Русский как второй язык - Елена Нежная

В игровой форме ребята со своими сверстниками будут учиться по-русски говорить, читать и писать, перессказывать прочитанное, составлять небольшие рассказы по сюжетной картинке; разучат «пальчиковые игры», разработанные на фольклорном материале(песенках, потешках) и детские песни на русском языке.

Материал занятий организован на основе принципов коммуникативной методики, то есть дети обучаются русскому языку как средству общения в самых разнообразных жизненных ситуациях.

Начинающим изучать русский язык как второй, занятия постепенно открывают новый удивительный мир русских букв, превращая «занятия» в интересную и веселую игру. Сначала ученики знакомятся с русскими буквами, учатся распознавать их в словах. Затем ребята распознают букву в слове, читают её в слоге, читают слова и фразы.

Также занятия формируют представление учеников о богатстве культурного наследия русского народа, а для кого-то и «второй» родины.

Письменные работы на занятии сопровождаются занимательными игровыми заданиями, которые помогут детям запомнить значение и особенности правописания новых слов, а также усвоить систему падежных форм существительных, прилагательных и местоимений, научиться правильно употреблять глаголы совершенного и несовершенного вида и глаголы движения.

Dear Parents, In my “RSL” group there are students with different skills levels. Keeping this in mind I build the program in such a way that every one of them takes most from them. Below I present the levels definitions which can help you to figure out where your children stand now and what are theirs. The material being instructed this year covers the following topics: Counting Letters/alphabet Animals Colors and shapes Weather, nature Professions House and furniture Family, relative relations Body parts Technology/machines Clothing Daily activities Food (fruits, vegetables) We will be learning how to speak, read, understand and interpret the reading in Russian, as well as write the words and sentences, create short stories from the pictures, learn kids songs in Russian, play word games and other speech developing games. I would like you and/or your Russian-speaking family members to help your kids practicing Russian at home, whether it is talking or listening the songs or reading Russian books or watching Russian movies, talking to other Russian kids, etc. I hope with combined efforts we will gain our goals. Sincerely, Yelena Negnaya Reading - Novice Novice-Low Able occasionally to identify isolated words and/or major phrases when strongly supported by context. Novice-Mid Able to recognize the symbols of an alphabetic and/or syllabic writing system and/or a limited number of characters in a system that uses characters. The reader can identify an increasing number of highly contextualized words and/or phrases including cognates and borrowed words, where appropriate. Material understood rarely exceeds a single phrase at a time, and rereading may be required Novice-High Has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes, standardized messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extralinguistic background knowledge are supportive. Writing - Novice Novice-Low Able to form some letters in an alphabetic system. In languages whose writing systems use syllabaries or characters, writer is able to both copy and produce the basic strokes. Can produce romanization of isolated characters, where applicable. Novice-Mid Able to copy or transcribe familiar words or phrases and reproduce some from memory. No practical communicative writing skills. Novice-High Able to write simple, fixed expressions and limited memorized material and some recombinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information, as well as some short phrases and simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or compounds in a character writing system. Spelling and representation of symbols (letters, syllables, characters) may be partially correct. Speaking – Novice Novice-Low Oral production consists of isolated words and perhaps a few high-frequency phrases. Essentially no functional communicative ability. Novice-Mid Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quantity is increased. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies. Utterances rarely consist of more than two or three words and show frequent long pauses and repetition of interlocutor's words. Speaker may have some difficulty producing even the simplest utterances. Some Novice-Mid speakers will be understood only with great difficulty. Novice-High Able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombinations of their elements. Can ask questions or make statements involving learned material. Shows signs of spontaneity although this falls short of real autonomy of expression. Speech continues to consist of learned utterances rather than of personalized, situationally adapted ones. Vocabulary centers on areas such as basic objects, places, and most common kinship terms. Pronunciation may still be strongly influenced by first language. Errors are frequent and, in spite of repetition, some Novice-High speakers will have difficulty being understood even by sympathetic interlocutors. Listening– Novice Novice-Low Understanding is limited to occasional isolated words, such as cognates, borrowed words, and high-frequency social conventions. Essentially no ability to comprehend even short utterances. Novice-Mid Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, statements, high-frequency commands and courtesy formulae about topics that refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. Novice-High Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands, and courtesy formulae. May require repetition, rephrasing, and/or a slowed rate of speech for comprehension.