Analysis of teaching materials "English" Kuzovlev V. for elementary and secondary schools

Analysis of teaching materials "English language"

Subject line of textbooks"English language 2-11" authors Kuzovlev V.P., Lapa N.M., Peregudova E.Sh. and etc. (OJSC "Publishing House" Prosveshchenie "2011) in accordance with the regulations adopted by the Ministry of Education and Science of the Russian Federation, it is included in the Federal List of Textbooks Recommended by the Ministry of Education and Science of the Russian Federation. The scientific supervisor of the team of authors is Academician Passov E.I., authorprograms - the concept of communicative foreign language education "Development of individuality in the dialogue of cultures".

Completed line of tutorials for2-11 classes of educational institutionsdesigned to meet the requirementsThe Federal State Educational Standard for Primary General Education (FSES) and the Model Program for Primary General Education in a Foreign Language, the Federal State Educational Standard for Basic General Education (FSES) and the Model Program for Basic General Education in a Foreign Language. The content of the textbooks is also correlated with the Fundamental Core of the Content of General Education, the Program for the Formation of Universal Educational Actions, and other basic documents that ensure the implementation of the Federal State Educational Standard.The content of all textbooks allows you to achieve the planned learning outcomes provided for by the Federal State Educational Standard:

UMK components

A positive point for choosing this teaching materials is the presence of a complete methodological portfolio, which, on the one hand, ensures continuity between primary, secondary and high schools, and on the other hand, saves the teacher from routine work and frees up time to create really thoughtful creative lessons. The authors of the teaching materials have created work programs, calendar-thematic lesson planning. In addition, films were shot using the technology of communicative foreign language education, a website of the UMC was created, where all the novelties of the UMC appear regularly, you can find comprehensive answers to all questions about working with the component parts of the subject line, get advice on issues of interest. In this wayinternet supportprovides not only teachers, but also students with the opportunity to receive additional materials and additional exercises designed for different levels of learning, additional materials for preparing for the final assessment, introduces the best student projects, makes it possible to post their own projects, download the necessary audio courses in MP3 format.

The composition of the teaching materials includes a book for students (Student's book). Textbook built in accordance with the basic curriculum: 2 hours per week for grades 2-4 and 3 hours per week for grades 5-11.The material in textbooks is organized into cycles. The exception is the Textbook for grade 2, where the material is divided into 2 semesters and combined into a single storyline. Each cycle in the Textbooks has its own name and introduces Russian schoolchildren to a certain area of life of their peers from English-speaking countries. The basis for mastering speech material in all textbooks is the principle of complexity, which implies interconnected teaching of all types of speech activity.

Cycles have a single structure, which includes

lessons in the formation of pronunciation skills (grade 2),
lessons in the formation of lexical skills,
lessons in the formation of grammatical skills,
reading development lessons
lessons on improving speech skills in monologue and dialogic forms of speech,
lessons in the development of self-control and self-esteem skills.

Several appendices are included in the Tutorial:

1. Grammar guide;

2. Linguistic and regional reference book, which gives brief explanations of some facts of the culture of the countries of the studied language and Russia;

3. English-Russian dictionary;

4. List of proper names and geographical names;

5. Table of forms of irregular verbs;

6. "Learn to learn", containing reminders for the formation of SLA and UUD.

Textbooks are closely related to other components of the teaching materials. They contain links to the Workbook and the Reading Book.

Workbookis designed to activate and systematize the material presented in the Textbook. Each lesson in the Workbook corresponds to the corresponding lesson in the Textbook and has the same name with it. Workbooks are used both in class and at home. If in the Textbook most of the exercises are based on the material of the children's culture of English-speaking countries, then in the Workbook many exercises are based on their native culture, which allows children to better understand its features. Workbooks for EMC "English" (grades 5 - 7) contain the "All about me" section, in which students write about themselves, their family, friends, school, city, etc.

book to readis designed in such a way that home reading is organically included in the content of the entire cycle of lessons, developing and deepening its content. Reading instruction is based on excerpts from works of art intended for students of this age group and popular among English and American peers. The book for reading, along with the works of classics of children's literature, includes excerpts from the works of the most popular contemporary authors. It also includes various types of authentic texts: short stories, excerpts from literary works, comics, poetry, etc. The texts are accompanied by a variety of exercises to develop reading skills. The book for reading is supplied with an English-Russian dictionary, a linguistic and regional reference book, a list of personal names and geographical names.

Recipe for grade 2 they contain entertaining developmental tasks, by completing which students not only learn to write the letters of the English alphabet correctly, but also become participants in funny stories, get acquainted with fairy-tale characters. Mastering the writing of the letters of the English alphabet occurs in the order in which they are studied in the textbook.
Control taskscontains quarterly and annual tests and assignments for them in test formats for all types of speech activity. Each of the tests correlates with the material of the cycles of lessons in the EMC "English 2-11", is developed taking into account the lexical and grammatical material studied in them and is builtin accordance with the formats and requirements of the final certificationfor elementary school. This component of the teaching materials helps students to prepare as best as possible for the new objective forms and means of final control, which are supposed to be used during the final certification at the end of primary school, basic general education and secondary (complete) general education, and the teacher competently organizes the assessment of students' educational achievements in basic types of speech activity. The component also includes a CD in MP3 format, which contains the texts of control tasks to test the ability to understand speech by ear.

Grammar guide with exercisescontains grammar rules with illustrations and examples that provide step-by-step mastering of the material, exercises for a more solid assimilation of grammatical phenomena, a “Test Yourself” section consisting of questions and exercises to check the material covered, as well as keys to all exercises for self-examination. The grammar guide can be used as an independent guide by parents who want to help their child in a deeper understanding of the basics of English grammar.

Audio application (CD, MP3)It is designed to help students better master the pronunciation side of speech and the ability to understand speech by ear. In the audio application, all exercises are recorded by native speakers.

training disc is a component of teaching materials, including: an audio course (in MP3 format) containing authentic audio recordings of texts and exercises to improve the pronunciation side of speech, as well as to further develop the ability to understand speech by ear; ABBYY Lingvo electronic dictionary, which allows not only to get the translation of unfamiliar words, but also to listen to their correct pronunciation; the ABBYY Lingvo Tutor program, which contains additional sets of exercises for a more solid mastery of new lexical units of the lessons.

UMC is developed on the basisthe concept of communicative foreign language education"The Development of Individuality in the Dialogue of Cultures". This concept fully complies with the requirements of the new educational standard. In the textbooks of this EMC, these requirements are implemented through four global aspects of foreign language education - cognitive (sociocultural), developing, educational and educational.. WMC provides not only teaching English, but also develops the individuality of the student in the dialogue of cultures.Using the activity principle of teaching foreign languages, in the traveling target is defined communicative goal - the formation of communicative competence, which, in turn, includes linguistic, sociolinguistic and pragmatic components.The last component includes practical knowledge of the language being studied, taking into account the personal characteristics of the student, the characteristics of his previous language experience, culture, previously acquired skills and abilities, including those of a general educational nature. Under the practical goal of teaching a foreign language in the methodology, it is customary to understand the need to provide a pre-professional level of language proficiency that allows subsequent retraining in accordance with the needs of the specialty or the personal interests of students.

In UMK " English 2–11» reflectedsociocultural approachin education (E.I. Passov, V.V. Safonova, P.V. Sysoev, S.G. Ter-Minasova). The lessons on this EMC are planned in such a way that the teacher seeks to create conditions for the formation of intercultural competence among students, which implies an interest in the characteristics of a foreign culture, in establishing a polylogue of cultures through the use of authentic (taken from life) materials in the educational process.The central place in the pedagogical process should be occupied by the formation of the ability for intercultural communication, for the dialogue of cultures, which is especially important now, when the “mixture of peoples, languages, cultures” has reached unprecedented proportions and, as always, the problem of fostering tolerance for foreign cultures, awakening respect for and interest in them. Therefore, one of the urgent problems in teaching a foreign language today is the need for a deeper study of the world of native speakers and, as a result, the formation of the sociocultural competence of students.

T selyu cognitive (sociocultural)aspect is the acquisition of knowledge about the culture of another people, including knowledge about the language as part of a foreign culture. To do this, the CCM uses various means:

display of actual reality: illustrations, photos, slides, computer programs, questionnaires, tickets, labels, reproductions of paintings by artists of the countries of the language being studied;

text excerpts:

fiction; reference and scientific-encyclopedic literature (guides, maps, etc.); media materials;

spoken array: authentic dialogue texts; explanations and demonstration of the structure of the language; speech patterns; rules-instructions; structural and functional generalizations;

background knowledge contained in toponymy, proverbs, popular expressions, non-equivalent vocabulary; information about non-verbal means of communication and much more.

The teacher's choice of a WCU for teaching a foreign language also implies not only his knowledge of all its components, but also an understanding of their didactic significance. The effect of using each component is possible only if the teacher knows what, where, when it is advisable to use in the educational process. The very idea of the EMC is to maximize the activation of both the intellectual and emotional spheres of the personality of students, to use all channels of information. The exclusion of at least one component included by the authors in the teaching materials will have a negative impact on the learning outcomes, as it will violate the system laid down in it. In this regard, I try to follow the recommendations of the book for teachers. The cycles contain redundant material, which provides students with the opportunity to choose material depending on the interests, abilities and level of learning of students. The chosen approach makes it possible to consistently implement the principle of individualization of education, allowing more capable students to learn material that goes beyond the basic course. Thus, the changes I make relate mainly to the amount of material and the number of training exercises.

WMCs have stood the test of time. When reprinting, the shortcomings identified in the course of their use were eliminated, and the wishes of students, teachers, and recommendations of methodologists were taken into account. The content side of the Textbook was reduced and updated in the editions of 2010-2011. Replaced outdated information and information that has lost relevance for today's teenagers. The volume of new lexical units (LE) intended for both productive and receptive assimilation has been reduced. The repetition of speech material has increased, as well as work on the grammatical side of speech. The advantage of this EMC is its compliance with educational goals, age characteristics and interests of children, modern teaching technologies, as well as its effectiveness in individual lessons with children. The chosen structure of the textbook and the method of presentation are based on modern pedagogical technologies. The textbook contains enough exercises to organize various kinds of educational activities. The exercises are thought out, the illustrative series is well chosen. The textbook successfully solves the problem set by the authors: the development of individuality in the dialogue of cultures.

A distinctive feature of the teaching materials is that the bulk of the burden of observing the law of adequacy when implemented in textbooks is removed from the teacher and taken on by the authors of the textbooks: all lessons are planned so that they can be used as ready-made scenarios. This will provide a “living wage” of literacy and a basis for process management, adherence to the planning system. In this approach, the basis for the further creativity of the teacher, freed from routine planning, for which he has almost no time. Creativity can and should be shown mainly in the process of implementing the textbook in a particular class and in planning reserve lessons (usually 20% of them).

It is positive that the proposed Concept refuses the control used on the basis of the “carrot and stick” policy, since this turns educational activity into a confrontation between the teacher and students and contradicts interaction as the essence of communication.

Control by its very nature is aggressive, so it's not a matter of perfecting it. There is only one way to remove the negative properties of control - to make it a means management the process of education. In this case, those “tools” with which this management is carried out are revealed: for the teacher, this is open control, hidden control, correction, observation, accounting, evaluation, mark; for the student - self-control, mutual control, self-esteem and mutual evaluation. The general line should be considered in this case the transfer of students to the mode self control. They should be taught how to control and correct themselves. As a result, they will get rid of dependency, because they will have their own psycho-physiological apparatus for regulating their activities, and this brings up responsibility in a person.

With all the positive qualities of the UMC, there are some negative aspects. First of all, this is the overload of some topics with lexical units and grammatical structures and, accordingly, require more lessons (hours) allotted for their development. Some homework assignments require a lot of time to complete, some lessons are oversaturated with lexical material. there are not enough exercises to work out and consolidate some grammatical phenomena; for students' statements according to a speech pattern, for example) additional supports are required. In addition, the very form of some exercises makes it difficult to work, since the items of the tasks are not numbered, but are highlighted with a list marker.

The most successful, in my opinion, are teaching materials for grades 6, 8 and 9. UMK 7 is very voluminous and difficult for the perception of seventh graders. UMK 10-11 has been updated and should be released in 2013.

In general, this subject line of textbooks allows the teacher to work creatively, develop the personality of the student andallows you to achieve the planned learning outcomes provided for by the Federal State Educational Standard:personal, meta-subject and subject.

Ryabova Olga Vladimirovna

GBOU secondary school 2045, Zelenograd

English teacher

Comparative analysis of teaching materials in English for the 5th grade of groups of authors led by V. P. Kuzovlev, Yu. A. Komarova and Yu. E. Vaulina.

The educational and methodological set of teaching materials of the course "English" for students of the 5th grade of Russian general educational institutions (authors Yu.A. Komarova, I.V. Larionova, K. Granger, K. Macbeth, etc.) fully contribute to the implementation of tasks, formulated in the Federal State Educational Standard of General Education of the second generation. Teaching materials consist of the following components: - course program; - working programm; - textbook with audio CD; - workbook (from grade 6 with audio application); - a teacher's book. The most important learning tool is the textbook. It is the textbook, which is a synthetic means of organizing the educational process, that performs many functions: informative-educational, developmental-educational, systematizing, integrating, coordinating, functions of visualization and management of the cognitive and operational activities of schoolchildren, etc. These functions can be effectively implemented when condition of the correct organization of work with the textbook. The teaching system presented in the course "English Language" for students of the 5th grade becomes especially effective if, during the educational process, the teacher takes into account those aspects of educational activity that predetermine the management of learning processes and language acquisition in a special way, as well as optimize the formation of universal educational schoolchildren's actions. Significant for achieving this goal are the following conceptual aspects of teaching in this course: activity; text-oriented; communicative and cognitive.

Subject content of speech:

1. Interpersonal relationships in the family, with peers; resolution of conflict situations. Appearance and personality traits. 2. Leisure and hobbies (reading, cinema, theater, museums, music, disco, cafes). Types of recreation, travel. Youth fashion. Purchases. Pocket money. 3. Healthy lifestyle: work and rest regimen, sports, balanced nutrition, rejection of bad habits. 4. School education, school life, subjects studied and attitudes towards them. International school exchanges. Correspondence with foreign peers. Holidays at different times of the year. 5. World of profession. Problems of choosing a profession. The role of English in future plans. 6. Universe and man. Nature: flora and fauna. Ecological problems. Environmental Protection. Climate, weather. Living conditions in urban/rural areas. Transport. 7. Mass media and communications (press, television, radio, Internet). 8. English-speaking countries and home country, their geographical location, capitals and major cities, regions, places of interest, cultural features (national holidays, significant dates, traditions, customs), pages of history, outstanding people, their contribution to science and world culture.

From work experience

For many years I have been working on the educational and methodological set of the authors V.P. Kuzovlev, N.M. Lapy, E.Sh. Peregudova. In my opinion, this EMC is characterized by a beautiful modern colloquial language, rich fascinating content, interesting and effective ways to control students' knowledge. I am very grateful to the authors of the UMK for the high quality of the material in terms of its linguistic and regional correctness. I think that this teaching kit will help teachers prepare their students for the exam.

This UMK is built in accordance with the curriculum 3 hours a week and consists of a textbook, a book for reading, a workbook, a book for a teacher, audio cassettes with a sound recording. The purpose of this kit is to teach a foreign language culture on a communicative basis. Foreign language culture includes developing, cognitive, educational and educational aspects.

It is very important that the authors of the teaching materials managed to create a learning technology that is really accessible to all students, regardless of the level of development of abilities, thanks to the principle of individualization and the principle of an integrated approach to the acquisition of a foreign culture.

The principle of an integrated approach involves simultaneous training in all four types of speech activity: reading, listening, speaking and writing. On the one hand, this contributes to a more solid assimilation of the material being studied, and on the other hand, it allows the student to compensate for the missing ability at the expense of more developed ones. It is much easier for a child to learn the necessary lexical material when he simultaneously hears, sees (reads), pronounces and writes it.

It is desirable to start work on this teaching material with the creation of a methodological description of the class. MHK will help the teacher to make a "methodological diagnosis" and implement an individual approach to each child. The methodological characteristics of the class are designed to find out whether the student uses his abilities to the fullest and determine the reasons that prevent the child from learning. (See the book for the teacher to the textbook for the fifth grade of educational institutions. Moscow. "Prosveshchenie." 2001.p.96.)

The next principle on which this EMC is based is redundancy principle speech material. It allows students to choose what suits their personality. FROM redundancy principle closely related the principle of delayed results. If we demand that all students give out products at the same time, then we are committing a gross methodological error, which can lead to an internal protest of the student.

All topics of this EMC are close and interesting to students and therefore children discuss them with pleasure. At the end of each cycle, students are invited to create their own individual or group project on the topic studied. Working on the project, the children learn to transfer and creatively use the studied material in new situations of communication.

If you decide to work according to the teaching materials of V. P. Kuzovlev, N. M. Lapa, E. Sh. Peregudova, then first of all carefully study the contents of the textbook, teacher's book and workbook. Pay special attention to the explanations and comments on the realities of the culture of the country of the language being studied, which are placed in the linguistic and cultural reference book. After that, you need to think about the relevant elements of your native culture. Otherwise, you will not be able to organize the learning process as a "dialogue of cultures".

After reviewing the content, consider whether all of the materials are of interest to students in your class. Decide what should be replaced with something more interesting or educational. The next task of the teacher is to adapt the lesson script available in the textbook to a specific class without violating the proposed teaching technology. The challenge now for the teacher is how to bring this rich, complex, and engaging content to every student.

To interest students, set them up for the perception of the material, the names of the lessons and exposure to them will help you. The main task of the exposition is to draw students' attention to the content of the lesson. There are several ways to work on exposure, depending on the level of preparation of the class.

In strong groups, I usually present the exposure myself, the students listen without visual support. I follow the comprehension by the reaction of the class. If I see that students do not understand a word, then I semantize it in the most appropriate way. It is desirable that students be able to ask the teacher again if they do not understand the meaning of a word (‘Excuse me. What does the word… mean?’).

Students can listen to the teacher with visual support. However, this method will not contribute to the development of listening skills.

In weaker groups, I invite students to read the exposition to themselves, and then check what they read by asking the guys questions. While reading, students can use a dictionary.

You can organize work on the exposition and in the form of a game of translator. The teacher or one of the students reads, the other student translates. It is necessary that the translators be different students, and not just the most prepared ones. If the teacher is sure that for some reason the students will not be able to translate the exposition, the teacher translates it himself. The textbook is structured in such a way that there is no need to specially invent your expositions. However, if any of them seems not interesting enough, you can replace it with your own. The task of the teacher is to ensure that each student understands well the purpose for which he performs this or that exercise, what information he should find in this or that text and what questions he will have to answer.

As mentioned earlier, this UMK is built on the principle of redundancy of linguistic material . All exercises of this educational and methodical set contain a large number of new, unfamiliar words. Try to convince your students that the English text can be understood even if it contains new words and incomprehensible grammatical constructions. Teach your students not to pay attention to unfamiliar words and grammatical phenomena, if they do not interfere with understanding the general content of the text. Develop the children's ability to guess language. Before offering students a text to read, I usually draw their attention to incomprehensible grammatical phrases, using materials from the reference book placed at the end of the textbook.

Various methods are used to test reading comprehension in the textbook: multiple-choice, true/false and wh - questions. The authors also offer support for answering questions. Before students start answering questions, I always draw their attention to the supports and explain how best to work with them. At the beginning, I show students how to use the support by building their own statement. Usually, the weak students of the group express themselves according to these supports, while the strong students should be forced to express themselves without supports. As a rule, I suggest that strong students speak first, and then weak ones, so that the latter have the opportunity to listen to the answers of their comrades, in addition, they are given more time to prepare their statements.

The Health Lesson Summary offers English teachers a detailed description of how to organize an interactive survey in the classroom. I think it will be interesting for teachers to get acquainted with the proposed system for evaluating students' creative projects. The plan shows how the process of goal-setting can take place in the lesson. I hope that the techniques described in the abstract will be useful for teachers of a foreign language and will be used in their own way in their work.

English lesson on the topic: "Health"

Trashchieva Tatyana Vasilievna
MBOU secondary school No. 3 of the village of Shedok

Goals:

Development aspect:

develop students' communication skills;

teach children to make presentations of creative projects;

conduct an interactive survey;

process the received data;

evaluate the projects of their classmates.

Educational aspect:

cultivate healthy habits;

Show students the importance of a healthy lifestyle.

Educational aspect:

to activate the studied vocabulary on the topic “Health”;

to develop in students the ability to creatively use the learned material in new situations of communication.

Related tasks:

hidden control of the development of speech skills;

development of writing skills.

Equipment:

mike doll;

student creative projects.

TSO: audio recording of the song “I Don't Want”

During the classes:

teacher: good morning! I am very glad to see everybody. Children, look at the blackboard and try to guess what the title of our lesson is? I am sure you know the English alphabet very well. Now name English letters and you will read the title of the lesson on the blackboard.

(6 empty quadrangles are drawn on the board).

Fig.1

Students name English letters. If the children guessed the letter from the title, then the teacher enters it in the corresponding quadrangle. The word HEALTH appears on the board.

teacher: Great! You are very smart. The title of our lesson is Health. And we are going to speak on lots of topics today: “Health Habits”, “Home Medicine”, “Remedies for Accidents”. Are these topics interesting for you? Why? Now, children, let's think about our objectives for today. Think a little and tell me how are you planning to improve your English at the lesson? What would you like to do today?

Pupil 1: I'd like to develop my speaking skills today.

Pupil 2: I'd like to get new information how to keep fit.

Pupil 3: I'd like to develop my writing skills.

Pupil 4: I'd like to speak English with my friends.

Pupil 5: I'd like to present my project.

Pupil 6: I'd like to learn what can help if I have an accident. etc.

Each student in the group talks about their plans and wishes. After the discussion, one of the students writes the following tasks on the board:

to develop writing and speaking skills;

to get new information how to keep fit;

to present projects;

to learn what can help if a person has an accident;

to develop auditory skills.

teacher: Dear boys and girls! I know that you like to play. Games help us to master English. Certainly you know many English words connected with the topic “Health”. Do you know the names of different illnesses? You will speak in turn. Who can say more?

The teacher calls two students. The children take turns pronouncing the names of different diseases. The student who ends up last wins.

Pupil 1: a headache.

Pupil 2: a stomachache.

Pupil 1: an earache.

Pupil 2: a backache.

Pupil 1: a toothache.

Pupil 2: a cold.

Pupil 1: appendicitis.

Pupil 2: the flu.

teacher: Fantastic! You know the names of many illnesses. But do you know remedies for different illnesses and accidents?

This game is played in the same way as the previous one. The goal of the game is to activate vocabulary on the topic “Health”.

Pupil 1: drops.

Pupil 2: tablets.

Pupil 1: syrup.

Pupil 2: vitamins.

Pupil 1: an operation.

Pupil 2: herbal tea.

teacher: I see, children, you know a lot. good for you. But look at our best friend Mike (the teacher demonstrates the children's favorite doll). He is very sad. Mike, what's the matter? You don't look happy.

Mike: Oh, children, I have a terrible headache today. What should I do?

Pupil 1: You should have a tablet

Pupil 2: You should walk in a park

Pupil 3: You should visit a doctor

Pupil 4: Don't watch TV too long

Pupil 5: You shouldn't play on you computer too much

Mike: You have many great ideas. Thank you, dear boys and girls. But I have a stomachache too. What should I do?

The game continues in the same way. Children give advice. The doll thanks and again complains about her health.

teacher: Children, at home you have written many questions about health habits. Choose a question from you questionnaire and ask Mike about his health habits.

Pupil 1: How often do you go to a physician?

Pupil 2: How often do you air your room?

Pupil 3: How often do you go in for sports?

Pupil 4: How often do you eat fruits and vegetables?

Mike answers student questions.

teacher: well done. Thank you children. I think you will agree with me if a person wants to be healthy he should have health habits. I suppose it will be interesting to ask each other about health habits. Choose a question and interview your group mates, after that combine the facts and make a report.

Children become pairs facing each other, forming 2 circles - inner and outer. At the signal of the teacher (this may be a blow of a toy hammer on the table, clapping, etc.), students standing in the outer circle ask their partner their question and receive an answer. The signal sounds again, the teachers and students of the outer circle take a step to the right, there is a change of partners. When the students in the outer circle have polled everyone in the inner circle, the participants in the interactive survey will change places and those who asked questions will begin to answer questions from their classmates.

Fig.2

After the survey is completed, the children sit at their desks and write a report using the model from exercise. 3, p. 63. Below is one of the reports.

Question: How often do you brush your teeth? Five of my class mates brush their teeth twice a day. Three students brush their teeth three times a day. One student never brushes his teeth. One student brushes his teeth once a week. Children, you should brush your teeth twice a day in the morning and in the evening. Don't forget to visit a dentist twice a year.

Students read their reports, discuss them, say the correct answers.

teacher: Children, you have worked hard, your reports were very interesting and useful. I suppose it is time to have a rest and sing our favorite song “I don’t Want”.

Every time I have a headache
Mama takes me to the doctor.
Every time I have a headache
Mama takes me to the doc.
I have a headache
I have a headache.
I don't want to go to bed.
I have a headache
I have a headache.
I don't want to go to bed.

Mama takes me to the doctor.
Every time I have a stomachache
Mama takes me to the doc.
I have a stomachache
I have a stomachache.
I don't want to eat my lunch.
I have a stomachache
I have a stomachache.
I don't want to eat my lunch.

Every time I have a toothache
Mama takes me to the dentist.
Every time I have a toothache
Mama takes me to the dentist.
I have a toothache
I have a toothache.

I have a toothache
I have a toothache.
I don't want to clean my teeth.

teacher: thank you. You can sing beautifully. Super! I know, children, that you are eager to present your projects. Which group will be the first? The leaders of the groups come up to me and take the cards. tell us your numbers. Now we know which group is the first and which group is the second. And we have found the third and the fourth groups too.

While the students of group 1 are preparing for the performance, the teacher can offer the children the following game. There are word cards on the magnetic board. The task of students is to make English proverbs from these words.

An, keeps, a, a, way, apple, keeps, doctor. (An apple a day keeps a doctor away).

Wise, and, bed, to, to, man, early, early, wealthy, makes, wise, a, healthy. (Early to bed, early to rise, makes a man, wealthy, and wise).

is, wealth, health, than, better. (Health is better than wealth).

Projects defended in this lesson: “Home Medicine in My Country”, “How to keep Fit”, “Accidents”.

After the defense of each project, its discussion and evaluation followed. Projects are evaluated on a five-point system. Each group completed the following table after discussion.

content	presentation	Illustration

teacher: I should say that all projects were very interesting and beautifully illustrated. Besides all of them have been presented brilliantly. Now, children, it is time to remember our objectives. Have you got new information today? Was the information important for you, why? Have you developed your speaking skills today? etc.

Oh, I see. You have worked hard and got much new information today. Besides the information is very important and useful for you. More than that you have developed your speaking and auditory skills. Great! Now let's finish our lesson with the song ‘Ruth has a toothache.’

Ruth has a toothache.

Teddy has a cold.

Fred has a headache.

Eddie's getting old.

Ruth has a toothache.

Teddy has a cold.

Fred has a headache.

Eddie's getting old.

Sam has a stomachache.

Frankie has the flue.

Jack has a backache.

Tony has one, too.

I am sure that now you know golden rules how to be healthy and you won't have a toothache like Ruth or a headache like Fred. Thank you for the lesson, children. Goodbye!

The proposed material is sufficient for studying the topics, as it is complemented by the exercises of the Workbook and the Reading Book.

The conceptual apparatus is sufficient, there is no overload of texts with concepts and terms, it corresponds to the stock of knowledge, experience of cognitive and practical activities of students, their needs and interests. The vocabulary and style of the educational material corresponds to the age characteristics and interests of students in grade 8, has educational and educational value.

The educational material is presented logically and consistently in accordance with the stages of work on speech material: the formation of speech skills, their improvement and development of skills. Each portion of the material within the cycle is brought to the level of skill. (noted by all participants of the approbation).

The functional significance of the material lies in the development of students' language abilities and mental functions (guesses, logical presentation, memory, thinking, attention), the ability to solve speech-thinking problems, learning skills.

The material is highly educational. A tolerant attitude towards a foreign culture and language is brought up and a respectful attitude towards native culture, traditions and customs is formed, a desire to broaden one's horizons, an interest in cognitive activity is formed, a need for a useful pastime is brought up, a need is brought up for familiarization with world culture, an awareness of one's culture through the context is formed culture of English-speaking countries, love for the motherland is brought up.

A diverse nature of the presentation of the material is used: ascertaining, explanatory, problematic, analytical, comparative, critical, informative, classifying, etc., taking into account the socio-cultural, developmental, educational and educational aspects.

2. Methodical scheme

A variety of technologies are used (technology of communicative learning, problem-based learning, project-based, student-centered technologies).

The EMC contains redundant material that provides students with the opportunity to choose lexical units and grammatical phenomena depending on their interests, abilities and level of learning. Alternative options for working with exercises are presented depending on the level of training of students. This approach allows you to consistently implement the principle of individualization of training. There are no failing students.

All material is fixed in a workbook and expanded through the use of a reading book.
It is important that the reading passages are taken from works of various literary genres. Such reading expands the horizons of students, deepens knowledge about the country of the language being studied.

In the teaching materials, both intra-subject and inter-subject communications are carried out.
The Workbook (together with the Textbook and the Book for Reading) presents a set of exercises for practicing lexical and grammatical material. The book for the teacher systematizes all the material for preparing a lesson plan, clearly formulates the objectives of the lessons, which makes it easier for the teacher to achieve the goals prescribed in the new standard. In addition, all the material of the lesson is described in detail, keys are given. Additional material is also given (links to Internet sites where you can find interesting material), which can be useful to the teacher and students in the lesson.

3. Didactic apparatus

Tasks in the Textbook, Workbook and Reading Book allow students to organize independent work in the classroom and at home.

The kit significantly expands the possibilities of using various forms of work in the classroom, allows you to use frontal, pair, group and individual forms of work in the lesson.

4. Artistic and graphic design and printing execution

The proposed illustrations correspond to the educational goals and objectives, age and psychophysical characteristics of students, help to ensure a comfortable emotional state of students in the process of working with the teaching materials (noted by all participants in the approbation).
The color scheme, font and format are designed at a high level and correspond to the psychophysical characteristics of secondary school students.

The proposed material is sufficient for studying the topics, as it is complemented by the exercises of the Workbook and the Reading Book.

The material is highly educational. A tolerant attitude towards a foreign culture and language is brought up and a respectful attitude towards native culture, traditions and customs is formed, a desire to broaden one's horizons is formed, an interest in cognitive activity is formed, a need for useful pastime is brought up, a need is brought up for familiarization with world culture, an awareness of one's culture is formed through the context of culture English-speaking countries, love for the Motherland, a sense of pride in its achievements and successes are brought up.

A diverse nature of the presentation of the material is used: stating, explanatory, problematic, analytical, comparative, critical, hypothetical, informative, classifying, etc., taking into account the socio-cultural, developmental, educational, and educational aspects.

The Test Preparation section helps prepare students for a new form of final assessment in grade 9, as well as for the Unified State Examination.
The workbook is an important component and helps to activate and consolidate the textbook material.

2. Methodical scheme

A variety of technologies are used (technology of communicative learning, problem-based learning, project-based, student-centered technologies).

All material is fixed in a workbook and expanded through the use of a reading book.

Reading passages are taken from works of various literary genres. Such reading expands the horizons of students, deepens knowledge about the country of the language being studied.

In the EMC, both intra-subject and inter-subject communications are carried out (literature, geography, history, computer science, MHC, social science, psychology, rhetoric, ICT, etc.).

3. Didactic apparatus

The number of questions and tasks is sufficient to motivate learning, to work out and consolidate the material, to organize practical activities, to organize independent work, self-control and self-assessment.
The lessons are quite saturated with material that makes it possible to work successfully with students of different levels. Each section of the textbook is supported by tasks in the workbook and supplemented by informative and artistic authentic texts for reading with developing tasks in the reading book. Such tasks are very useful for strong students and stimulate students with a lower level of learning.

There are many new lexical units, but all of them are necessary for studying the topic, they are given in various combinations, which increases the productivity of students' statements. Students develop the ability to use the wealth of facts, information, thoughts to achieve the goal for which they enter into communication.

4. Artistic and graphic design and printing execution

The proposed illustrations correspond to the educational goals and objectives, age and psychophysical characteristics of students, help to ensure a comfortable emotional state of students in the process of working with teaching materials, emotional perception of students, better assimilation of the material.
The color scheme, font and format are designed at a high level and correspond to the psychophysical characteristics of secondary school students.