English language for preschool curriculum printable. "Funny English"

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Programs

Explanatory note

The possibilities of a foreign language as an academic subject in implementing the strategic focus of a kindergarten on personal development are truly unique. It is known that preschool age is favorable for learning a foreign language, since small child Long-term memory is well developed.

This program is intended for children of senior and preparatory groups of kindergarten (5-7 years old). 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.

In the process of mastering a new means of communication, children develop a correct understanding of language as a social phenomenon, and their intellectual, speech and emotional abilities develop. When teaching preschool children, you should resort to frequent changes in children’s activities, taking into account the instability of children’s attention. The child gets tired not of the activity, but of its monotony, and remembers well only what is interesting to him and evokes an emotional response in him. Mastering a foreign language at an elementary level in kindergarten acts as the first step in the implementation of the strategic goal of the academic subject “Foreign Language”. At this stage, the foundations of communicative competence are laid. The proposed program is aimed at creating a basis for further study of a foreign language in primary school.

Relevance of the program - knowledge of foreign languages is an essential skill in the modern world. In this regard, the relevance of teaching languages already in preschool age arises.

Purpose of the program– development of linguistic abilities of preschool children 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, some ready-made speech samples:

I... (name)

I... (age)

I can …

I love …

I have…

How old are you?

What is your name?

Can you...?

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.

Class form– a game, turning any task into an interesting and feasible task for the child. Each lesson is emotionally charged; poems, songs, riddles, and rhymes are selected according to the content of the lesson.

Methods and techniques

1. Work on pronunciation (fairy tales, tongue twisters, rhymes).

2. Working with a toy (dialogue with the toy, description of the toy).

3. Working with pictures (picture description, outdoor games, quiet games, creative games)

4. Learning and reciting poetry (poetry competition, learning songs).

Contents of classes

Each lesson of the course has its own structure. It starts with a common greeting in English, which is gradually memorized 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.

Form for summarizing the results of the program implementation

An open session for parents is being held.

Program implementation period

The “Speaking English” curriculum is designed for 2 academic years (72 academic hours), 34 academic hours per year.

Children's age: 5 – 7 years.

Educational and thematic plan

First year of study

Chapter	Number of hours	theory	practice
Acquaintance. Polite words
Colors

My toys
My pet
Fixing the material

Second year of study

№	Chapter	Number of hours	theory		practice
1	Repetition of the material studied during the first year of study	4	2		2
2	My family	7	3		4
3	Birthday	2	1		1
4	Holidays	5	2		3
5	My body	7	2		5
6	I can do everything in the world	5	2		3
7	Days of the week	2	1		1
8	Repetition	2		1	1
		34		14	20

First year of study

Lesson topic	Theory (min.)	Practice (min.)
Greetings. Game "Phonetic tale about the tongue."
Greetings and farewells. Hello! Goodbye! Learning the song “Hello” song"
Acquaintance . What is your name ? - My name is… What is your name? My name is….
Polite words - please, excuse me
Agreements. Polite word "Thank you"
Acting out mini-dialogues.
Game “What is your name?”
Learning the song “Goodbye song”

Introducing new lexical material “Colors” - red, yellow
Colors - black, green, blue
Learning the song “Red and yellow”
Game "Let's draw" » Description of pictures.
What's your favorite color?
Agreements about colors
Consolidation and repetition of lexical material.
Introduction to new lexical material “Numbers” Counting from 1 to 5
Game "Count" How old are you?
Counting from 6 to 10
What is your phone number?
Learning the song " Let's count"
Agreements about numbers
Consolidation and repetition of lexical material.
Introducing new lexical material “My toys”
My favorite toy. I love …
What color are the toys?
Consolidation and repetition of lexical material.
Introduction to new lexical material “My pet”
I have a puppy
Learning the rhyme "Little" mouse"
Game "Cat and mouse"
Consolidation and repetition of lexical material.
Generalizing repetition
Final lesson

Second year of study

Lesson topic	Theory (min.)	Practice (min.)
My toys
How many toys do you have?
What color are your toys?
What is your pet?
Introducing new lexical material “My Family”
My mom and my dad
My brother and my sister
My grandmother and my grandfather
Learning the poem “My Family”
Learning the song “My Family”
Consolidation and repetition of lexical material.
Happy Birthday!
Festive table, gifts.
Holiday: Halloween, its history, introduction to the song " Treak or treat"
Christmas – Christmas stocking; New Year– Santa Claus and Father Frost
Thanksgiving Day, Mother's Day - learning a song " Mother's Day"
Valentine's Day - a story of hearts
Repetition of the material “Holidays”
Introducing new lexical material “My body”
Learning the song " Head&shoulders"
What color is your hair?
How many fingers do you have?
Game "Show your..."
Agreements on the topic “Body”
Consolidation and repetition of lexical material.
Introduction to new lexical material “What I can do”
I can jump, walk, swim and fly
What can you do?
Learning the song " I can walk"
I don’t know how... Consolidation and repetition of lexical material.
Days of the week
Introducing a song about the days of the week
Generalizing repetition
Final control

Methodological support

A very important means of teaching preschoolers are didactic games, which allow children to consolidate their knowledge in an interesting way.

YES OR NO

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 an adult guesses correctly, the children shout “yes”; if they are wrong, “ n O". 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. 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.

6. 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.

7. AND

After learning the word “And,” children are asked to name any two objects, always using the conjunction “and.”

Bibliography:

BEHIND. Efanova. Entertaining materials on the English language. Preparatory group. – Volgograd: “Corypheus”, 1997.
A.V. Konysheva. English for kids. – Minsk: “Four Quarters”, 2004.
L.L. Lykova. Teaching English to preschoolers and primary schoolchildren. – Yaroslavl: “Academy of Development”, 2006.
N.I. Red. Successful steps towards mastering modern English. – Moscow: “Bao-Press”, 2005.
L.G. Fribus, R.A. Dolnikova. How can we teach children to speak English? St. Petersburg: “Karo”, 2008.
I.A. Shishkova, M.E. Verbovskaya. English for children 4 – 6 years old. – Moscow: ROSMEN, 2011.

List of audio materials:

Hello Song
Goodbye Song
Color Song
Let's Count from 1 to 10
Family Song
Happy Birthday to you!
Mother's Day
Head & Shoulders
I Can Walk
Days of the Week Song

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. Foreign language literacy contributes to the formation of a worthy image of a Russian abroad, allows you to break down the barrier of mistrust, makes it possible to carry and spread your culture and master the culture of other peoples.
A foreign language has become a mandatory component of education not only in schools, but also in many preschool institutions, in various courses, in clubs, and in the family. 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.
In recent decades, learning a foreign language has become part of children’s lives as one of the integral parts of their lives: the child hears foreign speech in the media, traveling abroad, using the Internet and just a computer. In preschool age, learning a foreign language is not an end in itself, but one of the ways of a child’s intellectual and personal development, aimed at raising a comprehensively developed personality. Of course, it is impossible to imagine such a person these days without speaking a foreign language, but an equally important sign of a comprehensively developed personality is respectful and interested

attitude towards representatives of other cultures.
Purpose This work is to develop preschool children's 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 (voluntary, involuntary);
- attention (voluntary, involuntary);
- 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;
- pitch hearing.
Educational:
- cultivate understanding and respect for another culture;
- cultivate a respectful attitude towards people;
- foster feelings of camaraderie and friendship;
- cultivate a sense of beauty;
- cultivate a culture of mental work;
- develop independence skills.
Educational:
- create motivation for learning 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;
- promote the acquisition of educational skills, perceptive, speech, motor-graphic skills, and the ability to behave in typical situations.
This program is designed for children aged 6 - 7 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, correct sound pronunciation at a conscious level. The program includes an explanatory note, learning objectives, topics to be studied in classes with children, highlighting vocabulary, speech samples, songs and poems. When developing the program, we took into account principles training foreign language for preschool children:
- comprehensive implementation of goals: educational, developmental, practical;
- communicative orientation;
- visibility. Each of the listed principles is aimed at achieving learning outcomes, children's mastery of a foreign language (at the most basic level) as a means of communication.
Goals and objectives are realized by creating the necessary conditions:
- Availability of an office, its equipment: methodological literature, cassettes, visual

manuals, toys, handouts;
- Selection of methods, techniques, forms, means of work Teaching English to children is carried out only orally, in game form, using toys.

Predicted results.

preschoolers learning a foreign language is the most responsible. 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 getting 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 stage children should be able to:
- understand the teacher’s messages 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 by heart, sing songs, etc.

Methodological support of the program.

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 conducts his classes with methods and techniques appropriate to the age of the children. 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 work with children can be varied:
classes involving outdoor games and physical exercises,
classes - conversations;
classes English language Outdoors;
special classes - watching video fragments - as an addition to the main classes;
meetings with native speakers;
music activity;
impromptu concert;
excursion;
holidays, where children can show their achievements - dramatize a fairy tale, recite a poem;
theater in English - children have the opportunity to show their listening abilities;
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 language material in English should be a natural part of learning all types of activities in preschool education. This will make it easier for children to understand the meaning of words, as well as to actively include them in live conversation. For early learning of a foreign language to be successful, the teacher needs to have in his “pedagogical piggy bank” different methodological techniques, which help to make the lesson emotional, interesting, providing the opportunity for learning, and also to intensify the activity of preschool children. The appendix offers a selection of lesson notes on the topics: “Acquaintance”, “Red, Yellow and Green”, Food”, “English Kaleidoscope”. The entertaining nature of the presentation of the material helps to maintain the child’s interest in the process of learning English, and the various tasks and games proposed in this manual stimulate the development of logical and creative thinking, which increases

effectiveness of training. Knowledge of the world, including knowledge of a non-native language, in childhood most often occurs in an activity-play situation.
A game- the main motivational mover of the child. This is precisely what determined the basic educational principle: all educational material is presented mainly in the form of entertaining tasks and exercises. The child draws and colors pictures, finds correspondences between words and objects, relying on an ever-increasing knowledge of the English language. And he is pleased with this, because before, when he did not know English at all, he would not have been able to complete such tasks. In the process of drawing, coloring, solving simple logical problems, the child always receives positive emotions: after all, every completed task is his small victory.
The process of teaching a foreign language is built orally, in a playful way using poems, songs, counting rhymes in the foreign language being studied. This program contains a description of some Triz games for preschool children learning English. The selected games help consolidate lexical material on various topics. The games are entertaining and useful. The material for this program was our own developments obtained as a result of many years teaching practice. The entertaining nature of the presentation of the material helps to maintain the child’s interest in learning English, and a variety of tasks stimulate the development of logical and creative thinking, which increases the level of children’s development.

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, ended, that a certain stage of the lesson will now follow. The most important condition for the success of learning - activation of speech and mental activity of children 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 necessary to make different children the leaders, active participants, so that at least once all the children perform the speech action provided for by the educational task. To prevent fatigue and loss of interest in children, the teacher should conduct games with elements of movement every 5-7 minutes of class, with commands in English.
The teacher should try to speak less in their native language, but there is no need to artificially exclude the native language at the initial stage of teaching a foreign language. In the first English classes, the native language is great place. 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 as a test

child's understanding of speech. To do this, you can use the “Translator” game, known for any age of children. In the process of teaching children English, you can use the following teaching methods: choral repetition after the teacher, individual repetition, choral and individual singing, recitation of poetry, organization of games with elements of competition, alternation of moving 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.
Work on pronunciation
When teaching English, special attention should 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 struggling with some sounds should be encouraged to

involve in participation in games-exercises on 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 tasks of teaching English to preschoolers is possible only if it not only influences the child’s consciousness, but also penetrates into his emotional sphere. While learning a poem or song, the child easily remembers a 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 the period when the 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 for development 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.

Learning objectives.

1. Encourage children to use speech patterns in conversation: “Hello!”, “Hi!”, “Goodmorning!”, “Good bye!”; “I’m sorry”, “I’m glad”; “I’m a boy!” “I’m a girl!”; “My name is...” “Thank you!”, “Sit down!”, “Stand up!”; b, etc.
2. Introduce children to vocabulary on the topic: “Greetings”, “Introduction”, “My pets”, “Count (1-10)”, “Color”, “A family”, “Here I’m”, “My house” ", "Wild animals", "A toy-shop".
3. Introduce children to songs in English: “Hands up, hands down”; “Clap your hands”; “Put your finger”; “My dear Mummy” and others.
4. Introduce poems in English and promote their use: “Good morning”, “Hello!” - hello; “Hads up”, “Teddy-bear”, “My mummy”, “One and two”, “I’m a boy!” and others.
The materials contained in this manual can be used by additional education teachers, tutors, and parents teaching their children at home.

Approximate structure of the lesson.

Organizational moment or greeting (you need to not only greet the children, but also find out their mood, etc.).
Phonetic exercise helps introduce into the language environment, aiming for good, clear pronunciation of the sounds of the language and words being studied.
At the next stage of the lesson, activation of learned material in previous lessons . Depending on the content of the material, this part of the lesson can take the form of answers and questions, games, or dialogue. Required to include element listening so that children learn to understand a short story or fairy tale by ear. Then it happens getting to know new material using bright visual aids and its primary consolidation. To make the lessons interesting and not tiring, children need to use different types of activities , between the stages of the lesson, conduct outdoor games , sing songs .Games and exercises for teaching preschoolers a foreign language

A game " What ’ s this ?»

Target: to develop in children the ability to recreate the entire

subject, expand your vocabulary.
Progress of the game: Children are asked to look at pictures that show parts of objects. Children guess and name the whole. Wheels - cabin - window (car) Wheels - body - window (lorry) Wheels - body - wings (plane) Wings - nose - wheels (plane) First, children are shown one subsystem sign, i.e. one picture. They can name several systems that have such parts.

Game "What's extra"

Target: Using symbols made using the method of visual analogy to form concepts

supersystems (general concept) for any number of objects (food,

furniture, clothes). Build vocabulary on these topics.
Progress: The children have cards with numbers from 1 to 5. The teacher names 5 words. Children

find an extra word and show a card with a number. For example: milk, bread, fish, jam, a table. In this case, the correct answer will be the card with the number 5, because... and table is not a food product. Games with a functional approach, just like games with a structural approach, allow you to quickly memorize material. In the game "Word and Action" put like this target: teach children to identify the functions that are inherent in any object, as a system, and the objects included in this concept, as a subsystem. Practice using English words and expressions, develop memory, and develop different ways of thinking. Expand your vocabulary through verb forms.
Move

The driver rolls the ball to one of the children and names the object. The child must name what this object can do. Ball

returns.
For example: object - bird
Action: (actions) tofly, to sleep , to go , to sit , to eat
At the beginning of mastering the game, to help children, you can lay out cards with symbols of various actions nearby on the table. Subsequently, the game is played

without relying on symbols.
To activate preschoolers when teaching English, I widely use a group of synectics methods. These are the methods of direct analogy, symbolic and empathy (personal analogy). Direct analogy, as a method, allows you to compare objects in appearance, properties, color, functions, character. Accordingly, children's vocabulary increases.

Game "Riddles"

Target: teach children using a given algorithm, presented in the form of visual

characters, compose stories - riddles about animals in English.
Progress: children are shown a card on which an algorithm is specified using symbols, and it is explained how it can be used to create a riddle. For example: It`s big. It's brown. It likeshoney. What is it? In the future, children make riddles without relying on visual symbolism. Also, using a visual symbolic analogy, you can attract

children to write rhymes.
For example: It’s a pig, It is big. And in the future, children can easily compose a monologue about animals.
Focal object method (MFO) - helps to compose a fairy tale, compose a riddle about an object, using the acquired characteristics,

properties, characteristics that did not previously belong to this object. MFO

Helps develop children's interest in word games.

Educational and thematic plan.

	Lesson topic	Number of hours
	Hello English!
	Acquaintance.
	Here I am!
	My toys.
	Guess what!
	My family.
	I want to tell you…
	Merry rainbow.
	Pink pig.
	And a bear lives in the forest.
	Fun grammar.
	Many birds on a branch.
	We are wizards.
	Guess what!
	My favorites!
	Yes and no!
	There are many of us, but he is alone.
	We run, jump, play.
	Look what I can do.
	Describe the animal.
	I you he she….

	Counting table.
	Count my toys.
	Let's play.
	Visiting a fairy tale.
	A holiday of English words.

Title of sections and topics	Target	Forms of organization educational process
Regional studies	To introduce another culture, develop cognitive activity, instill a love of the English language	Preparation and holding of events; Learning poems, songs, proverbs; Creating a subject-development environment
Mother's day	Form feelings of respect and love for a loved one, develop a positive attitude towards another culture.	Poems: “Red@yellow” “This is my mother” Song: “My dear mummy” (1 verse) Making gifts
Folklore of England	To introduce children to English folklore, to cultivate interest and respect for Russian culture and traditions, as well as for 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 his friends"
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
Pets and their babies	Introduce children to lexical units denoting the names of animals and their young.	"What is missing?"
Wild animals	Teach children the ability to listen to a teacher, introduce them to lexical units on a topic, and develop skills in perceiving foreign speech from audio recordings.	Poem: “I am a hare” "What is missing" "The Fourth Wheel" “Which animals are confused?”
Man, human relations	Give ideas about people, their relationships, their physical and emotional state. Enrich your vocabulary in different forms greetings, farewells.	Outdoor games; View photos; Acting out situations
My family	Introduce lexical units on this topic. Form a culture of family traditions and favorite activities of family members.	Poems: “This is my mother” “Father, mother.”
Toys	Introduce lexical units denoting toys. Develop word creativity, attention, memory, creative imagination.	Game "What comes first" what then" "What is missing" "The Fourth Wheel" Game exercise System operator Poem “My toy”
Actions	Teach children to understand commands indicating actions associated with performing general developmental exercises, and lexical units denoting parts of the body.	Performing various Physical exercises: “Hands up, hands down.” “Clap, clap.” Song: “If you are happy.”
	Teach children to understand colors and follow directions correctly.	Game exercise: “Name the same thing”
	Introduce children to the skills of counting to 10, develop logical thinking.	D/I “What for what” “Which number is missing?”
Speech activity	Develop skills and abilities of monologue and dialogic speech, learn to compose statements.	Use of audio recordings; - guessing and making riddles
Listening	Teach children to listen carefully and understand foreign language speech addressed to them, develop listening skills in the basis of formed lexical and grammatical skills.	Listening to riddles, poems, songs, short texts; Executing commands; Finding familiar words in a listened text.
Speaking	Teach children to use speech structures. Teach children to take part in dialogues, understand the message addressed to speech and respond adequately to requests, using appropriate replica situations.	Description of the toy, pictures; Compose a short message (2-3 sentences); Conversation with each other; - game exercises.
Phonetics	Teach children to pronounce English sounds correctly. Teach children to differentiate similar sounds of native and foreign languages by ear, contribute to the intonation of speech. Develop phonemic awareness.	The Tale of the Tongue. "Ears on top of your head" "Say the word" “Finish the sentence.” “Find the house”
Grammar	To acquaint children with the order of words in a declarative, interrogative sentence, the use of singular and plural of nouns. Give the concept of the article, introduce children to prepositions.	"How many" "One is many" "Who hid where" “Do you see?” "Pick a picture"
Individual work	To promote the development of speaking and listening skills, to systematize the sound culture of speech. Fasten knowledge of vocabulary and grammar.	Various game exercises to reinforce vocabulary, phonetics, grammar, as well as tasks for speech understanding aurally.
Working with parents	Introduce parents to goals and objectives early education English language; introduce methods and techniques, form of training; promote joint cooperation.	Assistance in organizing and holding joint events and holidays
Diagnostics	To determine the results of mastering the program for early learning of the English language	Carrying out diagnostics once a year

Bibliography

1. Astafieva M.D. Holidays for children learning English. Collection of holiday scenarios for children 6 - 7 years old /

Astafieva M.D. - M.: Mozaika-Sintez, 2006. - 72 p.
2. Burova I.I. Illustrated English-Russian dictionary. - St. Petersburg: Publishing House “Neva”, M.: “OLMA-PRESS”,

2002
3. Vasilevich A.P. English language. Game course for children. - Dubna: Phoenix, 2005.
4. Vronskaya I.V. English in kindergarten. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen; Publishing house "Soyuz", 2001.
5. Klimentyeva T.B. SunnyEnglish. - M.: Bustard, 1999.
6. Konovalova T.V. Funny poems for memorizing English words. - St. Petersburg: Litera Publishing House, 2006.
7. Konysheva A.V. English for kids: poems, songs, rhymes,... - St. Petersburg: KARO, Mn.: Publishing House "Four Quarters",

2005
8. Mironova V.G. Open lessons and holidays in English / V.G. Mironov. - Rostov n/a: “Phoenix”, 2006. -

192p.
9. Negnevitskaya E.I., Nikitenko Z.N. Book for teachers. - M., 1994.
10. Prokopenko Yu.A. the role of songs and rhythmic movements in teaching English to preschoolers - “Preschool Pedagogy” magazine, May, 2007.
11. Rebikova D. I. Development of social intelligence of a junior schoolchild in English lessons. - Magazine “Gifted Child”, No. 3, 2007.
12. Tarasyuk N.A. Foreign language for preschoolers / N.A. Tarasyuk. - M.: Flinta: Science, 2000.
13. Cherepova N.Yu. English for preschoolers. Games, songs, poems / N.Yu. Cherepova - M.: “Aquarium LTD”, K.: GIPPV, 2002.

14. Shishkova I.A., Verbovskaya M.E. English for kids: Textbook. - M.: JSC "ROSMEN - PRESS", 2006.

APPLICATION

English lesson notes

Topic: "Getting to know each other"

Target:
1. introduce new lexical units, introduce children to the sights of England;
2. introduce children to English songs and poems;
3. develop phonemic hearing, the ability to guess, attention, memory;
4. cultivate interest in another culture.
Equipment: flags of Russia, England, America, characters: Winnie the Pooh and his friends (toys)
Lexicalmaterial: Hello, goodbye, my name is…

Xod classes

Organizing time.
U.: My name is... I... Well, you probably remember my name, but there are so many of you that I, of course, don’t remember all the names.

Let's try again. (Children call themselves in turns).
U.: We will learn English with you. This is a foreign language for us. What language is our native language? Why do we need to know and be able to speak English? Draw the children's attention to the presented flags: what flags of countries do you think are in front of you? That's right, England

America and Russia. How are these flags similar? People of all countries greet each other when they meet, that is, they wish each other health. let's do that

in English.
Phonetic exercise. Practicing sounds [h], [m], [n]. One day Mr. Tongue woke up and heard some sounds outside the window: , . What could they mean? Then the sounds began to fade away, Mr. Tongue sighed and looked in the mirror. Hello. - This is what the English say when they meet, which means “Hello.”
Fizminutka: Standup, hands up, Hands down, sit down. First, the teacher shows the movements, and the children repeat. Then the teacher gives commands, the children show on their own. Introducing the expression “My name is...”. D/i “Find out by voice.”
Summarize the lesson: What did we learn today? Let's say goodbye and do it in English too: “Good bye” (children say goodbye to toy characters).

Theme: “Red, yellow, green”

Target:
1. Activate lexical units on the topic “Colors”, numerals;
2. Continue to develop children’s abilities in pronouncing the sounds of the English language. Equipment: animal toys - dog, lion, cat, fox; pictures of seven colors - red, yellow, blue, red,

green, brown, white.

Progress of the lesson:

Organizing time.
Conversations with children; answers to the teacher’s questions: What is your name? How are you? How old are you? Where do you live? · Who are you? I’m a girl, a little one, I like to play, I like to run.
Phonetic exercise. There is a dog sitting near the store, he is guarding the store. And lion decided to knock the dust out of his sofa. And the cat was tired and decided to rest. And fox cleaned her apartment and rang the bell to invite guests. Activation of vocabulary on the topic “Colors”. In one country there lived small children. Some of them were good, obedient, listened to adults, were not capricious, did everything

just like mom and dad say. And other children were capricious, did not listen to mom and dad, and broke toys. They were called capricious. And then one sunny day these children wanted to draw, but nothing worked out for them: the pencils broke, the paints

spread, the paper tore. The children got angry - they were capricious and threw away the paints

and colored pencils. Paints and colored pencils are lying among the garbage: no one picks them up, no one needs them. They were offended by the children and

Target:
1. Teach children to use the learned vocabulary in speech, teach them to answer questions posed with complete answers,
2. Enrich the vocabulary, continue to introduce children to English poems and songs;
3. Develop dialogical speech;
4. Cultivate an interest in a foreign language and a desire to participate in various games.
Equipment: pictures of food products.
Vocabulary:milk, tea, juice, cake, apple, ice-cream, candy, sausage, cheese, orange,

banana, apricot, kiwi.
Structure: I like...
Poem: Tell me, little Pete, What do you like to eat? Well, I like to eat What is good and sweet?

Progress of the lesson:

Organizing time.
Phonetic exercise.
Introduction of lexical items on this topic " Food“One day dad took a little monkey with him on a swim. The journey was very long, so dad took a lot of food. The monkey climbed into the food pantry

and tried a little of everything. (List the names of food products from the pictures). D/i “What disappeared?”
Physical exercise. "Clapyourhands». The monkey's teeth hurt from eating sweets, and the medicine can only be made from a flower that grows on the island. That island is guarded by a pirate

LittlePete. He will give the flower only for sweets.
Tell me, little Pete... (Staging a poem).
This is a cake... (Name the product). The pirate allowed me to take a flower, and different petals from the flower. Count them and name the colors. Now dad can cure the monkey.
Summarizing.

Subject: « English kaleidoscope »

Target:
1. teach children to answer the question posed in full;
2. enrich children's vocabulary;
3. develop phonemic awareness, worldview, attention, memory, creative imagination, logical thinking and

Creative skills;
4. consolidate children’s knowledge of the country of the language being studied;
5. cultivate interest in the culture of another country.
Equipment: Easels, pictures of animals, pictures with confusing images for the game “Who’s Hidden?”, pictures of rhyming

words, letter with text, symbols to indicate points, medals for encouragement.
Preliminary work: Conversation about England, the sights of England, holding holidays, getting to know the traditions and customs of the country of the language being studied, getting to know traditional English and American games, learning rhymes, poems and songs in English, dramatizing fairy tales and games in English.

Progress of the lesson:

The children stand around the teacher, who greets them with the following words:

How are you? - Fine, thank you! How do you go? - Quickly!How do you jump? - Highly! How do you play? - Merrily!

How do you dance? - Beautifully!How do you learn English? - With pleasure!
Song "Say hello!"
Leading: Guys, today I want to invite you to compete and test your knowledge. I ask the teams to take their places.
First task: look at the picture and say what you see.

“What do you see?”

(objects in a confusing image, you need to list which objects are hidden).
Guessing riddles.
1. in Russian (“say a word”);
2. in English (one riddle for each team);
3. independently.
While we were performing various tasks, it came to us letter. But who it is from and what it says is impossible to understand.
Help! (listening texts are read one by one to different teams).
Can you jump? Run? Stomp? We'll check it now. Cometo me, make a ring. Let’s have a rest. Sing a song “If you are happy.”
The next task is “Composing a poem.” You need to create a rhyme based on the picture.

5.What is the name of the British second breakfast?

6. Why are you studying English?

Leading: Our competition has come to an end. I really liked the way you answered. I think the results are for you
They will also please you. Let's end our holiday with a cheerful song "Skinny Mar inky". Presentation of prizes and medals.

Municipal educational institution

additional education for children

"Center for Aesthetic Education of Children"

EDUCATIONAL PROGRAM

"English for kids"

age of students 4-6 years

Sinikova Elena Igorevna,

additional education teacher

Saransk 2014

Explanatory note

Preschool age is favorable for starting to study foreign 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 memorize language material in entire blocks, but this only happens when he has created the appropriate attitude 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 language acquisition, and it is especially productive in preschool age. Therefore, in this course of teaching English to preschoolers, gaming technologies are widely used. Classes are structured so that the atmosphere of the game reigns from the first to the last minute.

Taking into account age characteristics is the starting point for designing a course of study. Good is learning that runs ahead of development. And the “zone of proximal” development is considered to be those actions that today the child performs under the guidance of a teacher, and tomorrow he will perform independently.

Main objectives of the course:

Educational tasks:

Formation of civic position, patriotism

Fostering a sense of camaraderie and a sense of personal responsibility.

Fostering moral qualities towards others (kindness, camaraderie, tolerance).

Education and development of artistic taste and respect for the culture and literature of other countries and peoples.

Introducing a child to a healthy lifestyle.

Fostering a friendly attitude towards representatives of other countries;

Developmental and training tasks:

Developing the ability to think, analyze, interact, communicate, and get things done.

Development of artistic abilities and emotional qualities in children.

Development of attentiveness and observation, creative imagination and fantasy through role-playing games.

Development of the child’s speech and cognitive abilities, based on speech experience, both in the native and foreign languages.

Development of skills to communicate in a foreign language, taking into account the speech capabilities and needs of preschool children: basic communication skills in speaking and listening.

Development of the child’s personality, attention, thinking, memory and imagination; motivation for further mastery of a foreign language.

ensuring the communicative and psychological adaptation of preschoolers to the new linguistic world in order to overcome further psychological barriers in the use of a foreign language as a means of communication.

Mastering elementary linguistic concepts accessible to preschoolers and necessary for mastering oral (and later) and written speech in a foreign language;

Introducing children to new social experiences using a foreign language: introducing preschoolers to the world of foreign peers, to foreign children's folklore and available examples fiction.

In this course, teaching the grammatical side of speech in English 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 (tense, number). Teaching phonetics is not limited to imitation, but consciously compares the interfering sounds of the native and foreign languages, achieves awareness of the differences between the sounds of the two languages, and then 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. But the teaching is a lot of work, requiring voluntary, targeted efforts. And one of the objectives of the course is to organize the work of children in such a way as to gradually develop in them the need to improve their knowledge and independently work on the language. Systematic repetition is necessary for the development of children’s abilities: to generalize, analyze, systematize, and abstract.

Principles and objectives of training

Formation of communication skills: the ability to listen to the interlocutor, respond to his questions, start, maintain and end a conversation.

Formation of personality through familiarization with the culture and way of life of another people, through the cultivation of a friendly, respectful attitude towards all people, regardless of the language they speak, through the development of norms of behavior in society.

The developmental aspect of education, which involves the development of children's speech and thinking abilities. Learning a foreign language in the early stages contributes to the formation of communication as a personality trait, voluntary attention and memory, linguistic observation, independence, speech planning, and self-control.

It is necessary to rely on the experience of students in their native language, which implies the cognitive activity of children in relation to the phenomena of their native and English languages. Reliance on the child’s empirical ideas about the system of his native language, the formation through the bottom of similar ideas in a foreign language.

Individualization of the learning process based on the interests of children, their general intellectual and speech preparation, as well as typological and age characteristics.

Individualization of the learning process is carried out through the use of various techniques: educational and role-playing games, dramatization, staging, as well as the use of modern computer technologies and digital educational resources in teaching.

The need for broad reliance on visual, auditory and motor clarity, which not only stimulates different analyzers, but also mobilizes different types of memory, including motor memory.

Features of the organization of the educational process

The program involves organizing 30-minute classes once a week. Classes are purely playful in nature. The main objectives of the requirement for children in the course of solving gaming didactic tasks are the child’s adequate reaction to the foreign language speech of an adult.

Predicted learning outcomes

First year of study.

By the end of the first year of study, children should know 70-100 words in English, 10 ready-made speech samples:

What is your name? I...(name).

I'm from ... (country, city)

How old are you? I... (age).
I see…
Can you do it? I can/I can’t... I can...
I like/don't like...
Do you have? I have / I don’t have...
And also 10-15 poems, rhymes, songs.

Second year of study

By the end of the second year of study, children's vocabulary should be about 200 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. By the end of the course, children should be able to understand foreign language speech within the framework of basic conversational topics and be able to answer questions.

Educational and thematic plan

Children 4-5 years old (first year of study) – 1 hour per week

Subject	Number of hours
Subject	theory	practice	Total
Acquaintance. Greetings
My toys Pets and animals
My family, my friends, family holidays

I like to play
What we can do
Consolidation of what has been covered

Children 5-6 years old (second year of study) - 1 hour per week

Subject	Number of hours
Subject	theory	practice	Total
Lessons-repetition
Our food
Holidays. We are going to visit
My body, clothes
The house we live in my city
Seasons, weather
Consolidation of what has been covered, summing up
			3 6

First year of study (students 4-5 years old)

		Theoretical material, tasks	Practical content, Lexical material	Number of hours
	Acquaintance Greetings	Conversation about languages and peoples. Introducing children to the meaning of English. language in the modern world, Teaching children to greet each other and get to know each other in English, to understand the teacher’s expressions	Phonetic game "The Tale of the Tongue." Game "Fisherman". LE: Hello! Good bye! Charger “Say hello ”
			PO: Good morning. Rh: “Elephant” Song “ Good morning to you” Executing commands Stand up! Sit down!
			Getting to know " magic words". Game on the correct use of words THANK YOU , PLEASE
			RO: I am a boy/a girl. I am Mike. Song "I am Sue"
			RO: How are you? – Fine, thank you. Learning the song “ Hello, good morning, how are you?”
	My toys, pets, animals	Pets - how they are useful to humans. Wild animals. Diversity of wild life. Formation of the ability to conduct dialogue. Getting to know the names of animals and toys	Getting to know words a bear, a hare. WordsYes/No, conjunction and
			Getting to know words a dog, a frog. A game"ECHO"
			Using RO This is... to compose your own songs Executing commands: Come to the blackboard , please . Take your seat
			Rhyme “About a monkey” New words: a monkey, a fox, a cat, in the wood, very good. Game "Journey to the Fairytale Forest"
			Introducing the words a ball, a doll, a mouse. Charger " Little Mouse
			Getting to know words a car, a star, PO: Good night. Rhyme “If the doll goes to bed”
			Cheerful yard. Rhyme “Runned into the yard a dog » . New words: a donkey, a cock, a clock Repetition of learned words in the game: “ Whatismissing? ”
			Shoptoys. Getting to know the structure: Please, give me a dog/ Can I have a dog, please? Game: "Shop".
	Family, friends, family holidays	I and my family. A feeling of love and mutual respect in the family. Helping elders. Responsibilities of children in the family. British royal family. Getting to know the Christmas traditions of the English-speaking world	Words: mummy, daddy, P.O.: I love you. Learning a song “ Mummy, Mummy!”
			Family. The words mother, father, sister, brother. Introduction to the structure of “I HAVE...”
			Morning in the family. Song about John: “ Aare you sleeping, brother John?
			Cfamily Getting to know the structure of “I HAVE NO...” Compiling quatrains about your family. Exercise song “Clap-clap, step, step”
			New words: Santa Claus, fir-tree, Happy New Year. Rhyme "Cat and Mouse"
			Preparing for New Year's holiday. Learning the song “Jingle Bells” (chorus only).
			Birthday. Learning a song “ Happy birthday to you !”( 1 verse )
		Rainbow-arc Introduction to English counting (up to 7) Expanding communication opportunities by enriching vocabulary. Development of dialogical speech skills. Repetition of learned structures	Colors. Coloring balloons in colors:red, yellow, green, blue. Game: “In the land of flowers”
			What’ sthis? Game "What is this?" using all the studied names of toys and colors
			Colors. Learning the game-song “Masquerade”. New words: a clown, a tiger, a lion
			score 1-3. Dance “One, two, three - on your toes!” A game: " One, two, three – look at me!”
			Score 1-7. Let's draw a rhyme about bananas. We count objects in the classroom, toys, students.
			"ROSHCHTSCHDVFKUNSHG?" How old are you?", answer - I am five. Consolidating vocabulary in a song-game “ Five yellow bananas”
	I like to play	Conversation about sports and the health benefits of exercise Activation of new vocabulary - verbs of motion.	Words: a girl, a boy, acquaintance with the design “ I like to… (run, play)”
			Introduction to verbs: to sleep, to dance, to eat. Working them out in the design “ I like to…” Learning the verse. “ I am a girl, a little one..."
			Getting to know the design I am fromRussia "RO" Where are you from?. Game: “A guest from England has come to us”
			Vocabulary: Names of sports and children's games. Consolidation of the use of PO: I like to… I don’ t like to… A game: " We are in a magical land»
	What can we do		Using a speech pattern Icanski. Listening construction Can you skate? Yes, I can. No, I can't.
			Draw and learn a song “ I can dance"We answer the question What can you do?
			Verbs of motion. Using a speech pattern I can jump. Learning poems and counting rhymes.
	Reinforcing the material covered	Information about the countries of the language being studied through the characters of fairy tales.	Lesson-repetition. Reinforcing the studied lexical material in games and competitions. Activation of studied poems and songs in speech

Total

Second year of study (students 5-6 years old)

		Theoretical part, tasks	Practical content, lexical material	Number of hours
	Round- upLessons(Lessons to review the material covered) Acquaintance	Expanding communication opportunities Development of communication skills, dialogical speech. Learning to compose a story about your family using a model.	Acquaintance(repetition: name, age, country). RO: “I like to...” (play, run, jump, dance...). A game: " We are in a magical land» A game: " Meet Alice"
			Toys. Rh: “ My toys are here " A game: " bear in a balloon.” . Rh: “ Teddy - bear ”
	Animals		Domesticanimals. Drawing old man MacDonald's farm. Words: pigs, ducks, cows, hens. M/f and song " Old MacDonald Had a Farm ”
			Colors Words: sea, tree, car, star. Song : “ Blue – the sea ” A game: " Guesscolor", RO: What color is the...? It's red.
			Colors(Pink, brown, gray). Introduction to words: Th epig, the twig, the rat, the cat. The second verse of the song about colors. A game " Make a wish for the color».
			Score 1-10. Lexical and phonetic tales “ Indian boys ” Counting game “ One little Indian ”
			Family, Friends(friend, grandmother, grandfather, son, daughter).Rh “This is my mother” Learning a song “ We are a family ” A game: "At sevenefairy-tale hero"
			Family. Introduction to words: son, granny, everyone . RH: “Good night, mother”
		What we eat to be healthy. English tea. Traditional English way of brewing tea. The amazing eating habits of the British.	Food. (beverages) Learning to brew tea. Dramatization of a song “ Polly, put the kettle on ”
			Fastening the structure I like… I don’ t like… in relation to food and drinks. Rh: “ Who likes coffee?”
			The names of food products are a treat for fairy-tale characters. Learning counting rhymes. "Apples here, apples there"
			Introduction to words: tomato, potato, pineapple. Using them in a counting rhyme. A game " Harvest»
			RO : “Would you like...? – Yes, please / No, thank you. A game : « Edible- inedible»
	Holidays. We are going to visit	National holidays of the USA and Great Britain. Rules of conduct at the table. How to beautifully set a festive table.	Let's goVguests. RO “May I come in? May I go out?” A game « Teremok
			Songs “ Jingle bells ” “We wish you a Merry Christmas ” (consolidation), viewing excerpts from the film " MerryNew Year'sjourney»
			Birthday. Learning a song “ Happy birthday to you !” (1-2 verses ).
			St. Valentine’ sDay. Making “Valentines”, learning congratulations “ Sugar is sweet …”
			Mom's holiday. Learning a song “ M.Y.DEARMUMMY” Activation of studied poems and songs in speech
			Learning to set the table SONG: “ Help your mother lay the table"
	General lesson.	Repetition and consolidation of vocabulary.	Story game "Birthday"
	My body, my clothes	Development of the sound culture of English speech – practicing the pronunciation of new words.	“ Mr. Mole” Introduction to words: head, shoulders, knees, toes, eyes, ears, mouth, nose. Using them in a fun exercise-dryer. “Visiting a cheerful alien,” we draw an alien according to the description. Exercise song: “ Hands up, hands down” Training in the use of speech patterns It's my head. I have two legs.
			Phonetic and lexical tale “ Alouette” Exercise game: “Where is my finger?”
			Names of clothes. Activation of vocabulary “Color”. Using a speech pattern I have a red dress (and blue shoes).
	The house we live in is my city	"My home is my castle" What you need to know to feel safe in your home How to use household appliances. Order in the house and neatness. Development of the sound culture of English speech - training in the pronunciation of sounds, practicing the pronunciation of new words. Road safety rules	CleaningVhome. Words: window, door, table, floor. (+drawing) Rh: “ Clean the window ”
			Vocabulary: Names of rooms and pieces of furniture RO: Ihave... He has... May I come in? I play in my room
			Activation of vocabulary on the topic “My home. Rooms. Furniture". Listening to words, game "Show". PHYME: "What a mess"
			Enriching the vocabulary on the topic “Home”, introducing new words. Repetition of learned vocabulary. Compose a story about your home or the house of fairy-tale characters. Game "Show me a bed"
			Learning rhymes about traffic lights. Exercise game (with video accompaniment) “ The wheels of the bus go round and round ”
		Dramatization of the fairy tale “The Fox and the Hare”
	Seasons, weather	How nature changes in different seasons. How to dress in different weather. Nature and signs associated with it. "School of survival".	Vocabulary: Summer, spring, autumn, winter, Learning a poem about the seasons "Spring is green" » Activating color words
			Studying “Winter” vocabulary, learning and dramatizing a song “ Snowflakes ”
			Weather. Lexical structures for understanding and speaking: It’s raining, It’s sunny… Rh:“Rain, rain, go away” Game "Guess the time of the year"
	Consolidation of the completed phonetic, lexical and grammatical material in final classes (games, dramatizations, a holiday for parents
Total:

Methodological support

To implement the educational process, the program is equipped with methodological, didactic and demonstration materials.

Lexical material for classes (poems, rhymes, songs)

I'm on the river fishing

He started shouting: “Hello! - Hello!

Show me your catch! –

The fisherman got angry:

“Hush, don’t scare the fish!

Goodbye! – Goodbye!

Song – exercise:

Say Hello – Hello (4 times)

Touch your knees (4 times)

Clap your hands (4 times)

Say Hello! - Hello! (4 times)

Once upon a time there lived

Little elephant.

He's in the morning

Told everyone Goodmorning!

Sunny bunny

Laughed in response:

Good morning! – Good morning! –

The porch has two steps.

Their names are: Thank you, Thank you you!

You go up to the top

you go down -

don’t forget about “Please!”

Please!

Hello, good morning,

How are you? How are you?

Hello, good morning, hello, hello!

How are you?

I'm fine, thank you! (4 times)

Happy birthday

Happy birthday to you,

Happy birthday, dear Alice!

Happy birthday to you!

WITH lap your hands together.

WITHlap, clap, clap your hands,

Clap your hands together.

Stamp, stamp, stamp your feet,

Stamp your feet together.

Nod, nod, nod your head,

Nod your head together.

Dance, dance, dance a dance,

Dance a dance together.

Head and shoulders

Knees and toes, knees and toes,

Head and shoulders, knees and toes,

Eyes, ears, mouth and nose.

Head and shoulders, knees and toes,

Knees and toes, knees and toes.

One-one-one little dog run…

One-one-one - little dog run,

Two-two-two - cats see you,

Three-three-three - birds on the tree,

Four-four-four - mouse on the floor.

Jingle, Bells
Jingle, bells!
Jingle, bells!
Jingle all the way;
Oh, what fun it is to ride
In a one-horse open sleigh.

Good morning!

Good morning! Good morning!

Good morning to you!

Good morning! Good morning!

I 'mglad to see you!

The monkey has amonkey

There was a girlfriend - afrog - frog

There was a little sister –afox - fox

And there were also:

A hare - little bunny,

A bear - bear cub,

A black cat - a black cat.

And they lived in the forest - inawood

And it was good for them - very good!

If they ask: How are you? –

I will say: Alright

If the doll goes to bed -

I'll tell her: Goodnight!

At night the cricket chirps,

Everyone “ Goodnight!”

Good night!

Little mouse, little mouse,

Clap, clap. Clap!

Little mouse, little mouse,

Step, step, step!

Little mouse, little mouse,

Hop, hop, hop

Little mouse, little mouse, Stop!

We wish you a Merry Christmas!
We wish you a Merry Christmas

and a Happy New Year!

Good night

Good night mother,

Good night father,

Kiss your little son.

Good night sister,

Good night brother,

Good night everyone.

Good-bye

Good - bye, Good - bye,

Good – bye My doll.

Good - bye, Good - bye,

Good – bye You all.

I like to skip

I like to jump

I like to run about,

I like to play

I like to sing

I like to laugh and shout.

Baa baa black sheep

Baa, baa, black sheep,

Have you any wool?

Yes sir, yes sir,

Three bags full;

One for the master,

And one for the lady,

And one for the little boy

Who lives down the lane.

Hickory, dickory, dock

Hickory, dickory, dock,

The mouse ran up the clock.

The clock struck one,

The mouse ran down!

Hickory, dickory, dock.

Alouette, little Alouette,
Alouette, play the game with me!
Put your finger on your head,
Put your finger on your head,
On your head, on your head,
Don't forget, Alouette! Oh!

♫: “ Masquerade l ”

Red, yellow, green and blue

Hello, Anna, How are you?

Fine, thank you – hip-hip-hooray

Look, look, look – I’m a clown today

A 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. 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.

Demonstration materials:

DVDs from the “Magic English” series:

1. HELLO! Hello! – Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

2. FAMILY: Family. - Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

3. FRIENDS: Friends. - Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

4. ANIMALS FRIENDS: Animals are our friends. - Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

5. HAPPY BIRTHDAY! Happy Birthday! - Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

6. IT’S DELICIOUS: This is delicious! - Disney/Pixar Animation Studios De Agostini S.p.A., Novara, 2003-2004

7. NUMBERS: Numbers and numbers.- Disney/Pixar Animation Studios De

Agostini S.p.A., Novara, 2003-2004

DVD-materials:

1. “English for children” (with Aunt Owl). - TO “Masks”, 2006

2. “English for the little ones (video primer of the English language)” - KinoGrad LLC, 2005

3. “English for the little ones” - Studio BERGSAUND LLC, 2008

List of sources :

MalyshevaN.I.. “Secrets of English sounds” - M.: AST-Press, 1997.

Borodina O.V., Donetskaya N.B.“English is fun” - Tambov: TOIPKRO, 2005.

Nekhorosheva A.V.“Rhyme your English” - Tambov: TOIPKRO, 2005.

Radaeva O.E.“English for children” - Tambov: TOIPKRO, 2007.

Evseeva M.N.“Program for teaching English to preschool children” - M.: Panorama, 2006.

Lykova L.L.“Teaching English to preschoolers and primary schoolchildren” - Yaroslavl: Development Academy, 2006.

“English for preschoolers” - M.: Rosman, 2002.

Shishkova I.A., Verbovskaya M.E.“English for younger schoolchildren” - M.: Rosman, 2002.

Izhogina T.I., Bortnikova S.A."Magic English": A Book for Teachers primary school- Rostov-on-Don: “Phoenix”, 2003.

T.B. Klementieva“Happy English. Entertaining games and exercises" - M.: Bustard, 1995.

Fursenko S.V.“Grammar in verse” - St. Petersburg: Karo, 2006.

Achkasova N.N."Masha and the Bear. A musical fairy tale for children starting to learn English" - M.: Bustard, 2006.

J. Steinberg“110 games in English lessons” - M., Astrel, 2006

Internet resources :

www.fenglish.ru (Fascinating English. Cartoon course MUZZY, Little Pim course from Julia Pimsleur Levine)

www.supersimplelearning.com (Children's songs, videos for children)

www.solnet.ee (Game library. Educational video lessons. English lessons in a playful way for preschoolers)

www.mipolygloti.ru (Course “English for kids with Fafaly”)

www.mother-and-baby.ru (English for kids, games for learning English)

www.peekaboo.wmsite.ru (English for kids – educational video)

Working programm

« Play and Learn»

for preschoolers

Completed by: teacher

MDOBU of the city of Buzuluk

"Kindergarten No. 18

combined type"

Buzuluk 2011

	1.1. Explanatory note……………………………………………………........
	1.2. Relevance……………………………………………………
	1.3. Age and individual characteristics of children 5 – 6 years old……
	1.4.Goal and objectives of the program………………………………………
	1.5. Age of children and duration of the program…………………
	1.6. Principles and approaches to developing a program…………

	2.2. Forms of organization educational field“Cognition”…..
	2.3.Materially technical specifications……………………………
	2.4. Integration of the content of the educational field “Cognition”…………………………………………………………………………………
	2.5. Long-term planning of direct educational activities under the “PlayandLearn” program……..



	System for monitoring children’s achievement of the planned results of mastering the program………………………………………………………

	Monitoring assessment criteria………………………………………………………
	Bibliography…………………………………………………….
	Application

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, the teacher creates an individual pedagogical model of education in accordance with the requirements of federal state educational standards preschool education.

The work program is designed for 36 hours of study time. One topic includes 4 directly educational activities, which are conducted once a week, in subgroups and individually.

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” / , . St. Petersburg: Childhood - Press, 2005

English language and preschooler. M.:Sfera, 2007.

Federal state requirements for the structure of the basic general education program of preschool education Order of 01.01.01 N 655,

- Methodical letter“Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation” (Methodological letter of the Ministry of Education of the Russian Federation dated April 24, 1995 No. 46/19-15)

- Typical provision on preschool educational institution 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 break down 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:

ü pay attention to the repetition of material and its conscious perception, children must understand what they are talking about;

ü avoid making mistakes in pronunciation, immediately correct the child and reinforce the correct pronunciation;

ü conduct training on certain topics and in a playful way;

ü use visual material (discs with recordings on topics, toys, pictures, various necessary items), this will help the child concentrate and quickly navigate when answering questions or playing one or another game;

ü correctly present this or that information to the child;

ü involve in reading poetry, singing songs, organizing various interesting games.

Age and individual characteristics of children 5-6 years old

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, first, 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:

· counters;

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. You can only mention the incorrect 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.

Goal and objectives of the program

Target. The program is aimed at cultivating an interest in mastering a foreign language, the formation of a harmonious personality, the development of mental processes, cognitive and linguistic abilities, and promotes the development of active and passive speech, correct sound pronunciation at a conscious level.

During the implementation of this program, the following tasks are solved:

Educational:

l - formation of skills and abilities to solve independently, the simplest - communicative and cognitive tasks in English;

l - expanding the child’s ideas about the world around them through the English language;

Educational:

l - development of their perception, memory, attention, language memory, imagination, the foundations of logical thinking;

l - development of speech culture;

Educational:

l - fostering in children a sustainable interest in learning English;

l - fostering initiative in teaching English.

Age of children and duration of the program

The course of the “Play and learn” program is designed for 1 year with 1 direct educational activity per week (total volume - 36 direct educational activities per year).

The program is designed for children of senior preschool age.

Principles and approaches to program development

In accordance with the FGT, the Program is based on scientific principles its construction, which is taken into account when organizing the educational process:

principle developmental education, the purpose 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;

combination 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”;

· unity of educational, developmental and training goals and objectives of the process education of preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

· principle of integration 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 principle 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 education and training 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.

II. Contents of the program implementation.

· development of a positive emotional-value attitude towards the environment, practical and spiritual human activity;

· development of the need to realize one’s own creative abilities.

Forms of organization of the educational field

"Cognition"

Direct educational activities in teaching English (in 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

The work program provides for the use of various types didactic 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.

Integration of the content of the educational field of cognition

Approximate types of integration of the “Cognition” area
*Educational area*	*Objectives, content and means of organizing the educational process*
*"Health"*	Monitor the correct posture of children during NOD.
*"Safety"*	formation of a holistic picture of the world and broadening one’s horizons in terms of ideas about the safety of one’s own life and the safety of the surrounding natural world.
*"Socialization"*	Develop a friendly attitude towards each other. Create game situations that promote the formation of an attentive, caring attitude towards others.
*"Physical Culture"*	Formation and consolidation of orientation in space, time, quantitative concepts in outdoor games and physical exercises.
*"Communication"*	development of cognitive, research and productive activities in the process free communication with peers and adults, the formation of the main components of oral speech, the assimilation of the language system in practical activities, develop the ability to understand general words, develop the ability to conduct a dialogue with the teacher
*"Reading fiction"*	the use of musical works, children’s productive activities, singing songs, reading poems to enrich the content of the “Cognition” area
*"Work"*	Encourage children to independently carry out basic tasks, develop a caring attitude towards their own drawings and the drawings of their peers

Long-term planning of direct educational activities under the PlayandLearn program

Month	Subject	Detailed content of the work	Number of gcd
September	"Greetings"	3. Introduce children to the 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 am sorry”, “I am glad”.
October	"Score 1-6"	6.Introduce the game - exercise “Handsup, handsdown”.
November	"Pets and other animals"	3.Introduce the speech patterns “I have got a cat”, “It, s a bear”. 5.Learn with children poems in Russian with the inclusion of English words denoting the names of animals; listen to English songs.
December	"Color"	4. Introduce a new dialogue “Do you like this cat? ", "Yes, I do."
January	"Family"	1. 3.Develop monologue and dialogic speech in children. Teach children to conduct the dialogue “Who is this?” - “It; s my mother." 5. Learn the song “Mydear, dear Mummy” and the poem “My Family” with the children.
February	"It's me"
March	"My house"
April	"Fruits vegetables"
	"A toy shop"

Educational and thematic plan

	Program sections	Number of hours
	Greeting
	Count 1-6/Account 1-6
	Pets and other animals/Pets and other animals

	A family/Family
	Here I am
	My house/My house
	Fruits and vegetables/Fruits and vegetables
	Atoy-shop/Toy store

1. "Greeting"

Tasks:

1. Develop in children the etiquette function 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 the speech structures “Good morning”, “Good bye”, “Hello”, “Hi”, “I hop-hop”, “I jump-jump”, “What is your name?”, “My name is ...”, with turns of phrase “I am sorry”, “I am glad”.

4.Introduce the vocabulary “yes”, “no”, “I”.

5.Listen to the song “Goodmorning!”, introduce the game “Littlefrog”, learn the 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 the pronunciation of speech structure: “Howoldareyou?”, “Iamfive (six)”.

4.Teach children to pronounce sounds correctly.

5.Learn the rhyme “One-acat”.

6.Introduce the exercise game “Handsup, handsdown”.

3. "Pets and other animals"

Tasks:

1. Introduce children to domestic and wild animals in 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 in the correct pronunciation of sounds.

3. Introduce the figures of speech “I have got a cat”, “It, s a bear”.

4.Arouse children's interest in the English language.

5.Learn with children poems in Russian with the inclusion of English words denoting the names of animals; listen to English songs.

4. "Color"

Tasks:

1. Introduce children to colors in 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”, speech pattern “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 “Colors” series.

5. "Family"

Tasks:

1. Introduce children to vocabulary on the topic “Family,” teach them to recognize and name family members in English, and cultivate love and respect for loved ones.

2.Train the pronunciation of sounds.

3.Develop monologue and dialogic speech in children. Teach children the 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 with children the song “Mydear, dear Mummy”, the poem “My Family”

6. "It's Me"

Tasks:

1. Development of children's 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 the speech structure “Thisisanose”.

5. Learn to listen and understand English speech, perceive songs and poems in English.

6. Learn the song “Don, t forget”, “Head and shoulders”.

7. "My home"

Tasks:

1.Introduce new vocabulary on the topic (house, room, window, door, floor, ceiling, furniture).

2. Instill in children a love of the English language.

3.Develop communication skills, the ability to communicate in English, conduct a dialogue “Whereareyoufrom?” - “IamfromBuzuluk”.

4. Fostering a sense of joy and pride in your home.

5. Learn to pronounce sounds correctly.

6. Learn the poem “Myhouse”, “Apartment”.

8. “Fruits, vegetables”

Tasks:

1. Introduce children to the names of fruits and vegetables in English (apple, pear, orange, lemon, berry, tomato, cucumber, potato, onion, carrot).

2.Teach children to understand and listen to English speech.

3.Train the pronunciation of speech structures “Ilike...”, “He/Shelikes...”, pronounce words and sounds correctly.

4.Train children's attention and memory.

5. Learn the poems “In the garden”, “Fruits and vegetables”.

9. "Toy Store"

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 in English.

4. Instill interest in English speaking.

5. Develop communication skills in children, repeat familiar songs and poems.

IV.A system for monitoring children’s achievement of the planned results of mastering the program.

1. Planned intermediate results of mastering the Program

Intermediate results of mastering the Program are formulated in accordance with Federal State Requirements (FGT) through revealing the dynamics of the formation of integrative qualities of pupils in each age period of mastering the Program in all areas of child development.

Integrative qualities	Dynamics of formation of integrative qualities
1. Physically developed, mastered basic cultural and hygienic skills	Anthropometric indicators are normal or their positive dynamics are noted. No frequent morbidity. Masters age-appropriate basic movements. The need for physical activity has been formed: shows positive emotions during physical activity. Shows interest in participating in joint games and physical exercise. Performs age-appropriate hygiene procedures independently.
2. Curious, active	Likes to listen to new poems, riddles, nursery rhymes, and participates in discussions. Participate in conversations. Active in creating individual and collective dance compositions. Interested in objects in the immediate environment, their purpose, properties.
3. Emotionally responsive	Knows how to show goodwill, kindness, and friendliness towards others. Listening to new stories and poems, he follows the development of the action, empathizes with the characters of the stories, stories, and tries to recite nursery rhymes and short poems by heart with expression. Shows emotional responsiveness to musical works and experiences a feeling of joy.
4. Mastered the means of communication and ways of interacting with adults and peers	Shows interest in communicating with adults and peers. In case of difficulty, turn to an adult for help. Willingly demonstrates to adults and peers the results of his practical activities.
5. Able to solve intellectual and personal tasks (problems) appropriate for age	Able to independently carry out basic tasks (remove equipment, organize materials for classes). Knows how to keep himself busy with games and organize games. Able to set simple goals and, with the support and help of an adult, implement them in the process of activity.
6. Having mastered the universal prerequisites for educational activities	Able to follow adult instructions step by step. Begins to master the ability to listen to an adult and follow his instructions. Able to independently carry out basic tasks and overcome minor difficulties. If there is a problem, seek help. Experiences positive emotions from correctly solved cognitive tasks and productive (constructive) activities.
7. Has mastered the necessary skills and abilities	The child has developed the skills and abilities necessary to carry out various types of children's activities.

2.System for monitoring children’s achievement of planned program results

Child development monitoring is carried out twice a year (in September and May). The main task of monitoring is to determine the degree to which the child has mastered educational program and the influence of the educational process organized in a preschool institution on the development of the child.

When organizing monitoring, the position on the leading role of education in child development is taken into account, therefore it includes two components:

· Monitoring of the educational process;

· Monitoring of child development.

Monitoring the educational process is carried out through tracking the results of mastering the educational program, and monitoring of child development is carried out on the basis of assessing the development of the child’s integrative qualities.

Criteria for evaluation

1. Dialogical speech.

High level: asks more than 2 questions, the questions are correctly formulated, the answers are clear, using complete and concise sentences.

Intermediate level: asks less than 2 questions, the questions are conditionally correct, the answers are unclear, conditionally correct (without 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 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, guesses the riddle.

Intermediate level: conditionally correctly conveys the content of what was said (answers that do not violate the meaning, but contain lexical and grammatical errors), guesses the riddle.

Low level: does not understand what was discussed, does not solve the riddle.

4.Vexical skills

High level: vocabulary meets program requirements, names all lexical units on each topic without experiencing any difficulties.

Intermediate level: vocabulary does not meet program requirements, names more than 60% of lexical units on each topic, and has difficulty with this.

Low level: vocabulary does not meet program requirements, names less than 60% of lexical units on each topic, and experiences serious difficulties.

5.Grammar skills.

High level: has the stock of knowledge provided by the program, knows how to use it to solve the tasks assigned to him, copes with the task independently, without outside help and additional (auxiliary) questions. Provides clear answers using complete and concise sentences, and questions are correctly formulated.

Intermediate level: has the stock of knowledge provided for by the program and knows how to use it to solve the tasks assigned to him. However, help (hint) from the teacher and auxiliary questions are required. The answers are unclear, conditionally correct (containing grammatical errors), the questions are conditionally correct.

Low level: children do not have the stock of knowledge provided for by the program and have difficulty using it. The teacher's help and auxiliary questions do not have a significant impact on the answers; children do not always cope with the task or do not cope at all, often remain silent, refuse to complete tasks or complete them with serious errors, agree with the proposed option without delving into the essence of the task.

6.Phonetic skills.

High level: the pronunciation of sounds meets the program requirements, pronounces all sounds clearly and correctly, without experiencing any difficulties.

Intermediate level: the pronunciation of sounds partially meets 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.

Bibliography

1. Federal state requirements for the structure of the basic general education program of preschool education Order of 01.01.01 N 655.

2. Model regulations on preschool educational institutions dated 01/01/01 N 666.

3. SanPiN 2.4.1.2660 – 10.

4. English language teaching program “English and preschoolers”

5. We are learning English. I. Kulikova. Moscow 1994

Working programm

Explanatory note.

Therefore, in this course of teaching English to preschoolers, gaming technologies are widely used. Classes are structured so that the atmosphere of the game reigns from the first to the last minute.

Taking into account age characteristics is the starting point for designing a course of study. Good is learning that runs ahead of development (L.S. Vygotsky). And the “zone of proximal” development is considered to be those actions that today the child performs under the guidance of a teacher, and tomorrow he will perform independently.

Main tasks course - to develop the child’s speech and cognitive abilities, relying on speech experience, both in their native and foreign languages.

Teaching phonetics is not limited to imitation, but consciously compares the interfering sounds of the native and foreign languages, achieves awareness of the differences between the sounds of the two languages, and then 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. But learning is a lot of work, requiring voluntary, focused efforts. And one of tasks course - to organize the work of children in such a way as to gradually develop in them the need to improve their knowledge and independently work on the language.

Systematic repetition is necessary for the development of children’s abilities: to generalize, analyze, systematize, and abstract.

Conceptual methodological provisions

English language course for preschoolers.*

(principles and objectives of training)

Learning objectives at the initial stage of training should be related to ultimate goals learning at school. Formation of communication skills: the ability to listen to the interlocutor, respond to his questions, start, maintain and end a conversation.

Individualization of the learning process based on the interests of children, their general intellectual and speech preparation, as well as typological and age characteristics.

The intensification of the learning process is carried out through the use of various techniques: educational and role-playing games, dramatization, staging, as well as the use of modern computer technologies and digital educational resources in teaching.

The need for broad reliance on visual, auditory and motor clarity, which not only stimulates different analyzers, but also mobilizes different types memory, including motor memory.

A combination of different organizational forms of work: individual, pair, group, collective, as well as reporting events in the form of holidays and performances in English.

_____________________________________________________________________________________

*The conceptual provisions of the course for teaching English to preschoolers are based on the concept of teaching English to junior schoolchildren according to the program of M.Z. Biboletova “ Enjoy English-1.”

Main sections of the English language teaching program for preschoolers

"English for kids"

n\n

Thematic calendar lesson plan

"English for kids"

(senior – preparatory group of kindergarten)

60 lessons

Presentations from the site viki. rdf. ru

Lexical material for classes.

(poems and songs)

Good morning! Good morning! Good morning!Good morning to you!Good morning! Good morning! I'm glad to see you!

Sections

English language for preschool curriculum printable. "Funny English"

Expected learning outcome

№

Chapter

Number of hours

theory

practice

1

Repetition of the material studied during the first year of study

4

2

2

2

My family

7

3

4

3

Birthday

2

1

1

4

Holidays

5

2

3

5

My body

7

2

5

6

I can do everything in the world

5

2

3

7

Days of the week

2

1

1

8

Repetition

2

1

1

34

14

20