Work program in French (as a second foreign language). Work program for French (second foreign language) Work program for French as a second foreign language

The work program for the French language is based on

Federal component of the state standard of secondary (complete) general education;

Sample program of secondary (complete) general education in foreign languages

Curriculum of MBOU "Gymnasium No. 34" for the 2018-2019 academic year.

The program is designed for 70 hours per year (2 hours per week), incl. 2 hours for conducting tests to test lexical - grammatical skills and speech skills, and is intended for students in grade 9 (1st year of study).

The educational complex is intended for initial training of students studying French as a second foreign language, and is designed for 2 hours per week (70 hours per year).

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DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF UYANOVSK

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"GYMNASIUM No. 34"

CONSIDERED AGREED APPROVED

at the NMS meeting, Deputy Director for Water Resources Management, Director of the Municipal Budgetary Education Institution

protocol No. 1 _______ N.V. Sviyazova “Gymnasium No. 34”

from "30" 08. 2018 "___"_____2018 _____L.P.Tokmakova

Order dated ______№__

Head of the Ministry of Defense

V.M. Polushkina

Work program in French

for 9th grade students

(first year of study)

for the 2018-2019 academic year

Level of study:basic (second foreign language)

Compiled on the basis of the Federal State Educational Standard for a foreign language, the French language program

Work programs. Subject line of textbooks "Blue Bird" grades 5-9. Author Selivanova N.A., Moscow, “Enlightenment”, 2013.

Compiled by: Rynkova K.G., French teacher

Number of hours according to plan:per year - 70 hours; per week - 2 hours.

Ulyanovsk, 2018

Explanatory note

Program status

Working The French language program is based on

Federal component of the state standard of secondary (complete) general education;

Sample program of secondary (complete) general education in foreign languages

Curriculum of MBOU "Gymnasium No. 34" for the 2018-2019 academic year.

The program is designed for 70 hours per year (2 hours per week), incl. 2 hours for conducting tests to test lexical - grammatical skills and speech skills, and is intended for students in grade 9 (1st year of study).

Place of the subject in the curriculum

This program is developed on the basis of the Model program of basic general education in a foreign language, which is compiled on the basis of the Federal component of the state standard of basic general education.

The work program for grade 9 is focused on the use of E. Beregovskaya’s educational and methodological complex “Blue Bird” for grade 5 in general education institutions.

The UMK grade 5 includes:

Textbook - E.M. Beregovskaya “L’oiseau bleu”: a French language textbook for grade 5 in general education institutions (Recommended by the Ministry of Education of the Russian Federation) - Moscow, Education, 2014

Workbook “Cahier d’activités”

Teacher's book“Livre du professeur”

Book to read“Livre de lecture”

Audio application– CD MP3

The educational complex is intended for initial training of students studying French as a second foreign language, and is designed for 2 hours per week (70 hours per year).

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

In the process of learning French, the following goals are realized:

mastering foreign language communication at a basic level;

increasing the amount of knowledge about the sociocultural specifics of the country/countries of the language being studied;

development and education in schoolchildren of an understanding of the importance of learning a foreign language in the modern world.

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

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

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

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

Subject content of speech

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

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

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

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

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

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

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

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

The world

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

Mass media

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

Countries of target language and native country

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

At the first stage of general education, the basic foundations and foundation of all subsequent education are formed: the foundations for the formation of a child’s educational activity are laid, universal educational activities are formed, cognitive motivation and interests of students are ensured, and the foundations of moral behavior are formed. Upon completion of this course, students should be able to master the following:skills and abilities.

Communication skills

Speaking. Dialogue speech

The graduate will learn:

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

conduct a dialogue and exchange of opinions;

take and give interviews;

conduct an inquiry dialogue based on non-linear text (tables, diagrams, etc.)

Speaking. Monologue speech

The graduate will learn:

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

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

give a brief description of real people and literary characters;

convey the main content of the text read with or without reliance on the text, keywords/plan/questions;

describe a picture/photo with or without support for keywords/plan/questions.

The graduate will have the opportunity to learn:

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

comment on facts from the text read/listened to, express and argue your attitude to what you read/listened to;

speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;

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

Briefly summarize the results of the completed project work.

Listening

The graduate will learn:

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

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

The graduate will have the opportunity to learn:

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

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

Reading

The graduate will learn:

The graduate will have the opportunity to learn:

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

recover text from scattered paragraphs or by adding released fragments.

Written speech

The graduate will learn:

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

write short congratulations on your birthday and other holidays, using speech etiquette formulas accepted in the country of the language being studied, express wishes (30–40 words, including address);

write a personal letter in response to a stimulus letter using speech etiquette formulas accepted in the country of the language being studied: provide brief information about yourself and request similar information about a pen pal; express gratitude, apology, request; give advice, etc. (120 words, including address);

write short written statements based on a model/outline.

The graduate will have the opportunity to learn:

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

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

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

briefly present in writing the results of project activities;

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

Language skills and means of operating them

Spelling and punctuation

The graduate will learn:

write the learned words correctly;

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

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

The graduate will have the opportunity to learn:

compare and analyze French letter combinations and their transcription.

Phonetic side of speech

The graduate will learn:

distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce the words of the foreign language being studied;

observe the correct stress in the words studied;

distinguish communicative types of sentences by their intonation;

divide a sentence into semantic groups;

adequately, without errors leading to communication failure, pronounce phrases from the point of view of their rhythmic and intonation features (motivating sentence; general, special, alternative and dividing questions), including observing the rule of no phrasal emphasis on function words.

The graduate will have the opportunity to learn:

express modal meanings, feelings and emotions using intonation.

Lexical side of speech

The graduate will learn:

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

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

comply with the existing norms of lexical compatibility in the French language;

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

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

verbs using the affixes dé-, dis-; re-, ré-, pré-.

nouns using the suffixes -tion, -sion; -ement; -eur; -ure; -ette; -ique; -iste, -isme; -er/-ère; -ien/-ienne; -erie; -ence, -ance; -aire; -oir, -oire, -âge, -té; -ude; -aison; -esse; -ure; -ise;

adjectives using the affixes eur/-euse; -ique; -ant; -ain; -ais; -ois; -ien; -able/-ible; -el/-elle, -al/-ale, -ile, -il/-ille; -eau/-elle; -aire; -atif/-ative;

adverbs using the suffix –ment, -emment, -amment.

nouns, adjectives, adverbs using negative prefixes in-, im- il-

The graduate will have the opportunity to learn:

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

know the differences between the phenomena of synonymy and antonymy; use learned synonyms and antonyms in speech appropriate to the communication situation;

recognize and use the most common phrasal verbs in speech;

recognize that words belong to parts of speech by affixes;

recognize and use in speech various means of communication in the text to ensure its integrity (pourtant, enfin, d "abord ensuit; etc.);

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

The grammatical side of speech

The graduate will learn:

operate in the process of oral and written communication with basic syntactic structures and morphological forms in accordance with the communicative task in a communicatively significant context:

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

recognize and use common and uncommon simple sentences in speech, including those with several circumstances following in a certain order;

recognize and use in speech sentences with the initial Il il faut, il y a.,

recognize and use sentences with initial c’est, ce sont in speech;

recognize and use in speech complex sentences with coordinating conjunctions ou, mais;

recognize and use in speech complex sentences with conjunctions and allied words qui, qu"est-ce que, est-ce que, quand, pourquoi, combien, où, quel;

use indirect speech in affirmative and interrogative sentences in the present and past tense;

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

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

recognize and use pronouns in speech: personal pronouns as direct and indirect objects. Stressed and unstressed forms of personal pronouns. Pronouns en and y. Relative pronouns (qui, que, où, dont). Demonstrative (celu celle, ceux, etc.) and possessive (le mien, la mienne les miens, les miennes, etc.) pronouns. Indefinite adjectives and pronouns (on, tout, même, personne chaque, chacun(e), quelque(s), quelqu"un, quelques-un(e)si plusieurs). Possessive, reflexive, demonstrative, indefinite and their derivatives, relative , interrogative;

recognize and use in speech adjectives in the positive, comparative and superlative degrees, formed according to the rule, and exceptions;

recognize and use quantitative and ordinal numbers in speech;

recognize and use in speech the studied non-finite forms of the verb (non-finite forms of the verb infinitif, gérondif, participe présent and participe passé);

recognize and use prepositions of place, time, direction in speech; prepositions used with verbs in the passive voice.

The graduate will have the opportunity to learn:

recognize complex sentences with subordinate clauses: tandis que, comme, puisque, etc., complex forms of relative pronouns (1e-quel, laquelle...) and their derivatives with prepositions a and de;

recognize and use prepositions in speech that serve to express spatial (à, de, dans, sur, sous, entre, vers) and temporal (pendant, depuis, en, dans, pour) relationships.

recognize and use causal relations in speech in simple and complex sentences: parce que, grace à, à cause de.

recognize and use possessive pronouns in speech (le mien, la mienne les miens, les miennes, etc.).

recognize and use in speech definitions expressed by adjectives in the correct order;

recognize and use in speech verbs in the tense forms of the active voice: leprésent, le futur simple, le futur immédiat, le passé composé, l "imparfait, le plus-que-parfait, lefutur dans le passé

recognize and use in speech verbs in the indicative mood (l’indicatif): plus-que-parfait, futur dans le passé, as well as gerunds (gérondif)

recognize and use interrogative adverbs où, quand, comment, pourquoi in speech; interrogative pronouns qui, que. Negative particles plus, jamais, non, personne. Restrictive turnover ne...que.

recognize and use the conditional mood in speech (1e conditionnel présent) in simple and complex sentences.

Sociocultural knowledge and skills

The graduate will learn:

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

represent your home country and culture in English;

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

The graduate will have the opportunity to learn:

use sociocultural realities when creating oral and written statements;

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

Compensatory skills

The graduate will learn:

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

The graduate will have the opportunity to learn:

use paraphrases, synonymous and antonymic means when speaking;

country/countries of the language being studied, acquired in foreign language lessons and in the process of studying other subjects (interdisciplinary knowledge). This involves mastering:

knowledge about the importance of native and foreign languages ​​in the modern world;

information about the sociocultural portrait of countries speaking a foreign language, their symbols and cultural heritage;

knowledge about the realities of the country/countries of the language being studied: traditions (in nutrition, weekends, major national holidays, etc.), common examples of folklore (proverbs, etc.);

ideas about the similarities and differences in the traditions of their country and the countries of the language being studied; about the peculiarities of lifestyle, way of life, culture (world-famous attractions, outstanding people and their contribution to world culture) of the country/countries of the language being studied; about some works of fiction in the foreign language being studied;

the ability to recognize and use in oral and written speech in situations of formal and informal communication the basic norms of speech etiquette adopted in the countries of the language being studied (cliche remarks, the most common evaluative vocabulary);

the ability to represent the native country and its culture in a foreign language; provide assistance to foreign guests in our country in everyday communication situations.

Compensatory skills

Improving skills:

ask again, ask to repeat, clarifying the meaning of unfamiliar words;

use keywords, an outline for the text, a thematic dictionary, etc. as support when generating your own statements;

predict the content of the text based on the title, pre-posed questions, etc.;

guess the meaning of unfamiliar words from the context, from the gestures and facial expressions used by the interlocutor;

use synonyms, antonyms, descriptions of concepts when there is a lack of linguistic resources.

Types and forms of control used

Types of control:

preliminary control;

current control;

intermediate control;

final control.

Forms of control:

exploratory reading;

introductory reading;

external control of the teacher over the activities of students;

mutual control;

student self-control

Means of education:

for students: textbooks, workbooks, technical teaching aids;

CALENDAR AND THEMATIC PLANNING

Approximate distribution of study time, subject to 2 hours per week for studying a second foreign language (French): Total for the program: 70 hours

List of references (main and additional)

Collection of normative documents. Foreign language. Federal component of the state standard" Publishing house Moscow. Bustard. 2009.

Sample programs for academic subjects. Foreign language. 5-9 grades. Second generation standards. - M.: Education, 2010.

ON THE. Selevanova. General education program. French. 5-9 grades. M.: Education, 2009

“Theory and practice of teaching French as a second languageforeign" by E.Ya. Grigorieva. Ministry of General and. vocational education. Moscow, APKiPRO, 2003

Work programs in the French language. Grades 2-11. (Basic level) T.V.Gorshkova. – M.: Globus, 2008.

Olga Eduardovna Stakhovskaya, teacher of English and French, MBOU "Gymnasium No. 97 of Yelets", Yelets, Lipetsk region

Work program in French (as a second foreign language)

Abstract. The article describes the work program for teaching the subject “Foreign Language” (French as a second foreign language). Key words: work program, French language, second foreign language, secondary school.

This work program is intended for teaching the subject “Foreign Language” (French as a second foreign language). In accordance with the Federal State Educational Standard, the study of a foreign language at school is aimed at the formation and development of communicative competence, understood as the ability of an individual to carry out intercultural communication on the basis of acquired linguistic and sociocultural knowledge, speech skills and communication skills and attitude to activity in the totality of its components: speech, sociocultural, compensatory and educational-cognitive competences. The French language is included in the subject area “Foreign language”. The conceptual basis for constructing the academic discipline “French” in grade 5 is personal activity-based, competency-based, communicative-cognitive, intercultural approaches to education in the field of foreign languages ​​in secondary schools. The presented program provides for the study of French as a second foreign language in basic secondary school and is designed for 35 weeks (2 hours per week, at the expense of the federal component). Thus, the work program is designed for 70 lessons per year. One of the main objectives of the “Danslemondedufrançais” course is to help students enter the world of the French language and French culture, therefore language teaching is carried out through the culture of the country, and culture teaching is carried out through the language. Based on the fact that the content of education is culture, the authors believe that the content of foreign language education should be foreign language culture. The series "Danslemondedufrançais" introduces students to the French language and culture of France, helps to understand the system of value standards of the people of the country of the language being studied, as well as the problems of concern French youth. The academic subject “Foreign language (second)” ensures the formation and development of foreign language communication skills and language skills that are necessary for students to continue their education at school or in the system of secondary vocational education. Mastering the academic subject “Foreign language (second)” is aimed at students achieving pre-threshold the level of foreign language communicative competence, which allows you to communicate in a foreign language in oral and written forms within the scope of topics and language material of grade 5 both with native speakers of a foreign language and with representatives of other countries who use a foreign language as a means of interpersonal and intercultural communication. The study of the subject “Foreign language (second)” in terms of the formation of skills and the development of abilities to generalize and systematize existing language and speech experience is based on interdisciplinary connections with the subjects “Russian language”, “Literature”, “History”, “Geography”, “Music” , “Fine Arts”, etc.

Municipal autonomous educational institution

Naro-Fominsk secondary school No. 3 with in-depth study of individual subjects

I approve

Director of MAOU Naro-Fominsk

Secondary school No. 3 SUIOP

"___"________________2017

Compiled by:

French teachers

Planned results of mastering the academic subject

Personal results:

Motivation for learning foreign languages ​​and the desire for self-improvement - awareness of the possibilities of self-realization through the means of a foreign language;

The desire to improve one’s own speech culture as a whole;

The desire to develop such qualities as will, determination, creativity, initiative, hard work, discipline;

The desire for a better understanding of the culture of one’s people and the willingness to help familiarize representatives of other countries with it;

Tolerant attitude towards manifestations of another culture; awareness of oneself as a citizen of one’s country and the world;

Willingness to defend national and universal (humanistic, democratic) values, one’s civic position.

Meta-subject results:

Development of the ability to plan one’s speech and non-speech behavior;

Development of communicative competence, including the ability to interact with others, performing various social roles;

Development of research educational activities, including skills in working with information: searching and highlighting the necessary information, summarizing and recording information;

Development of semantic reading, including the ability to determine the topic, predict the content of the text by title/keywords, highlight the main idea, main facts, omitting secondary ones, establish a logical sequence of main facts;

Implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activities in a foreign language.

Students will learn:

Plan your speech and non-speech behavior; - interact with others, performing different social roles; - work with information (search for the necessary information, summarize and record information); - carry out semantic reading.

Carry out research on the subject.

Subject results

Monologue speech:

Students will learn:

Speak briefly about facts and events, using types of speech such as description, narrative, message, as well as emotional and value judgments; - convey the content, the main idea of ​​the text read; - make messages based on the text read (heard); - express your attitude to the text read (heard). - speak out on a given topic based on keywords, plan, questions.

The volume of a monologue statement is from 8 to 10 phrases, formatted grammatically and semantically.

Students will have the opportunity to learn:

speak out on a given topic without using support.

Dialogue speech:

Students will learn:

conduct - dialogues of an etiquette nature - up to 3 replicas from each student; - dialogue - questioning - up to 4 remarks from each student; - dialogue - encouragement to action - up to 2 remarks from each student;

Students will have the opportunity to learn:

Conduct a dialogue - exchange opinions - up to 2 remarks from each student.

Listening:

Students will learn:

predict the content of the text at the beginning of the message; - understand the main content of short authentic pragmatic texts; - highlight the necessary information; - determine the main topic of the text; - highlight the main facts; - ignore unfamiliar language material that does not interfere with the performance of the speech task. The listening time of the text is up to 2 minutes.

Students will have the opportunity to learn:

Understand the content of texts related to different communicative types of speech;

Students will learn:

read and understand authentic texts with varying depth and accuracy of penetration into their content (depending on the type of reading): with an understanding of the main content (introductory reading); with a full understanding of the content (study reading); with selective understanding of the necessary or interesting/requested information (browsing/search reading).

During introductory reading, students will learn:

Determine the topic/main idea; - highlight the main facts, omitting the secondary ones; - establish a logical sequence of the main facts of the text; - guess the meaning of individual words (based on similarity with the native language, word-forming elements, context); - use footnotes and a linguistic and regional reference book and dictionary.

During learning reading, children will learn to: - read simple authentic and adapted texts of various types, fully and accurately understanding the text based on its information processing (analysis of individual passages of the text, selective translation); - evaluate the information obtained from the text, express your opinion.

Students will have the opportunity to learn:

Establish a cause-and-effect relationship between facts and events in the text; - select the necessary/interesting information by looking at one text or several short texts and use this information in further work, interpret the information received.

Students will learn:

Make various notes (shorten the text, remove unnecessary things); - draw up a text plan; - fill out questionnaires, forms, tables; - complete started sentences based on previously acquired knowledge; - perform lexical and grammatical exercises.

Students will have the opportunity to learn:

Complete writing projects (individually and in groups).

The work program for French as a second foreign language is developed on the basis of:

Work program (grades 5-11) for general education institutions for the series of textbooks on the French language “In the World of French”: www drofa. ru

Teaching French in the 5th grade is carried out according to the textbook “French language 1st year of study. 5 grades at 2 o'clock school for educational institutions: , . – 4th ed., M.: Drofa, 2016 The textbook is the main component of the educational and methodological complex in the French language and is intended for schools in which French is studied as a second foreign language. 1 hour per week (34 hours per year) is allocated for studying a second language at MAOU Secondary School No. 3 SUIOP.
and training starts from the 5th grade.

Agreed

Deputy Director for HR

"____" __________________2017

Agreed

Protocol dated “____” __________________2017 No._____

Work programs with thematic planning of French as a second foreign language lessons in secondary schools. For grades 5-11. Study load 2 hours per week (total 68 hours)

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WORKING PROGRAMM

by academic subject

French

5th grade

for the 2016/2017 academic year

French teacher

Moscow, 2016

Planned results of mastering the subject

The transition to training according to the Federal State Education Standard is a new modern stage in the education of schoolchildren.

The purpose of language educationwas the development of a multilingual personality through the formation of communicative competence, ability and readiness to communicate in foreign languages.

Introductory course

Metasubject connections

Subject results of mastering the subject

Introductory course The textbook contains 10 lessons. Its main task is to give in a concentrated form all the rules of reading and provide exercises for its primary assimilation. It also contains brief regional studies material.

Main course structure:

1. Dictionary. The 1st year dictionary contains about 700 words and expressions. Vocabulary is divided by topic into 8 textbook blocks - “Family”, “Working day”, “Happy Birthday!”, “In the store”, “Pets”, “In the city”, “Tastes and preferences”, “Holidays”. All new LEs for each lesson are given on a separate page. To consolidate LE and RO for each topic, the textbook contains only part of the exercises, the rest are contained in the workbook.
2. Reading technique. Each block contains special training exercises on reading techniques, in which the spelling skills already learned in the introductory course are fixed on other lexical material. These are calligrams and microtexts.
3. Grammar. This is a system of rules, diagrams and teaching tables that are aimed at conscious assimilation and comparison with the grammatical categories of the Russian language. Each rule is accompanied by exercises, which are also communicative in nature.
4. Work with text.The core of each block is a monologue text with exercises. Some texts are presented in the form of comics. The goal of working with text is to develop the ability to read expressively, meaningfully and the ability to extract the necessary information from what is read. Then, with the help of question-and-answer exercises and diagrams built on key words, students practice composing a short monologue statement. A special place is occupied by role-playing games, skits and writing stories based on pictures.
5. Letter. The introductory course offers cheating exercises. In the future, written assignments become more complex and varied. Dictations are held regularly, the texts of which are included in the teacher’s book.
6. Speaking. Each section begins with dialogue and dialogic exercises, which contain speech clichés used in a given situation. At the final stage of work on the topic, the LE and RO speak on the topic in a monologue.
7. Interesting stuff.Poems, songs, proverbs and riddles designed to give students a break from memorizing vocabulary and grammar and to see how the knowledge they have acquired can be used in different ways. We felt that we could derive not only benefit from this knowledge, but also pleasure.
8. Repetition. At the last lesson of each block, the learned lexical and grammatical material on the topic is repeated. A dictation is conducted and a listening exercise is performed.

1. Learning to read.
2. Family album. Ability to talk about your family.
3. The working day is the routine of the school day.
4. Holidays and birthday.
5. Name of products. Going to the store. Purchases.
6. Our pets are pets.
7. In the city. Sights of the capital and cities of France.
8. Tastes and preferences. Leisure.
9. Winter and summer holidays.

Thematic planning

in French

Class: 5

Textbook:

EM. Beregovskaya, T.V. Beloselskaya “Blue Bird”. French. Second foreign language. 5th grade. Textbook for educational organizations. 2nd edition, M.: Prosveshchenie, 2014.

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GBOU School with in-depth study of English

Adopted by the pedagogical council “APPROVED”

Protocol No. _____________ Director of GBOU School No. 1246

from "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

by academic subject

French

6th grade

for the 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualification category

Moscow, 2016

The educational and methodological set “Blue Bird” - 6 is a logical continuation of the teaching and learning kit for the 5th grade of a comprehensive school. It is focused on a new high-quality level of teaching the French language. Students not only master new ways and means of expressing thoughts, but do this while familiarizing themselves with another culture, which contributes to seeing the world around them in its diversity.

The second year of study is an important intermediate stage towards achieving the main goal of teaching French in secondary school: the formation of communicative competence, i.e. ability and readiness to communicate in the foreign language being studied both within the lesson and in a real communication situation. The main task of teaching French in the 6th grade can be considered the maximum possible development of foreign language communication skills at this stage - a simple conversation on everyday topics, reading an adapted text, listening comprehension of accessible educational audio recordings.

Linguistic competence, which consists in the ability to create statements in accordance with the rules of the language being studied, is realized in vocabulary that is subject to active and passive assimilation (400 LE and 500 LE, respectively) and a certain amount of grammatical material. The volume of grammatical material is limited in order to repeat and consolidate what was learned in grade 5 and create the necessary vocabulary for mastering new grammatical structures with different lexical content. Grammar is considered not only as a set of certain structures and forms, but also as an integral part of oral and written speech.

Personal results of mastering the subject

• fostering a tolerant attitude towards representatives of another culture
• formation of readiness and ability to conduct dialogue with other people and achieve mutual understanding
• formation of a responsible attitude towards learning, readiness for self-development and choosing a further path to improve the education received in secondary school

Metasubject connections

• developing the ability to set goals and objectives for one’s learning
• development of the ability to reason, think, establish cause-and-effect relationships, make comparisons and conclusions
• development of the ability to delve into the meaning of what is read and heard, the ability to determine the topic and main idea
• developing the ability to organize joint educational activities with a group and work individually

Subject content of the training course

The textbook consists of 12 blocks:

1. First meeting. Correspondence with foreign peers - a personal letter based on a sample.
2. Beginning of the school year. Education system in France and Russia. Similarities and differences.
3. Products. Culinary recipes.
4. Work and rest schedule. Healthy eating. Favorite dish.
5. Relationships with peers. Appearance and character traits of a person.
6. Mass media. A television. TV program and favorite TV shows.
7. Types of recreation, travel. Transport. Region of Normandy.
8. Fairy tales and comics. Biography of storytellers. Writing your own fairy tale.
9. Francophonie - French-speaking peoples and countries. Switzerland.
10. Let's play detective! Write your own detective story.
11. Who seeks will always find! Search advertisement.
12. Hello Paris! The capital of France and its attractions. Program for the stay of Russian schoolchildren in Paris.

First part each block consists of an introductory dialogue that sets the main topic and is intended to teach listening comprehension of French colloquial speech, its intonation and consolidation of students’ pronunciation skills.

Second part are grammatical pages on which new grammatical material is proposed in a communicative form.

Third (main) parteach block contains text intended for teaching reading (search reading, reading with a general understanding of the content, reading with full understanding), introducing and consolidating new grammatical material in conditional speech and speech exercises based on the content of the text.

Fourth part contains regional studies material, by studying which students receive information about the country of the language they are learning, about the cultural, historical and geographical realities of France and some other French-speaking countries.

Fifth part , the final one, contains educational material designed to develop and consolidate skills in working with a written source of information.

Work with each section of each block is carried out in accordance with the following stages aimed at perception, comprehension, assimilation and interpretation of written and oral sources of information:

1. familiarization - the stage of working with a visual and auditory form (students identify the text, then find supporting elements for work on comprehension);
2. assimilation - training in the use of new LE, RO and grammatical concepts (the main load at this stage is in the collection of exercises);
3. speaking - exercises aimed at teaching techniques for semantically condensing and expanding text by composing sentences from given key fragments that serve as the basis for statements;
4. creative processing of learned material.

Thematic planning

in French

Class: 6

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled inspections: 2

Planning is based on:

1. Federal State Educational Standard. Second generation standards. I.A. Safronova. Sample programs for academic subjects. Foreign language. 5 – 9 grades. M.: “Enlightenment”, 2012.
2. Federal State Educational Standard. ON THE. Selivanov "French language". Second foreign language. Work programs. Subject line of textbooks “Blue Bird”. 5 – 9 grades; M.: Education, 2013.

Textbook:

ON THE. Selivanova, A.Yu. Shashurin "Blue Bird". French. Second foreign language. 6th grade. Textbook for educational organizations. 7th edition, M.: Prosveshchenie, 2014.

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GBOU School with in-depth study of English

Adopted by the pedagogical council “APPROVED”

Protocol No. _____________ Director of GBOU School No. 1246

from "____" __________ 2016 _____________ M.A. Druchina

"____" _____________ 2016

WORKING PROGRAMM

by academic subject

French

10-11 grades

for the 2016/2017 academic year

Developed by: Lyulina Vera Anatolyevna,

French teacher

First qualification category

Moscow, 2016

Planned results of mastering the academic subject

Teaching French at the final stage in secondary school involves preparing students for intercultural communication in the field of secondary and higher education.

The educational materials of the educational complex “Objectif” are designed to:

• to interest students, to involve them in the discussion of various problems with the opportunity to express their personal opinion, approval or doubt on the proposed topic;
• provide speech models for the use of natural language, i.e. closely link form and use in context;
• take into account the different interests of students and their level of learning;
• encourage interaction, mutual assistance and independence of students;
• provide a constant opportunity for repetition and consolidation of educational material;
• promote the development of students’ independent work and the ability to evaluate it.

Personal results of mastering the subject

• fostering a tolerant attitude towards representatives of another culture
• formation of readiness and ability to conduct dialogue with other people and achieve mutual understanding
• formation of a responsible attitude towards learning, readiness for self-development and choosing a further path to improve the education received in secondary school

Metasubject connections

• developing the ability to set goals and objectives for one’s learning
• development of the ability to exercise self-control in educational activities
• developing the ability to find the most effective ways to solve educational problems
• development of the ability to reason, think, establish cause-and-effect relationships, make comparisons and conclusions
• developing the ability to defend one’s point of view
• development of the ability to delve into the meaning of what is read and heard, the ability to determine the topic and main idea
• developing the ability to organize joint educational activities with a group and work individually

Subject content of the course

1. Textbook

The textbook “Objectif” contains 10 blocks, which include the following thematic sections:

1. Interpersonal relationships with peers and adults.
2. Types of recreation. Trips. Work during the holidays.
3. Historical heritage and cultural characteristics of the country of the language being studied.
4. Improving personal correspondence skills.
5. School life of foreign peers.
6. Leisure and hobbies (reading, cinema, theater, etc.)
7. Our Motherland. Moscow and St. Petersburg. Attractions.
8. Heroes and legends of France from different eras. Heroes of our time.
9. Charity. Charity organisations. Volunteer activities.
10. The problem of immigrants in France. Maghreb countries.
11. Ecological problems - flora and fauna. How to save endangered animal species.
12. Urban transport in France.
13. Music. Rock and roll: a history from the very beginning to the present day.
14. Cultural features of the country of the language being studied - holidays and traditions.
15. The underground world of our planet.
16. Space exploration. Russian and French cosmonauts.
17. World of professions. Problems of choosing a profession. Women's and men's professions.
18. Choosing a future profession. The role of a foreign language in plans for the future.
19. Cooking of France - features, national dishes.
20. Drugs. Drug addiction as one of the problems of modern youth.
21. Modern French family.
22. Rights of children and youth.
23. The world through the eyes of youth. Teenagers' relationships. Relationships with parents.
24. Popular supermarkets, shops and shopping centers in France.
25. Fashion. Its importance in the life of young people. Modern fashion trends.
26. Paris is the capital of fashion.

Each block of the textbook has the same structure and includes the following sections:

Texte-déclencheur. The block begins with a dialogue, interview, and report, which introduce students to the general topic of the block. Tasks when working with text are aimed at a general and then a detailed understanding of the text.

Compréhension écrite. This section presents a wide range of authentic texts: announcements, schedules, letters from readers to youth magazines, public opinion polls. The tasks are aimed at expanding students' linguistic knowledge and testing their reading comprehension.

Compréhension orale . This section presents listening texts: interviews with parents and French lyceum students, an ecologist and a famous top model. Assignments after listening to texts are aimed at both global and detailed understanding. This section also includes tasks to strengthen students' phonetic skills.

Grammaire . The section is aimed at repetition and generalization of grammatical material studied in previous years of study. Basically, these are those grammatical topics that have no analogue in the native language and cause difficulties in mastering. The textbook contains tasks of a creative nature, and the notebooks for students contain mainly training tasks.

Texte littéraire . This section of the textbook presents fragments from works of art by French writers. Translations of the most difficult words and expressions are given in the margins. Working with texts requires a detailed understanding of them. Assignments after the texts allow students to expand their linguistic knowledge, and also provide an opportunity to speak out on a particular situation, problem, and justify their own opinion. Creative assignments that require group execution and discussion are also offered. This section can also be used as home reading.

Civilisation. The pages of this section introduce students to a variety of cultural studies material, allowing them to be used for comparative analysis with similar phenomena of Russian reality. The tasks are aimed at developing the ability to interpret the sociocultural realities of the French-speaking environment, events and phenomena of French life and culture.

Vie pratique. The materials in this section give students the opportunity to get acquainted with the everyday life of French society and receive practical advice. How to use transport: train, metro, bus, taxi? How to call? What is minitel? What opportunities does the Internet open up? Do the French gesture a lot? How do young people feel about fashion? What types of cheese exist in France and how to choose cheese? This section not only expands knowledge about the country of the language being studied, introduces the realities of everyday life and behavior in certain communication situations, but also makes it possible to learn the lifestyle of French society and react adequately when communicating with native speakers.

Evaluation. Each block ends with the completion of specific tasks that test the knowledge, skills and abilities of students in all types of speech activity: reading, speaking, listening and writing.

These test tasks are designed taking into account international requirements for the level of French language proficiency.

Projet. At the end of each block, a project is provided for independent work outside of class. Work on the project involves creating the most favorable conditions for the disclosure and manifestation of the creative potential of students: it develops their imagination, fantasy and thinking. At the same time, an internal motive for speaking is formed, a need arises to speak out, which is dictated by the desire to take part in communication. Student activities are based on group interaction, which is not only a form of learning, but also a natural component of the educational process. Work on the project is carried out at the request and choice of students.

1. Collection of exercises

The collection is intended for practicing and consolidating lexical and grammatical material, contains tasks for teaching written speech: writing a telegram, postcard, formal and informal letter, congratulations, announcements, etc. The material in the collection is used to teach the interpretation of drawings, photographs, sketches. These tasks are not included in the textbook and are presented only in the collection of exercises.

Thematic planning

in French

Grade: 10-11

Teacher: Lyulina Vera Anatolyevna

Number of hours according to the curriculum: total - 68 hours; per week - 2 hours

Scheduled inspections: 2

Planning is based on:

E.Ya. Grigoriev "French language". Programs of educational institutions. Grades 10-11. M.: Education, 2009.

Textbook :

E. Ya. Grigorieva, E. Yu. Gorbachev, M.R. Lisenko "Objectif". French. 10-11 grades. Textbook for general education institutions.

M.: Education, 2012.

Dear Colleagues!

We are pleased to present to you the latest educational and methodological literature from the editorial office of the Romance languages ​​of the Center for Linguistic Education of the publishing house "Prosveshchenie"!

Work programs

French. Second foreign language. Collection of sample work programs. Subject lines of textbooks "Blue Bird". 5th – 11th grades.” Textbook for general education organizations. Authors: N. A. Selivanova, E. Ya. Grigorieva

This collection is intended for teachers teaching French as a second foreign language in grades 5–11 of general education organizations. The collection includes the following work programs: “French language. Second foreign language. Work programs. Subject line of textbooks “Blue Bird”. grades 5–9" (author N.A. Selivanova), "French language. Second foreign language. Work programs. Subject line of teaching aids “Blue Bird”. 10–11 grades. Basic level" (author E. Ya. Grigorieva).

Programs meet requirements Federal State Educational Standard for Basic General and Secondary General Education, contain a description of the learning objectives, personal, meta-subject and subject results of mastering the course, characteristics of the training course, as well as thematic planning. They are designed to help the teacher in organizing the educational process of teaching French at the middle and senior stages.

Preparing for the final certification

French. Main state exam. Oral part. Textbook for general education organizations. Author G. I. Bubnova

Purpose of the manual "French. Main state exam. Oral part"- introduce 9th grade students to the organizational, technological and content aspects of the test, offer training to develop strategies and tactics for passing the exam. A detailed analysis of each section of the oral part, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual will help graduates both in the preparation process and directly during the exam. This manual will also tell teachers the best ways to overcome difficulties. The manual is accompanied by http://catalog.prosv.ru and on the website www.prosv.ru/umk/francais. It included recordings of training exercises and sample answers for each of the three sections of the oral part of the exam.

French. Main state exam. Collection of training tasks. Textbook for general education organizations. Authors: T. M. Fomenko, E. Yu. Gorbacheva, T. V. Sedova

Purpose of the manual "French. Main state exam. Collection of training tasks"- introduce students to the organizational and content aspects of the test, offer training for developing strategies and tactics for passing the exam. A detailed analysis of each section of the Main State Exam, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual will help ninth-graders both in the preparation process and directly during the exam. This manual will tell teachers the best ways to overcome difficulties. The benefit is accompanied by audio application hosted in the electronic catalog of the publishing house "Prosveshchenie" on the Internet resource www.prosv.ru. It included recordings of all texts in the “Listening” section and tasks 2 in the “Speaking” section.

French. Unified State Exam. Oral part. A textbook for general education organizations and schools with in-depth study of the French language. Authors: G. I. Bubnova, V. V. Nikolaeva

Purpose of the manual "French. Unified State Exam. Oral part"- introduce students in grades 9-11 to the organizational, technological and content aspects of the test, offer training for developing strategies and tactics for passing the exam. A detailed analysis of each section of the oral part, consideration of assessment criteria, as well as a number of practical tips and recommendations contained in the manual will help graduates both in the preparation process and directly during the exam. This manual will also tell teachers the best ways to overcome difficulties. The manual is accompanied by an audio application posted in the electronic catalog of the Prosveshcheniye publishing house on the Internet resource http://catalog.prosv.ru and on the website www.prosv.ru/umk/francais.

It included recordings of training exercises and sample answers for each of the four sections of the oral part of the exam.

I will pass the OGE! French. Modular course. Workshop and diagnostics. Author E. Yu. Gorbacheva

Study guide “I will pass the OGE! French. Modular course. Workshop and Diagnostics” was created by a team of authors from among the members of the Federal Commission for the Development of Test Measurement Materials of the OGE and is intended to prepare students in grades 8–9 for the state final certification. The manual contains: a brief description of the examination work, an analysis of typical mistakes of participants in the OGE of previous years, recommendations for completing tasks in listening, reading, grammar and vocabulary, writing and speaking, current exam options, audio recordings for the sections “Listening tasks” and “Tasks in speaking”, assessment criteria. The audio supplement to the workshop is available for free download in the electronic catalog of the Prosveshcheniye publishing house. The manual is addressed to teachers, schoolchildren and their parents for checking/self-testing the achievement of the requirements of the educational standard for the level of training of graduates.

I will pass the Unified State Exam! French. Modular course. Workshop and diagnostics. Authors: T. M. Fomenko et al.

Modular course “I will pass the Unified State Exam!” created Federal Commission for Developers of Unified State Examination Test Measuring Materials and includes a textbook “Practicum and Diagnostics” and a methodological guide “Preparation Methods. Keys and answers."
The textbook is intended to prepare students in grades 10–11 for the state final certification. The manual presents detailed step-by-step instructions and current recommendations for completing all exam tasks, options for self-preparation, preparatory exercises for speaking and writing.

Educational complex “Your friend French”

French. Textbooks for grades 10 and 11 from general education organizations. Authors: A. S. Kuligina, A. V. Shchepilova

Textbooks in French for grades 10 and 11 are the main components of educational and methodological sets in French for senior grades of general education organizations under the “Your Friend French Language” line. The teaching aids were created taking into account the requirements of the Federal State Educational Standard of Secondary (Complete) General Education.
The distinctive features of these textbooks are, first of all, tasks in the format of the Unified State Exam in a Foreign Language and the presence of such a teaching component as a language portfolio, which allows high school students to effectively prepare for the Unified State Exam.

The textbooks for grades 10 and 11 present various forms of work (individual, pair, group), allowing you to alternate types of activities and alternatively plan a lesson. The manuals teach high school students to work with various types of texts (both oral and written): a story, an interview, an advertisement, a questionnaire, a journalistic article, a dictionary entry.

Educational materials help you learn how to create oral and written statements within a given form (for example, personal and official letters, letters to the editor of a newspaper/magazine, informational articles, descriptive essays, narrative essays).

At the end of the “Your Friend French” course for grades 10 and 11, students reach level B1/B2 in accordance with international standards of foreign language proficiency.

Workbooks for the teaching and learning instruction line for grades 10 and 11 “Your friend French.” Textbooks for general education organizations. Authors: A. S. Kuligina, A. V. Shchepilova

Workbooks are integral components of educational and methodological kits for grades 10 and 11 of the “Your Friend French Language” line for general education organizations, which were created by the authors A. S. Kuligina and A. V. Shchepilova.
The structure of the workbooks follows the structure of the textbooks. All exercises are communicative in nature.
The manuals include lexical and grammatical exercises designed to train in the use of the language material being studied, as well as tasks to improve speech skills in speaking, listening, reading and writing.

Lexical skills and grammatical material are introduced together with the development of speech skills, and not in isolation.

The manual contains additional materials for organizing students' work with authentic documents.

The tasks and exercises presented in the workbooks correspond to the format of the Unified State Examination in a Foreign Language, which will allow students to better prepare for passing the Unified State Exam in French.

UMK "Blue Bird"

French. Second foreign language. Textbooks for 10th and 11th grades of general education organizations. A basic level of.
Authors: E. Ya. Grigorieva, E. Yu. Gorbacheva, M. R. Lisenko

Textbooks for grades 10 and 11 in French as a second foreign language of the “Blue Bird” line meet the requirements of the Federal State Educational Standard for Secondary (Complete) General Education.
Created taking into account the requirements of continuity and continuity in teaching the subject “Foreign Language”, these manuals are focused on universal moral values, enrich with extensive regional knowledge in various fields of culture, provide aesthetic education and diversify the student’s personality.

Students who study French as a second foreign language using these textbooks not only master new ways and means of communication and expression, but also do this in close familiarity with another culture in its broadest sense.

Textbooks for grades 10 and 11 provide the teacher with ample opportunities for organizing students’ independent work, including both individual and group assignments of a problem-solving and creative nature, assignments in the spirit of cultural dialogue, and project activities with Internet access.

The tutorials conclude with the section Evaluation, consisting of tasks created in the format Unified State Exam.

The presence of a dictionary at the end of each manual is intended to remove some lexical difficulties.

At the end of the Blue Bird course for grades 10 and 11, students reach level B1/B1+ in accordance with international standards of foreign language proficiency.

Collections of exercises for the teaching and learning instruction line for grades 10 and 11 “Blue Bird”. A basic level of. Textbooks for general education organizations. Authors: E. Ya. Grigorieva, E. Yu. Gorbacheva, M. R. Lisenko

New edition of textbooks "French. Collection of exercises. 10th grade" and "French language. Collection of exercises. Grade 11" will allow them to become an integral part of the educational and methodological kits of the “Blue Bird” line for grades 10 and 11, which are addressed to students studying French as a second foreign language in secondary (high) school at basic level.
The content of the educational materials of both collections is based on the content of the educational materials of the corresponding textbooks, expanding, deepening and consolidating the knowledge of students.

The structure of both collections echoes the structure of textbooks. But in addition to the sections of the same name with the textbooks “Compréhension orale”, “Grammaire”, “Civilisation”, “Vie pratique”, they contain sections that complement the material in the textbooks. The “Etude du dessin” section, which is of particular interest and designed to work with both individual drawings and comics, concludes each training block with an independent oral statement by the student. This section will help interested high school students prepare for the oral part of the Unified State Exam, which includes tasks on describing and comparing drawings/photos (tasks of this kind are also among the tasks at the final stage of the All-Russian Olympiad for Schoolchildren in French).

The final section of each collection is a short grammar reference in Russian. It includes a condensed summary of the main grammatical topics covered in the textbooks. The fact that reference materials on grammar are presented in Russian is especially important for schoolchildren studying French as a second foreign language language.

UMK "Meetings"

French. Second foreign language. Textbooks for grades 7 and 8–9 of general education organizations. Authors: N. A. Selivanova, A. Yu. Shashurina

The educational and methodological kits of the “Meetings” line (“Rencontres. Niveau 1” and “Rencontres. Niveau 2”) are intended for students in grades 7 and 8–9 who are studying French as a second or third foreign language in general education institutions from zero level. This is a joint work of the Prosveshchenie publishing house and the French publishing house CLE International.
The strategic goal of these teaching materials is to develop in students the ability and readiness for intercultural communication based on a communicative-activity approach to teaching all types of speech activities. According to this approach, in the kits of the “Meetings” line, the educational process is organized in such a way as to bring it as close as possible to real communication situations.

These teaching aids were created taking into account the requirements of the Federal State Educational Standard for Basic General Education.

Features of the “Meetings” line of teaching materials: education of a multicultural and multilingual personality based on the formation of communicative competence; continuity of sets, their unified linguistic and didactic orientation, a clear system in the presentation of educational material, a clear and thoughtful structure of each lesson; working with various sources of information; an original approach to presenting grammatical phenomena of the French language; entertaining creative tasks for the development of the main components of communicative competence - speech, language, sociocultural/intercultural, compensatory and educational-cognitive; availability of a variety of reference material; modern design, diverse functional visual and illustrative series; audio recordings made by native speakers; widespread use of Internet resources and other multimedia tools in the educational process.

Reaching level A2/A2+ according to the pan-European classification of levels of French language proficiency at the end of 9th grade.

Collections of exercises for the teaching and learning instruction line for grades 7 and 8–9 “Meetings.” Textbooks for general education organizations. Authors: N. A. Selivanova, A. Yu. Shashurina

Teaching aids are included in the educational and methodological kits “French language. Second foreign language. 7 – 9 grades” of the “Meetings” line, authors N. A. Selivanova, A. Yu. Shashurina.
The collections include exercises to practice pronunciation and intonation skills, reading and writing skills, to consolidate learned vocabulary and grammar, as well as role-playing games and other creative tasks that will help schoolchildren learn to construct their own statements in various communication situations within the framework of the studied topic.