Municipal budgetary educational institution
additional education
"Children and Youth Center of Yurga"
Additional general development program
"Funny English"
(for students 5–6 years old, implementation period 2 years)
Explanatory note................................................... ........................... 3
Curriculum and thematic plan……………................................................. .........13
Methodological support for the program ……………………………….24
References……………………………………………………….31
Application ……………....…....................................... ............................34
Explanatory note.
A foreign language today is increasingly becoming a means of life support for society. The role of a foreign language is increasing in connection with the development of economic ties and the internationalization of public diplomacy. Studying a foreign language and foreign language literacy of our citizens contribute to the formation of a worthy image (image) of a Russian citizen abroad, allow us to destroy the barrier of mistrust, and provide an opportunity to carry and spread our culture and master another.
Therefore, a foreign language has become a mandatory component of education not only in schools and universities, but also in many preschool institutions. We all remember poems and songs learned in childhood, and it does not matter what language they were in - native or foreign. This is because children have highly developed long-term memory. A child is able to memorize language material in entire blocks, but this happens only when it is important for him to remember this material. The easiest way to do this is in the game. The child almost effortlessly masters any speech material to achieve success in the game. It is the game that creates excellent natural conditions for mastering a language at any age, but at a younger age it is most productive.
The relevance and pedagogical feasibility of early learning a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages and cultures of other peoples, and promotes the development of communicative speech tact. The role of a foreign language at an early stage of education is especially invaluable in developmental terms. Language for a child is, first of all, a means of development, cognition and education. A foreign language at an early stage is considered as a means of shaping the child’s intelligence and developing his abilities; as a means of self-awareness and self-expression; a means of social interaction through which a child masters the social world (I.A. Zimnyaya).
The additional general developmental program “Fun English” was developed on the basis of a manual for kindergarten teachers and English teachers “105 English lessons for preschoolers” by I.V. Vronskaya. The program was developed in accordance with the Sample Requirements for Additional Education Programs for Children, Federal Law No. 273-FZ dated December 29, 2012 “On Education in the Russian Federation” and the Procedure for the Organization and Implementation of Educational Activities in Additional General Education Programs (Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008) The program is adapted to the conditions of additional education for children.
This program is intended for children aged 5-6 years, designed for 2 years of study. Calendar and thematic planning for the program is compiled by the teacher for 36 hours (1 hour per week).
This age is considered by experts as the most favorable period for mastering a foreign language. At this age, the child is capable of more or less prolonged concentration of attention, he acquires the ability for purposeful activity, he masters a sufficient vocabulary and stock of speech patterns to satisfy his communicative needs.
Purpose of the program“Fun English” - to create communicative conditions that ensure the social, personal, cognitive and speech development of pupils and the readiness of children for school education through learning English and intensifying their creative activity.
Program objectives:
Form speech skills and abilities;
To develop primary skills of dialogic and monologue speech in English;
Develop speech hearing, language memory and attention, imagination, intuitive and logical thinking;
Develop speech and communication culture (communication);
Foster interest and respect for the culture of other peoples.
Distinctive features of this program:
1. Focus on the comprehensive development of the child’s personality, his speech activity, as well as the creative abilities of children.
2. Introduction to the culture of English-speaking countries and their peoples, as well as familiarization with the way of life, traditions, and children's folklore of the countries of the language being studied.
3. Active use of playful forms of activity and health-saving technologies during classes.
Novelty of the program is that when teaching English, close attention is paid to the development of communicative abilities (skills of free communication and applied use of the English language).
Working with children is under construction taking into account the psychophysiological development of children of this age. During the implementation of the program, the teacher uses a differentiated approach to children, taking into account their level of development, preparedness, and interests.
1.2. Principles of training
1. The principle of communicative orientation. Creating communication conditions (motives and goals), a communicative environment.
2. The principle of relying on the native language. Taking into account that children do not know many terms.
3. Personally-oriented nature of learning. Selection of content that meets the interests and level of development of students of a given age, taking into account the psychological and individual abilities of children. Adjusting the pace and quality of mastery of the material, as well as the individual feasible learning load of students.
4. The principle of integrated implementation of goals: developmental, educational, educational.
5. The principle of collective-individual interaction. Providing every student with as many opportunities for self-expression as possible.
6. The principle of forming a “pyramid” of speech skills, forming first the lower levels of speech activity, then the higher ones.
Forms of teaching English
The main form is a combined lesson, which may include:
Organizing time;
Warm up;
Work on pronunciation;
Repetition exercises, consolidation of previous material;
Introduction of new material;
Training exercises;
Summarizing.
Forms of organizing classes
Group,
Individual
Basic methods and techniques
The choice of teaching methods depends on the age of the children and is focused on the activation and development of certain psycho-mental and cognitive processes.
The explanatory and illustrative method helps to create a solid information base for the formation of skills.
The reproductive method is used in all years of study. Students reproduce information and perform training exercises
Heuristic and research methods involve more active cognitive activity of children. The teacher poses a problem situation and offers to solve it independently.
The use of game methods is one of the most important methods of teaching children of preschool and primary school age. The game can perform several functions at once: educational, communicative, entertaining, relaxation, developmental and educational. It can be used both when introducing new material, and when consolidating it, as well as when monitoring knowledge. Each game helps in mastering knowledge in several language aspects at once: in the game you cannot separate phonetics from vocabulary, vocabulary from grammar
Many outstanding teachers rightly paid attention to the effectiveness of using games in the learning process. And this is understandable. In play, the abilities of a person, a child in particular, are revealed especially fully and sometimes unexpectedly.
The use of language games provides an opportunity to bring language teaching methods into line with the psychological characteristics of students and make the lesson more effective and fun.
The games used in classes are very diverse:
Outdoor games (exercises, the game “Turning into Animals”, attention games), poems and songs accompanied by movements;
Ball games (question-answer, translation of words and sentences);
Board games (lotto, dominoes, cards, cards);
Role-playing games, dramatizations;
Games with fairy-tale characters;
Musical games;
Quizzes, crosswords, teawords.
Vocabulary: English alphabet. Vowel sounds. Consonant sounds. Adequate pronunciation and auditory discrimination of all sounds and auditory discrimination of all sounds and sound combinations in the English language. Compliance with pronunciation standards: long and short vowels, no deafening of voiced consonants. Emphasis on a word. Intonation design of speech: intonation of an affirmative sentence, different types of interrogative sentences. Intonation of enumeration. Intonation of exclamatory sentences. Assimilation and aspiration of sounds. Diphthongs and triphthongs.
Grammar:
Noun. Number of nouns. Countable and uncountable nouns. Adjective. A combination of nouns and adjectives. Article. Definite and indefinite article. The most common uses of articles. Pronouns. Personal pronouns. Possessive pronouns. Order of words in a sentence. Verb. Present tense Present Simple. Conjugation of verbs. Conjugation of ch. to be in Present Simple Conjugation of ch. to have in Present Simple. Sentences with a simple verb predicate
(I speak English) with a compound nominal predicate (A cat is grey)? With a compound verbal predicate (I like to play). 3rd person singular of verbs in the Present Simple. Imperative mood. Numeral. Cardinal numbers 1-10.
Demonstrative pronouns. Question words: What, who, how many, how old, what color.
Vocabulary:
Acquaintance. Greetings. Forms of politeness. A story about yourself. Name. Age. Family. Body parts. Favorite toys. In zoo. Favorite pet.. Account. Celebrating New Year and Christmas. Colors. Vegetable and fruit grocery store. Favorite food. General information about the country of the language being studied: literary characters of popular children's books, small simple works of children's folklore. Cliche remarks as elements of speech etiquette, reflecting the culture of English-speaking countries. International words.
During training, the principle of “increase” is used - a progressive increase in the volume of new material with constant repetition of what has been covered. Thus, the vocabulary is preserved, repeated in combination with a new one, but in different combinations and semantic context. Due to repeated repetition, including at different age levels (the topics of the 1st and 2nd years of study overlap), a process of “overlapping” occurs. The material of one lesson is gradually and naturally absorbed over several lessons, repeated and enriched in each subsequent year of study.
The effectiveness of learning is facilitated by the widespread use and memorization of children's songs, poems and rhymes. They are spoken at different tempos, with different volumes, with different intonations, and are accompanied by gestures, facial expressions, and movements, which evokes positive emotions in children.
Thus, the use of various games, solving riddles, staging poems and fairy tales, a large amount of visual material, toys, music, movement, imagination, especially at the 1st and 2nd stages of education, ensures constant interest of children and internal motivation for activity.
Expected results.
By the end of the first year, students know :
Students can:
Special skills:
Dialogue speech - answer the questions of the speech partner within the framework of the communication situation, and also, depending on the content of what was seen or heard, use standard expressions of an etiquette nature.
Monologue speech - make a coherent message on the proposed topic (3-4 sentences) within the language material and topics provided for this stage of training.
Listening - understand the teacher’s speech during the lesson, responding adequately (verbally or non-verbally) to his statements and requests; understand messages of a monologue nature, presented for the first time by a teacher or in a sound recording at a natural pace and built on linguistic and thematic material mastered in oral speech.
Special Skills:
Phonetic – differentiate the sounds of a foreign language, correctly place stress in foreign words, pronounce foreign phrases with the correct intonation.
Lexical - master the proposed lexical minimum on topics. In addition, students should know specific poems, rhymes, song lyrics, etc.
Requirements for students.
Students know the lexical content of such topics as: “Acquaintance”, “Verbs of motion”, “ABC's”, “I-appearance-face”, “Colors”, “Creative objects/School supplies”, “Counting (1-10) ”, “Hygiene”, “My toys”, “Animals”, “Holidays”, “Days of the week” “Food/Taste”, “Emotions”, “My family”, “My House/Apartment”, “Seasons/Nature” ", "Weather and clothing".
Method for determining effectiveness The implementation of this program is an expert assessment in the process of open classes, which are held twice a year, intermediate (December), final (May), and children’s participation in holidays.
In an open lesson, children’s knowledge is assessed according to the following criteria:
understanding and mastery of the studied vocabulary;
independent performance of studied poems, songs, etc.
understanding the task and active participation in games;
understanding the speech partner’s questions and the ability to answer them.
Checking, recording and assessing students’ knowledge, skills and abilities"Funny English" involves tracking the development process of each child , assessment of the individual characteristics of each child.
Criteria for evaluation
1. Dialogue speech .
High creative level: asks more than 3 questions, the questions are correctly formulated, the answers are creative, detailed (beyond what is required).
High level: asks more than 2 questions, the questions are correctly formulated, the answers are clear, using complete and concise sentences.
Average level : asks less than 2 questions, the questions are conditionally correct, the answers are unclear, conditionally correct (not violating the meaning, but containing lexical and grammatical errors).
Low level: does not ask questions, the answers are incorrect (violating the meaning and with errors).
2. Monologue speech.
High creative level : the answer is creative (beyond what is required), the speech is correct, the number of phrases is 5 or more. The statement corresponds to the situation.
High level: the total number of phrases constructed according to various models is taken into account, the speech is correct, contains 3 or more phrases.
Intermediate level: speech is conditionally correct (there are lexical and grammatical errors), 2-3 phrases.
Low level: does not provide an answer.
3. Listening.
High level: correctly conveys the content of what was said.
Average level : with the help of the teacher, conveys the content of what was said (answers that do not violate the meaning, but contain lexical and grammatical errors).
Low level: does not understand what was discussed.
4. Lexical skills
High creative level: the answer is creative, the vocabulary exceeds the program requirements.
High level: The vocabulary meets the program requirements, names all lexical units on each topic without experiencing any difficulties.
Average level: vocabulary does not meet program requirements, names more than 60% of lexical units on each topic, and has difficulty in doing so.
Low level: vocabulary does not meet program requirements, names less than 60% of lexical units on each topic, and experiences serious difficulties.
5.Phonetic skills.
High level: the pronunciation of sounds complies with the software requirements, pronounces all sounds clearly and correctly, without experiencing any difficulties.
Average level: the pronunciation of sounds partially complies with the program requirements; not all sounds are pronounced clearly and correctly, while experiencing difficulties.
Low level: the pronunciation of sounds does not meet the program requirements, pronounces many sounds incorrectly, experiences serious difficulties, and refuses to pronounce the given sounds.
The main driver of language learning for children is the joy of learning and positive emotions. The teacher’s behavior style plays an important role in this. A smile, a gentle look, and a kind attitude towards children are of great importance here. Faith in the child’s abilities, joy for his successes, and the absence of negative assessments are the main pedagogical means when teaching children of preschool and early school age.
Educational and thematic plan.
First year of study.
| Total hours | Practice |
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| Seasons | ||||
| Actions. | ||||
| Appearance. | ||||
| Animals. | ||||
| New Year. | ||||
| Repetition. | ||||
Second year of study.
| Total hours | Lexical material | Grammar material | Country studies material |
|
| Appearance. | ||||
| Size. Quality. House. | ||||
| Transport. | ||||
| Season. | ||||
| Actions. | ||||
| My day. | ||||
| Professions. | ||||
| Repetition. |
1st year of study
Topic 1. “Toys”.
Introducing the teacher to the children and the children to each other, rules of behavior, safety instructions. A conversation about the English language and the importance of learning it. Speech etiquette: greeting, introduction, farewell.
Names of toys. Your attitude towards them. Cartoon characters from different countries.
Speech samples: What's this?
Yes, it is. No, it isn't.
What is your name?
Pronunciation of sounds : [ t ], [ d], [ r ], [ð], [æ].
Rhymed material: “Red cat”, “Good morning”.
Topic 2. “School”
Name of school supplies. Collecting Dunno for school. Speech etiquette at school.
Speech samples: I need...
Grammar material: Demonstrative pronouns this, that
Pronunciation of sounds: [w], [ð], [ n], [ u:], [ r].
Rhyming material: “What is this? It`s a school-bag."
Subject3. "Color".
Names of colors, colors of familiar objects, colored toys.
Speech samples: What color is the dog?
The dog is white.
Is the star red?
Grammar. The concept of the definite article the.
Pronunciation of sounds: [w], [k], [r], [α:], [ð]
Rhyming material: "A frog is green."
Topic 4. “Seasons”
Names of the seasons. Their description. Expression of your attitude towards nature. Repetition of words on the topic “Color”. Predominant colors in each season.
Speech samples: What season is it? It is summer.
Spring is green.
It is cold (hot, cool).
Grammatical material: use of the preposition in - in summer,
Pronunciation of sounds: [ŋ], [ı:], [s], [z], [m].
Rhyming material "Spring is green".
Topic 5. “Actions”
Action names. Executing commands. Sayings about animals.
Speech samples: Let`s run! Fly!
Grammar. Use of the verb can.
Pronunciation of sounds: [f], [w], [αı], [ә:], [ʤ]
Rhyming material: “Why do you cry, Willy?”
Topic 6. “Appearance”
Names of human body parts. Taking care of your health.
Speech samples: I wash my face.
Draw a big face!
Pronunciation of sounds: [∫], [ u:], [ı:], [ h]. [ αu] ,[ ε ә ]
Rhyming material: “Hands up, hands down...”
Topic 7. “Animals”
Names of animals, their skills. Expressing your attitude towards them. Riddles about animals.
Speech samples: What do you see?
I like a frog. It is green. It can jump.
Grammatical material: use of the pronoun it when describing an animal.
Pronunciation of sounds: [ h], [ŋ], [ m], [ n], [ı:]
Rhymed material: “I once had a chance to…”
“Even though you haven’t been to Africa...”
"Make me laugh at the zoo..."
Topic 8. “New Year and Christmas”
Features of celebrations in Russia and English-speaking countries. Customs and traditions.
Speech samples: Happy New Year!
A New Year Tree.
Rhyming Material: "Father Frost..."
Pronunciation of sounds: [ f], [ dʒ],[æ], [ e], [ð ], [ j ].
Letter: Aa, Bb, Cc, Dd, Ee.Ff, Gg,
Topic 9. “Family”
Family composition. Names of family members. Family of a fairy-tale hero.
Speech samples: I have a mother.
I have no brother.
Grammar material: conjunction and
Rhyming material: “I have a father...”
Pronunciation of sounds: [ θ ], [ h ], [ æ] , [ð] , [ә].
Letter: Hh, Ii, Jj. Kk, Ll,
Topic 10. “Food”
Names of different types of food and drinks. Expressing your attitude towards them. Food preferences of animals.
Speech samples: I like to eat…
I like to drink...
Cats like milk. A dog likes meat.
Rhyming material: “I like Bunny...”
Pronunciation of sounds: [α:]. , , [ә: ] ,[ k ]
P letter : Mm, Nn, Oo Pp, Qq
Topic 11. “Dishes”
Name of the dish. Rules for table setting. Table manners.
Speech samples : Put a plate!
Give me a knife, please!
Happy birthday to you!
Rhymed material: “My dear, dear Mummy...”
Pronunciation of sounds: [ j], [ u:], [ v], [ r], [ s], [ t].
Letter: Rr, Ss, Tt. Uu, Vv
Topic 12. “Furniture”
Name of household items. Acquaintance with the apartment of a fairy-tale hero.
Speech samples: Is it a table?
There is a table in my room.
The ball is on the sofa.
Grammatical material: prepositions “on”, “in”, “under”.
Rhyming material: “I have 2 eyes...”
Pronunciation of sounds: [ w]. , [ә:], [z], [ð], [α:]. [l]
Letter: Ww, Xx, Yy, Zz
Subject13. "Repetition"
Repetition of vocabulary on all topics. Description of fairy-tale animals indicating their name, color, size, skills, taste preferences, description of their family and furniture in the house.
Repetition of all poems and songs. Song "Alphabet".
Topic 1. “About myself”
Conversation about English. English-speaking countries and their main attractions. Why do we study English? Rules of behavior in the classroom.
A story about yourself (first name, last name, age, city, country.) Introduction. A story on behalf of a fairy-tale character. Where do cartoon animals live?
(forest, river, garden, house, zoo, Africa.) Introducing fairy-tale characters.
Speech samples: Who are you?
I am a girl (boy).
What is your name (surname)?
Where do you live?
I live in London.
How old are you?
Grammar material: formation of special questions, use of question words.
Pronunciation of sounds: [h], [u], [α:], [w], [r].
Rhyming material : "What is your name?"
Topic 2. “Family”
Compiling a story about the family of a fairy-tale hero, about your family according to plan.
Answers to questions about your family.
Speech samples: What is your sister`s name?
My sister`s name is…
Have you an uncle? Have you an aunt?
Grammar material: questions with the verb to have, affirmative and
Negative answer.
Pronunciation of sounds: [f], [æ], [ð], [v], [o].
Rhymed material: “Good night, father, good night, mother”
Topic 3. “Appearance”
Description of the appearance of mom, dad, friend, fairy-tale hero. Drawing up a statement according to plan.
Speech samples: My mother is beautiful.
She has fair hair, blue eyes, pink cheeks, red lips.
Grammatical material: Composing statements in the 3rd person singular. h.
Pronunciation of sounds: [εә], , [ı], [u], .
Rhyming material: “Hokey-Pokey.”
Topic 4. “Size, quality, home”
Description of the house of a fairy-tale hero, his own house. Repeating the description of the apartment, furniture.
Speech samples: The house is light (dark, high, low, good, bad, big, small).
The house is not bad.
Is the house big?
Yes, it is. No, it isn't.
There is a kitchen in my flat.
There are two bedrooms in my flat.
Grammar material:
Transformation of an affirmative sentence with a verb
crowbar to be in a negative and interrogative sentence
tion. The order of words in them.
Pronunciation of sounds: [æ], [ı], [ŋ], , [θ], [ә:].
Rhyming material: “Twinkle, twinkle, little star...”
Topic 5. “Clothing”
Name of winter and summer clothes. Favorite clothes.
Speech samples: What do you like to wear?
I like to wear my red dress.
My mother likes to wear…
Grammar material: repetition of the use of the verb in the 3rd person singular
Pronunciation of sounds: [d], [r], [e], [w], [s].
Rhyming material: “I bought a piece of fabric...”
Topic 6. “Transport”
Types of transport. Preferences in choosing transport. Traffic Laws.
Speech samples: What kind of transport do you prefer?
I prefer a train.
to cross the street
Pronunciation of sounds: [Λ], [l], [k], [v], , [∫].
Rhyming material: “I can take a shower...”
Topic 7. “Time of year”
Weather at different times of the year. Name of the months. Natural phenomena.
Speech samples : What is the weather like today?
Grammar material: zero article in the names of months and seasons.
Writing and pronunciation: The concept of transcription. Sound-letter correspondences: Aa-, Bb-, Cc-, Dd-.
Rhymed material: “In winter we ski and skate...”
Topic 8. “Actions”
What we love and what we can do. Favorite activities.
Speech samples: I like to draw.
My brother can sing.
Yes, I can. No, I cannot.
Grammar material: Present Progressive - present continuous tense (affirmative form)
I am reading now. He is drawing now.
Writing and pronunciation: Ee-, Ff-, Gg- [ʤi:], Hh-, Ii-, Jj-
Rhymed material: “I like to read, I like to play...”
Topic 9. “Sport”
Names of different sports. Favorite sports.
Speech samples : What do you like to play?
I like to play tennis.
Grammar material: consolidating the skill of using sentences in the present continuous tense (Present Progressive)
Writing and pronunciation: Kk-, Ll-, Mm-, Nn-.
Rhyming material: “Work while you work...
Topic 10. “My day”
Schoolchild's daily routine. Favorite activities. Favorite dishes for breakfast and lunch. Repetition of days of the week.
Speech samples: I get up at ...
I have my breakfast (dinner). I like to eat…
I go to school. I like to read (to draw, to count)
I go to bed at…
Grammar material: zero article with days of the week.
Writing and pronunciation: Оо-, Pp-, Qq-, Rr- [α:].
Rhyming material: "Breakfast in the morning"
Subjecteleven."Watch»
The concept of time, what time it is.
Speech samples: What time is it?
It`s one o`clock.
It's half past one.
It`s a quarter past (to) two.
Writing and pronunciation: Ww-, Xx-, Yy-, Zz-.
Rhymed material: the song "ABC".
Topic 12. “Professions”
Parents' professions. Who do you want to be.
Speech samples: What do you want to be?
I want to be...
My mother is a teacher.
He wants to be…
Reading and writing: the concept of open and closed syllables. Reading and writing
simple words that can be read according to the rules.
Topic 13. “Repetition”
Repetition of all lexical and grammatical material. The lesson is a dramatization of how fairy-tale animals decided to build a common house. They talk about their families, apartments, what the house will be like, what they will wear to the housewarming party, what type of transport they will use.
Reading and writing simple sentences like:
I see a cat. I have a pen. I have no dog.
I like a pig. It is big.
I have a big lamp.
Methodological support of the program
1 year of study
| Lesson topic | Class form | Didactic material | Technical equipment | Summing up forms |
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| 1 year of study |
||||||
| “Acquaintance with the English language and the peculiarities of pronunciation in English. Learning the names of toys in English. Reinforcing this vocabulary in practice. | Record player. | |||||
| Dialogical speech. | Studying the cliches necessary to compose mini-dialogues in English, studying lexical units on this topic, consolidating pronunciation skills in practice. | CD player | ||||
| Practical lesson | Methodological development. | |||||
| Combined | Reinforcing the names of school supplies. Introduction to the topic “Color”. Describe various objects using new words. | |||||
| Combined. | Studying lexical material on the topic, composing mini-statements, consolidating vocabulary in practice. Studying the grammatical topic “Possessive case of nouns.” | Tape recorder, CDs. | Game, survey. |
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| Animals. | Combined. | Repetition and consolidation of lexical and grammatical material on this topic. Description of animals. My favorite pet is writing a story. | Methodological development, cards, tables with the names of animals, workbook. | Record player. | ||
| Combined. | Consolidating vocabulary on the topic “Greetings”, studying and consolidating lexical material on the topic “My Family” | Tape recorder, tables. | Testing. A game. |
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| Combined. | Studying vocabulary on the topic, consolidating stable lexical expressions, describing the room. Making the project " My dream house". | Tables, tape recorder. | A game. Project protection. |
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| New Year. | Getting to know the traditions and customs of England. Getting to know the tradition of celebrating the New Year in England. Studying poems and songs in English.. | Methodological development, video film. | Tape recorder, costumes. | |||
| Combined. | Studying vocabulary on the topic “Dishes”. Compiling mini-dialogues “At the table”.. | Methodological development, video film, books. | Tape recorder, cards. | Game, testing. |
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| Seasons. | Studying words on this topic, comparing the names of the seasons in Russian and English, describing one of the seasons using adjectives.. | Methodological development. | Tape recorder, cards. | |||
| Actions. | Studying parts of speech. Verb - as a part of speech. Studying verbs of motion in English. | Methodological development. Table. | Cards. | Testing. |
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| Appearance. | Combined | Familiarization with lexical material on this topic, consolidation of this topic in practice. Compose mini-stories about yourself. | Methodological development, workbook. | Handout. | ||
| Repetition. | Methodological development. | Handout. | ||||
2nd year of study
| Lesson topic | Class form | Techniques and methods for organizing the educational process | Didactic material | Technical equipment | Summing up forms |
|
| Repetition and generalization of previously studied material on a given topic. Learning vocabulary that allows you to present yourself more broadly. | Audio recording, workbook, tables | Record player. | ||||
| Dialogical speech. | Studying poems, tongue twisters, songs in English “About the Family.” Compiling stories in English, using new names of relatives. | Methodological development. Audio recording, workbook, tables. | CD player | Reading competition. |
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| Practical lesson | Pronunciation exercises, monologue speech training. | Methodological development. | ||||
| Appearance | Combined | Studying the names of body parts, describing fairy-tale characters using adjectives. Studying the grammatical topic “Plural of nouns.” | Methodological material, audio recording, workbook. | Tape recorder, cassettes, video material. | ||
| Combined. | Studying cardinal names of numerals. Repetition of ordinal numbers, using them in practice, naming clothing sizes, reading the dialogue “In the store.” | Methodological development. Cards, workbook. | Tape recorder, CDs. | Game, survey. |
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| Seasons and nature. | Combined. | Repetition and consolidation of lexical and grammatical material on this topic. Description of natural phenomena. Picture of your favorite time of year.. | Methodological development, cards, tables, workbook. | Record player. | ||
| Combined. | Consolidating vocabulary on the topic “Nature”, studying and consolidating lexical material on the topic “Clothing”. Studying grammatical structures for sentence construction. | Methodological development, workbook. | Tape recorder, tables. | Testing. A game. |
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| Combined. | Studying vocabulary on the topic, consolidating stable lexical expressions, composing the story “My favorite sport.” Reading texts about healthy lifestyles among young people in England.” | Methodological development, tables, handouts. | Tables, tape recorder. | A game. Testing. |
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| Actions.. | Repetition of motion verbs. Studying auxiliary verbs and using them in practice. Learning the grammatical structures needed to construct a sentence using auxiliary verbs. | Methodological development, | Record player, | |||
| Transport | Studying vocabulary on the topic “Transport”. Manufacturing and description of the vehicle in English. | Methodological development, workbook. | Model protection. |
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| Repetition and generalization of previously studied material in English, writing an essay “My Day”. | Methodological development, workbook. | Paperwork. |
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| Acquaintance with lexical material on this topic, studying time in English. | Methodological development, workbook. | Handouts, tape recorder. | Testing. |
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| Professions. | Studying lexical material on this topic, reading stories on this topic in English. Description of one of the professions. | Methodological development, workbook. | Handouts, tape recorder. | |||
| Repetition. | Repetition and generalization of previously studied material. | Methodological development. | Handouts, tape recorder. | |||
Literature
Beam, I.L. Some current problems of modern teaching of foreign languages/I. L. Bim // Foreign languages at school. – 2001. - No. 4. – P. 5-7.
Grizik, T.I. Speech development of children 5-6 years old: a methodological guide for teachers of preschool educational institutions. 1st edition. – M.: Education, 2007. -224 p.
Evdokimova, E. S. Kindergarten and family: Methods of working with parents. A manual for teachers and parents / E. S. Evdokimova, N. V. Dodokina, E. A. Kudryavtseva. – M.: Mozaika-Sintez, 2007. – 144 p.
Evseeva, M.N. English language teaching program for preschool children. - Panorama, 2006. - 128 p.
Zvereva, O. L. Communication between teachers and parents in preschool educational institutions: methodological aspect / O. L. Zvereva, T. V. Krotova. – M.: TC Sfera, 2007.
Kulikova, O.L. Structure of communication skills of children aged 5–7 years / O.L. Kulikova // Current issues of modern education: collection of materials International. scientific conference – Stavropol: Circulation, 2013. – P. 44-53.
Kulikova, O. L. Formation of communication skills in children 5-7 years old in musical and play activities: abstract. diss...candidate of pedagogical sciences: 13.00.01/Kulikova Olga Leonidovna. - Yaroslavl, 2013. [Electronic resource]. Access mode: http://discollection.ru/article/24092013_132192_kulikova
Kulish, V. G. Entertaining English for children. Fairy tales, riddles, fascinating stories. – Donetsk: Stalker, 2001. - 320 p.
Lashkova, L. Formation of communicative qualities in children of senior preschool age / L. Lashkova // Preschool education. - 2009. No. 3. – P.34-39.
Miklyaeva, N.V. Diagnosis of language ability in preschool children. Speech therapy examination: methodological manual / N.V. Miklyaeva. – 2nd ed. – M.: Iris-press, 2007. – 96 p.
Mudrik, A.V. Communication in the process of education. - M: Pedagogical Society of Russia, 2001. - 320 p.
Negnevitskaya, E. I. Language and children / E. I. Negnevitskaya, A. M. Shakhnarovich. – M.: Nauka, 1981. - 111 p.
Nikitenko, Z. N. Conceptual foundations of developing foreign language education in primary school: monograph. – M.: MPGU, 2011. – 192 p.
From birth to school. Approximate basic general education program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – M.: MOZAYKA-SYNTHESIS, 2010. – 304 p.
Passov, E.I. Communicative method of teaching foreign language speaking. - M.: Education, 1991. - 223 p.
Protasova, E.Yu. Teaching preschoolers a foreign language. Program “Little by little” / E. Yu. Protasova, N. M. Rodina. – M.: Karapuz-Didaktika, 2009. - 80 p.
Guide to the Federal State Educational Standard for preschool education in tables and diagrams//Under general. ed. M. E. Verkhovkina, A. N. Atarova. – St. Petersburg: KARO, 2014. - 112 p.
Sanitary and epidemiological rules and regulations San PiN 2. 4. 1. 3049 -13. Date of introduction of San PiN: 30.07.13. – St. Petersburg: Detstvo-Press, 2013. - 94 p.
Skorolupova, O. A. Introduction of the Federal State Educational Standard for Preschool Education: Development of the Educational Program of the Preschool Educational Institution. - M: Publishing house “Scriptorium 2003”, 2014. – 172 p.
Skorolupova, O. A. Educational program of a preschool educational institution. – M.: Publishing house “Scriptorium 2003”, 2008. -88 p.
Tikheyeva, E.I. Speech development in children (early and preschool age). – M.: “Enlightenment”, 1981. – 111 p.
Federal state educational standard for preschool education. – M.: Center for Pedagogical Education, 2014. – 32 p.
Annex 1
Game name: “What’s missing?” (What's gone?)
Purpose of the game: consolidation of the lexical meaning of words; development of attention and memory.
Game description:
Place no more than six pictures on the table, united by topic or individual. Ask the children to name and remember them and at the command “Shut your eyes!” close eyes. Remove one picture and at the command “Open your eyes!” Ask the children to open their eyes and guess which picture is missing. For example:
Shut your eyes!
Open your eyes! What's missing?
- Game name: "Echo"
Purpose of the game: development of phonemic hearing.
Game description:
Turning to the side, pronounce the sound in a clear whisper; word. Children are like an echo, repeating the sound, the word is yours.
- Game name: "Please, show me..."
Purpose of the game: to consolidate knowledge of animal names.
Game description:
Place pictures of already known animals on the table. Invite children to show a picture of a cat when asked “Please, show me...” (for example, a cat), and so on.
- Name of the game: “What can you do?” (“What can you do?”)
Purpose of the game: consolidation of the speech pattern “I can” (“I can”)
Game description:
Inviting your child to imagine himself as a bear, fox, etc. using a mask will cause delight. To the question “What can you do?” ask for the answer “I can jump” or “I can run”
- Game name: “Come up to me”
Purpose of the game: consolidation of adjectives.
Game description:
Hand out pictures of a big and a small dog, a big and a small bunny, etc. to the children sitting on the chairs. Explain to them that at the request of “Little dog, come up to me!” the child, who has a small dog in his hand, should come to you. At the request of “Big dog, come up to me!” the child with the picture of a big dog runs up, and so on.
- Game name: "Broken Phone"
Purpose of the game: consolidation of the studied material on a given topic;
development of phonemic hearing
Game description:
Divide the children into two teams. Clearly say a word or phrase into the ear of the first team leader; say another word or phrase into the ear of the leader of the second team. The children repeat what you said into their ears down the chain, trying not to “spoil the line.” The team wins if the word or phrase was passed correctly from the first child to the last.
Options: This is a little mouse.
This is a big dog.
- Game name: "Rhymes with Ball"
Purpose of the game: to consolidate the names of adjectives denoting color.
Game description:
Introduce the children to a color rhyming game. When passing the ball to one of the children, say: “A red cock.” When returning the ball to you, the child can answer: “A green frog.” The game continues until all the children have taken part in it.
Possible rhymes:
a gray have – a black bear
a white cat – a gray bet
a blue box – a red fox.
- Game name: "Shopping"
Purpose of the game: development of dialogic speech skills.
Game description:
Introduce the children to the game of shopping. Say: “Let’s play shop!” Select a "seller" and place several toys in the store for sale.
Buyer: knock, knock, knock! May I come in?
Seller: Come in, please.
Buyer: Good morning!
Seller: Good morning!
Buyer: Please, give me a brown box.
Seller: Here you are.
Buyer: Thank you. Good bye.
Seller: Good bye.
- Game name: "I have"
Purpose of the game: entering the adverb “too” (too)
Game description:
Call two children and ask them to imagine themselves as a cat or a mouse. The cat starts the game, and the mouse repeats after it, adding the word “too”.
Cat: I have one tail.
Mouse: I have one tail too, and so on until the new words of this lesson are practiced.
- Game name: "Teremok"
Purpose of the game: to consolidate the learned speech patterns.
Game description:
Arrange the chairs with their backs facing forward. Build a “teremok” out of them. Distribute the roles of a small green frog, a large red fox, a small gray bunny, a large black cat, and a small white dog.
The game begins with a knock on the door. Children, looking out of the “windows” (holes in the backs of the chairs), ask in unison “Who are you?” The child playing the role of a frog says: “I’m a little green frog.” "May I come in?" The children answer in unison: “Come in, please.” Frog: “Thank you!” Then all the children take turns asking: “Who lives in the house?” When meeting another guest, they say: “Let’s live together!”
- Game name: "Wire"
Purpose of the game: to consolidate the question-answer block on any topic.
Description of the game: the teacher lines up teams in two lines (children stand behind each other’s heads) and asks the first two students from opposite teams a question (for example, “What’s your name?” Children must answer and, turning around, ask the same question to the students standing behind them . The latter also answer, turn and ask the next question, etc. This game is associated with transmitting a signal through a wire. Whose team “transmits the signal” faster gets a point. You can include the game “What am I doing?” in the lesson for repetition verbs. Two students from one team think of a verb and gesture to the other team. The guys must name the verb in English that describes this action. If they name it correctly, they get a point.
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Appendix 2
Poems artistically translated into Russian.
| Little girl Little girl, | Little Girl |
| Lamb Tell me, our little lamb, | Black sheep Baa, baa, black sheep, |
| Visiting the Queen Where were you today, pussy? | Traveler Pussy-cat, pussy-cat, |
| Humpty Dumpty Humpty Dumpty | Humpty-Dumpty Humpty-Dumpty |
Appendix 3
In modern conditions, the importance of learning a foreign language has increased. Nowadays, learning a foreign language at school begins in the second grade. Starting school so early scares parents and even teachers. New textbooks make high demands on 7-8 year olds.
Classes in the English for Children program introduce the child to the basics of a foreign language culture, i.e. informs the child of a basic amount of knowledge, skills and abilities. Classes are an oral preparatory stage for reading and writing.
Early learning of a foreign language develops the child comprehensively. His memory and intelligence improve, and his powers of observation develop.
Since play is the leading activity of a preschooler, learning tasks are closely related to the world in which the child lives. This is a world of fairy tales, poems, songs, where curiosity and the desire to play with peers reign.
This program is based on the principles of communicative learning and is aimed at developing positive cognitive motivation.
The program is designed for group work with children. But the exercises are designed to provide an individual and differentiated approach to teaching children with different levels of training and different abilities.
The English for Children curriculum is designed for 2 academic years (144 academic hours), 72 academic hours per year, 2 hours per week.
Age: 5 – 7 years.
Duration of classes: 30 minutes.
Purpose of the course: development of linguistic abilities of preschoolers and primary schoolchildren through the activation of their creative activity.
Tasks(1 year of study):
- formation of primary skills of dialogic and monologue speech in English;
- development of speech hearing, memory, attention, thinking.
- nurturing interest and respect for the culture of other peoples.
Tasks(2nd year of study):
- expansion of vocabulary, development of dialogic and monologue speech skills in English;
- development of linguistic conjecture, thinking, creativity;
- nurturing interest and respect for the traditions and customs of other peoples based on fairy tales, nursery rhymes, sayings, etc.
Expected learning outcome.
First year of study.
By the end of the first year of study, children should know 40-50 words in English, 10 ready-made speech samples:
I...(name).
I... (age).
I see…
I can…
I love…
I have…
I can…
How old are you?
What is your name?
Can you do it?
Do you have?
And also 7-10 poems, rhymes, songs.
Second year of study
By the end of the second year of study, children's vocabulary should be about 100 words. Speech samples: 15-17 expressions of affirmative and interrogative type. Children should be able to talk about themselves, family, toys in 4-6 sentences; build a dialogue using 3-4 lines from the child; recite a poem and sing a song in English.
Educational and thematic plan
First year of study
Second year of study
No. |
Subject |
Number of hours |
Repetition |
||
Letters and their songs |
||
My family |
||
Birthday |
||
Christmas and New Year |
||
Arms, legs and tails |
||
I can do everything in the world |
||
My week |
||
Repetition |
Each lesson of the course has its own structure. Starts with a normal greeting in English. Which is gradually remembered by children. Then a speech warm-up is carried out. This is either a poem or a song in English. In the main part of the lesson, playing with dolls and other toys, children become familiar with speech patterns and consolidate them. At the end of the lesson, the guys remember what they learned and repeat the song or verse of the speech warm-up. This is followed by a farewell in English. For work in the lesson, a tape recorder and cassettes with recordings of poems and songs in English are used. Methodological supportA very important means of teaching preschoolers and primary schoolchildren are didactic games, which allow children to consolidate their knowledge in an interesting way. After introducing children to new lexical material, for example on the topic “animals,” the teacher shows rollers with images of animals in random order, without looking, trying to guess what is depicted on them. If the adult guesses correctly, the children shout “yes”; if they make a mistake “by”. In the latter case, the children must name for themselves what is shown on the card. 2. GUESS After the children have learned a few new words, the teacher asks them to solve riddles. The riddles are read in Russian, and the children answer in English. 3. DO YOU KNOW ANIMALS? After studying the topic “animals,” the teacher lists a number of subjects. As soon as he names the animal, the children clap their hands. 4. WHAT DO I DO? Children form a circle. The presenter stands in the middle and shows movements (running, jumping). Children must say in English what he is doing. The one who guesses first becomes the leader. 5. WHAT IS WHO WEARING? The teacher names items of clothing, and the children wearing the named item must stand up. 6. I WILL FREEZE Children stand in a circle, in the center of which is the leader (Santa Claus). He names in English those parts of the body that he wants to freeze (eyes, ears), and the children hide them. 7. NAME THE LETTER Cards with letters are laid out face down on the table. The child takes any card and names a letter. If he finds it difficult to answer or makes a mistake, the children help him. 8. BE CAREFUL The teacher hangs up 4-5 pictures depicting objects whose names are known to the children. Then he removes them. Children must name the objects in English in the order in which they saw them. After learning the word “And,” children are asked to name any two objects, always using the conjunction “and.” Literature:
|
Larisa Skomorokhova
Club program "English for preschoolers"
Introduction 3
preschoolers
foreign language 5
2. Pre-school program 6
3. Game as a way of educational activity
at preschoolers 9
4. Forms of organization of the educational field 10
5. Educational and thematic plan for children aged
from 4 to 7 years 11
List of used literature 21
Introduction.
Acquaintance preschoolers with English is considered as one of the important stages that prepare a child for school, laying down the correct pronunciation, accumulation of vocabulary, the ability to understand foreign speech by ear and participate in a simple conversation. The developmental aspect of learning, which provides for the general improvement of speech and thought processes, is of particular importance. When studying a foreign language language At an early age, the level of development of children should be taken into account and their readiness to accept information should be determined.
At the first stage, the main goal is the dynamic development of oral speech (pronunciation and listening comprehension). At the same time, as when teaching one’s native language language, it is very important to develop motor skills that not only help to better assimilate lexical and grammatical material, but also contribute to the successful development of speech and mental processes. All structures serve this purpose, as well as rhymes and songs designed for the most productive assimilation of the material being studied.
Psychologists say that teaching children English should be spoken from an early age. This is due to the fact that young children have more developed perception and memory than adults. Children should begin training at the age of 4–6 years. Children of this age are very receptive, they have developed concentration and memory. They have a fairly large vocabulary, their thinking is well developed, their behavior is more disciplined and organized, thanks to which the teacher is able to maintain the child’s interest in studying the subject for quite a long time. Also, according to experts, children of this age understand what they are studying, and do not just mechanically memorize words or phrases.
Kindergarten education English language begins in groups of children aged 4 years, and ends in groups of children aged 6-7 years. We highlight 3 stage:
Stage I – 4-5 years,
Stage II – 5-6 years,
Stage III – 6-7 years.
English for preschoolers is a game. Only through this form can positive results be achieved and a child develop a positive attitude towards foreign language language.
1. Basic teaching methods.
Game method. This method of teaching is aimed at children of almost any age. The advantages of this method are that the game motivates the child to learn language without coercion. Children learn with eagerness and enthusiasm English language.
Combined method. This method involves a combination of different techniques (game, cubes, cards, project). The advantages of this method are variety, which stimulates and interests the child.
During classes you can use exciting games, videos, audio materials, visual aids, songs, poems and mini-skits, which children really like.
The main goal of the classes English language in kindergarten – development of listening and speaking skills. The use of outdoor games (“Cat and mouse”, “Traffic light”, “Edible - inedible”, etc.) forms motor activity, improves health, and contributes to the solution of certain educational tasks. Acting according to certain rules, communication is carried out on English language. Story-based role-playing games (“Shop”, “Circus”, “Forest School”, etc.)- where talking characters are included in the game - English.
2. Preschool course program.
Preschool program The course is structured in such a way that children, by the time they enter 1st grade, can master lexical material in topics:
Animals
Body parts
Count within 10
Target programs – teaching preschoolers a foreign language must be communicatively oriented. Children should be able to use the studied lexical and grammatical material in natural communication situations. This purpose is served by all structures for understanding and speaking, as well as rhymes and songs designed for the most productive assimilation of the material being studied.
Main goals:
Educational:
Creating a starting base for the development of speech abilities;
Formation of skills and abilities to independently solve the simplest - communicative and cognitive tasks in oral speech;
Expansion with in English child's ideas about the world around them and about language as a means of knowledge and communication.
Developmental:
Development of their perception, attention, language memory, imagination, intuitive and logical thinking;
Development of speech culture, as well as communication culture;
Development of creative abilities preschoolers in various fields using foreign language.
Educational:
Raising children's sustainable interest in learning new things language;
Raised by preschoolers desire and ability to enter the world of another culture.
Main activity - English language.
Principles of training preschoolers English language:
Teaching without coercion (classes have a positive emotional connotation).
Learning with passion.
Learning through play.
Creating a spirit of communication.
From simple to complex.
Creating comfortable conditions for activities.
Strengthening connections with family.
Limitation of teacher speech in native language language up to 5-10%, and as a consequence,
bringing children's speech to English up to 90%.
- Systematically introduce vocabulary:
First lesson – 3 words.
The second lesson is consolidation.
Subsequent classes - activation using speech structures + 3-4 new words.
Take into account the short-term memory of children at this stage of development, systematically return to previously covered material and include it in subsequent classes.
Teach complete speech structures, which contributes to the development of speaking skills.
Give preference to paired and group training. This helps establish a favorable psychological climate in the group and removes language barriers.
Develop quick response to teacher commands and questions
Education preschoolers learning a foreign language promotes the development of cognitive and social activity, speech and thinking activity, independence preschoolers and self-confidence.
Foreign language training language of preschoolers allows you to develop children:
– interest in learning foreign languages language;
– educational and language abilities;
– creative independence;
– ability to work in a team;
– communication skills;
- attention;
– imagination;
- memory;
– adaptation of children to school life.
Group size is 10–15 people. The duration of the lesson is 25–30 minutes. It is only important to change the type of activity every five minutes, move from an outdoor game to a conversation at a round table; then - to dance, exercise; after that, to singing songs, etc. The usual frequency of classes is twice a week.
Duration Frequency per week Number of hours per week Number of hours per year
30 min. 2 times 1 hour. 32 hours
3. Game as a way of educational activity preschoolers.
Play is the leading learning method preschoolers learning a foreign language. Educational games are divided into situational, competitive, rhythm-musical and artistic.
Situational games include role-playing games that simulate communication situations on a particular occasion. They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games, which require the use and modification of various models.
Most games that promote vocabulary learning are competitive. The one who has the best control wins. language material. These are all kinds of crosswords, “auctions”, board and printed games with linguistic tasks, command execution, etc.
Rhythm-musical games are all kinds of traditional games such as round dances, songs and dances with the choice of partners, which contribute not so much to mastering communicative skills, but to improving the phonetic and rhythmic and melodic aspects of speech and immersion in the spirit language.
Artistic, or creative, games are a type of activity that stands on the border of play and artistic creativity, the path to which lies for the child through play. They, in turn, can be divided into dramatizations (staging small skits on English language) ; visual games, such as graphic dictation, applique, etc.; and verbal and creative (selection of rhymes, collective writing of captions for comics, collective writing of small fairy tales).
4. Forms of organization of the educational field.
Direct educational activities for training English language(by subgroups, individually); Individual work with a child; Thematic direct educational activities; Phonetic gymnastics; Didactic games; Physical exercises; Integrated activities; Surprise moments.
Technical training aids
1. Laptop
2. CD material
At work program the use of various types of didactic games is provided, and exactly:
To develop color perception; For the number of items; For development English speech, thinking, memory, attention; To consolidate the names of various objects; To recognize and name family members; To consolidate the names of body parts.
Visually - figurative material:
1. Demonstration and handout material.
2. Visual and methodological material.
3. Magnetic board.
4. Didactic games.
5. Toys.
6. Cubes.
7. Audio recordings.
8. Songs for kids.
9. Poems, rhymes, riddles.
10. Cards with letters.
11. Cards with numbers.
12. Poster c English alphabet.
13. “Happy English” lotto game.
14. Attributes for simulation games.
15. Educational set of numbers, letters and signs with magnetic fastening.
5. Educational and thematic plan for children aged 4 to 7 years.
No. Month Topic Work content Number of hours
September 1 Greeting 1. Develop in children the etiquette function of communication (the ability to say hello, get to know each other, introduce yourself, identify yourself, say goodbye).
3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi" "What is your name?", "My name is...", with speech turns "I'm sorry", "I'm glad".
4. Introduce vocabulary "yes", "no", "I".
5. Listen to the song "Good morning!", introduce the game "Little frog", learn a poem "Hello! Hello!" 2 / 4
2 October Counting 1 - 10 1. Train children in counting from 1 to 6, teach them to name numbers in order and randomly.
structures: “How old are you?”, “I am five (six)».
5. Learn rhyming "One cat".
6. Introduce the game - exercise “Handsup, handsdown”. 4/8
3 November Pets and other animals 1. Introduce children to domestic and wild animals on English - cat
"I have got a cat", "It's a bear".
English language.
English songs. 4 / 8
4 December Color 1. Introduce children to color on English - yellow
3. Train speech structures: , figure of speech "I have got...".
4. Introduce a new dialogue “Do you like this cat?”, "Yes, I do".
"Colors". 4 / 8
5 January Family 1. Introduce children to vocabulary on the topic "Family"English
3. Develop monologue and dialogic speech in children. Teach children to have dialogue "Who is this?" - “It; s my mother".
4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happy birthday”.
5. Learn a song with your children "My dear, dear Mummy", poem "My family". 4 / 8
6 February This is me 1. Development in children of communication skills and abilities, based on the active use of lexical units in speech and the inclusion of new material on the topic.
"Thisisanose".
5. Learn to listen and understand English speech English language.
6. Learn a song "Don't forget", "Head and shoulders". 4 / 8
March 7 My home 1. Introduce new vocabulary on the topic .
2. Instill in children a love of English language.
English language, to have a dialog "Where are you from?" - “I am from...”.
6. Learn a poem "My house", "Apartment" 4 / 8
8 April Fruits, vegetables 1. Introduce children to the names of fruits and vegetables on English language
English speech.
"I like...", “He/ She likes...”
5. Learn poems "In the garden", "Fruits vegetables". 4 / 8
English language.
4. Instill interest in English speech.
5. Develop communication skills in children, repeat familiar songs and poems. 2 / 4
No. Sections programs Number of hours
1 Greeting 4
2 Count 1-6/Count 1-6 4
3 Pets and other animals/Pets and other animals 4
4 Color/Color 4
5 A family/Family 4
6 Here I am/This 4
7 My house/My house 4
8 Fruits and vegetables/Fruits and vegetables 4
9 Atoy-shop/Toy store 4
1). "Greetings"
Tasks:
1. Develop in children the etiquette functions of communication (the ability to say hello, get to know each other, introduce yourself, name yourself, say goodbye).
2. Develop the ability to understand remarks addressed to them and respond to them.
3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi", “I hop-hop”, “I jump-jump”, "What is your name?", "My name is...", with speech patterns "I'm sorry", "I'm glad".
4. Introduce vocabulary "yes", "no", "I".
5. Listen to the song "Goodmorning!", introduce the game "Littlefrog", learn a poem "Hello! Hello!"
2). "Score 1-6"
Tasks:
1. Train children in counting from 1 to 6, teach them to name numbers in order and randomly.
2. Involve children in dialogue.
3. Train in speech pronunciation structures: "Howoldareyou?", "Iamfive (six)».
4. Teach children to pronounce sounds correctly.
5. Learn rhyming "One-cat".
6. Introduce the exercise game “Handsup, handsdown”.
3). "Pets and other animals"
Tasks:
1. Introduce children to domestic and wild animals English - cat, dog, mouse, rooster, chicken, pig, frog, hare, bear, squirrel, fox, wolf. Raising children to have a kind and caring attitude towards animals.
2. Train children to pronounce sounds correctly.
3. Introduce speech patterns "I have got a cat", "It's a bear".
4. Arouse children's interest in English language.
5. Learn poems in Russian with children language including English words, indicating the names of animals; listen English songs.
4). "Color"
Tasks:
1. Introduce children to color on English - yellow, red, blue, green, black, white, brown, pink, orange, gray.
2. Train in the correct pronunciation of sounds.
3. Train speech structures: “Thisdogiswhite. That dog is black", figure of speech "I have got...".
4. Introduce a new dialogue “Do you like this cat?”, "Yes, I do".
5. Develop oral monologue speech in situations on this topic.
6. Learn poems from the series "Colors".
5). "Family"
Tasks:
1. Introduce children to vocabulary on the topic "Family", teach to recognize and name family members by English, cultivate love and respect towards loved ones.
2. Train the pronunciation of sounds.
3. Develop monologue and dialogic speech in children. Teach children to conduct dialogue "Who is this?" - “It; s my mother".
4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happybirthday”.
5. Learn a song with your children "My dear, dear Mummy", poem "My family"
6). "It's me"
Tasks:
1. Development in children of communication skills and abilities, based on the active use of lexical units in speech and the inclusion of new material on the topic.
2. Improving listening skills.
3. Train children to answer questions, strengthen the ability to conduct a dialogue.
4. Train speech structure "Thisisanose".
5. Learn to listen and understand English speech, perceive songs, poems on English language.
6. Learn a song "Don't forget", "Head and shoulders".
7). "My house"
Tasks:
1. Introduce new vocabulary on the topic (house, room, window, door, floor, ceiling, furniture).
2. Instill in children a love of English language.
3. Develop communication skills, the ability to communicate in English language, to have a dialog "Where are you from?" - "IamfromBuzuluk".
4. Fostering a sense of joy and pride in your home.
5. Learn to pronounce sounds correctly.
6. Learn a poem "Myhouse", "Apartment".
8). "Fruits vegetables"
Tasks:
1. Introduce children to the names of fruits and vegetables on English language(apple, pear, orange, lemon, berry, tomato, cucumber, potato, onion, carrot).
2. Teach children to understand and listen English speech.
3. Train speech structures in pronunciation “Ilike...”, “He/Shelikes...”, pronounce words and sounds correctly.
4. Train children's attention and memory.
5. Learn poems "In the garden", "Fruits vegetables".
9). "A toy shop"
Tasks:
1. Teach children to name toys, their color, quantity.
2. Train attention, memory, correct pronunciation of words and sounds.
3. Strengthen children’s ability to communicate English language.
4. Instill interest in English speech.
5. Develop communication skills in children, repeat familiar songs and poems.
List of used literature:
1. English for kids. Shishkova I. A., Verbovskaya M. E. Under. ed. N. A. Bonk, Educational and methodological kit for children 4-6 years old, 2004.-96p.
2. First lessons English. Book for classes with preschoolers. Blagoveshchenskaya T. A., M.: LLC Publishing House ROSMEN-PRESS, 2004. - 103 p.
3. Biboletova M.Z. et al. “Enjoy English-1”, Obninsk: Title, 2005.
4. Stronin M. F. Educational games in a foreign language lesson language. M., Education, 1984.
5. Konysheva A. V. English for kids, Minsk, 2004.
6. Koti T. Yu. English alphabet, M., 1997.
7. Cherepeva N. Yu. English for preschoolers(games, songs, poems). M., "Aquarium", 2002.
8. Loseva S. V. English in rhymes, M., Booklet, 1993.
9. English poems for children, comp. Verkhoglyad V. A., M.,IRIS PRESS, 2001.
10. Comprehensive English language teaching program for children 4-7 years old, comp. M. L. Filina, Volgograd, 2009.
Municipal budgetary preschool educational institution
“General developmental kindergarten No. 64 “Kolobok”, Yoshkar-Ola”
Funny English
English language teaching program for preschoolers
Compiled by: additional teacher
education Milyutina E.M.
Yoshkar-Ola, 2015
Explanatory note.
Relevance.
Goals and objectives of the program.
Predicted results.
Methodological support of the program.
Forms of organization of the educational field.
Educational and thematic plan:
1. Junior group (3-4 years).
2. Middle group (4-5 years old).
3. Senior group (5-6 years old).
4. Preparatory group. (6-7 years)
13. Contents of the program.
14. List of references,
used to develop the program.
Explanatory note
This work program is a regulatory and management document of an educational institution, characterizing the system of organizing the educational activities of the educator.
The work program shows how, taking into account specific conditions, educational needs and developmental characteristics of preschool children, a teacher creates an individual pedagogical model of education in accordance with the requirements of federal state educational standards for preschool education.
The work program was developed taking into account methodological recommendations on the English language for preschoolers.
Program for the development and education of children in kindergarten “Childhood” / V. I. Loginova, T. I. Babaeva, N. A. Notkina. St. Petersburg: Childhood - Press, 2005
English language S.V.Litvinenko.- M.:AST: Astrel, 2015.
Federal state requirements for the structure of the basic general education program of preschool education Order of 01/01/01 N 655,
Model regulations on preschool educational institutions dated January 1, 2001 No. 000 (Resolution of the Government of the Russian Federation)
SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations” (Registered with the Ministry of Justice of Russia on August 27, 2010, registration number 18267
Relevance.
A foreign language today is becoming more of a means of life support for society. The role of a foreign language is increasing in connection with the development of economic ties and the internationalization of public diplomacy. Studying a foreign language and foreign language literacy of our citizens contribute to the formation of a worthy image of Russians abroad, allow us to destroy the barrier of mistrust, and provide an opportunity to carry and spread our culture and master another. Therefore, a foreign language has become a mandatory component of education not only in schools and universities, but also in many preschool institutions. Early learning of a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages and cultures of other peoples, and promotes the development of communicative speech tact. The role of a foreign language at an early stage of education is especially invaluable in developmental terms. Learning a foreign language at an early age is especially effective, since it is preschool children who show great interest in people of a different culture; these childhood impressions are retained for a long time and contribute to the development of internal motivation for learning a first, and later a second, foreign language. In general, early learning of a non-native language carries enormous pedagogical potential both in terms of linguistic and general development.
The main functions of a foreign language at the early stage of learning it:
The development of the general speech ability of preschool children, in their most basic philological education,
Formation of their abilities and readiness to use a foreign language as a means of communication, as a way of familiarization with another national culture and as an effective means of continuous language education, upbringing and diversified development of the child’s personality.
Basic provisions that ensure more effective learning of a foreign language:
Pay attention to the repetition of material and its conscious perception, children must understand what they are talking about;
Goals and objectives of the program.
Purpose This work is to develop in preschool children a sustainable interest in learning English as a means of communication and information exchange.
Setting a goal involves solving a whole complex of educational, developmental (general education) and practical (educational)tasks:
Educational:
Develop the child’s psychological functions:
memory, attention, thinking (visual, figurative, logical);
imagination (reproductive and creative).
Develop special abilities necessary for teaching a foreign language:
phonemic hearing;
ability to guess;
ability to discriminate;
imitation abilities.
Educational:
Create motivation to learn English through music, poems, proverbs;
To promote the development of cognitive interest in holidays, traditions, and customs of the country of the language being studied;
To promote the acquisition of perceptual, speech, motor-graphic skills, and the ability to behave in typical situations.
Educational:
Foster understanding and respect for other cultures;
Cultivate a respectful attitude towards people;
Foster feelings of camaraderie and friendship;
Cultivate a sense of beauty;
Foster a culture of mental work;
Develop independence skills.
Age characteristics of children when learning a foreign language.
When teaching English to preschool children, their age characteristics should be taken into account as much as possible. The teacher gets acquainted with the literature on this issue and applies methods and techniques appropriate to the age of the children.
When teaching children English, you need to remember that they are open and remember it as it is. They also have a developed imagination and open creative abilities.
Therefore, to begin with, naturally, you need to learn the English alphabet.
English for preschool children should be as easy as possible. All sentences must be simple.
Flashcards in English are very good for learning, because children, especially preschool children, think in pictures and images. Cards in this case will serve to establish connections between the images that are presented on the card and the word associated with it. At this age, it is always necessary to show your child with the help of pictures what you are trying to convey to him.
For preschool children to learn English, they need to be captivated.
Interesting things will help to engage your child:
Poetry;
Counting books;
Songs.
At the same time, if pictures are attached to them, it will be simply wonderful.
As for English grammar, there is no need to force children to cram it. They will remember the grammar rules automatically and will not be able to apply them. In addition, you can discourage your child from studying English later. It’s better to let everything go in a relaxed and easy way.
How to conduct educational activities and how much time to spend teaching English to children.
As already mentioned, classes for preschoolers must be conducted in a playful way.
You should not study irregular verbs, or any other grammar. We can only mention the irregular article the and the correct article a.
Also, English for preschool children should include spoken language, because later it is spoken English that will serve as a means of communication with foreigners.
For children, short dialogues and stories should be used. If they are accompanied by a voice-over and illustrated with pictures, then that will be great.
Program " HappyEnglish» calculated for children aged 3 to 6 years. It is aimed at cultivating interest in mastering a foreign language, the formation of a harmonious personality, the development of mental processes, as well as cognitive and linguistic abilities; promotes the development of active and passive speech.
Principles for creating a program.
In accordance with the FGT, the Program is based on the scientific principles of its construction, which is taken into account when organizing the educational process:
the principle of developmental education, the goal of which is the development of the child. The developmental nature of education is realized through the activities of each child in his zone of proximal development;
a combination of the principle of scientific validity and practical applicability. The content of the program corresponds to the basic principles of developmental psychology and preschool pedagogy;
compliance with the criteria of completeness, necessity and sufficiency, that is, allowing one to solve set goals and objectives only using necessary and sufficient material, getting as close as possible to a reasonable “minimum”;
the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children;
the principle of integration of educational areas (physical education, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
principles of humanization, differentiation and individualization, continuity and systematic education.
Reflection of the principle of humanization in the educational program means:
- recognition of the uniqueness and uniqueness of each child’s personality;
- recognition of the unlimited possibilities for developing the personal potential of each child;
- respect for the child’s personality on the part of all participants in the educational process.
Differentiation and individualization of upbringing and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented taking into account the individual characteristics of the child’s development.
The principle of consistency and systematicity. Consistency in the selection and combination of new material with repetition and consolidation of what has been learned, distribution of the load on the child’s body throughout the entire lesson.
The principle of taking into account the age and individual characteristics of children.
Each of the listed principles is aimed at achieving learning outcomes, children mastering a foreign language (at the most basic level) as a means of communication.
Goals and objectives are realized when creating the necessaryconditions:
The presence of an office, its equipment: methodological literature, cassettes, visual aids, toys, handouts;
Selection of methods, techniques, forms, means of work
Teaching English to preschool children is carried out only orally, in a playful way, using toys.
Classes are held in subgroups of no more than 10 people in the English classroom, 2 times a week for 30 minutes.
It is most convenient to organize these classes in the morning or immediately after a nap, when children are not tired and perceive foreign language material well.
Predicted results.
At the initial stage of teaching children a foreign language, the foundations are laid for the formation of skills that ensure speech activity. Pronunciation skills should mainly be developed here. Therefore, this stage in teaching preschoolers a foreign language is the most important.
The leading direction in children's mastery of language material is the formation of productive skills, since all material is intended for use in oral speech. At the same time, these same language units must be understood during listening, i.e. be acquired receptively.
Children get acquainted with the basics of the language, acquire basic speaking skills, accumulate a basic vocabulary on various topics provided for in the program for teaching children English, and become familiar with the simplest basics of English grammar. At this level of education, children become acquainted with the culture, traditions and customs of the country of the language being studied.
By the end of training at the initial stagechildren should be able to :
Understand by ear the teacher’s addresses in a foreign language, based on familiar language material;
Answer the teacher's questions,
Associate words and phrases with corresponding pictures and descriptions;
Recite short poems, counting rhymes, rhymes, sing songs, etc.
Methodological support of the program
Forms of teaching should not be aimed at mastering as many lexical units as possible, but at cultivating interest in the subject, developing the child’s communication skills, and the ability to express oneself. It is important to achieve certain qualities of mastery of the material, which should allow the child, with a minimum of resources, assuming a subsequent increase in language units in the child’s competence to use them situationally and meaningfully.
The form of working with children is different:
classes involving outdoor games and physical exercises,
classes - conversations;
classes English languageOutdoors ;
special classes – watching video fragments - as an addition to the main classes;
music activity;
matinees and holidays , where children can show their achievements - dramatize a fairy tale, recite a poem;
joint play activity teachers and children, where creative tasks and problematic situations are solved, riddles are invented, limericks are composed;
individual work of children;
acquaintance with literature;
diagnostics
Classes should not be tedious, overloaded with new material. It is recommended to introduce no more than 2-3 new words or 1-2 sentences in one lesson. When selecting language material, it is necessary to take into account the speech experience of children in their native language. The acquisition of English language material should be a natural part of teaching all types of activities in kindergarten. This will make it easier for children to understand the meaning of words, as well as to actively include them in live conversation.
One of the most important teaching techniques in kindergarten isa game . The game is the method, the foundation, the main thing on which the entire learning process is built. Play is the main activity of a preschooler. But how can you make your child want to speak English? After all, he can solve all communication problems in his native language. It is very difficult to explain to a young student that he will need this at school, since there is such a subject, at college, when choosing a profession, when deciding in life. This is where the game helps. Play is very natural for a preschool child.
During play activities, the child shows ingenuity and intelligence. Children, captivated by the concept of the game, do not notice how they encounter various difficulties and learn. In the game they solve their own problem. The game is always specific and contributes to the development of preschoolers.
A wide variety of games should be used, both active and calm.
At the initial stage of teaching children English, it is necessary to repeat the material they have learned many times. For this purpose, exercises in which familiar words are repeated in various combinations and situations are advisable. Such exercises can be counting rhymes, rhymes, songs, dramatizations, etc. When learning English, memorizing poems and songs by heart is of great importance, since lexical material, organized in sonorous rhythmic verses with adjacent rhymes, is not only easily memorized by children, but also for a long time stored in memory.
The presentation of the material or game should be vivid and emotional. For this purpose, in addition to video and audio cassettes,DVDdisks, I have at my disposal a large number of toys, didactic materials, handouts, pictures, cards, dolls, lotto, cubes. Each game situation has its own set of toys and pictures.
Phonetic material is introduced and practiced through various Mr. Tongue stories.
The methodology of working with children of this age in teaching a foreign language requires that the teacher conduct classes clearly, lively, excitingly, keeping the children in a state of interest. This is achieved by selecting bright, colorful didactic material and skillfully switching children from one type of speech activity to another.
From the very beginning of training, it is necessary to develop a certain style of working with children in English, to introduce some kind of rituals that correspond to the most typical communication situations. Such rituals: (greetings, farewells, short exercises, the use of politeness formulas accepted in English) allow you to set up children for foreign language communication, facilitate the transition to English, show children that the lesson has begun, has ended, that a certain stage of the lesson will now follow.
The most important condition for successful learning is the activation of children’s speech and thinking activity and their involvement in foreign language communication. It is necessary to constantly change the order of speech actions (the order of questions, addresses, names of objects, etc.) so that children react to the meaning of the word, and do not memorize the sound series mechanically. When repeating games, it is imperative to make different children the leading, active participants, so that all children perform the speech action provided for by the educational task at least once.
To prevent fatigue and loss of interest in children, the teacher should conduct games with elements of movement and commands in English every 5-7 minutes of class.
A teacher should try to speak less in his native language, but there is no need to artificially exclude his native language at the initial stage of teaching a foreign language. In the first English classes, the native language plays a big role. Organization of classes, incentives, explanations of games are carried out in the native language. As you learn English, the need to use your native language decreases. The native language can be used in English classes to test the child's understanding of speech. To do this, you can use the “Translator” game, known for children of any age.
In the process of teaching children English, you can use the following teaching methods: choral repetition behind the teacher, individual repetition, choral and individual singing, recitation of poetry, organizing games with elements of competition, alternating active and quiet games, drawing. And it is imperative to hold holidays in English once or twice a year, so that children can show their knowledge and skills to their parents and each other, so that the level of motivation in studying this subject increases.
Working on pronunciation
When teaching English, special attention must be paid to pronunciation. The psychophysical characteristics of children enable them to imitate the most complex sounds of the English language. At the same time, when teaching pronunciation it is necessary to use not only imitation, but, as necessary, the method of demonstration and explanation. The explanation of articulation must be understandable and playful. Children who are not good at some sounds should be more often involved in exercise games for these sounds. To develop correct pronunciation and intonation, choral types of work should be widely used, although this does not exclude individual work with each child. Good exercises for strengthening pronunciation are counting rhymes and tongue twisters.
Taking into account the age and individual characteristics of children, it is necessary to use a sufficient amount of educational time for additional, individual work of each child.
Working with a toy or picture
Based on the fact that preschool children have developed mainly figurative memory, English words should be introduced through visual semantization. For these purposes, bright and colorful toys and pictures should be selected for classes, and objects from the child’s environment should be used. When selecting a picture, it is necessary to pay attention to its expressiveness, so that the subject that is introduced into children’s speech is the most prominent and does not get lost in a large number of other images in the picture.
Learning and reciting poems and songs
A comprehensive solution to the practical, educational, educational and developmental problems of teaching English to preschoolers is possible only if it not only influences the child’s consciousness, but also penetrates into his emotional sphere.
When learning a poem or song, the child easily remembers the rhymed text containing a large number of new words and sentences. Rhyming text is a useful phonetic exercise, as well as material for memorizing words. But in order for words to enter the child’s active vocabulary, as well as grammatical structures, special exercises and games with words outside the context of the poem are needed.
The preschool period is a period when a child is interested in the sound culture of words. When reading rhymes, the child listens to the sounds of speech and evaluates their consonance. In rhyming, a word takes on a special character, it sounds more distinct, and attracts attention.
Rhyming as a memorized block creates a feeling of confidence in the child; choral work on rhyming contributes to the consolidation of a group of children. The importance of rhyming in the development of expressiveness and emotionality of speech is enormous.
The influence of the English language on the sound culture of speech in the native language.
Some speech therapists and psychologists believe that in order to develop speech function, namely to “develop” the child’s articulatory speech apparatus, one should study English. It is important to avoid mixing English and Russian pronunciation in the child’s language, therefore, if the child has serious speech impairments, one should postpone learning a second language.
Forms of organization of the educational field
Direct educational activities in teaching English (in subgroups, individually); Individual work with a child; Thematic direct educational activities; Phonetic gymnastics; Didactic games; Physical education minutes; Integrated activities; Surprise moments.
Conditions for the implementation of the program.
Technical training aids
1. Laptop
2. CD material
The work program provides for the use of various typesdidactic games , namely:
To develop color perception; For the number of items; For the development of English-language speech, thinking, memory, attention; To consolidate the names of various objects; To recognize and name family members; To consolidate the names of body parts.
Visual and figurative material
1. Illustrations and pictures;
2. Visual - didactic material;
3. Game attributes;
4. “Living toys” (teachers or children dressed in appropriate costumes);
5. Poems, riddles.
Educational and thematic planning.
Junior group (3-4 years old).
Title of sections and topics
Initial stage of training
Number of hours
Lexical material
I .
1.1.
Acquaintance
Hello/goodbye. Thank you. Good morning! I’m... What is your name?
1.2.
My family
Mum, dad, granny, granddad, sister, brother, baby, family.
1.3.
What do I know about myself
My name is... I’m... , a boy, a girl
1.4 .
Body parts
Head, toes, eyes, ears, mouth, nose
II .
Live nature
1 4
2.1.
Dog, cat, pig, duck, hen, cow, goose, horse,
2.2.
Wild animals
Bear, hare, frog, mouse, fox, tiger
2.3 .
Nature .
In the park .
Tree, flower, bush, slide, swing, roundabout
2.4.
Weather
Spring, summer, cold, warm, hot
III.
Subject world
3.1.
Toys
Doll, box, car, house, ball
3.2.
Actions
3.3.
Colors
Red, yellow, green, blue, orange. What color is...?
3.4.
Cloth
Dress, coat, T-shirt, tracksuit
3.5
Numbers
One, two, three, four, five. How many...are there?
3.6.
In the city
House, supermarket, car, plane, bus, train.
3.7
In the house
Chair, table, bed, television, toilet, bathroom, kitchen, bedroom, living room
IV .
Food
4.1.
My favorite meal
Soup, meat and salad, cake, juice
4.2
Dishes
Spoon, plate, fork
Regional studies
5.1
Travel to the UK
English,London
5 .2
Happy New Year! Merry Christmas! Christmas tree. Father Christmas, Presents, stars
5 .3.
Easter
5 .4.
Mother's day
Mother, present, flower
5 .5.
5 .6
National Games
TOTAL hours:
64
Middle group (4-5 years old).
Title of sections and topics
Initial stage of training
Number of hours
Lexical material
I .
Man, human relations
1.1.
Acquaintance
Hello/goodbye. Thank you. Good morning!
1.2.
My family
Mommy, daddy, granny, granddad, sister, brother, baby, family.
1.3.
What do I know about myself
What is your name? My name is... I’m... , a boy, a girl
1.4.
Body parts
Head, body, arm, hand, shoulders, leg, knees, hair, toes, eyes, ears, mouth, nose. Where is…?
II.
Live nature
2.1.
Pets and their babies
2.2.
Wild animals. Zoo.
Bear, hare, frog, mouse, fox, bird, tiger, lion, zebra, giraffe, crocodile, kangaroo. What is this? This is a... Do you like...? I like the…I don’t like the…What do you like?
2.3.
Nature .
Playground .
Bush, tree, flower, swing, slide, roundabout, sandpit, seesaw, skipping rope. What is this? Do you like...? What do you like? What do you want?
My favorite is...
2.4.
Weather
Winter, spring, autumn, summer, cold, warm, hot.
III.
Subject world
3.1.
Toys
Doll, box, car, house, ball, book, puzzle, teddy bear. What is this? Where is the...? Do you like...? Yes, I do/No, I don’t. This is...It is here.
3.2.
Actions
Jump, fly, swim, hop, run, stop, dance, smile, see, I can…
3.3.
Colors
3.4.
Cloth
3.5
Numbers
3.6.
In the city . Transport.
House, supermarket, café, Zoo, Sport Centre, playground, market, car, plane, bus, train. What do you like? Where is the...? It is here. I like the... What do you like...?
3.7
In the house
Chair, table, bed, wardrobe, shelf, bedside table, television, toilet, bathroom, kitchen, bedroom, living room.
IV.
Food
4.1.
My favorite meal . Market.
Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish bananas, apples, peaches, cucumber, tomatoes, peppers. What do you like? Where is the...? I like...
4.2
Dishes . Kitchen.
Spoon, cup, fork, knife, plate, saucer. What is this? Where is the...? It is here. This is a…
Regional studies
5.1
Travel to the UK
English, London
5.2
Merry Christmas and New Year
5 .3.
Easter
Happy Easter! Easter eggs, chick, flower,
5 .4.
Mother's day
Mother, present, flower
5 .5.
English folklore (songs, rhymes, proverbs, tongue twisters)
5 .6
National Games
TOTAL hours:
6 4
Senior group (5-6 years old).
Title of sections and topics
Initial stage of training
Number of hours
Lexical material
I .
Man, human relations
1.1.
Acquaintance . Repeat.
What is your name? -
Hello/goodbye. Thank you. Good morning! Who is this?
1.2.
My family . Repeat.
Mommy, daddy, grandma, grandad, sister, brother, baby, family.
1.3.
With friends.
With friends. What is your favourite...? My favorite…is…What is the girl/boy doing? The girl/boy is…
1.4.
Body parts
Head, body, arm, hand, fingers, shoulder, leg, knee, feet, hair, toes, stomach, eye, ear, mouth, nose. Where is the...? It ishere.
II.
Live nature
1 2
2.1.
Pets . Repeat .
Dog, cat, parrot, tortoise, fish, hamster, horse, pig, cock, hen, cow, rabbit, goose, duck. What is this? This is a... Do you like...?
2.2.
Wild animals. Repeat. Forest animals.
2.3.
Nature . In the forest .
Bush, tree, flower, grass, river, berries.
2.4.
Seasons . Weather . Repeat .
2.5
Times of Day . Days of the week .
III.
Object world
2 8
3.1.
3.2.
Actions. Repeat. What are they doing?
Jump, fly, swim, hop, run, stop, dance, smile, see, I can…
Washing herself, drinking, cooking, getting dressed, eating, sleeping, drawing, playing, watching TV, dancing and singing, reading, running.
What is the boy/girl doing? The boy/girl is…
3.3.
Colors . Repeat . Opposites.
Red, yellow, green, blue, white, black, brown, orange. What color is...? It is...
Big-small, new-old, happy-sad, hot-cold.
3.4.
Cloth
Dress, coat, T-shirt, tracksuit, shoes, jeans, jumper. What is this? Where is the...? This is a…What are these? - These are...
What is the boy/girl wearing? The boy/girl is wearing…
3.5
Numbers. Repeat.
Big, little, one, two, three, four, five, six
3.6.
In the village and in the city. Transport. Repeat. At the sports center.
House, supermarket, café, Zoo, Sport Center, playground, market, pre-school, road, bicycle. Shed, vegetable patch, field, forest.
Badminton, tennis, gymnastics, football, swimming, ice skating. What is your favorite type of sport? My favorite type of sport is…
3.7
Vacuum cleaner, computer, tablet, mobile phone.
What is this? Where is the...? This is a… It is here.
IV.
Food
4.1.
My favorite meal
Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish bananas, apples, peaches, cucumber, tomatoes, peppers, water, tea, ice cream, eggs, butter, grapes, salad, rice, pasta. Do you like...? Yes, I do/No, I don’t. What do you like? Where is the...? I like... What is the favorite food? My favorite food is…
4.2
Dishes . In the kitchen .
V .
Regional studies
5.1
Travel to the UK
English, London
5.2.
Merry Christmas and New Year
Happy New Year! Merry Christmas! Christmas tree. Father Christmas, Presents, Snowflakes, stars
5 .3.
Easter
Happy Easter! Easter eggs, chick, flower,
5 .4.
Mother's day
Mother, present, flower
5 .5.
English folklore (songs, rhymes, proverbs, tongue twisters)
5.6
National Games
TOTAL hours:
64
Preparatory group. (6-7 years)
Title of sections and topics
Initial stage of training
Number of hours
Lexical material
I .
Man, human relations
1.1.
Acquaintance. What do I know about myself? Repeat.
What is your name? -
Hello/goodbye. Thank you. Good morning! My name is... I’m... , a boy/a girl.
1.2.
My family
Mommy, daddy, grandma, grandad, sister, brother, baby, family, aunt, uncle, cousin. Who is this? What is his/her name? This is… His/her name is…
1.3.
Description of people.
Blonde, brown, black, red and gray hair; blue, brown, green, dark eyes. Tall, short, average height, young, old.
1.4.
Body parts . Repeat.
Head, body, arm, hand, fingers, shoulder, leg, knee, feet, hair, toes, stomach, eye, ear, mouth, nose. Where is the...? It is here.
II.
Live nature
1 2
2.1.
Pets . Repeat.
Dog, cat, parrot, tortoise, fish, hamster, horse, pig, cock, hen, cow, rabbit, goose, duck. What is this? This is a... Do you like...? Dog, cat, horse, pig, cock, hen, cow, rabbit, goose
2.2.
Wild animals . Repeat.
Tiger, lion, zebra, giraffe, crocodile, kangaroo. Rabbit, fox, wolf, bear, squirrel, hedgehog, hare, frog, mouse, bird. What is this? This is a... Do you like...? I like the…I don’t like the…What do you like?
2.3.
Seasons . Weather .
Winter, spring, autumn, summer, cold, warm, hot. What is the favorite season? My favorite season is…
Rainy, cloudy, windy, leaves change color, leaves fall down, bare trees, the snow melts, green leaves. What is the weather like in autumn/winter/spring/summer? It is rainy/snowy/freezing/hailin/sunny/warmer/dry in…
2.4.
In the morning, in the afternoon, in the evening, at night. On Monday, on Tuesday, on Wednesday, on Thursday, on Friday, on Saturday, on Sunday.
What does the boy/the girl do in the morning/afternoon/evening? What do you do in the morning/afternoon/evening?
In the morning/afternoon/evening…
What does the boy/the girl do on Monday...? He/she plays the piano.
III.
Subject world
3.1.
Toys. In kindergarten. At the playground.
Doll, box, car, house, ball, book, puzzle, teddy bear. Pencil, pen, scissors, glue, picture, clock.
Bush, tree, flower, swing, slide, roundabout, sandpit, seesaw, skipping rope. What is this? Where is the...? Do you like...? Yes, I do/No, I don’t. This is...It is here.
3.2.
Actions
To get up, to wash, to go, to eat, to get dressed, to write, to read, to do, to play, to go to bed, to draw, to ride a bicycle, to play the piano/football, to play with, to do ice skating, to do gymnastics, to cook, to go shopping, to play badminton, to go travelling.
What does the boy/the girl do? What do they do?
3.3.
Colors . Opposites. Properties.
Red, yellow, green, blue, white, black, brown, orange, pink. What color is...? It is...
Big-small, new-old, happy-sad, hot-cold, hungry-full, slow-fast, up-down, tall-short.
3.4.
Cloth
Dress, coat, T-shirt, tracksuit, shoes, jeans, jumper, raincoat, gloves, boots, umbrella, fur coat, hat, scarf, mittens, winter coat, trainers, wellington boots, skirt, sandals, shirt. What clothes do you wear in autumn/winter/spring/summer? I wear...What is the boy/girl wearing? The boy/girl is wearing…
3.5
Numbers. Repeat. School. School items.
Big, little, one, two, three, four, five, six, seven, eight, nine, ten. How many/how much…
Classroom, hall, library, sports hall, computer room, office, music room. What is this? This is... Where is the...? It is here.
Music, Mathematics, Science, Reading, Art, Sport, Writing, Design and Technology, IT.
What subjects do you study at school? I study...
3.6.
In the village and in the city. Transport. Repeat. In the sports center Transport
House, supermarket, café, Zoo, Sport Centre, playground, bank, market, pre-school, road, bicycle. Shed, vegetable patch, field, forest.
Tractor, car, plane, bus, train. What do you like in the village/town? In the village/town I like the…
Badminton, tennis, gymnastics, football, swimming, ice skating. What is your favorite type of sport? My favorite type of sport is…car, bike, plane, bus, lorry, train, trolleybus
3.7
Furniture and interior. Electrical devices.
Chair, table, bed, wardrobe, shelf, bedside table, television, toilet, bath. Bathroom, kitchen, bedroom, living room.
Vacuum cleaner, computer, tablet, mobile phone, CD player, washing machine, kettle, refrigerator, cooker,
What is this? Where is the...? This is a… It is here.
IV .
Food
4.1.
My favorite meal. Harvest. Vegetables and fruits.
Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish, water, tea, ice cream, eggs, butter, salad, rice, pasta. Do you like? Bananas, apples, peaches, cucumber, tomatoes, peppers, water, grapes, carrots, potatoes, cabbage, pear, plum.
What are these? How many apples are there? These are… What is the favorite food? My favorite food is…
4.2
Dishes . In the kitchen .
Spoon, cup, fork, knife, plate, saucer, pan, frying pan, washing machine. What is this? Where is the...? It is here. This is a…
V .
Regional studies
5.1
Travel to the UK
English, London
5 .2.
Merry Christmas and New Year
Happy New Year! Merry Christmas! Christmas tree, Father Christmas, presents, snowflakes, stars, cards, lights.
5 .3.
Easter
Happy Easter! Easter eggs, chick, flower,
5 .4.
Mother's day
Mother, present, flower
5 .5.
English folklore (songs, rhymes, proverbs, tongue twisters)
5.6
National Games
TOTAL hours:
64
The number of hours may vary depending on the period of preparation and holding of events, because Additional time is allocated for this outside of class.
The number of lessons, sequence and topics may vary depending on the degree of mastery of the material.
Give ideas about people, their relationships, their physical and emotional state. Enrich your vocabulary with different forms of greetings, farewells, etc., develop the skills of relationships with others.Psycho-gymnastics;
Conversations;
Outdoor games;
Finger games;
View photos;
Watching films;
Reading books;
Artistic; activity
Acting out situations;
Acquaintance
Teach children forms of greeting and farewell, develop the ability to interact with others. Cultivate interest and desire to study English.
Song: " Clapyourhands!” “A song about Helen”
Physical education minute: “Handsup…”
1.2
My family
Introduce lexical units on this topic. Promote understanding of how to maintain family ties. Form a culture of family traditions and favorite activities of family members.
Finger gymnastics : “Family”
Poems :
“This is my mother”
“Father, mother.”
Artistic activity.
Dramatization of the fairy tale "Turnip".
Making a family tree.
Making baby books: “My family’s favorite activities”
1.3
What do I know about myself? With friends. Description of people.
Introduce children to vocabulary on this topic. Learn to use it in your speech. Learn to describe people.
Game “Guess”, Poem:
“Tenlittlefingers”
Song :
“Hockey-Pokey.”
“Is it true or not?”
Body parts
Introduce children to vocabulary for body parts. Learn to name them and describe their appearance.
Songs : “Head and shoulders,...” , “Where is thumbkin?”
Poem :
"I"ve got a body"
Games : "Please, show me"
II .
Live nature
Introduce children to the names of some animal species. Enrich children's vocabulary, develop memory, attention, creative imagination.
Video material;
Audio material;
Images;
Posters;
Educational games;
Outdoor games;
Dramatization of poems, songs,
Pets and their babies
Introduce children to lexical units denoting the names of animals and their young. Develop creative imagination when creating a new type of animal.
Games:
"What is missing?"
"Who has who"
Empathy "I am a bear"
Dramatization of a fairy tale"Teremok"
Games: " Catandamouse”, “
Farmer", "Find the "extra" animal."
Song: “Old Mc Donald”
Wild animals. Zoo. Forest animals.
Teach children the ability to listen to a teacher, introduce them to lexical units on a topic, develop skills in perceiving foreign speech from audio recordings, and maintain interest in learning English.
Poem :
“I am a hare”
Songs : “Oh, I’m going on an African safari”, “Hey diddle diddle”, “Baa, baa, black sheep”, “Little Bo Peep has lost her sheep”
Games:
"What is missing"
"The Fourth Wheel"
“Which animals are confused?”, “Help the animals get home.”
2.3.
Nature. In the park. In the forest.
Introduce children to vocabulary on this topic. Give children ideas about the nature around them; promote the use of lexical units in speech
Poem : "Tomorrow on Sunday"
A game : "Red caps", " Find differences».
2.4
Weather. Seasons.
Introduce lexical units on the topic. Learn to use them in conversational and monologue speech
Poem: “Seasons”
A game: "Rain"
Songs: “We like to check the weather”, “Seasons turn like a big round ball”, “Spring is green...”,
“Seasons turn like a big round ball.”
2.5
Times of Day. Days of the week. Daily regime.
Introduce children to lexical units denoting the names of the days of the week and the names of the times of day. Learn to describe your daily routine.
Songs“Are you sleeping?”, “Monday, Tuesday...”Game “My daily routine”, “My week”.
III .
Object world
Give children ideas about everyday objects; promote the use of lexical units in speech; indicate the characteristics of objects. Teach children to group objects based on essential features.
- Conversations;
- Games;
- Finger gymnastics;
- Physical education minutes;
3 .1
Toys. In kindergarten. At the playground.
Introduce lexical units denoting toys. Develop word creativity, attention, memory, creative imagination. Cultivate interest and desire to study English.
Games: "What's first, what's next"
"What is missing",
“The fourth wheel”, “Draw your favorite activity in kindergarten”, “Inside or outside”.
Poems “Mytoy" And "HumptyDumpty”
Role-playing game.
3.2
Actions. What are they doing?
Teach children to understand commands denoting actions associated with performing general developmental exercises, and lexical units denoting parts of the body. Describe a long-term effect.
Performing various
teams
Physical education minutes:
“Handsup, handsdown”.
“Clap, clap”, “Walking, walking”
Songs:"Knock, knock, Hello"
“If you are happy”, “Here we go’round the mulberry bush”, “Row, row, row your boat”
A game:
“Simon says","Guess” .
3 .3
Colors. Opposites. Properties.
Teach children to understand colors and follow directions correctly. Experimentally show children how to obtain some colors by mixing two original colors. Learn to use words denoting opposites.
Song: "Greenisgo”, Entertainment “Balloon Festival”
Game exercise: “Name the same”, “Find the opposite”
3.4
Cloth
Introduce lexical units on this topic. Learn to name them and use them in oral speech.
Games “What’s missing?”, “Describe what the children are wearing”
"Please, show me"
"Put on."
3.5
Numbers. School. School items.
Introduce children to counting skills to 10 and develop logical thinking. Help children understand the sequence of numbers and the place of each of them in the natural series. Follow the algorithm for completing tasks.
Introduce vocabulary on the topic “School”, teach how to use it in your speech.
Songs: “Ten green bottles...”, “Five little monkeys.”
Games: "What's behind what"
“Which number is missing?”, “School plan”, “Make a schedule”.
3.6
In the city. In the village. Transport. At the Sports Center.
Introduce children to vocabulary on this topic. Develop attention, memory, creative imagination. Cultivate interest and desire to study English.
Song: “The wheels on the bus...”Games: “Toyshop”, “What's missing?”, “Shareongroups», « Finda couple»
3.7
Furniture and interior
Introduce vocabulary on this topic. Develop word creativity, attention, memory, creative imagination.
Games: "Please, showme", "Add", "Find two identical objects"; role-playing games.
IV.
Food
Give an idea of food, their varieties and names. promote the use of lexical units in speech. Develop memory, attention, creative imagination.
- Use of pictures, posters;
- Conversations;
- Learning poems, songs, proverbs;
- Games;
- Finger gymnastics;
- Physical education minutes;
4.1
My favorite meal. Market. Harvest. Vegetables and fruits.
Introduce children to vocabulary on this topic. Learn to use them in conversational and monologue speech.
A game : « Finddifferences», « Continue». Songs: “We like apples”, “Pat-a-cake...”
"I like chocolate"
"Who likes coffee?"
Poem: Bread and butter, milk and tea.
4.2
Dishes. In the kitchen.
Introduce lexical units on this topic. Learn to name them and use them in oral speech. Maintain interest in learning English.
Song"Help your mother lay the table"
V .
Regional studies
Give children knowledge of regional studies; introduce them to another culture, develop cognitive activity, and instill a love of the English language.
- learning poems, songs, proverbs;
- creation of a subject-development environment;
5.1
Travel to the UK
Introduce children to the culture of this country. Introduce vocabulary on this topic. Learn to use them in oral speech.
Poem: “I say hello!”
5.2
"Merry Christmas and New Year"
Develop interest in the English language and an emotionally positive perception of it, build self-confidence and the ability to overcome difficulties. To form ideas about the traditions and customs of Great Britain.
Poems:
“Happy New Year”
Songs:
“Jingle bells"
“We wish you a Merry Christmas”
Games:
“Cat and a mouse”
5 .3
"Easter"
Introduce children to the holiday, teach children to be friendly and affectionate with each other; develop creative imagination; create a joyful, cheerful mood in children.
Conversation about the holiday
Songs:
“SkinnyMarinky”
Games:
“
Simonsays”
5 .4
Mother's day
Form feelings of respect and love for a loved one, develop a positive attitude towards another culture. Create a joyful, cheerful mood in children.
Poems:
“Red and yellow”
“This is my mother”
Song: “My dear mummy”(1verse)
Making gifts
5 .5
Folklore of England
To introduce children to English folklore, to cultivate interest and respect for Russian culture and traditions, as well as the culture and traditions of other peoples.
"Tales of Mother Goose"
English Nar songs translated by S. Marshak,
K. Chukovsky
A. Milne “Winnie the Pooh and everything, everything, everything”
"Mickey Mouse and Friends"
Hood. activity
5 .6
National Games
Introduce children to the culture of another country.
Promote the acquisition of lexical and grammatical structures. Develop basic listening skills. Teach children to compare games from different countries.
Finger games;
- counting rhymes;
- outdoor games
“LondonBridge”
“Hello"
“Simon says”, etc.
- round dances;
- catch-up;
- ball games;
- dialogue poems;
- puzzles.
6.
Artistic activity
Develop interest in the language being studied, develop emotional and aesthetic feelings. Summarize that art reflects the world around us. Enrich the spiritual world of children, develop a sense of humor, creativity and skills that contribute to the creation of their own poems, riddles, and games.
- Role-playing games;
- Dramatizations;
- Dramatization;
- Reading poems, songs;
- Drawing, coloring, sculpting, designing (applique);
- Introduction to folklore.
6.1.
Reading literature
Teach children to understand by ear a text they are unfamiliar with, containing mostly vocabulary they know. Develop attention, memory, thinking
- Reading fairy tales, short texts;
- Conversation about what you read;
- Repetition of individual phrases and words;
- Dramatization of your favorite scenes.
6.2.
Drawing (coloring)
Modeling
Design (Applique)
Teach children to depict objects of different shapes, conveying their characteristic features, and be able to name them. Teach children to make compositions from cut out parts. Develop paper skills. Contribute to increasing motivation for mastering foreign language speech skills and abilities, developing fine motor skills, and training visual memory.
Rhymes
Poems from the series:
“Colorgames”
Games:
"Name the same"
“
Guesscolor”
“I’ll tell you, and you continue.”
“What words do you know?”
"Story".
6.3.
Watching videos, slide presentations, listening to audio recordings
Improve children's communication skills. Maintain interest in learning English. Develop attention, memory, creative abilities, perception. Promote the development of listening skills.
- Listening to recordings;
- Watching movies;
- Conversation about what you listened to, watched;
- Pronouncing words, sentences;
- Learning songs, poems, rhymes;
- Dramatizations;
7.
Speech activity
Develop the skills and abilities of monologue and dialogic speech, learn to compose stories using various standard phrases, learn to use models as a support for composing statements.
- Use of audio recordings;
- Guessing and making riddles;
- Listening to short texts, fairy tales, games;
- Dramatization;
- Using modeling techniques;
- TRIZ-RTV.
7.1.
Listening
Teach children to listen carefully and understand foreign language speech addressed to them, develop listening skills based on developed lexical and grammatical skills.
- Listening to riddles, poems, songs, short texts;
- Execution of commands, various tasks for artistic activities;
- Finding familiar words in the listened text.
7.2.
Speaking
Teach children to use speech structures. Teach children to take part in dialogues, understand speech addressed to them and respond adequately to requests, using appropriate remarks for the situation.
- Description of the toy, pictures;
- Compiling a short message (2-3 sentences);
- Dramatization of fairy tales, games, poems;
- Conversation with each other;
- Game exercises.
7.3.
Phonetics
Teach children to pronounce English sounds correctly. To teach children to differentiate similar sounds of their native and foreign languages by ear, to promote the intonation of speech. Develop phonemic awareness.
The Tale of the Tongue.
Coloring of English sounds (transcription notation).
Games:
"Echo"
"Ears on top of your head"
"Say the word"
« Finishphrase».
“Find the house"
“Blocks"
7.4.
Grammar
To acquaint children with the order of words in narrative and interrogative sentences, the use of singular and plural nouns. Give the concept of the article, introduce children to prepositions.
Games:
"How many"
"One is many"
"Who hid where"
“Doyousee?”
"Pick a picture"
8.
Educational work
To cultivate understanding and respect for another culture, respectful attitude towards people, feelings of camaraderie and friendship, a sense of beauty.
- Games;
- Songs;
- Poetry;
- Holding holidays.
Bibliography,
used to develop the program:
Litvinenko S.V. English language: 3-4 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.
Litvinenko S.V. English language: 4-5 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.
Litvinenko S.V. English language: 5-6 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.
Litvinenko S.V. English language: 6-7 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.
Program for the development and education of children in kindergarten “Childhood” / V. I. Loginova, T. I. Babaeva, N. A. Notkina. St. Petersburg: Childhood - Press, 2005
Notebook with tasks for children's development. English for kids in 2 parts., - Kirov.
Shishkova I.A., Verbovskaya M.E. English for kids. Textbook. – M.: ROSMEN, 2015. – 96 p.: ill.
Singout! A collection of songs in English with translation of some words and expressions. B. B. Zdorovova. Publisher: M., Prosveshchenie, 1990, -192 p.
English rhymes for children.IN. A. Verkhoglyad. Publisher: M., Prosveshchenie, 1992, - 80 p.
10 . ResourcesINTERNET :
http://www.dreamenglish.com/family
http://www.englishhobby.ru
http://englishhobby.ru/english_for_kids/methods/games/lotto/
http://www.storyplace.org/preschool/other.asp
http://www.preschoolrainbow.org/preschool-rhymes.htm
http://www.freeabcsongs.com/
http://www.kidsknowit.com/educational-songs/
Astafieva M.D. Games for children learning English. M.: Mozaika-Sintez, 2009.
Burova I.I. Illustrated English-Russian dictionary. – St. Petersburg: Publishing House “Neva”, M.: “OLMA-PRESS”, 2002.
Verbovskaya M.E. Shishkova I.A. English for kids / ed. Bonka N.A.M., 2009.
Kompaneitseva L.V. English with mother M., 2012.
Klimentyeva T.B. Sunny English. – M.: Bustard, 1999.
Konovalova T.V. Funny poems for memorizing English words. – St. Petersburg: Litera Publishing House, 2006.
Konysheva A.V. English for kids: poems, songs, rhymes,... - St. Petersburg: KARO, Mn.: Publishing House "Four Quarters", 2005.
Powell G. Sing and Play: A Collection of Songs for Elementary School. Obninsk: Title, 2011.
Cherepova N.Yu. English: games, songs, poems. GIPV, Aquarium 2012
Natalia Sertakova
Program “English in kindergarten” (from 3 to 7 years old)
Explanatory note
Preschool age is favorable for starting to study foreign languages languages due to its psychophysical characteristics. Everything that the child learns at this time is remembered for a long time - long-term and operational memory are well developed. He is able to remember language material in whole blocks, but this only happens when he has created the appropriate installation and it is very important for him to remember this or that material. The easiest way to do this is in the game. If, in order to achieve success in a game, a child needs to perform some kind of speech action, then it is mastered almost without effort. The game creates excellent conditions for mastering tongue, and it is especially productive in preschool age.
Therefore, in this program teaching preschoolers English language Gaming technologies are widely used.
Teaching the grammatical side of speech English language is based on the child’s empirical ideas about the communicative function of the grammatical categories being studied, which in most cases have correspondences in the native language(time, date).
Phonetics teaching is not limited to imitation, but consciously compares the interfering sounds of native and foreign languages. language, achieves awareness of the difference between the sounds of the two languages, and then the correct pronunciation.
For the development of a child, the gradual development of voluntary attention and memory is also extremely important, since in children of this age the corresponding involuntary mechanisms still predominate.
Systematic repetition is necessary to develop abilities children: generalize, analyze, systematize, abstract.
The purpose of this programs:
1. Development in preschool children of a sustainable interest in learning in English as a means of communication and information exchange;
2. Introducing children to vocabulary that is accessible and appropriate to their level of development, introducing basic language constructs;
3. Education and development of personality through familiarization with culture English speaking countries, familiarization with children's folklore;
4. Development of linguistic abilities of preschoolers through activation of their creative activity.
These goals define the main tasks course:
Developmental:
1. develop psychological functions baby:
memory (voluntary, involuntary);
attention (voluntary, involuntary);
thinking (visual-figurative, logical);
imagination (reproductive and creative).
2. develop special abilities necessary for learning a foreign language language:
phonemic hearing;
ability to guess;
ability to discriminate;
imitation abilities;
pitch hearing.
Educational:
1. cultivate understanding and respect for another culture;
2. cultivate a respectful attitude towards people;
3. cultivate feelings of camaraderie and friendship;
4. cultivate a sense of beauty;
5. cultivate a culture of mental work;
6. develop independence skills.
Educational:
1. create motivation to study English language through music, poems, proverbs;
2. promote the development of cognitive interest in holidays, traditions, customs of the country being studied language;
3. promote the acquisition of educational skills, perceptive, speech, motor-graphic skills, and the ability to behave in typical situations.
Educational program"I will know English» designed for 3 academic years, 2 hours per week for middle and senior groups; 3 hours per week for senior preparatory groups.
Age:4-7 years. The number of children in a group should not exceed 7-12 people, as this contributes to the child’s effective learning.
Duration of classes: 25-30 minutes.
Types and forms of work
The implementation of the assigned tasks is facilitated by a number of the most effective practical methods, techniques, forms and means of training. In this case, it is necessary to take into account the individual characteristics of children, their general cultural development and connections with their family.
The main activities of children 4-7 years old are:
Communication with adults and peers;
Experimentation;
Subject activity;
Visual activities;
Project activities;
child labour.
All these activities occupy a key place in program. Taking them into account, we can highlight the main methods of working in the classroom English language:
Imitation;
Use of games;
Creating bright, memorable images.
Systematic work is being carried out to develop phonemic hearing. The teacher creates visual, musical, plastic, auditory, artistic images and uses non-verbal means training: pictures, toys, posters, video and audio materials, objects.
In older preschool age, children participate in a variety of games:
Developmental language games;
Role-playing games;
Construction and construction games;
Theater games;
Folk games;
Round dance games;
Educational games;
Games with ready-made content and rules;
Outdoor games and sports entertainment;
Experimentation games;
Much space is given to a variety of games with ready-made content and rules. Many of them develop thinking, memory, imagination, attention, the ability to self-control, comparison, and classification. Games with ready-made content and rules contain the features of future educational activities. In them, the child must understand the task facing him, realize the game rules: observe the order, take into account prohibiting signals and signs, move only along “your” paths, do not utter forbidden words, make sure that the rules are followed by all players, control yourself, achieve winnings and championship. It has been noticed that older preschoolers who know how to play different games with rules successfully master program in elementary school.
Work principles
When teaching children aged 4-7 years, the following principles should be taken into account: work:
Mandatory use of all possible means of encouragement, both verbal and material;
Formation of a positive image of the teacher in children, which increases the child’s reflexive abilities;
Imitating teacher speech in native language language up to 5-10%, and, as a result, bringing children’s speech to English up to 90%;
Systematic introduction of vocabulary by scheme: first lesson - 4 words, second lesson - consolidation, subsequent lessons - activation using speech structures plus 3-4 new words;
Taking into account the characteristics of children’s short-term memory at this stage of development, systematically returning to previously covered material and including it in subsequent classes;
Mandatory training in both truncated and full speech structures, which contributes to the development of speaking skills;
Preference for group training; the introduction of paired learning as the most important element of successful teaching of speaking in primary school (such work helps to establish a favorable psychological climate in the group and will remove language barriers);
Ability to organize your learning activities, develop quick response to the teacher’s commands and questions.
Types of work in the classroom English language
1. Work on pronunciation: tongue twisters, rhymes, fairy tales, exercises, gesturing.
2. Working with objects: description, dialogue with a toy, games and fairy tales.
3. Working with pictures: description, detail, dialogue, games, comparison.
4. Learning and reciting poems, nursery rhymes, counting rhymes, tongue twisters, rhymes, recitation competition, multi-genre recitation (including optimistic, sad, angry, competitions in teams and pairs.
5. Learning songs.
6. Outdoor games: ball games, “chain” with a toy, exercises, physical education, dancing and round dances, teams in motion.
7. Quiet games: board games, lotto, riddles, crosswords.
8. Creative and situational games: role-playing games, interviews, everyday stories.
9. Story from a picture: juxtaposition, description, comparison, imagination with forecasting.
10. Learning letters and sounds: writing in a notebook, drawings of words using given letters or sounds, shading letters, video course on practicing the alphabet.
11. Working with video material: viewing and discussion of cartoons and films on English language.
Expected learning outcome
Early learning English language generates in children a sustainable interest in further study in English, any child gets the opportunity to enter language school and learn the language in the future. The child develops emotions, will, imagination, memory, thinking, interpersonal communication skills, control and self-control skills are formed, the child learns to organize his own activities, and acquires the ability to collectively solve assigned tasks.
By the end of the first year of schooling, children should know and be able to:
Know: Be able to:
Song material by course: “Hello Brill. Hello Brill", "Goodbye, Brill. Bye Brill", "One two three four five six", "Have fun clap and stomp", "Colored cubes";
- names of colors: red, yellow, orange, green, blue, purple, pink;
Numerals up to six inclusive - say hello and goodbye to friends, adults, game characters;
Meet the game characters English friends;
Make up a story based on a picture "Three Bears"
After the second year of study, children must:
Know: Be able to:
Minimum 120 lexical units in speech samples and 20 in rhymes, poems, songs;
Speech samples (expressions):
I… (Name)
To me (age)
I love…;
Simple interrogative sentences in volume programs;
Poems on specific topics programs. translate words from Russian language into English and vice versa;
Show a picture with the named word;
Name what or who is shown in the picture;
Use words in play activities;
Correctly use the indicated expressions in monologue speech and in gaming activities;
Ask and answer questions in topic sections programs;
Participate in composing dialogues
Use counters and rhymes in educational activities;
Simple to sing children's songs.
After the third year of study, children must:
Know: Be able to:
Minimum 160 lexical units in speech samples and 40 in rhymes, poems, songs;
Speech samples:
My name is… (Name)
Everything is fine with me.
I live in Tambov.
I like…
I have no…
Show me…
Give me please.
Now… (Seasons)
I want (I wish...
Interrogative sentences in volume programs:
How you (you) name?
How are you?
Where do you live?
Do you like it?
You want?
What time of year is it now?
What colour?
Know the alphabet
10 poems on specific topics programs;
8 children's songs;
4 counters. use the learned vocabulary in stories about yourself, family, favorite toy, animal, seasons...;
Use the indicated expressions in communication, in playing and singing activities;
Answer the proposed questions;
Construct monologue statements;
Make up a dialogue
Tell a poem in class, at holidays, concerts;
Sing a song in class, at home, to guests;
Apply them in gaming activities.