, must, should, ought, be, have, need, will, shall, dare and their meanings. Communicative functions of modal verbs in a statement: expression of possibility 18 (can, could, may, might, be + passive infinitive); necessity, obligation (must, should, ought, need, have, be); lack of need (need, have in negative sentences); doubts, uncertainty (may, might, could in affirmative sentences and can in negative sentences); probability (must, will, should, ought), improbability (can't, couldn't, shouldn't); permission (may, might, can, could); prohibition (may not, can't, mustn't, be not to). Non-finitive forms of the verb. Infinitive. Infinitive forms of transitive and intransitive verbs. Verb and substantive features of the infinitive. The particle to before the infinitive. The infinitive particle as a substitute for the infinitive. Syntactic functions of the infinitive. Constructions with the infinitive. Gerund. Forms of the gerund of transitive and intransitive verbs. Verb and substantive features of the gerund. Predicative complexes with the gerund. Participle. Forms of participle I and participle II of transitive and intransitive verbs. Verb and object-adverbial features of participle I and participle II. Syntactic functions of participle I and participle II. Participle II in functions of the predicative (passive state). Constructions with participles. Absolute construction. Adverb. Morphological and syntactic characteristics of adverbs. Difference between an adverb and an adjective. Homonymy of adverb and adjective. Degrees of comparison of adverbs. Stative (state category word). Meaning and functions of state category words. Proximity between words of the state category and adjectives. Interjection. The main groups of interjections: emotional, volitional. Position of interjections in a sentence. Pretext. Basic prepositions, their meaning and use: prepositions of place, direction, time, abstract relations. Position of preposition in a sentence. Union. Basic conjunctions, their meaning and use; coordinating and subordinating conjunctions. Particle. Grammatical characteristics and usage. SYNTAX Simple sentence. Members of a sentence and methods of their expression (word, phrase, syntactic complex). The subject is significant and formal. Formal subject it and there. Agreement between subject and predicate (formal and semantic). Addition. Types of add-ons. The order of additions in a sentence. Circumstances. Types of circumstances. 19 Communicative types of sentences. Structural and semantic varieties of interrogative sentences. Complex sentence. Union and non-union compound sentence. Relationships between parts of a complex sentence: connective, disjunctive, adversative, causal, consequential. Complex sentence. Sentences with subordinate clauses, predicates, additional clauses, determinative clauses (restrictive and descriptive), appositive clauses, adverbial clauses. Introducing conjunctions and allied words. Text Basic units of text (sentence and superphrasal unity). Grammatical means of communication in the text. Graphics, spelling, punctuation Graphics and spelling English alphabet and names of letters. Design of uppercase and lowercase letters of the English alphabet. Rules for writing numbers. Spelling rules for replacing the final letter “y” with the letter “i” in writing the corresponding inflectional forms: – when writing plural nouns; – when forming comparative and superlative forms of adjectives using the suffixes “-er” and “-est”; – when forming forms of the 3rd person singular. present tense of verbs; – when writing past tense forms and participle II of regular verbs; – when writing forms of ordinal numbers from 20 to 90; and word formation: – before the suffixes of nouns -ness, -ment, -er, -al; – before adjective suffixes -ous, -al, -able, -less; – before adverb suffixes -ly in polysyllabic words. Rules for preserving / omitting the final unreadable letter e in the spellings of the corresponding forms of inflection, word formation and composition. Doubling of consonants in monosyllabic words before endings -ed, -ing during word formation and before suffixes starting with a vowel during word formation. Spelling plural forms of nouns starting with -o. Rules for using the apostrophe: 20 – in the grammatical function to indicate the genitive case (a cat’s claws; cats’ claws); – in the phonetic function to indicate in writing the loss of a sound in speech, for example I’m, It’s, etc.; - V graphical function to indicate the omission of a sound in pronunciation, for example thro’ (through), row’d (rowed), etc. Spelling cardinal and ordinal numbers and fractions. Rules for using a hyphen in complex words like book-keeper, blue-eyed, well-bred, self-education, dancing-girl, light-green, re-election, intraatomic, co-operate, sister-in-law, forget-me -not, twenty-nine: – to avoid combining lowercase and uppercase letters (un-English, Xrays); – to avoid mixing homograph words in writing (recollect – recollect); – when hyphenating words (work-er, sum-mit). The use of capital letters to indicate: – the beginning of a sentence or poetic line; – proper names, titles and adjectives derived from them; – geographical names, regions and parts of the world; – days of the week, names of months and holidays; – historical dates and events; – philosophical, literary, artistic directions; – languages, nationalities, ethnic communities and races; – religions and their followers; – political, public, sports and other organizations and their members; – government, business, medical, educational and other institutions; – names of academic disciplines; – first person singular pronouns "I" and exclamations "O"; – greetings and farewells in letters. Punctuation Punctuation design of communicative types of sentences: narrative, interrogative, imperative, exclamatory. Use of a comma: – when listing (to separate homogeneous members expressed in words, phrases and subordinate clauses); – when identifying isolated members of all types; – when highlighting an absolute construction (The problem being controversial, the committee was set up to consider it); 21 – to separate independent sentences connected by conjunctions with the meaning of separation (or, not), adversarial (and, but), consequence (for, yet, so); – in non-union compound sentences (conditional, temporary, adverbial); – to separate a descriptive attributive clause (My father, who likes hockey very much ...); – after contacting a letter (Dear Sir, ...; Dear John, ...); – when writing integers from a thousand to a billion, for example 1,000; 45,000; 3,000000. The comma is not placed: – before a restrictive attributive clause (The man I told you about ...; The book that you want...; The book which you want); – with subordinate clauses of subjects, predicative and additional (What he said surprised everyone. I have the feeling that everyone will change for the better). Use of a period: – to indicate the end of an affirmative sentence; – when writing abbreviations that do not end with the same letter as the full (whole) word, or Latin abbreviations, for example Co.(company), etc.(etcetera), i.e. (id est), e.g. (exempli gratia); – when denoting decimal fractions in writing (11.75; 0.32; 5.004). The period is not placed after the title. Use of a semicolon: – when listing; – for separating isolated subordinate clauses in complex sentences with non-conjunctive connections. Use of a colon: – when introducing an explanatory part in a complex sentence. Use of a question mark: – at the end of a complete and incomplete interrogative sentence (Have you seen my books? No? And why?). Use of an exclamation mark: – to indicate the expression of emotional states (surprise, anger, indignation, indignation, fear, joy, etc.). Basic transfer rules. Transfer according to the syllabic principle. Transferring derivatives and complex words according to morphological principles (dis-appear, re-turn, help-less, etc.). Rules for hyphenation of words with double consonants: add-ing, press-ure, miss-ing, class-ify, when the double consonant belongs to the root, and regrettable, run-ner, beg-gar, travel-ling, knit-ted, man- nish in derivative words. 22 Transferring polysyllabic words to a vowel (fea-ture, hu-man, pro-tect, notice). 1st semester SECTION 1 Main and minor members offers. Imperative and impersonal sentences. Word order in an English sentence. The concept of the article. Article with subject and material nouns. Plural nouns Spelling rules for forming the plural of a noun. Four types of questions. Home reading. SECTION 2 Lexical topic “A Visit”. Grammar: verb to be in Present Indefinite Tense. Degrees of comparison of adjectives. Personal and possessive pronouns. Home reading. SECTION 3 Lexical topic “About Myself”. Grammar: possessive case of nouns. The verb to have in Present Indefinite Tense. Indefinite pronouns some, any, no. Prepositions of place. Numerals from 1 to 100. Home reading. SECTION 4 Lexical topic “My family”. Grammar: sentences with introductory there. Numerals over 100. Compound numerals for indicating dates and telephone numbers. Prepositions of time. Home reading. SECTION 5 Lexical topic “Your Classes in English”. Grammar: modal verbs can, may, must. Home reading. SECTION 6 Lexical topic “My flat”. 23 Grammar: affirmative sentence in indirect speech with the verb to say. Article with abstract nouns. Home reading. SECTION 7 Lexical topics: “Time. Days and months", "Holidays". Grammar: prepositions of time. The Present Indefinite Tense. General and special questions in indirect speech. Home reading. SECTION 8 Lexical topics: “The Map of the World”, “Countries and Languages”, “Russia and the British Isles”. Grammar: The Present Continuous Tense. Participle I. Degrees of comparison of adverbs. The use of the definite article with geographical names. Home reading. SECTION 9 Repetition of lexical material studied during the semester. Grammar: comparison of The Present Indefinite Tense with The Present Continuous Tense. Imperative sentences in indirect speech. Examination written works: dictation and grammar work. Home reading. 2nd semester SECTION 10 Lexical topic “Meals”. Grammar: review of The Present Indefinite Tense and The Present Continuous Tense. The Present Perfect Tense. The Present Perfect Continuous Tense. Articles with food names. The use of articles with nouns used with the phrase of. Phonetics: positional length of vowels; final consonants. Intonation in dialogical speech. Intonation of Parentheses. Home reading. SECTION 11 Lexical topic “Daily Program”. Grammar: articles with nouns denoting parts of the day. The use of articles with names of languages, countries, nationalities. The Past Indefinite Tense. 24 Phonetics: sounds in sentences. Working on the intonation of complex sentences: The High-falling or The Rising-falling Tone. Home reading. SECTION 12 Lexical topic “Our University”. Grammar: The Past Continuous Tense. The Past Indefinite Tense. Statements in Indirect Speech. The Future Indefinite Tense. The Future Continuous. Articles with the nouns school, prison, hospital, town and with the names of school subjects. Phonetics: sounds , , ; expressive intonation in dialogue. Home reading. SECTION 13 Lexical topic “Seasons and Weather”. Grammar: to be able to, verb to have in Future Indefinite Tense. time and conditions. The Future Perfect Tense. The Future Perfect Continuous Tense. The use of articles with nouns following which, that, who. The use of articles with the nouns fog, wind, frost. Phonetics: sounds in sentences. Accidental Rise. Sequence of Tones. Alternative Questions. Disjunctive Questions. Home reading. SECTION 14 Lexical topic “Weekend. Holidays". Grammar: The Sequence of Tenses. The Future in the Past. The Past Perfect Tense. The Past Perfect Continuous Tense. Using articles with phrases Phonetics: sounds in sentences: overview. Sequence of Tones. High Fall. Simple sentence. Intonation of adverbial phrases. Home reading. SECTION 15 Lexical topic “Sightseeing”. Grammar: The Passive Voice. Use of the verb “to suggest”. The use of articles with names of attractions and with nouns information, news, advice, knowledge, progress. Phonetics: Sequence of Tones. Complex sentences. Logical stress. Home reading. SECTION 16 Lexical topic “Shopping”. 25 Grammar: The Passive Voice. The Complex Object. Articles with nouns in Phonetics: Intonation of Parentheses. Intonation in direct address. Home reading. SECTION 17 Lexical topic “Theater”. Grammar: Some verbs and phrases after the Gerund. The Complex Object. Phonetics: Recapitulation. Home reading. SECTION 18 Repetition of the studied material. Tests in phonetic sections, lexical and grammar topics . Examination papers: dictation, presentation, grammatical work. Semester 3 SECTION 1 Lexical topic “Choosing a career.” Phonetics: O'Connor. The Glide Down Revision. Listening. Home audio reading. Home reading. SECTION 2 Lexical topic “Illnesses and their Treatment”. Phonetics: O'Connor. The Interrupted Glide Down. Listening. Home audio reading. Home reading. SECTION 3 Lexical topic “City”. Phonetics: O'Connor. The High Jump. Listening. Home audio reading. Home reading. Repetition of learned material. Examination papers: dictation, presentation, grammatical work. 26 WORKING CURRICULUM “Practical course of the first foreign (English) language” Classroom lessons Sections Total Practical Independent studies work Section 1 35 14 21 Section 2 35 14 21 Section 3 35 14 21 Section 4 35 14 21 Section 5 35 14 21 Midterm control 1 1 Section 6 35 14 21 Section 7 44 20 22 Section 8 435 24 22 Midterm control 1 1 Section 9 18 14 21 TOTAL FOR 1 SEMESTER: 337 144 193 39 41 41 1 41 38 38 1 38 38 1 39 33 35 35 1 35 33 33 1 33 33 1 33 6 6 6 6 5 5 5 5 6 TOTAL FOR SEMESTER 2: 355 304 51 TOTAL for semesters 1 and 2: Section 1 Section 2, part 1 Midterm control Section 2, part 2 Section 3 Midterm control TOTAL FOR SEMESTER 3: TOTAL for semesters 1, 2, 3: 692 84 84 1 84 84 1 336 1028 444 27 27 1 27 27 1 108 552 244 57 57 Section 10 Section 11 Section 12 Frontier control Section 13 Section 14 Section 15 Frontier control Section 16 Section 17 Midterm control Section 18 57 57 228 472 27 NOTE: The curriculum for the discipline “Practical course of the first foreign (English) language is allocated: in the first semester, 8 hours for 15 weeks, a total of 120 hours, in the second semester, weekly 16 hours each for 21 weeks, a total of 336 hours; in the third semester, 6 hours each for 15 weeks, a total of 90 hours. Total: 546 hours. 3rd semester weeks Lessons (practical) 1-2 #1/1. Text. Ann Meets Her Class. Working on the text. Complete all exercises in the lesson. Phonetics: O'Connor. The Glide Down. Revision. A Course of English Intonation. Lesson 1. Revision. Home reading: one of the books listed in the attached list. The daily reading requirement is 10 pages 3 4 Laboratory work Control form 1) Text 1. 2) O’Connor. The Glide Down. Revision. Texts for listening and comprehension: Educating Children at Home (HI). Interview with Mr. Ian Beer, Head Master of Harrow School (HA). 3) Video. 5) Home audio reading. Oral test on vocabulary of the first part of lesson 1. #1/2. Text A. What’s your 1) Text for listening and comprehension: line? Extract from a talk with Text B. Choosing is not so Dr. Spock (HA). Easy as it looks. Working on texts. 2) Video. 3) Home audio reading. Doing exercises. Written presentation No. 1. Home reading. #1/2. Work on the topic p.32 - Home audio reading. 38. Essay. Home reading. 5 #2/1. Text. A Day's wait. 1) Text 2. Work on the text. 2) Phonetics: O'Connor. The Doing the exercises. Interrupted Glide Down. Phonetics: O'Connor. The 3) Texts for listening and Interrupted Glide Down. comprehension: Dictation translation. Lesson 1, part 1. Oral test on vocabulary. Lesson 1, part 2. Dictation translation from #1 (lesson 1). 28 Written presentation 2. Home reading. No. First Aid (HI). Toothache (HI). 4) Audio reading. 6-7 #2/2. Text A. A Victim to One 1) Text A. Hundred and Seven Fatal 2) Text for listening and melodies. discussion: Working on the text. How to live to be 100 and Doing exercises. more (by G. Burns) (HA). Home reading. 8 9 #2/2. Text B. A Visit to the 1) Text B (by heart), Doctor. Text C. Text C. At the Dentist's. 2) Video. Working on texts. 3) Home audio reading. Doing exercises. Home reading. #2/2. P.70-78. Work on 1) Video. topic “Diseases. 2) Home audio reading. Medical service". Composition. Home reading. Oral test on vocabulary #2 part1. Oral test on vocabulary #2/2. 10- #3/1. Text. Introducing 1) Text. Introducing London. Dictation11 London. 2) O'Connor. The High translation for lesson 2. Working on the text. Jump. Doing exercises. 3) Home audio reading. Phonetics: O'Connor. The High Jump. Home reading. Presentation No. 3. 12 #3/2. Text A. Some More 1) Text A. Glimpses of London. Work 2) English as seen by above the text. Execution of Americans (HI). exercises. 3) Text for listening and Home reading. discussion: A look at London. 4) Video. 13- #3/2. Text B. Sightseeing. 1) Text B (by heart). Oral 14 Text C. Red Square. 2) Text for listening and test on Work on texts. discussion: vocabulary #3. Doing exercises. America as seen by 29 Home reading. 15 #3/2. Work on “City”. Composition. Home reading. 3) 4) topic 1) 2) Britons (HI). Video. Home audio reading. Video. Home audio reading. Examination papers: dictation, translation, presentation. PLANS AND METHODOLOGICAL INSTRUCTIONS for preparing for practical classes Each practical lesson begins with working on phonetics using manuals (see List of references). These manuals contain exercises on intonation and consist of a series of teaching, monitoring and creative exercises designed to develop automated skills in reproducing and using intonation structures studied in the 1st year. Work on the intonation structure begins with listening and repeating a one-sentagne sentence after the speaker and later, at a certain stage, ends with the use of this structure in spontaneous speech. Training exercises are intended mainly for laboratory (independent work), controlling and creative exercises are intended for work in the classroom. Work continues with exercises on transcription, intonation and depiction of intonation. Special exercises are performed to work on the rhythm of English speech (I and I semesters). Next, work is carried out on vocabulary and grammar using the textbook and teaching aids (see section References). During the work, the teacher explains insufficiently clear material, carries out intonation analysis and checks the intonation markings of the text and translates individual sentences into Russian. Lack of understanding is identified based on errors (not slips!) in student responses. The explanation usually takes the form of a live question-and-answer interview with possible deviations from the topic. The latter has an educational purpose; deviations may be associated with certain phenomena public life , any events, etc. Activation of vocabulary and grammatical material takes place on the basis of various types of speech training exercises. In addition to the main types of work on the text, work is carried out to develop writing skills, perform additional grammatical and phonetic training exercises, group 30 or individual, work on pictures, with videos, oral and written presentations. The most important means of enriching vocabulary is home reading. Working on home reading is aimed at achieving complete understanding of what you read. For this purpose, the teacher draws students' attention to certain segments of the speech chain containing lexical, phraseological and grammatical difficulties. In parallel with this work, a survey of lexical units is carried out, a discussion of what was read, first in the form of a retelling, and then in the form of a guided discussion. During the first year of study (I and I semesters), students read adapted books. In the future, the difficulty of the books gradually increases. By the end of the first semester, students should be able to cope with books adapted for grades 10-11 of secondary school, at the beginning of the second semester - with books adapted for the first year of pedagogical universities, and at the end of the second semester - with original works by modern English authors, the language of which is relatively easy . In the third semester, work is carried out on more complex authentic texts. Students are required to meet the following requirements: complete understanding of what they read, knowledge of all lexical units found in the text. Home reading is divided into classroom and non-classroom (additional) reading. In the first case, constant monitoring of reading comprehension, as well as systematic work on activating home reading vocabulary, are carried out in classroom classes. In the second case, students read the recommended literature independently and, based on the content of each book read, prepare a short oral report or write an essay. 31 REFERENCES A. Required literature Practical English course: For the 1st year of the Faculty. English language /Ed. V.D. Arakina. – M.: Gummanit. Ed. VLADOS Center, 2003 and other publications. Matyushkina-Gerke T.I., Ivanova L.L., Kuzmicheva T.N. Laboratory work on practical grammar for the English language textbook for the first year of philological faculties of universities. 5th ed., rev. – M.: 2004. – 188 p. Matyushkina-Gerke T.I., Kuzmicheva T.N., Ivanova L.L. A manual for listening and developing speaking skills for the English language textbook for the first year of philological faculties of universities. M., 2004. – 191 p. B. Additional literature Audio course for the textbook: Savvateeva A.V., etc. Practical course of the English language: The first stage of training. Textbook 2nd edition. – Dubna: Phoenix +, 2002. Baker A. Ship or Sheep? An Intermediate Pronunciation Course. – Cambridge Univ. Press.: 2007. English language. Textbook for 1st year philological faculties of universities / T.I. Matyushkina-Gerke, S.P. Balashova and others - 5th ed., revised. – M.: higher. school, 1998. Veremeenko L.N. Additional materials for developing reading, speaking, listening, lexical and grammatical skills. For first year students of the General Philosophy, Western Federal District, Faculty of Foreign Languages and MK, part II. Tver, 2003. – 35 p. Veremeenko L.N., Zhirekhina T.M. Writing practice. Method. development for first-year students of the Faculty of Foreign Languages and Computer Science. – Tver, 2003. – 28 p. Veremeenko L.N., Shumova N.S. Handbook of English Grammar. For first year students of the Faculty of Foreign Languages and MK. – Tver, 2004. – 17 p. Audio-introductory-corrective phonetic course for the textbook: English language. Textbook for 1st year philological faculties of universities / T.I. Matyushkina-Gerke, S.P. Balashova and others - 5th ed., revised. – M.: higher. school, 1998. O’Connor J.D., Fletcher CL. Sounds English. A Pronunciation Practice book. – Longman. Gr. U.K., 1994. Zolotova N.O., Leonova M.V. Methodological recommendations for written practice of the English language. For first year students of the Faculty of Foreign Languages and Computer Science. – Tver, 1998. – 26 p. Zolotova N.O., Shmeleva T.V. Materials for practical lessons in phonetics. For second year students of the Russian Geographical Faculty. – Tver, 1997. – 38 p. 32 Korytnaya M.L., Medvedeva I.L., Mikhailova S.E. A collection of additional texts and exercises in English for second-year students of the Faculty of Foreign Languages and Mathematics and Mathematics. Part 1. Tver, 2001. – 33 p. Korytnaya M.L., Medvedeva I.L., Mikhailova S.E. A collection of additional texts and exercises in English for second-year students of the Faculty of Foreign Languages and Mathematics and Mathematics. Part 1. Tver, 2001. – 33 p. Maskadynya V.N. Communicative and situational tasks. Educational method. development of conversational practice of the English language. For first year students of the Faculty of Foreign Languages and Computer Science. Tver, 2003. – 17 p. Maskadynya V.N. Grammar test tasks for self-control. For students of I-III years, Faculty of Foreign Languages and MK. Tver, 2004. – 36 p. Maskadynya V.N., Medvedeva I.L. Add. materials on phonetics. Educational method. a manual for first-year students of the Faculty of Foreign Languages and Mechanical Engineering. – Tver, 1993. – 27 p. Medvedeva I.L. Assignments and exercises for developing listening skills and working on oral and written speech. For first year students, training. according to special “Theory and methods of teaching English.” – Tver, 2004. – 38 p. Medvedeva I.L., Zhirekhina T.M., Veremeenko L.N. Thematic texts for translation. Educational method. development for first-year students of the Faculty of Foreign Languages and Mechanical Engineering. – Tver, 2000. – 32 p. Practical English course: 1st year: Textbook. for ped. universities in special fields "Foreign" language." Lyubimova L.G., Selyanina L.I. and others / Ed. V.D. Arakina. – M.: Gummanit. Ed. VLADOS center, 1997. – 520 p. Practical English course. 2nd year: Textbook. for ped. universities in special fields "Foreign" language Selyanina L.I., Lyubimova L.G. and others / Ed. V.D. Arakina. – M.: Gummanit. Ed. VLADOS center, 1998. – 520 p. Savvateeva A.V., etc. Practical English course: First stage of training: Proc. 2nd edition. – Dubna: Phoenix +, 2002.- 592 p. Evans V., Dooley J. Upstream. Pre-Intermediate. Student's Book. – Express Publishing, 2007. Evans V., Dooley J. Upstream. Intermediate.B 2. Student’s Book. – Express Publishing, 2007. Grammar Gordon E.M., Krylova I.P. Grammar of modern English. M., 2003. – 246 p. Kobrina N.A., Korneeva E.A., Ossovskaya M.I., Guzeeva K.A. English grammar. Syntax. M., 1986. 33 Krylova I.P. Collection of exercises on English grammar. M.: Higher. school, 1998. – 290 p. Reznik R.V., Sorokina T.S., Kazaritskaya T.A. Practical English grammar. M., 1996. – 178 p. Lexicology English for students of pedagogical universities, II year: Proc. /Kashurnikova L.D., Boytsova T.A. and others - M.: Higher. school, 1995. – 367 p. Pryanishnikova A.D. Development of English speech skills: A textbook for 2nd year students. Part I. M., 2000. Pryanishnikova A.D., Polevaya A.Yu. English language. For humanities faculties of universities: Textbook. – M.: Higher. school, 1998. – 367 p. Solovyova N.V. . Methodological development for home reading based on O. Wilde’s book “The Picture of Dorian Gray” for second-year students of preschool education. Tver, 2000. Strelkova G.V. and others. Textbook on the English language. Part I (Lessons I–V); Part II (VI–XI lessons) for the 2nd year. - M., 1998. Frolova G.M. and others. English language textbook for the first year of a language university. M., 2000. 34 METHODOLOGICAL RECOMMENDATIONS FOR ORGANIZING INDEPENDENT WORK OF STUDENTS a) recommendations for the use of teaching materials: Educational materials for the discipline “Practical course of the first foreign (English) language” are designed for teaching oral speech based on the development of the necessary automated speech skills. Serious attention is paid to the development of reading techniques and the ability to understand English text, containing previously learned vocabulary and grammar, as well as the development of writing skills within the three-semester program. Educational materials introduce students to original examples of English and American prose, as well as a number of phenomena characteristic of the life, traditions and way of life of the British. The educational material being studied is organized into 19 sections (1-2 semesters) and 3 sections (3rd semester). It is based on a thematic principle. Parallel work on various aspects of the language (phonetics, grammar, vocabulary), work on home reading texts and other types of work (work with videos, etc.) is expected. b) recommendations for working with educational literature The materials in each section contain two texts, one of which is descriptive in nature, the other is dialogical. At the beginning of work on the material of the section, students, in order to master speech patterns, master substitution tables and perform grammatical exercises aimed at consolidating grammatical phenomena found in the text. After intonation marking of the text, intonation analysis, translation into Russian of individual sentences, lexical and grammatical commentary and exercises are given to promote the development of oral speech skills based on mastery of phonetic, spelling, lexical and grammatical phenomena of the text. The texts of the section contain a lesson list of words and combinations for use in exercises on the topic of the section. In cases where such a list is not given, texts are assumed, from which you should independently select words and phrases and use them in oral presentations on this topic. The materials in each section contain tasks that must be completed by students independently using a tape recording. The study of lexical explanations (Vocabulary Notes), designed not only to interpret some words from texts, but also to expand the student’s linguistic base, begins after the initial study of the text; students study Vocabulary Notes independently, with subsequent monitoring (in class) of their correct understanding of 35 meanings of words and their use in speech (through a survey, checking the examples compiled by students for the use of active vocabulary, translating sentences from Russian into English, etc.) . The test is accompanied by additional explanations from the teacher. The exercises contained in educational materials , are designed both for independent work by students and for performing them in a classroom under the guidance of a teacher (the latter include exercises with tasks such as Answer the questions, Correct the wrong statements, as well as composing unprepared dialogues, etc.). c) recommendations for preparing for practical classes, tests, tests and exams. Home and classroom work on the textbook is carried out in parallel: phonetic practice of texts (marking, repetition after the speaker in the Laboratory Exercises section precedes or immediately follows the primary reading and analysis of the text), and Lexical and grammatical exercises are included somewhat later, after the introduction and consolidation of basic texts and language material. The following sequence of types of work on the textbook material is proposed: 1. Listening to the text recorded on a tape and intonation marking of the text. In the first semester, this type of work is carried out with the participation of a teacher, in the second and third semesters - independently, in the laboratory or at home. 2. Speech training with substitution tables and grammar exercises (often carried out in parallel with the subsequent type of work). 3. Explanatory training reading with an explanation of all types of new and difficult lexical and grammatical phenomena in the text, intonation analysis and checking the intonation marking of the text, translation into Russian of individual sentences. 4. Test reading of the text. Control of spelling, knowledge of active vocabulary and phraseology. Training of question-answer speech units. 5. Activation of vocabulary and grammatical material of the text in various kinds of speech training exercises. 6. Retelling the text or conversation based on the text and monitoring the implementation of training laboratory exercises. 7. Further training speech work. Exercises of a more complex creative nature: describing pictures, composing situations, dialogues, illustrating proverbs. Working with film. 8. Written tests. 36 After the test reading of the first text of the lesson, work begins on the second text - a dialogue with the same sequence of practice. The dialogue is played by heart by role. In addition to these types of work on the text, it is expected to work on checking the home text (see “Plans and guidelines”), performing additional grammatical and phonetic training exercises, group or individual, developing writing skills, written presentations, essays based on additional source material (see . "Bibliography"). Grammatical material is located in a certain system. Not all sections of grammar are subject to intensive activation. Certain topics and exercises are designed only to familiarize the student with this grammatical phenomenon; These include individual cases of using gerunds and infinitives. Grammar rules are studied in Russian and English. The following are used as explanatory material for the standard grammar course: a grammar reference book for the textbook “English Language. Textbook for 1st year university philological faculties.” T.I. Matyushkina-Gerke et al., “Handbook of English Grammar” (see “Bibliography”), as well as any stable grammar textbook. d) list of topics studied in the discipline “Practical course of the first foreign (English) language” 1st semester VOCABULARY 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. Visit . Family. English lesson. Apartment. Time. Countries and languages. World map. Russia. Holidays. MONOLOGUE TOPICS Your Family. Your Friend's Family. Your Classes in English. Your Flat. Your Classroom. Days and Months. Time. 37 6. Countries and Languages. 7. The Map of the World. 8. Russia. 9. Great Britain. 10. The New Year. SITUATIONS FOR DIALOGUES 1. You’ve come to a friend of yours, who is ill. 2. You’ve met a friend of yours, who you haven’t seen for a long time. Speak about your families. 3. A dialogue between the teacher and the student on duty. 4. At the English lesson. Listening to a new next. The teacher and the student, who is ill. Two students are talking about their classes. Checking homework. Reading the text. Writing on the blackboard. Listening to the tape-recorder. 5. You’ve recently got a new flat. Speak on your flats. Compare your flat with that of Mr. Sandford. 6. Speak about days and months. 7. You and your friend are talking about your favorite holiday. 8. At the map of the world. 9. Speak about different countries and languages. 10. Speak about our country. 11. Speak about Great Britain. A Russian and English students speak about their countries and languages. GRAMMAR The following grammatical topics are studied: 1. Noun: - cases and case forms in modern English; - expression of relationships between words through case forms and through verbs; - possessive; - plural. 2. Adjective: degrees of comparison. 3. Numerals: ordinal and quantitative. 4. Pronoun: - personal; - possessive; 38 - index; - uncertain. 5. Definite and indefinite articles: basic information about use. 6. Verb: - verb to have; - modal verbs can, must, need; - formation and use of the present continuous tense (The Present Indefinite Tense). 7. Sentences with introductory “there”. 8. Direct and indirect speech. PHONETICS I. Work on sounds and intonation. 1) Phonetic exercises No. 1-44 of the English textbook edited by prof. V.D. Arakina. 2) O'Connor's English intonation course: falling tone, rising tone, falling-rising tone. II. Work on texts: 1) English textbook edited by Prof. V.D. Arakin: lesson 5 “A Visit”, lesson 6 "Betty Smith", lesson 7 "Doctor Sandford's Family", "About Benny's Cousins", lesson 8 "Our English Lesson", lesson 9 "Doctor Sandford's House", lesson 10 "Mr. White Comes Again", lesson 11 Dialogue. 2 ) work on texts: a) Weather in England; b) Basic facts about the British Isles. 3) Work on texts of the London language course: lesson 1 “My Family”, lesson 5 “Our Sitting Room”, lesson 10 “Afternoon Tea”, Lesson 13 “My Bedroom” Lesson 20 “Days and Months” BOOK LIST FOR HOME READING Classroom Reading 1. Ch. Dickens, The Childhood of David Copperfield 2. Ch. Dickens, The Pickwick Club 3. D. Defoe. Robinson Crusoe. 39 4. J. London. White Fang. 5. B. Harte. Tales. 7. O'Henry. The Green Door and Other Stories. 8. H. Stevenson. The Black Arrow. 9. E. Phillpots. The Human Boy 10. W. Saroyan. Stories. 11. A. Cronin. The Green Years. 12. A. Cronin. Shanon's way. 13. A. Conan Doyle. The Hound of the BasKervilles. 14. G. Trease. Missing from Home. 15. A. R. Beesley. Anna in London. 2nd semester VOCABULARY Food. Working day. University. Seasons. Rest. Cities. Cloth. In the shop. Theater. MONOLOGUE TOPICS 1. Meals at Home. Meals at the Canteen. Russian Meals. EnglishMeals. My Favorite Dish. 2. Your Working Day. Your Day off. Your Mother's Day. A Housewife's Day. 3. Your University. The First Day at the University. Winter Exams. 4. Your Favorite Season. Your Favorite Weather. A Day in Spring (autumn). Why do you like summer best of all? 5. Your Last Summer Holidays. Your Winter Holidays. 1. 2. 3. 4. 5. 6. 7. 8. 40 How do you usually spend a week-end? A Wonderful Sunday. 6. Describe your Native Town. A Day in Moscow. Your Arrival in a Big City. 7. Describe a store. The way you go shopping. How you managed to buy a beautiful summer dress. 8. Describe your Playhouse. Your Last Visit to the Theatre. The performance (film, ballet) you liked immensely. SITUATIONS FOR DIALOGUES 1. Russian Meals and English Meals. How to make breakfast. In the student's canteen. At table. 2. Two students are talking about their daily program. Early morning in your Families. Discussing plans for the coming week-end. 3. Describe your faculties. Winter Exams. Speak about your Institute (Universities). 4. Discuss the climate in Great Britain. Two students are talking about their favorite seasons. 5. Discussing plans for the coming holidays. 6. Sightseeing in Moscow. 7. Buying presents for the birthdays. 8. You are inviting your friend to the theatre. After the performance. GRAMMAR The following grammar topics are studied: Verb: Present perfect tense (The Present Perfect Tense). The Past Indefinite Tense. The Past Continuous Tense. The Future Indefinite Tense. The Future Continuous. The Past Perfect Tense. The Present Perfect Continuous Tense. 41 The Past Perfect Continuous Tense. The Sequence of Tenses Passive voice (The Passive Voice). Complex object (The Complex Object). Gerund (The Use of Gerund). In each lesson, the texts are preceded by grammatical exercises, built on familiar lexical material and aimed at the primary consolidation of grammatical phenomena. Then the exercises are performed. from the grammar exercises section. Students create situations, dialogues and stories using the grammar material covered. Theory is studied in Russian and English. LIST OF BOOKS FOR HOME READING Required reading 1. E. Stucley. Magnolia Buildings. 2. S. Maugham. The Man with the Scar and other stories. 3. Let's Read and Discuss. 4. Reading from English literature. 5. B. Tarkington. Penrod, his Friends and Enemies. 6. G. Munro. Stories. Book for 1st year. 7. Miss Reed. Village School. Further Reading 1. S. O'Casey. I knock at the door. 2. A. Cronin. Shannon's Way. 3. Ch. Dickens. Our Mutual Friend. 4. Ch. Dickens. Oliver Twist. 5. Ch. Dickens. Great Expectations. 3rd semester VOCABULARY 1. Choosing a Career 2. Illnesses and their Treatment 3. City MONOLOGUE TOPICS 1. Difficulties awaiting young teachers. 2. Choosing is not so easy as it looks. 3. Healthy mind, healthy body. 4. At the bedside. 5. Children's diseases. 6. Sightseeing in London. 7. Speak about a city you know well. 42 8. What makes a city pleasant (or unpleasant) to live in? SITUATIONS FOR DIALOGUES 1. A job interview: what attracts you in your job. 2. Teaching is a real challenge to your character, abilities and talent. 3. At the dentist's. 4. A visit to the doctor. 5. Discuss in pairs what you know about the most dangerous diseases (cholera, aids, rabies, malaria). 6. Discuss different methods of treatment. 7. Arrange a talk between Russian and English students on their national traditions, habits and customs. 8. Act out as a guide in London (Moscow, St. Petersburg, a native town). 9. Act out a dialogue between a Muscovite and a Londoner on his first visit to Moscow. LIST OF BOOKS FOR HOME READING Classroom reading 1. Fairy Tales. O. Wilde. 2. Just So Stories. R. Kiepling. 3. Stories. S.W. Mangham. 4. The Painted Veil. S.W. Mangham. 5. The Mystery of “King’s Abbot”. A. Christie. 6. The Importance of Being Earnest. O. Wilde. Additional Reading 1. Born Free. J. Adams 2. Paddington’s Adventures in England. Book 1. Book 2. M. Bond e) bank of test questions and assignments in the discipline “Practical course of the first foreign (English) language” GRAMMAR 1st semester 1. Methods of forming the plural of nouns. 2. Reading the S ending of plural nouns. Spelling rules. 3. Formation of the plural from complex and compound nouns. 4. Formation of the plural of nouns by changing the root vowel. 5. Nouns that have the same form in singular and plural. Nouns used only in the singular, unlike in the Russian language. 43 6. Plurals of nouns borrowed from Greek and Latin. 7. Case system of nouns. 8. Group possessive case. 9. Absolute use of the possessive case. 10. Personal and possessive pronouns. 11. Relative pronouns. 12. Reflexive and intensifying pronouns. 13. Pronouns some, any, no. 14. Pronominal adjectives much, many, (a) little, (a) few. 15. Cardinal numbers. 16. Ordinal numbers. 17. Impersonal offers. 18. Exclamatory sentences. 19. Imperative sentence. 20. Word order in an affirmative sentence. 21. General question. Alternative question. 22. Special question. 23. Dividing question. 24. There construction is. 25. Methods of forming degrees of comparison of adjectives. 26. Adjectives with 2 forms: comparative and superlative. 27. Modal verb can. 28. Modal verb may. 29. Modal verbs must and need. 30. Equivalents of modal verbs. 31. Use of Present Indefinite. 32. Use of Present Continuous. 33. Participle I. 34. System of adverbs. 35. Indirect speech. Affirmative and imperative sentences. 36. Indirect speech. General and special questions. 37. Spelling rules for the formation of degrees of comparison of adjectives. 38. The use of the indefinite article with objective nouns.. 39. The use of the definite article with objective nouns.. 40. The use of articles with real nouns. 41. The use of the definite article with abstract nouns.. 42. The definite article with geographical names. 43. Zero article with geographical names. 44. The use of articles with nouns denoting first and last names. 44 45. Use of articles with names of seasons. 46. The use of articles with nouns denoting times of day. 47. Use of articles with the words school, prison, hospital, town. 48. Use of articles with names of diseases. 2nd semester 1. The Present Indefinite. 2. The Past Indefinite. 3. The Future Indefinite. 4. The Present Continuous. 5. The Past Continuous. 6. The Future Continuous. 7. The Present Perfect. 8. The Past Perfect. 9. The Future Perfect. 10. The Present Perfect Continuous. 11. The Past Perfect Continuous. 12. The Passive Voice. 13. Sequence of Tenses. 14. The Complex Object. 15. Indirect Speech with the verb of the introductory sentence in the Present Tense (statements, imperative sentences, general and special questions). 16. Indirect Speech with the verb of the introductory sentence in the Past Tense. 17. Degrees of Comparison. 18. Modal Verbs. 19. The use of tenses in adverbial clauses of time and condition. 20. The Indefinite Article. 21. The Definite Article. 22. The Use of Gerund. 23. The Infinitive and the Gerund after the verbs to stop, to remember, to forget. PHONETICS 2nd semester 1. Intonation, its components and function. 2. The sense group and intonation pattern. 3. Intonation pattern 1. Low Fall. 4. Intonation pattern 2. Stepping Head + Low Fall. 5. Intonation pattern 3. Low Rise. 6. Intonation pattern 4. Stepping Head + Low Rise. 7. Intonation pattern 5. Fall-Rise. 8. Intonation pattern 6. Sliding Head + Fall-Rise. 9. Intonation pattern 7. Low Head + Low Fall. 45 10. Intonation pattern 8. Low Head + Low Rise. 11. Accidental Rise. 12. Alternative Questions. 13. Disjunctive Questions. 14. Intonation of Adverbials. 15. Adverbial clauses of time and condition. 16. Logical Stress. 17. Parentheses at the beginning of the sentence. 18. Parentheses at the end or in the middle sentence. 19. Direct address at the beginning of the sentence. 20. Direct address at the end or in the middle sentence. 21. Intonation of the author’s words following direct speech. 22. Intonation of the author’s words preceding direct speech. Phonetic exercises and texts to be reproduced during the phonetics test: a) Leipzig pronunciation course in sounds; b) Intonation section/Arakin/; c) Lessons from Linguaphone courses. 3rd semester 1. O’Connor A Course of English Intonation. The Glide Down Revision. 2. O'Connor A Course of English Intonation. The Interrupted Glide Down. 3. O'Connor A Course of English Intonation. The High Jump. Independent work of students on the content is described in paragraphs. a), b), c) of this section. The forms of control over students’ independent work are varied - oral questioning, interviews, checking exercise books, checking vocabulary notebooks, etc. After reading a particular book on home reading, a test is held in which the following requirements are imposed on students: the student, at the request of the teacher, translates a segment of the speech chain of the specified chain (in this case, it is allowed to use the lexical and phraseological list for home reading, compiled by this particular student); the student must show receptive mastery of the lexical and phraseological material of the list compiled by him (the recall of the meanings of units recorded during reading is checked). 46 2 weeks after studying a particular topic, a test is given on the material of the topic, stimulating delayed recall. The test includes: a) retelling texts based on thematic material (all text material is covered); b) readiness to complete any task based on the material of the exercises is confirmed. At the end of the first and second semesters, the studied grammatical material is systematized and repeated according to the tickets. The ticket includes 3-4 theory questions and exercise numbers (See the list of grammar questions). At the end of the second semester, the mastered material on the “phonetics” aspect is repeated. Repetition and testing of normative orientation skills in the field of phonetic training is carried out on tickets. The ticket contains two theory questions, as well as a reproduction of the completed phonetic exercises and texts. REQUIREMENTS FOR RATING CONTROL Work in the discipline “Practical course of the first foreign (English) language” is divided into two semesters. Semester 1 Module 1. First checkpoint – 8th academic week. Module 2: Second checkpoint – 17th school week. Distribution of points by module: Module 1: Current work of students – 22 points; Vocabulary dictation (home reading) – 5 points; Spelling dictations – 3 points; Thematic vocabulary dictations – 3 points; Grammar work – 3 points; Translation by topic – 5 points; Monologue statements – 3 points. Midterm test: lexical and grammatical work – 3 points. Maximum points per module: 25 points. Module 2: Current work of students – 32 points; Vocabulary dictation (home reading) – 4 points; Spelling dictations – 3 points; Thematic vocabulary dictations – 3 points; Micro-credits on thematic material – 6 points; 47 Monologue statements – 3 points; Dialogues on topics – 3 points; Lexico-grammatical work – 5 points; Translation by topic – 3 points. Midterm control: test - 3 points. Maximum points per module: 35 points. TOTAL: Total: for the 1st module – 25 points; for the 2nd module – 35 points. The maximum number is 60 points. Distribution of topics by modules: Module 1: Topics: Visit. Family. English lesson. Apartment. Module 2: Topics: Time. Countries and languages. World map. Russia. Great Britain. Holidays. Semester 2 Module 1. First checkpoint – 7th academic week; Module 2: Second checkpoint – 14th school week; Distribution of points by module: Module 1: Current work of students – 30 points; Written practice: presentation, dictation, essay, vocabulary dictation, lexical and grammatical work, dictation-translation - 5 points; Home reading (160-180 pages of adapted literature): oral translation, asking questions to the text, retelling the text, oral vocabulary quiz – 5 points; Oral practice: monologues, dialogues, phonetic exercises, phonetic exercises, reproducing phonetically worked texts by heart – 5 points. Midterm control: test - 5 points. Maximum points per module: 30 points. Module 2: Current work of students – 30 points; Written practice: presentation, dictation, essay, vocabulary dictation, lexical and grammatical work, dictation-translation - 5 points; Home reading (160-180 pages of adapted literature): oral translation, asking questions to the text, retelling the text, oral vocabulary quiz – 5 points; Oral practice: monologue statements, dialogues, phonetic exercises, phonetic exercises 48, reproducing phonetically worked texts by heart – 5 points. Midterm control: test - 5 points. Maximum points per module: 30 points. TOTAL: for the 1st module – 30 points; for the 2nd module – 30 points; . Total: Maximum number – 60 points. Distribution of topics by modules: Module 1: Topics: Food. Working day. My university. Module 2: Topics: Seasons. Holidays. Cities.. Students with a low starting level of preparation are entitled to bonus 3 points for high diligence in their studies. For regular lateness to lessons, the student receives 3 penalty points, which are deducted from the total points for the module. NOTE: for a list of questions for preparing for midterm control, see the section “Methodological recommendations for organizing independent work of students”, part “Bank of test questions and assignments in the discipline”. Semester 3 Module 1. First checkpoint – 7th academic week. Module 2: Second checkpoint – 14th school week. Distribution of points by module: Module 1: Current work of students – 20 points; Home reading – 5 points; Written tests – 5 points; Oral control – 5 points; Incentive points (diligence, activity in classes, etc.) – 5 points; Midterm control: test - 10 points. Maximum points per module: 30 points. Module 2: Current student work – 20 points; Home reading – 5 points; for 49 Written tests – 5 points; Oral control – 5 points; Incentive points (diligence, activity in class, etc.) – 5 points; Midterm control: test - 10 points. Maximum points per module: 30 points. TOTAL: Total: for the 1st module – 30 points; for the 2nd module – 30 points. The maximum number is 60 points. Distribution of topics by modules: Module 1: Topics: Choosing a profession. Medicine. Part 1. Module 2: Topics: Medicine. Part 2. City. NOTE: written tests include presentation, dictations-translations, vocabulary tests, essays; oral control includes text retelling, dialogues, monologues, role-playing games. The form of final control is an exam for the entire course (on tickets). The maximum number of points for the exam is 40. TOTAL: The maximum number is 100 points. 50 PROGRAM for the final exam in the discipline “Practical course of the first foreign (English) language” This program ends with an exam. studied for 3 semesters. Every semester Examination requirements after the first semester: Examination papers: maximum 10 points. Spelling dictation – 5 points. Grammar work – 5 points. Exam: maximum 30 points. The maximum number of points for the final control: 40 points. Exam structure: 1. Reading and translating text without a dictionary – 10 points. 2. Monologue statement on one of the studied topics – 5 points. 3. Dialogue on a situation based on one of the topics covered – 5 points. 4. Translation from Russian into English – 10 points. NOTE. During translation (clause 4), students demonstrate their knowledge of grammar and phraseology acquired during the semester. Examination requirements after the second semester: Examination written papers: 17 points. Dictation – 5 points. Presentation – 5 points. Grammar work – 7 points. Exam: maximum 23 points. The maximum number of points for the final control: 40 points. Structure of the exam: 1. Reading, retelling a text adapted for the 11th grade of high school or for the first year of a language university with a volume of approximately 1800 characters. At the request of the teacher, the student must translate any place from the proposed passage into Russian - 8 points. 2. Monologue presentation on one of the topics covered – 5 points. 51 3. Dialogue presentation on a situation based on the topics covered – 5 points. 4. Translation into English of a text on one of the topics studied during the semester – 5 points. NOTE. During translation (clause 4), students demonstrate their knowledge of grammar and phraseology acquired during the semester. Sample exam paper: 1. Read, translate and retell the text. 2. Develop a monologue. 3. Speak on the situation. 4. Translate into English. Examination requirements after the third semester: Examination papers: maximum 10 points. Dictation translation – 5 points. Presentation – 5 points. Exam: maximum 30 points. The maximum number of points for the final control: 40 points. Exam structure: 1. Reading, translation and retelling of text without a dictionary – 15 points. 2. Monologue statement on one of the studied topics – 5 points. 3. Translation from Russian into English – 10 points. Sample exam paper: 1. Read, translate and retell the text. 2. Speak on the situation. 4. Render into English.
Federal State Budgetary Educational Institution
higher education "National State University of Physical Culture, Sports and Health named after P.F. Lesgaft, St. Petersburg"
Center for International Educational Programs
Working curriculum
discipline "Russian as a foreign language"
(Practical course. First level- 112 h)
1. Characteristics, structure and content of training sessions
1.1. Goals and objectives of training sessions
primary goal training foreign students on the course “Russian as a foreign language” (Practical course. Entry level - 120 hours) Russian language is:
a) mastering the Russian language system for communication in the Russian speech environment,
b) in mastering the language of the specialty necessary for obtaining professional education at a university.
Learning Objectives:
1) in reading– development of skills and abilities of the student, introductory and abstract reading of texts in the specialty, socio-economic and sociocultural texts;
2) in a letter– mastery of the basic types of written speech in scientific and official business styles in a volume sufficient for drawing up official documents and writing work in the specialty;
3) in listening– formation of the level of linguistic, communicative and sociocultural competencies in colloquial, journalistic and scientific styles of speech, facilitating adequate perception of information, close to the perception of native speakers;
4)in speaking– formation of the level of sociolinguistic, communicative and discursive competencies that predetermine the optimal use of linguistic means in various spheres of communication.
1.2. Requirements for the student’s preparedness to master the content
Students starting to study the Russian language course educational program university, must have training in the scope of the First Certification Level of the Russian state system testing citizens of foreign countries in the Russian language: TRKI–1(level B1 – in accordance with the Common European Scale of Foreign Language Communicative Competence). In this case, the student’s threshold level of knowledge can be differentiated depending on the number of points obtained as a result of testing: 1) B1–1 – provided that the student receives scores in the range of 66-79% in all five subtests (one of the subtests is 60% is allowed); 2) B1–2 – provided that the student receives scores in the range of 80-90% on all five subtests (one of the subtests is 75%); 3) B1–3 – provided that the student receives scores in the range of 91-100% on all five subtests (one of the subtests is 85%).
1.3. List of developed competencies (learning outcomes)
Upon completion of the course, students should have formed the following types of competencies: 1) linguistic; 2) sociolinguistic; 3) discursive; 4) sociocultural; 5) strategic, allowing foreign students to solve the communicative tasks facing them in the educational, professional and sociocultural spheres of communication.
The maturity of these competencies presupposes:
- knowledge of a certain body of lexical units of the Russian language, its grammatical structure, phonetic system, norms and rules for the use of language units;
- ability to understand different kinds communicative statements, as well as construct holistic and logical statements of different functional styles; ability to compose professionally oriented texts different types(scientific texts of standard content, indicative, informative, and review);
- the ability to select and use adequate linguistic forms and means depending on the purpose and situation of communication, on the social roles of the participants in communication;
- knowledge of the cultural characteristics of native speakers and the ability to adequately understand them and use them in the communication process;
- the ability to use verbal and nonverbal means that a person resorts to in case of unsuccessful communication.
1.4. Knowledge, abilities and skills mastered by students
In the process of mastering the Russian language as a foreign language course program, students develop the following skills in speech activity.
Reading and Listening
- read and comprehend texts of different types (sociocultural, socio-political and scientific); find and isolate all content blocks in texts, independently navigate the semantic, structural and communicative organization of the text;
- identify main, additional (detailing, specifying and illustrative information) and redundant information in content blocks;
- predict the dynamics of the development of the content of texts of different nature in the main and body blocks, independently navigate the semantic, structural and communicative heading, the content of the first and last paragraphs, as well as relying on knowledge of the structure of the text, on means of interphrase communication;
- compare information from two or more texts, identify new and already known;
- accurately perceive oral speech stimuli, corrective cues (including elliptical ones) that formulate communicative tasks;
- fully understand specialized texts within the framework of professional competence, and be able to critically evaluate what they read.
- understand specialized texts beyond your professional competence, effectively use a dictionary to clarify the meaning of unfamiliar terms.
- understand both live and recorded oral speech within the framework of both familiar and unfamiliar topics in personal, social, educational and professional spheres of communication (lectures, conversations, reports, interviews, radio / television news, etc.), with varying degrees of penetration into the content (full understanding, understanding of the main content, extracting the necessary information);
- critically evaluate what you hear.
Speaking and writing
- respond to the interlocutor’s statements (ask clarifying questions, ask again, make a request, explain something, repeat something, etc.); give an assessment, express agreement/disagreement, give counterarguments;
- when relying on a text read or perceived by ear, reproduce it (orally or in writing) with the necessary communicatively specified processing;
- possess compression skills at all levels: text, paragraph, sentence;
- carry out conscious and evaluative processing of the text: formulate your position (point of view) and evaluate the content of the text from this position; summarize information from two or more texts;
- participate in the discussion of the text, be able to summarize the discussion, summarizing the information received in the dialogue;
- construct your own speech works (oral or written) such as messages, narratives, discussions on everyday topics;
- write various types of letters (personal or business), using the appropriate style of speech;
Language skills
- Knowledge and ability to use:
- grammatical structures necessary for expressing communicative functions and concepts in accordance with the speech situation and for generating a variety of texts in the educational and professional spheres;
- rules of syntax in order to understand and create a variety of texts in educational and professional fields;
- linguistic forms characteristic of official and colloquial styles in educational and professional spheres;
- vocabulary (including terminology) sufficient for communication both within a wide range of general topics and topics related to the field of educational and professional interests.
Study skills
Search for information
- search for new text, graphic, audio and video information in Russian-language sources (both printed and electronic), using appropriate search methods and terminology, to perform educational and educational-professional tasks.
Public speaking
- prepare logically connected, reasoned speeches and give public speeches on educational issues (within the framework of educational topics);
1.5. List and scope of active and interactive forms of training sessions
The main form of teaching the Russian language is practical classes, which, depending on the specific purpose of the lesson, can vary in forms of work and types of activities (reading and retelling, doing written work, discussing a topic, giving a message, watching a film, listening to news, etc. ).
The choice of organizational form of work corresponds to the type of task being performed: 1) linguistic, conditionally communicative tasks involve work in pairs; 2) situational tasks can be implemented during work in groups and in pairs; 3) written assignments are usually completed individually.
A modern communication-oriented approach to teaching the Russian language involves the widespread use of non-traditional forms of educational activities: an integrated lesson, a debate lesson, a conference, an excursion lesson, a video lesson, organizing and conducting role-playing and aspect games of various target orientations, as well as turning to multimedia technologies.
1.6 Description of course content
| No. | Contents of the training session | Number of hours |
| 1 | 2 hours | |
| 2 | 2 hours | |
| 3 | 2 hours | |
| 4 | 2 hours | |
| 5 | 2 hours | |
| 6 | 2 hours | |
| 7 | 2 hours | |
| 8 | 2 hours | |
| 9 | 4 hours | |
| 10 | ||
| 11 | 2 hours | |
| 12 | Where do you live? Prepositional nouns Constructions: I live in Paris (Moscow, Germany). | 2 hours |
| 13 | 2 hours | |
| 14 | 2 hours | |
| 15 | 2 hours | |
| 16 | 2 hours | |
| 17 | 2 hours | |
| 18 | Repetition | 2 hours |
| 19 | 2 hours | |
| 20 | 2 hours | |
| 21 | 2 hours | |
| 22 | 2 hours | |
| 23 | 2 hours | |
| 24 | 2 hours | |
| 25 | Speech development. A letter to a friend. | 2 hours |
| 26 | Repetition | 2 hours |
| 27 | 2 hours | |
| 28 | 2 hours | |
| 29 | 2 hours | |
| 30 | 2 hours | |
| 31 | 2 hours | |
| 32 | 4 hours | |
| 33 | ||
| 34 | 2 hours | |
| 35 | 2 hours | |
| 36 | 2 hours | |
| 37 | Repetition | 2 hours |
| 38 | 2 hours | |
| 39 | 2 hours | |
| 40 | 2 hours | |
| 41 | 2 hours | |
| 42 | Repetition | 2 hours |
| 43 | 2 hours | |
| 44 | 2 hours | |
| 45 | 2 hours | |
| 46 | Repetition | 2 hours |
| 47 | 2 hours | |
| 48 | 2 hours | |
| 49 | 2 hours | |
| 50 | 2 hours | |
| 51 | Repetition | 2 hours |
| 52 | 2 hours | |
| 53 | Complex sentences with clauses of reason, purpose and conditions. Constructions: I am studying Russian because I am interested in Russian culture. I gave him money so that he could buy me a dictionary. If the weather is good tomorrow, we will go to Sestroretsk. | 2 hours |
| 54 | 2 hours | |
| 55 | 2 hours | |
| 56 | Repetition | 2 hours |
| 57 | 2 hours | |
| 58 | 2 hours | |
| 59 | ||
| 60 |
Final testing and certification |
4 hours |
Total: 120 hours
1.7 Assessment of the final overall proficiency in the Russian language as a result of the completed course
Language aspect
- Corrective course in phonetics.
- Corrective course in the morphology of nouns, adjectives, numerals, as well as verbs, pronouns, adverbs.
- Syntax of a simple sentence.
Communicative-speech aspect
- Listening and speaking on everyday and sociocultural topics.
- Speech etiquette: expression of agreement/disagreement, invitation, proposal, advice, recommendation.
- Official business style: standard forms for drawing up statements and explanatory notes.
Certification of a student's educational activities is carried out according to three criteria: 1) attendance at classes, 2) the student's work during the semester, 3) passing the current (test) and final (exam) tests.
| Attendance – 20% of the score | Work during semester – 30% of the grade |
Certification tests – 50% of the assessment |
| 30 visits during the course (at least) |
–homework completion: 10% – completing test tasks: 10% –activity in class: 10% |
a) current control – counter. work on grammar – 10% B) final control Final certification (testing) -20% |
Current control includes regular checking of students’ homework: written and oral.
Interim certification carried out in the form of a certification test and requires the student to complete:
1) a grammar test in accordance with the studied lexical and grammatical topics;
2) reading and retelling the text;
3) oral communication on the topic;
4) written work based on the text.
1.8. Educational and methodological support for students' workand classroom work.
The list of basic textbooks and teaching materials is contained in the course program (see)
1.9. Methodological support for independent work:
1) educational research projects (creation of presentation projects in Microsoft Power Point);
2) use of educational electronic aids, interactive computer textbooks and simulators;
3) use of test electronic aids;
4) individual computer testing for monitoring and assessing learning outcomes
1.10.
Material and technical support of the discipline
Textbooks for the course of the discipline, teaching computer programs on RFL, educational films, audio and video cassettes with recordings of lessons on RFL.
List of required literature
Chernyshov S., Chernyshova A. Go! 1+2. ... An intensive tutorial for beginners. Chrysostom St. Petersburg 2015.
Antonova V.E., Nakhabina M.M., Safronova M.V., Tolstykh A.A. Road to Russia. Textbook of the Russian language (elementary level) Zlatoust, Central Educational Institution of Moscow State University. 2014.
Russian language. Main course: practical grammar for foreign students of natural and technical specialties / T.M. Balykhina, T.I. Vasilishina et al. St. Petersburg, 2011.
List of additional literature
Andryushina N.P., Bitekhtina G.A., Klobukova L.P. “Russian language program for foreign citizens.” First level. Common ownership. – St. Petersburg, 2002;
Golubeva A.V., Lemeshev K.N. Walks around St. Petersburg: Educational video for Russian language learners. Texts and exercises. St. Petersburg, 2005.
State educational standard in Russian as a foreign language. First level. Common ownership / Ivanova T. A. et al. M.-SPb., 1999.
Zadorina A.I. Golubeva A.V., Kozhevnikova L.N. and others. Collection of exercises on Russian grammar (for foreigners). Issue 1. St. Petersburg, 1997.
Zykova E.I., Ilinova A.I. Collection of exercises on phonetics of the Russian language. 3rd ed. stereotype. St. Petersburg, St. Petersburg State University Publishing House, 2010.
Department of Russian language for foreigners-non-philologists. Uch. programs (for undergraduates, graduate students and interns in the humanities and natural sciences) / Ed. V.V. Chemist. SPb.: Publishing house St. Petersburg. University, 2000.
Kolesova D.V., Maslova N.N. Rainbow. Workshop on the development of written speech. St. Petersburg, 2008.
Kolesova D.V., Kharitonov A.A. Golden feather. A guide to developing writing skills: A book for students. St. Petersburg, 2001.
Kotova V.D. Russian language textbook for foreign students of the humanities. M., 2004.
Kumbasheva Yu.A. Man in the modern world. Textbook A guide to speaking practice. M., 2006.
Lariokhina M.N. Practical Russian language course for foreign students. Part 1-2. Advanced stage. M., 1997.
Fundamentals of Russian business speech: Textbook. manual for higher students textbook establishments / N.A. Bure, L.B. Volkova, E.V. Kosareva and others; Ed. V.V. Chemist. St. Petersburg, 2011.
Starovoitova I.A. Your opinion: Textbook. A guide to speaking practice. M., 2005. Tests, tests, tests...: A guide for preparing for the certification exam in vocabulary and grammar. II certification level. St. Petersburg, 2007.
Model tests in Russian as a foreign language. Second certification level. Common ownership / Averyanova G.N. and others. M.-SPb., 1999.
Requirements for the First Certification Level of Proficiency in Russian as a Foreign Language. Common ownership. Professional module/ N.P. Andryushina et al. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 1. Grammar. Vocabulary: Study Guide. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 2. Reading: Study Guide. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 3. Writing: Study Guide. St. Petersburg, 2011
Chemist V.V. Practical syntax of the Russian language. St. Petersburg, 1995.
Shatilov A. S. Reading texts in the specialty. Issue 2. Humanities: a textbook on the language of the specialty. St. Petersburg, 2011.
List of Internet resources
Philological portal: Philology.ru
Reference and information portal: www.gramota.ru
National Corpus of the Russian Language: www.ruscorpora.ru/
Educational portal “Russian Language”: ruslang.edu.ru
Official website of the Russian Language Development Center: www.ruscenter.ru/
Russian language for business people: www.mylanguage.ru
ROPRYAL portal " Russian word": www.ropryal.ru/
Official website of the Russian Language Institute named after. V.V. Vinogradov RAS RF:
www.ruslang.ru/
Virtual library of V. Moshkov: lib.ru
Websites for educational and information purposes: elearning PRO.ru, www.pushkin.edu.ru, univertv.ru
Video service: www.youtube.com/videos
The program is compiled in accordance with the requirements of the Federal State Educational Standard for Higher Professional Education, taking into account the recommendations and the Sample General Educational Program for Higher Professional Education in the direction and profile of training “Russian as a Foreign Language”
Signatures:
Textbooks and teaching aids:
1. Miller L.V., Politova L.V. “Once upon a time...” 12 Russian language lessons. A basic level of. – St. Petersburg, 2003;
2. Kapitonova T.I. etc. “We live and study in Russia.” – St. Petersburg, 2003;
3. Rodimkina A.M., Riley Z., Landsman N. “Russia today.” Texts and exercises. – St. Petersburg, 2002;
4. Rodimkina A.M., Landsman N. “Russia 2000”. Texts and exercises. – St. Petersburg, 2003;
5. Collection of exercises on Russian grammar Issue 1. – St. Petersburg, 2003;
6.Glazunova O.I. “Grammar of the Russian language in exercises and comments” - St. Petersburg, 2003;
7. Model test in Russian as a foreign language. Elementary level. Common ownership. – St. Petersburg, 2004;
8. Model test in Russian as a foreign language. A basic level of. General ownership. - St. Petersburg, 2004;
9. Model test in Russian as a foreign language. Third level. Common ownership. – St. Petersburg, 1999;
10. Model test in Russian as a foreign language. Third level. Philology. – St. Petersburg, 2001;
11. Andryushina N.P., Bitekhtina G.A., Klobukova L.P. “Russian language program for foreign citizens.” First level. Common ownership. – St. Petersburg, 2002;
12. Korchagina E.L. “Requirements for Russian as a foreign language.” Threshold level. – St. Petersburg, 2003;
13. Korchagina E.L. "Model tests in Russian as a foreign language." Threshold level." - St. Petersburg, 2003.
14. Miller L.V., Politova L.V., Rybakova I.Ya. “Once upon a time...” 28 Russian language lessons for beginners. – St. Petersburg, 2005;
15. Skorokhodov L., Khorokhordina O. “Window to Russia.” Part 1. - St. Petersburg, 2003; 2nd part – St. Petersburg, 2005;
16. Maksimova A. L. “Corrective course of Russian grammar” - St. Petersburg, 2005;
17. Model test in Russian as a foreign language. First level. Common ownership. – St. Petersburg, 2005;
18. Model test in Russian as a foreign language. Second level. Common ownership. – St. Petersburg, 2005;
19. Model test in Russian as a foreign language. Fourth level. Common ownership. – St. Petersburg, 2005.
C) software and Internet resources
__________________________________________________________________
| No. | Lesson content | Number of hours |
| 1 | Sounds and letters. Introduction to the alphabet. Vowels (a, o, u, e, s, i). Consonants (m, n, p, p, b, t, d, f, v, s, z, k, g). Sonorant, paired consonants (voiceless and voiced). | 2 hours |
| 2 | Syllable, stress, rhythm. Reduction (a, o). Intonation of a narrative sentence (IC – 1). The concept of gender. | 2 hours |
| 3 | Consonant Y. Vowels (e, ё, yu, ya). Rhythm, stress. Reduction (e, i). Intonation of an interrogative sentence with a question word (IC – 2). | 2 hours |
| 4 | Direct animate object. The question is WHO? Number of nouns. Personal pronouns. Possessive pronouns (adjectives). | 2 hours |
| 5 | Consonants (l, l’, zh, sh, h). Rhythm, stress. Intonation of a question sentence without a question word (IC – 3). Negative answer. | 2 hours |
| 6 | The concept of a verb. Group I (know, do, read...). Numerals. The question is HOW MUCH? Count (1 – 10) | 2 hours |
| 7 | Consonants (x, ts, w’). Rhythm, stress. Intonation in a comparative question with the conjunction A (IC – 4). IR – 3 at the border of the syntagma. | 2 hours |
| 8 | Adjectives. Question: which one?, which one?, which one?, which ones? Verb, group II. Adverb. Questions: how?, where?, when? Numerals. Counting (10 – 20). | 2 hours |
| 9 | Repetition and generalization of the material covered | 4 hours |
| 10 | ||
| 11 | My family. Possessive constructs (I have...). Repetition of possessive adjectives (my/me, your/me, our/a, your/a, his, her, their), Constructions: Whose brother (son...)? Whose sister (mother...)? | 2 hours |
| 12 | Where do you live? Prepositional case of nouns. Constructions: I live in Paris (Moscow, Germany). | 2 hours |
| 13 | Professions. Present tense of verbs (repetition). Prepositions V/NA in the prepositional case. Constructions: The actress plays in the theater. A builder works at a construction site. | 2 hours |
| 14 | Weather and climate. Numerals (up to 100). Past tense of verbs. Constructions: It's cold here in winter. Yesterday it was warm, + 25. | 2 hours |
| 15 | My day. Past tense of verbs (repetition). Constructions: During the day I was at work and in a restaurant. Verbs “stand up, give, sell.” | 2 hours |
| 16 | Time on the clock. Designs: What time? (what time is it?) When do you get up? I get up at one o'clock (at two o'clock, at 6 o'clock) | 2 hours |
| 17 | Speech development. Text "My husband and I" | 2 hours |
| 18 | Repetition | 2 hours |
| 19 | Clothing store. Accusative case inanimate. nouns and adjectives. The verb is “to want.” Designs: Do you have shirts? I want this red shirt. | 2 hours |
| 20 | Grocery store. Designs: Where and what do you buy? | 2 hours |
| 21 | Speech development. Text "In the store." | 2 hours |
| 22 | At the doctor's. Body parts. Constructions: What hurts you? I have a headache. I have a toothache. | 2 hours |
| 23 | Languages and countries. Indefinite-personal constructions (In Spain they speak Spanish). | 2 hours |
| 24 | Prepositional case noun. in the meaning of an object of speech or thought. Constructions: What is this book about? This is a book about Moscow. | 2 hours |
| 25 | Speech development. A letter to a friend. | 2 hours |
| 26 | Repetition | 2 hours |
| 27 | In the city. Prepositional case of adjectives. Constructions: In what city? On which street? | 2 hours |
| 28 | House and apartment. Prepositional case of possessive pronouns. Constructions: Our house has an elevator. What's in your living room? | 2 hours |
| 29 | Plan for the week. B + prepositional case in the meaning of time. Verbs with suffixes –ova/-eva. Constructions: I had a meeting on Wednesday. | 2 hours |
| 30 | Summer rest. Verbs ending in -sya. Verbs “to be able to, to be able to.” Constructions: In the summer we rode a bicycle. | 2 hours |
| 31 | Culture. The pronoun "your". Conjunctions “because, therefore.” Constructions: I love my city because it is very beautiful. | 2 hours |
| 32 | Speech development. Listening. Text "Moscow". | 4 hours |
| 33 | ||
| 34 | Urban transport. Verbs of motion. Constructions: Today I’m going... I’m taking the subway | 2 hours |
| 35 | Journey. Verbs of motion. Constructions: Where did you go. Where have you been? | 2 hours |
| 36 | Transport. Verbs of motion. Prepositional case of plural nouns. h. Constructions: I don't like to ride trains. | 2 hours |
| 37 | Repetition | 2 hours |
| 38 | What you have and what you don't. Genitive case of nouns in the singular. Prepositions. Constructions: Anna doesn’t have... I didn’t have... | 2 hours |
| 39 | Don't say what you did, but say what you did! Type of verb: meaning, pairing, use. Verbs and tense expressions. Constructions: Yesterday I wrote letters. I wrote three letters. Tomorrow I'll write five. | 2 hours |
| 40 | Future tense of imperfective verbs. Designs: He will read all day. | 2 hours |
| 41 | Use of perfect and imperfect verbs in the future tense. | 2 hours |
| 42 | Repetition | 2 hours |
| 43 | Birthday. Dative case noun, adj., place. units and many more Part: Constructions: I am 25 years old. | 2 hours |
| 44 | Condition category. Modal words. Constructions: I'm cold. I like… | 2 hours |
| 45 | Talking on the phone. Imperative: education and use. Imperative constructions. Conjunctions WHAT/SO. Constructions: Tell... Tell that.../to... Let's talk! | 2 hours |
| 46 | Repetition | 2 hours |
| 47 | Biography. Instrumental case noun, adj., place. Prepositions. Constructions: Who does he work for? Who does she want to be? | 2 hours |
| 48 | Where and when is best? Comparative constructions: This house is better than that. | 2 hours |
| 49 | Where and when is best? Superlative designs: This is the most beautiful house. | 2 hours |
| 50 | How can I get to museum? Verbs of motion with prefixes. | 2 hours |
| 51 | Repetition | 2 hours |
| 52 | Subordinate clauses. Constructions: This is my friend who lives in St. Petersburg. | 2 hours |
| 53 | Complex sentences with clauses of reason, purpose and conditions. Constructions: I am studying Russian because I am interested in Russian culture. I gave him money so that he could buy me a dictionary. If the weather is good tomorrow, we will go to Novgorod. | 2 hours |
| 54 | Compliments. Constructions: You (you) look good today. This suit suits you. | 2 hours |
| 55 | Character traits. Appearance. Designs: It is very cute. He has big green eyes. He is of medium height… | 2 hours |
| 56 | Repetition | 2 hours |
| 57 | Spatial prepositions: on, in (what?); above, below, behind, before, between (what?); near, near, opposite (what?). Verbs “stand, lie, hang.” | 2 hours |
| 58 | Speech development. Text “At the Dacha” (according to A.P. Chekhov) | 4 hours |
| 59 | ||
| 60 | Lesson on a free topic. Students are asked to prepare a short report about their stay in Moscow and questions that they would like to ask each other or the teacher. | 2 hours |
| № | Lesson content | Number of hours |
| 1. | Syllables and letters. Getting acquainted with Russian alphabet. Vowels (a, o, y, e, s, and). Consonants (m, n, p, p, b, t, d, f, c, s, h, j, d). Sonorant correlative consonants (breath consonants and sonants). | 2 hours |
| 2. | Syllable, word stress, rhythmic. Reduction (a, o). Narrative sentence intonation (IR-1). Category of gender. | 2 hours |
| 3. | Consonant J. Vowels (e, e, yu, i). Rhythmic, word stress. Reduction (e, i). Intonation of an interrogative sentence with an interrogative word (IR – 2). | 2 hours |
| 4. | Direct animate object. Question WHO? (Who?). Nouns: category of number. Personal pronouns. Possessive pronouns (adjectives). | 2 hours |
| 5. | Consonants (l, l’, w, w, h). Rhythmic, word stress. Intonation of an interrogative sentence without an interrogative word (IR – 3). Negative answer. | 2 hours |
| 6. | Category of verb. 1st group of verbs (to know, to do, to read...) (to know, to do, to read...). Numerals. Question HOW MUCH? (How much/How many?). Numerals (1 – 10). | 2 hours |
| 7. | Consonants (x, ts, w’). Rhythmic, word stress. Intonation in a comparative question with conjunction A (IK – 4). IR – 3 on syntagm boundary. | 2 hours |
| 8. | Adjectives. Questions: which one? which? which? which? (what kind of?) Verbs of 2nd group. Adverbs. Questions: how? (how?) where? (where?) when? (when?) Numerals (10 – 20). | 2 hours |
| 9. | Summary and revision of the previous lessons. | 4 hours |
| 10. | ||
| 11. | My family. Possessive phrases: I have. (I have). Possessive adjectives revision (my/me, your/me, our/a, your/a, his, her, theirs). Phrases: Whose brother (son...)? (Whose brother/son...?); Whose sister (mother...)? (Whose mother/sister...?) | 2 hours |
| 12. | Where do you live. Prepositional case of nouns. Phrases: I live in Paris (in Moscow, in Germany) (I live in Paris; in Moscow; in Germany). | 2 hours |
| 13. | Professions. Present tense of verbs (revision). Prepositions B/NA in prepositional case. Phrases: The actress plays in the theater. (An actress works in the theatre.) A builder works at a construction site. (A builder works at the building site.) | 2 hours |
| 14. | Weather and climate. Numerals (20 – 100). Past tense of verbs. Phrases: It's cold here in winter. (It is cold here in winter.) Yesterday it was warm, +25. (Yesterday it was warm, +25.) | 2 hours |
| 15. | My day. Past tense of verbs (revision). Phrases: During the day I was at work and in a restaurant. (In the afternoon I was at work and in the restaurant). Verbs “stand up, give, sell.” (to get up, to give, to sell) | 2 hours |
| 16. | Time. Phrases: What time is it? (what time is it?) (What time is it now?); When do you wake up? I get up at one o'clock (at two o'clock, at six o'clock). (When do you get up? I get up at one o’clock (at two, at six)) | 2 hours |
| 17. | Speech development. Text “My husband and I” | 2 hours |
| 18. | Revision. | 2 hours |
| 19. | Clothes shop. Accusative case of inanimate nouns and adjectives. Verb “to want” (to want). Phrases: Do you have shirts? (Do you have shirts?); I want this red shirt. (I want this red shirt) | 2 hours |
| 20. | Food shop. Phrases: Where and what do you buy? (Where and what do you buy?) | 2 hours |
| 21. | Speech development. Text “In the shop” | 2 hours |
| 22. | At the doctor's. Parts of human body. Phrases: What hurts you? I have a headache. I have a toothache. (What ache do you have? I have a headache. I have a toothache.) | 2 hours |
| 23. | Languages and countries. Indefinite-personal phrases (In Spain they speak Spanish./In Spain they speak Spanish.) | 2 hours |
| 24. | Prepositional case of nouns in the meaning of object of speech and thought. Phrases: What is this book about? This is a book about Moscow. (What is this book about? It is about Moscow.) | 2 hours |
| 25. | Speech development. A letter to a friend. | 2 hours |
| 26. | Revision. | 2 hours |
| 27. | In the city. Prepositional case of adjectives. Phrases: In what city? On which street? (In what city? In what street?) | 2 hours |
| 28. | House and flat. Prepositional case of possessive pronouns. Phrases: There is an elevator in our house. (There is an elevator in our house); What's in your living room? (What do you have in your living-room?) | 2 hours |
| 29. | Plan for a week. B + prepositional case of nouns in the meaning of time. Verbs with –ova/-eva suffixes. Phrases: I had a meeting on Wednesday. (I had a meeting on Wednesday) | 2 hours |
| 30. | Summer vacation. Verbs with ending. Verbs “to be able, to be able” (can). Phrases: In the summer we went cycling. (In summer we rode a bicycle) | 2 hours |
| 31. | Culture. Pronoun "one's own". Conjunctions “because, that"s why). Phrases: I love my city because it"s very beautiful. (I love my city because it"s very beautiful) | 2 hours |
| 32. | Speech development. Listening. Text “Moscow”. | 4 hours |
| 33. | ||
| 34. | City transport. Verbs of movement. Phrases: Today I'm walking... I'm taking the subway. (Today I"m going … I go by metro) | 2 hours |
| 35. | Traveling. Verbs of movement. Phrases: Where did you go? (Where did you go?) Where were you? (Where have you been?) | 2 hours |
| 36. | Transport. Verbs of movement. Prepositional case of plural nouns. Phrases: I don't like riding trains. (I don't like traveling by trains) | 2 hours |
| 37. | Revision. | 2 hours |
| 38. | What do/don’t you have. Genitive case of singular nouns. Prepositions. Phrases: Anna doesn't have... (Anna doesn't have...); I didn't have... (I didn't have...) | 2 hours |
| 39. | Don’t say that you were doing but say that you have done! Verb aspect: meaning, formation, use. Verbs and expressions of time. Phrases: Yesterday I wrote letters. (Yesterday I was writing letters); I wrote three letters. (I wrote three letters); Tomorrow I'll write five. (Tomorrow I will write five) | 2 hours |
| 40. | Future tense of imperfective verbs. Phrases: He will read all day. (He will be reading the whole day.) | 2 hours |
| 41. | The use of perfective and imperfective verbs in the future tense. | 2 hours |
| 42. | Revision. | 2 hours |
| 43. | Happy birthday. Dative case of singular and plural nouns, adjectives, pronouns. Phrases: I'm 25 years old. (I'm 25 years old) | 2 hours |
| 44. | Category of condition. Modal words. Phrases: I'm cold. (I am cold); I like... (I like...) | 2 hours |
| 45. | Speaking on the phone. Imperative: formation and use. Imperative phrases. Conjunctions WHAT/ TO. Phrases: Tell me... (Tell me...); Tell him/her/them that...); Let's talk! (Let's have a talk!) |
2 hours |
| 46. | Revision. | 2 hours |
| 47. | Biography. Ablative case of nouns, adjectives and pronouns. Prepositions. Phrases: What is his job? (What is his job?); Who does she want to be? (Who does she want to be?) | 2 hours |
| 48. | Where and when is it better? Comparative phrases: This house is better than that. (This house is better than that one) | 2 hours |
| 49. | Where and when is it better? Superlative phrases: This is the most beautiful house. (It is the most beautiful house) | 2 hours |
| 50. | How do I get to the museum? Verbs of movement with prefixes. | 2 hours |
| 51. | Revision. | 2 hours |
| 52. | Subordinate attributive sentences. Phrases: This is my friend who lives in St. Petersburg. (This if my friend who lives in Saint-Petersburg.) | 2 hours |
| 53. | Complex sentences with clause of purpose, causal and conditional clauses. Phrases: I am studying Russian because I am interested in Russian culture. (I study Russian because I’m interested in Russian culture.); I gave him money so that he could buy me a dictionary. (I gave him money to buy a dictionary for me.); If the weather is good tomorrow, we will go to Novgorod. (If tomorrow the weather is good, we will go to Novgorod.) | 2 hours |
| 54. | Compliments. Phrases: You (you) look good today. (You look very beautiful today.); This suit suits you. (This costume suits you.) | 2 hours |
| 55. | Features of character. Appearance. Phrases: He's very cute. (He is very handsome.); He has big green eyes. (He’s got big green eyes.); He is of medium height... (He is of medium height..) | 2 hours |
| 56. | Revision. | 2 hours |
| 57. | Prepositions of place: on, in (what?), above, under, behind, in front of, between (what?), near, at, opposite (what?). Verbs “stand, lie, hang.” (to stand, to lie, to hang) | 2 hours |
| 58. | Speech development. Text “At the dacha” (“In the summer cottage” by Chekhov A.) | 4 hours |
| 59. | ||
| 60. | Free lesson. Students are offered to prepare a short report about their stay in Moscow and questions which they would like to ask each other and their teacher. | 2 hours |
