English in kindergarten according to federal state standards. Educational program "English for kids"

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Municipal budgetary preschool educational institution

“General developmental kindergarten No. 64 “Kolobok”, Yoshkar-Ola”

Funny English

English language teaching program for preschoolers

Compiled by: additional teacher

education Milyutina E.M.

Yoshkar-Ola, 2015

Explanatory note.

Relevance.

Goals and objectives of the program.

Predicted results.

Methodological support of the program.

Forms of organization of the educational field.

Educational and thematic plan:

1. Junior group (3-4 years).

2. Middle group (4-5 years old).

3. Senior group (5-6 years old).

4. Preparatory group. (6-7 years)

13. Contents of the program.

14. Bibliography,

used to develop the program.

Explanatory note

This work program is a regulatory and management document of an educational institution, characterizing the system of organizing the educational activities of the educator.

The work program shows how, taking into account specific conditions, educational needs and developmental characteristics of children preschool age The teacher creates an individual pedagogical model of education in accordance with the requirements of federal state educational standards for preschool education.

The work program was developed taking into account methodological recommendations on the English language for preschoolers.

Program for the development and education of children in kindergarten “Childhood” / V. I. Loginova, T. I. Babaeva, N. A. Notkina. St. Petersburg: Childhood - Press, 2005

English language S.V.Litvinenko.- M.:AST: Astrel, 2015.

Federal state requirements for the structure of the basic general education program of preschool education Order of 01/01/01 N 655,

Model regulations on preschool educational institutions dated January 1, 2001 No. 000 (Resolution of the Government of the Russian Federation)

SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations” (Registered with the Ministry of Justice of Russia on August 27, 2010, registration number 18267

Relevance.

A foreign language today is becoming more of a means of life support for society. The role of a foreign language is increasing due to the development economic ties, with 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 remain for a long time and contribute to the development of internal motivation for learning a first, and later a second, foreign language. In general, early learning of a non-native language carries enormous pedagogical potential both in terms of linguistic and general development.

The main functions of a foreign language at the early stage of learning it:

The development of the general speech ability of preschool children, in their most basic philological education,

Formation of their abilities and readiness to use a foreign language as a means of communication, as a way of familiarization with another national culture and as an effective means of continuous language education, upbringing and diversified development of the child’s personality.

Basic provisions that ensure more effective learning of a foreign language:

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

Goals and objectives of the program.

Purpose This work is to develop in preschool children a sustainable interest in learning English as a means of communication and information exchange.

Setting a goal involves solving a whole complex of educational, developmental (general education) and practical (educational)tasks:

Educational:

Develop the child’s psychological functions:

memory, attention, thinking (visual, figurative, logical);

imagination (reproductive and creative).

Develop special abilities necessary for teaching a foreign language:

phonemic hearing;

ability to guess;

ability to discriminate;

imitation abilities.

Educational:

Create motivation to learn English through music, poems, proverbs;

To promote the development of cognitive interest in holidays, traditions, and customs of the country of the language being studied;

To promote the acquisition of perceptual, speech, motor-graphic skills, and the ability to behave in typical situations.

Educational:

Foster understanding and respect for other cultures;

Cultivate a respectful attitude towards people;

Foster feelings of camaraderie and friendship;

Cultivate a sense of beauty;

Foster a culture of mental work;

Develop independence skills.

Age characteristics of children when learning a foreign language.

When teaching English to preschool children, their age characteristics should be taken into account as much as possible. The teacher gets acquainted with the literature on this issue and applies methods and techniques appropriate to the age of the children.

When teaching children English, you need to remember that they are open and remember it as it is. They also have a developed imagination and open creative abilities.

Therefore, to begin with, naturally, you need to learn the English alphabet.

English for preschool children should be as easy as possible. All sentences must be simple.

Flashcards in English are very good for learning, because children, especially preschool children, think in pictures and images. Cards in this case will serve to establish connections between the images that are presented on the card and the word associated with it. At this age, it is always necessary to show your child with the help of pictures what you are trying to convey to him.

For preschool children to learn English, they need to be captivated.

Interesting things will help to engage your child:

Poetry;

Counting books;

Songs.

At the same time, if pictures are attached to them, it will be simply wonderful.

As for English grammar, there is no need to force children to cram it. They will remember the grammar rules automatically and will not be able to apply them. In addition, you can discourage your child from studying English later. It’s better to let everything go in a relaxed and easy way.

How to conduct educational activities and how much time to spend teaching English to children.

As already mentioned, classes for preschoolers must be conducted in a playful way.

You should not study irregular verbs, or any other grammar. We can only mention the irregular article the and the correct article a.

Also, English for preschool children should include spoken language, because later it is spoken English that will serve as a means of communication with foreigners.

For children, short dialogues and stories should be used. If they are accompanied by a voice-over and illustrated with pictures, then that will be great.

Program " HappyEnglish» calculated for children aged 3 to 6 years. It is aimed at cultivating interest in mastering a foreign language, the formation of a harmonious personality, the development of mental processes, as well as cognitive and linguistic abilities; promotes the development of active and passive speech.

Principles for creating a program.

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

the principle of developmental education, the goal of which is the development of the child. The developmental nature of education is realized through the activities of each child in his zone of proximal development;

a combination of the principle of scientific validity and practical applicability. The content of the program corresponds to the basic principles of developmental psychology and preschool pedagogy;

compliance with the criteria of completeness, necessity and sufficiency, that is, allowing one to solve set goals and objectives only using necessary and sufficient material, getting as close as possible to a reasonable “minimum”;

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

principle of integration of educational areas ( Physical Culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;

principles of humanization, differentiation and individualization, continuity and systematic education.

Reflection of the principle of humanization in the educational program means:

- recognition of the uniqueness and uniqueness of each child’s personality;

- recognition of the unlimited possibilities for developing the personal potential of each child;

- respect for the child’s personality on the part of all participants in the educational process.

Differentiation and individualization of upbringing and education ensures the development of the child in accordance with his inclinations, interests and capabilities. This principle is implemented taking into account the individual characteristics of the child’s development.

The principle of consistency and systematicity. Consistency in the selection and combination of new material with repetition and consolidation of what has been learned, distribution of the load on the child’s body throughout the entire lesson.

The principle of taking into account the age and individual characteristics of children.

Each of the listed principles is aimed at achieving learning outcomes, children mastering a foreign language (at the most basic level) as a means of communication.

Goals and objectives are realized when creating the necessaryconditions:

The presence of an office, its equipment: methodological literature, cassettes, visual aids, toys, handouts;

Selection of methods, techniques, forms, means of work

Teaching English to preschool children is carried out only orally, in a playful way, using toys.

Classes are held in subgroups of no more than 10 people in the English classroom, 2 times a week for 30 minutes.

It is most convenient to organize these classes in the morning or immediately after a nap, when children are not tired and perceive foreign language material well.

Predicted results.

At the initial stage of teaching children a foreign language, the foundations are laid for the formation of skills that ensure speech activity. Pronunciation skills should mainly be developed here. Therefore, this stage in teaching preschoolers a foreign language is the most important.

The leading direction in children's mastery of language material is the formation of productive skills, since all material is intended for use in oral speech. At the same time, these same language units must be understood during listening, i.e. be acquired receptively.

Children 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 stagechildren should be able to :

Understand by ear the teacher’s addresses in a foreign language, based on familiar language material;

Answer the teacher's questions,

Associate words and phrases with corresponding pictures and descriptions;

Recite short poems, counting rhymes, rhymes, sing songs, etc. by heart.

Methodological support of the program

Forms of teaching should not be aimed at mastering as many lexical units as possible, but at cultivating interest in the subject, developing the child’s communication skills, and the ability to express oneself. It is important to achieve certain qualities of mastery of the material, which should allow the child, with a minimum of resources, assuming a subsequent increase in language units in the child’s competence to use them situationally and meaningfully.

The form of working with children is different:

classes involving outdoor games and physical exercises,

classes - conversations;

classes English languageOutdoors ;

special classes – watching video fragments - as an addition to the main classes;

music activity;

matinees and holidays , where children can show their achievements - dramatize a fairy tale, recite a poem;

joint play activity teachers and children, where creative tasks and problematic situations are solved, riddles are invented, limericks are composed;

individual work of children;

acquaintance with literature;

diagnostics

Classes should not be tedious, overloaded with new material. It is recommended to introduce no more than 2-3 new words or 1-2 sentences in one lesson. When selecting language material, it is necessary to take into account the speech experience of children in their native language. The acquisition of English language material should be a natural part of teaching all types of activities in kindergarten. This will make it easier for children to understand the meaning of words, as well as to actively include them in live conversation.

One of the most important teaching techniques in kindergarten isa game . The game is the method, the foundation, the main thing on which the entire learning process is built. Play is the main activity of a preschooler. But how can you make your child want to speak English? After all, he can solve all communication problems in his native language. It is very difficult to explain to a young student that he will need this at school, since there is such a subject, at college, when choosing a profession, when deciding in life. This is where the game helps. Play is very natural for a preschool child.

During play activities, the child shows ingenuity and intelligence. Children, captivated by the concept of the game, do not notice how they encounter various difficulties and learn. In the game they solve their own problem. The game is always specific and contributes to the development of preschoolers.

A wide variety of games should be used, both active and calm.

At the initial stage of teaching children English, it is necessary to repeat the material they have learned many times. For this purpose, exercises in which familiar words are repeated in various combinations and situations are advisable. Such exercises can be counting rhymes, rhymes, songs, dramatizations, etc. When learning English, memorizing poems and songs by heart is of great importance, since lexical material, organized in sonorous rhythmic verses with adjacent rhymes, is not only easily memorized by children, but also for a long time stored in memory.

The presentation of the material or game should be vivid and emotional. For this purpose, in addition to video and audio cassettes,DVDdisks, I have at my disposal a large number of toys, didactic materials, handouts, pictures, cards, dolls, lotto, cubes. Each game situation has its own set of toys and pictures.

Phonetic material is introduced and practiced through various Mr. Tongue stories.

The methodology of working with children of this age in teaching a foreign language requires that the teacher conduct classes clearly, lively, excitingly, keeping the children in a state of interest. This is achieved by selecting bright, colorful didactic material and skillfully switching children from one type of speech activity to another.

From the very beginning of training, it is necessary to develop a certain style of working with children in English, to introduce some kind of rituals that correspond to the most typical communication situations. Such rituals: (greetings, farewells, short exercises, the use of politeness formulas accepted in English) allow you to set up children for foreign language communication, facilitate the transition to English, show children that the lesson has begun, has ended, that a certain stage of the lesson will now follow.

The most important condition for successful learning is the activation of children’s speech and thinking activity and their involvement in foreign language communication. It is necessary to constantly change the order of speech actions (the order of questions, addresses, names of objects, etc.) so that children react to the meaning of the word, and do not memorize the sound series mechanically. When repeating games, it is imperative to make different children the leading, active participants, so that all children perform the speech action provided for by the educational task at least once.

To prevent fatigue and loss of interest in children, the teacher should conduct games with elements of movement and commands in English every 5-7 minutes of class.

A teacher should try to speak less in his native language, but there is no need to artificially exclude his native language at the initial stage of teaching a foreign language. In the first English classes, the native language plays a big role. Organization of classes, incentives, explanations of games are carried out in the native language. As you learn English, the need to use your native language decreases. The native language can be used in English classes to test the child's understanding of speech. To do this, you can use the “Translator” game, known for children of any age.

In the process of teaching children English, you can use the following teaching methods: choral repetition behind the teacher, individual repetition, choral and individual singing, recitation of poetry, organizing games with elements of competition, alternating active and quiet games, drawing. And it is imperative to hold holidays in English once or twice a year, so that children can show their knowledge and skills to their parents and each other, so that the level of motivation in studying this subject increases.

Working on pronunciation

When teaching English, special attention must be paid to pronunciation. The psychophysical characteristics of children enable them to imitate the most complex sounds of the English language. At the same time, when teaching pronunciation it is necessary to use not only imitation, but, as necessary, the method of demonstration and explanation. The explanation of articulation must be understandable and playful. Children who are not good at some sounds should be more often involved in exercise games for these sounds. To develop correct pronunciation and intonation, choral types of work should be widely used, although this does not exclude individual work with each child. Good exercise Counting rhymes and tongue twisters are used to reinforce pronunciation.

Taking into account the age and individual characteristics of children, it is necessary to use a sufficient amount of educational time for additional, individual work of each child.

Working with a toy or picture

Based on the fact that preschool children have developed mainly figurative memory, English words should be introduced through visual semantization. For these purposes, bright and colorful toys and pictures should be selected for classes, and objects from the child’s environment should be used. When selecting a picture, it is necessary to pay attention to its expressiveness, so that the subject that is introduced into children’s speech is the most prominent and does not get lost in a large number of other images in the picture.

Learning and reciting poems and songs

A comprehensive solution to the practical, educational, educational and developmental problems of teaching English to preschoolers is possible only if it not only influences the child’s consciousness, but also penetrates into his emotional sphere.

When learning a poem or song, the child easily remembers the rhymed text containing a large number of new words and sentences. Rhyming text is a useful phonetic exercise, as well as material for memorizing words. But in order for words to enter the child’s active vocabulary, as well as grammatical structures, special exercises and games with words outside the context of the poem are needed.

The preschool period is a period when a child is interested in the sound culture of words. When reading rhymes, the child listens to the sounds of speech and evaluates their consonance. In rhyming, a word takes on a special character, it sounds more distinct, and attracts attention.

Rhyming as a memorized block creates a feeling of confidence in the child; choral work on rhyming contributes to the consolidation of a group of children. The importance of rhyming in the development of expressiveness and emotionality of speech is enormous.

The influence of the English language on the sound culture of speech in the native language.

Some speech therapists and psychologists believe that in order to develop speech function, namely to “develop” the child’s articulatory speech apparatus, one should study English. It is important to avoid mixing English and Russian pronunciation in the child’s language, therefore, if the child has serious speech impairments, one should postpone learning a second language.

Forms of organization of the educational field

Direct educational activities in teaching English (in subgroups, individually); Individual work with a child; Thematic direct educational activities; Phonetic gymnastics; Didactic games; Physical education minutes; Integrated activities; Surprise moments.

Conditions for the implementation of the program.

Technical training aids

1. Laptop

2. CD material

The work program provides for the use of various typesdidactic games , namely:

To develop color perception; For the number of items; For the development of English-language speech, thinking, memory, attention; To consolidate the names of various objects; To recognize and name family members; To consolidate the names of body parts.

Visual and figurative material

1. Illustrations and pictures;

2. Visual - didactic material;

3. Game attributes;

4. “Living toys” (teachers or children dressed in appropriate costumes);

5. Poems, riddles.

Educational and thematic planning.

Junior group (3-4 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

1.1.

Acquaintance

Hello/goodbye. Thank you. Good morning! I’m... What is your name?

1.2.

My family

Mum, dad, granny, granddad, sister, brother, baby, family.

1.3.

What do I know about myself

My name is... I’m... , a boy, a girl

1.4 .

Body parts

Head, toes, eyes, ears, mouth, nose

II .

Live nature

1 4

2.1.

Dog, cat, pig, duck, hen, cow, goose, horse,

2.2.

Wild animals

Bear, hare, frog, mouse, fox, tiger

2.3 .

Nature .

In the park .

Tree, flower, bush, slide, swing, roundabout

2.4.

Weather

Spring, summer, cold, warm, hot

III.

Subject world

3.1.

Toys

Doll, box, car, house, ball

3.2.

Actions

3.3.

Colors

Red, yellow, green, blue, orange. What color is…?

3.4.

Cloth

Dress, coat, T-shirt, tracksuit

3.5

Numbers

One, two, three, four, five. How many...are there?

3.6.

In the city

House, supermarket, car, plane, bus, train.

3.7

In the house

Chair, table, bed, television, toilet, bathroom, kitchen, bedroom, living room

IV .

Food

4.1.

My favorite meal

Soup, meat and salad, cake, juice

4.2

Dishes

Spoon, plate, fork

Regional studies

5.1

Travel to the UK

English,London

5 .2

Happy New Year! Merry Christmas! Christmas tree. Father Christmas, Presents, stars

5 .3.

Easter

5 .4.

Mother's day

Mother, present, flower

5 .5.

5 .6

National Games

TOTAL hours:

Middle group (4-5 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance

Hello/goodbye. Thank you. Good morning!

1.2.

My family

Mommy, daddy, granny, granddad, sister, brother, baby, family.

1.3.

What do I know about myself

What is your name? My name is... I’m... , a boy, a girl

1.4.

Body parts

Head, body, arm, hand, shoulders, leg, knees, hair, toes, eyes, ears, mouth, nose. Where is…?

II.

Live nature

2.1.

Pets and their babies

2.2.

Wild animals. Zoo.

Bear, hare, frog, mouse, fox, bird, tiger, lion, zebra, giraffe, crocodile, kangaroo. What is this? This is a... Do you like...? I like the…I don’t like the…What do you like?

2.3.

Nature .

Playground .

Bush, tree, flower, swing, slide, roundabout, sandpit, seesaw, skipping rope. What is this? Do you like...? What do you like? What do you want?

My favorite is…

2.4.

Weather

Winter, spring, autumn, summer, cold, warm, hot.

III.

Subject world

3.1.

Toys

Doll, box, car, house, ball, book, puzzle, teddy bear. What is this? Where is the…? Do you like...? Yes, I do/No, I don’t. This is...It is here.

3.2.

Actions

Jump, fly, swim, hop, run, stop, dance, smile, see, I can…

3.3.

Colors

3.4.

Cloth

3.5

Numbers

3.6.

In the city . Transport.

House, supermarket, café, Zoo, Sport Centre, playground, market, car, plane, bus, train. What do you like? Where is the...? It is here. I like the... What do you like...?

3.7

In the house

Chair, table, bed, wardrobe, shelf, bedside table, television, toilet, bathroom, kitchen, bedroom, living room.

IV.

Food

4.1.

My favorite meal . Market.

Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish bananas, apples, peaches, cucumber, tomatoes, peppers. What do you like? Where is the...? I like...

4.2

Dishes . Kitchen.

Spoon, cup, fork, knife, plate, saucer. What is this? Where is the...? It is here. This is a…

Regional studies

5.1

Travel to the UK

English, London

5.2

Merry Christmas and New Year

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5 .6

National Games

TOTAL hours:

6 4

Senior group (5-6 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance . Repeat.

What is your name? -

Hello/goodbye. Thank you. Good morning! Who is this?

1.2.

My family . Repeat.

Mommy, daddy, grandma, grandad, sister, brother, baby, family.

1.3.

With friends.

With friends. What is your favourite...? My favorite…is…What is the girl/boy doing? The girl/boy is…

1.4.

Body parts

Head, body, arm, hand, fingers, shoulder, leg, knee, feet, hair, toes, stomach, eye, ear, mouth, nose. Where is the…? It ishere.

II.

Live nature

1 2

2.1.

Pets . Repeat .

Dog, cat, parrot, tortoise, fish, hamster, horse, pig, cock, hen, cow, rabbit, goose, duck. What is this? This is a... Do you like...?

2.2.

Wild animals. Repeat. Forest animals.

2.3.

Nature . In the forest .

Bush, tree, flower, grass, river, berries.

2.4.

Seasons . Weather . Repeat .

2.5

Times of Day . Days of the week .

III.

Object world

2 8

3.1.

3.2.

Actions. Repeat. What are they doing?

Jump, fly, swim, hop, run, stop, dance, smile, see, I can…

Washing herself, drinking, cooking, getting dressed, eating, sleeping, drawing, playing, watching TV, dancing and singing, reading, running.

What is the boy/girl doing? The boy/girl is…

3.3.

Colors . Repeat . Opposites.

Red, yellow, green, blue, white, black, brown, orange. What color is…? It is...

Big-small, new-old, happy-sad, hot-cold.

3.4.

Cloth

Dress, coat, T-shirt, tracksuit, shoes, jeans, jumper. What is this? Where is the…? This is a…What are these? - These are...

What is the boy/girl wearing? The boy/girl is wearing…

3.5

Numbers. Repeat.

Big, little, one, two, three, four, five, six

3.6.

In the village and in the city. Transport. Repeat. At the sports center.

House, supermarket, café, Zoo, Sport Center, playground, market, pre-school, road, bicycle. Shed, vegetable patch, field, forest.

Badminton, tennis, gymnastics, football, swimming, ice skating. What is your favorite type of sport? My favorite type of sport is…

3.7

Vacuum cleaner, computer, tablet, mobile phone.

What is this? Where is the...? This is a… It is here.

IV.

Food

4.1.

My favorite meal

Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish bananas, apples, peaches, cucumber, tomatoes, peppers, water, tea, ice cream, eggs, butter, grapes, salad, rice, pasta. Do you like...? Yes, I do/No, I don’t. What do you like? Where is the…? I like... What is the favorite food? My favorite food is…

4.2

Dishes . In the kitchen .

V .

Regional studies

5.1

Travel to the UK

English, London

5.2.

Merry Christmas and New Year

Happy New Year! Merry Christmas! Christmas tree. Father Christmas, Presents, Snowflakes, stars

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

Preparatory group. (6-7 years)

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance. What do I know about myself? Repeat.

What is your name? -

Hello/goodbye. Thank you. Good morning! My name is... I’m... , a boy/a girl.

1.2.

My family

Mommy, daddy, grandma, grandad, sister, brother, baby, family, aunt, uncle, cousin. Who is this? What is his/her name? This is… His/her name is…

1.3.

Description of people.

Blonde, brown, black, red and gray hair; blue, brown, green, dark eyes. Tall, short, average height, young, old.

1.4.

Body parts . Repeat.

Head, body, arm, hand, fingers, shoulder, leg, knee, feet, hair, toes, stomach, eye, ear, mouth, nose. Where is the…? It is here.

II.

Live nature

1 2

2.1.

Pets . Repeat.

Dog, cat, parrot, tortoise, fish, hamster, horse, pig, cock, hen, cow, rabbit, goose, duck. What is this? This is a... Do you like...? Dog, cat, horse, pig, cock, hen, cow, rabbit, goose

2.2.

Wild animals . Repeat.

Tiger, lion, zebra, giraffe, crocodile, kangaroo. Rabbit, fox, wolf, bear, squirrel, hedgehog, hare, frog, mouse, bird. What is this? This is a... Do you like...? I like the…I don’t like the…What do you like?

2.3.

Seasons . Weather .

Winter, spring, autumn, summer, cold, warm, hot. What is the favorite season? My favorite season is…

Rainy, cloudy, windy, leaves change color, leaves fall down, bare trees, the snow melts, green leaves. What is the weather like in autumn/winter/spring/summer? It is rainy/snowy/freezing/hailin/sunny/warmer/dry in…

2.4.

In the morning, in the afternoon, in the evening, at night. On Monday, on Tuesday, on Wednesday, on Thursday, on Friday, on Saturday, on Sunday.

What does the boy/the girl do in the morning/afternoon/evening? What do you do in the morning/afternoon/evening?

In the morning/afternoon/evening…

What does the boy/the girl do on Monday...? He/she plays the piano.

III.

Subject world

3.1.

Toys. In kindergarten. At the playground.

Doll, box, car, house, ball, book, puzzle, teddy bear. Pencil, pen, scissors, glue, picture, clock.

Bush, tree, flower, swing, slide, roundabout, sandpit, seesaw, skipping rope. What is this? Where is the...? Do you like...? Yes, I do/No, I don’t. This is...It is here.

3.2.

Actions

To get up, to wash, to go, to eat, to get dressed, to write, to read, to do, to play, to go to bed, to draw, to ride a bicycle, to play the piano/football, to play with, to do ice skating, to do gymnastics, to cook, to go shopping, to play badminton, to go travelling.

What does the boy/the girl do? What do they do?

3.3.

Colors . Opposites. Properties.

Red, yellow, green, blue, white, black, brown, orange, pink. What color is…? It is...

Big-small, new-old, happy-sad, hot-cold, hungry-full, slow-fast, up-down, tall-short.

3.4.

Cloth

Dress, coat, T-shirt, tracksuit, shoes, jeans, jumper, raincoat, gloves, boots, umbrella, fur coat, hat, scarf, mittens, winter coat, trainers, wellington boots, skirt, sandals, shirt. What clothes do you wear in autumn/winter/spring/summer? I wear...What is the boy/girl wearing? The boy/girl is wearing…

3.5

Numbers. Repeat. School. School items.

Big, little, one, two, three, four, five, six, seven, eight, nine, ten. How many/how much…

Classroom, hall, library, sports hall, computer room, office, music room. What is this? This is... Where is the...? It is here.

Music, Mathematics, Science, Reading, Art, Sport, Writing, Design and Technology, IT.

What subjects do you study at school? I study...

3.6.

In the village and in the city. Transport. Repeat. In the sports center Transport

House, supermarket, café, Zoo, Sport Centre, playground, bank, market, pre-school, road, bicycle. Shed, vegetable patch, field, forest.

Tractor, car, plane, bus, train. What do you like in the village/town? In the village/town I like the…

Badminton, tennis, gymnastics, football, swimming, ice skating. What is your favorite type of sport? My favorite type of sport is…car, bike, plane, bus, lorry, train, trolleybus

3.7

Furniture and interior. Electrical devices.

Chair, table, bed, wardrobe, shelf, bedside table, television, toilet, bath. Bathroom, kitchen, bedroom, living room.

Vacuum cleaner, computer, tablet, mobile phone, CD player, washing machine, kettle, refrigerator, cooker,

What is this? Where is the...? This is a… It is here.

IV .

Food

4.1.

My favorite meal. Harvest. Vegetables and fruits.

Soup, meat and salad, cake, juice, milk, yoghurt, cheese, bread, fish, water, tea, ice cream, eggs, butter, salad, rice, pasta. Do you like? Bananas, apples, peaches, cucumber, tomatoes, peppers, water, grapes, carrots, potatoes, cabbage, pear, plum.

What are these? How many apples are there? These are… What is the favorite food? My favorite food is…

4.2

Dishes . In the kitchen .

Spoon, cup, fork, knife, plate, saucer, pan, frying pan, washing machine. What is this? Where is the...? It is here. This is a…

V .

Regional studies

5.1

Travel to the UK

English, London

5 .2.

Merry Christmas and New Year

Happy New Year! Merry Christmas! Christmas tree, Father Christmas, presents, snowflakes, stars, cards, lights.

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

The number of hours may vary depending on the period of preparation and holding of events, because Additional time is allocated for this outside of class.

The number of lessons, sequence and topics may vary depending on the degree of mastery of the material.

Give ideas about people, their relationships, their physical and emotional state. Enrich your vocabulary with different forms of greetings, farewells, etc., develop the skills of relationships with others.

Psycho-gymnastics;

Conversations;

Outdoor games;

Finger games;

View photos;

Watching films;

Reading books;

Artistic; activity

Acting out situations;

Acquaintance

Teach children forms of greeting and farewell, develop the ability to interact with others. Cultivate interest and desire to study English.

Song: " Clapyourhands!” “A song about Helen”

Physical education minute: “Handsup…”

1.2

My family

Introduce lexical units on this topic. Promote understanding of how to maintain family ties. Form a culture of family traditions and favorite activities of family members.

Finger gymnastics : “Family”

Poems :

“This is my mother”

“Father, mother.”

Artistic activity.

Dramatization of the fairy tale "Turnip".

Making a family tree.

Making baby books: “My family’s favorite activities”

1.3

What do I know about myself? With friends. Description of people.

Introduce children to vocabulary on this topic. Learn to use it in your speech. Learn to describe people.

Game “Guess”, Poem:

“Tenlittlefingers”

Song :

“Hockey-Pokey.”

“Is it true or not?”

Body parts

Introduce children to vocabulary for body parts. Learn to name them and describe their appearance.

Songs : “Head and shoulders,...” , “Where is thumbkin?”

Poem :

"I"ve got a body"

Games : "Please, show me"

II .

Live nature

Introduce children to the names of some animal species. Enrich children's vocabulary, develop memory, attention, creative imagination.

Video material;

Audio material;

Images;

Posters;

Educational games;

Outdoor games;

Dramatization of poems, songs,

Pets and their babies

Introduce children to lexical units denoting the names of animals and their young. Develop creative imagination when creating a new type of animal.

Games:

"What is missing?"

"Who has who"

Empathy "I am a bear"

Dramatization of a fairy tale"Teremok"

Games: " Catandamouse”, “ Farmer", "Find the "extra" animal."
Song: “Old Mc Donald”

Wild animals. Zoo. Forest animals.

Teach children the ability to listen to a teacher, introduce them to lexical units on a topic, develop skills in perceiving foreign speech from audio recordings, and maintain interest in learning English.

Poem :

“I am a hare”

Songs : “Oh, I’m going on an African safari”, “Hey diddle diddle”, “Baa, baa, black sheep”, “Little Bo Peep has lost her sheep”

Games:

"What is missing"

"The Fourth Wheel"
“Which animals are confused?”, “Help the animals get home.”

2.3.

Nature. In the park. In the forest.

Introduce children to vocabulary on this topic. Give children ideas about the nature around them; promote the use of lexical units in speech

Poem : "Tomorrow on Sunday"

A game : "Red caps", " Find differences».

2.4

Weather. Seasons.

Introduce lexical units on the topic. Learn to use them in conversational and monologue speech

Poem: “Seasons”

A game: "Rain"

Songs: “We like to check the weather”, “Seasons turn like a big round ball”, “Spring is green...”,

“Seasons turn like a big round ball.”

2.5

Times of Day. Days of the week. Daily regime.

Introduce children to lexical units denoting the names of the days of the week and the names of the times of day. Learn to describe your daily routine.

Songs“Are you sleeping?”, “Monday, Tuesday...”Game “My daily routine”, “My week”.

III .

Object world

Give children ideas about everyday objects; promote the use of lexical units in speech; indicate the characteristics of objects. Teach children to group objects based on essential features.

- Conversations;

- Games;

- Finger gymnastics;

- Physical education minutes;

3 .1

Toys. In kindergarten. At the playground.

Introduce lexical units denoting toys. Develop word creativity, attention, memory, creative imagination. Cultivate interest and desire to study English.

Games: "What's first, what's next"

"What is missing",

“The Fourth Wheel”, “Draw favorite hobby in kindergarten”, “Inside or outside”.
Poems “Mytoy" And "HumptyDumpty”

Role-playing game.

3.2

Actions. What are they doing?

Teach children to understand commands denoting actions associated with performing general developmental exercises, and lexical units denoting parts of the body. Describe a long-term effect.

Performing various

teams

Physical education minutes:

“Handsup, handsdown”.

“Clap, clap”, “Walking, walking”
Songs:"Knock, knock, Hello"

“If you are happy”, “Here we go’round the mulberry bush”, “Row, row, row your boat”

A game:

“Simon says","Guess” .

3 .3

Colors. Opposites. Properties.

Teach children to understand colors and follow directions correctly. Experimentally show children how to obtain some colors by mixing two original colors. Learn to use words denoting opposites.

Song: "Greenisgo”, Entertainment “Balloon Festival”

Game exercise: “Name the same”, “Find the opposite”

3.4

Cloth

Introduce lexical units on this topic. Learn to name them and use them in oral speech.

Games “What’s missing?”, “Describe what the children are wearing”

"Please, show me"

"Put on."

3.5

Numbers. School. School items.

Introduce children to counting skills to 10 and develop logical thinking. Help children understand the sequence of numbers and the place of each of them in the natural series. Follow the algorithm for completing tasks.

Introduce vocabulary on the topic “School”, teach how to use it in your speech.

Songs: “Ten green bottles...”, “Five little monkeys.”

Games: "What's behind what"

“Which number is missing?”, “School plan”, “Make a schedule”.

3.6

In the city. In the village. Transport. At the Sports Center.

Introduce children to vocabulary on this topic. Develop attention, memory, creative imagination. Cultivate interest and desire to study English.

Song: “The wheels on the bus...”Games: “Toyshop”, “What's missing?”, “Shareongroups», « Finda couple»

3.7

Furniture and interior

Introduce vocabulary on this topic. Develop word creativity, attention, memory, creative imagination.

Games: "Please, showme", "Add", "Find two identical objects"; role-playing games.

IV.

Food

Give an idea of food, their varieties and names. promote the use of lexical units in speech. Develop memory, attention, creative imagination.

- Use of pictures, posters;

- Conversations;

- Learning poems, songs, proverbs;

- Games;

- Finger gymnastics;

- Physical education minutes;

4.1

My favorite meal. Market. Harvest. Vegetables and fruits.

Introduce children to vocabulary on this topic. Learn to use them in conversational and monologue speech.

A game : « Finddifferences», « Continue». Songs: “We like apples”, “Pat-a-cake...”

"I like chocolate"

"Who likes coffee?"

Poem: Bread and butter, milk and tea.

4.2

Dishes. In the kitchen.

Introduce lexical units on this topic. Learn to name them and use them in oral speech. Maintain interest in learning English.

Song"Help your mother lay the table"

V .

Regional studies

Give children knowledge of regional studies; introduce them to another culture, develop cognitive activity, and instill a love of the English language.

- learning poems, songs, proverbs;

- creation of a subject-development environment;

5.1

Travel to the UK

Introduce children to the culture of this country. Introduce vocabulary on this topic. Learn to use them in oral speech.

Poem: “I say hello!”

5.2

"Merry Christmas and New Year"

Develop interest in the English language and an emotionally positive perception of it, build self-confidence and the ability to overcome difficulties. To form ideas about the traditions and customs of Great Britain.

Poems:

“Happy New Year”

Songs:

“Jingle bells"

“We wish you a Merry Christmas”

Games:

“Cat and a mouse”

5 .3

"Easter"

Introduce children to the holiday, teach children to be friendly and affectionate with each other; develop creative imagination; create a joyful, cheerful mood in children.

Conversation about the holiday

Songs:

“SkinnyMarinky”

Games:
“ Simonsays”

5 .4

Mother's day

Form feelings of respect and love for a loved one, develop a positive attitude towards another culture. Create a joyful, cheerful mood in children.

Poems:
“Red and yellow”
“This is my mother”

Song: “My dear mummy”(1verse)

Making gifts

5 .5

Folklore of England

To introduce children to English folklore, to cultivate interest and respect for Russian culture and traditions, as well as the culture and traditions of other peoples.

"Tales of Mother Goose"

English Nar songs translated by S. Marshak,

K. Chukovsky

A. Milne “Winnie the Pooh and everything, everything, everything”
"Mickey Mouse and Friends"

Hood. activity

5 .6

National Games

Introduce children to the culture of another country.

Promote the acquisition of lexical and grammatical structures. Develop basic listening skills. Teach children to compare games different countries.

Finger games;

- counting rhymes;
- outdoor games

“LondonBridge”

“Hello"

“Simon says”, etc.

- round dances;

- catching up;

- ball games;

- dialogue poems;

- puzzles.

Artistic activity

Develop interest in the language being studied, develop emotional and aesthetic feelings. Summarize what art reflects the world. Enrich the spiritual world of children, develop a sense of humor, creativity and skills that contribute to the creation of their own poems, riddles, and games.

- Role-playing games;
- Dramatizations;

- Dramatization;
- Reading poems, songs;

- Drawing, coloring, sculpting, designing (applique);

- Introduction to folklore.

6.1.

Reading literature

Teach children to understand by ear a text they are unfamiliar with, containing mostly vocabulary they know. Develop attention, memory, thinking

- Reading fairy tales, short texts;
- Conversation about what you read;

- Repetition of individual phrases and words;

- Dramatization of your favorite scenes.

6.2.

Drawing (coloring)

Modeling

Design (Applique)

Teach children to depict objects of different shapes, conveying their characteristic features, and be able to name them. Teach children to make compositions from cut out parts. Develop paper skills. Contribute to increasing motivation for mastering foreign language speech skills and abilities, developing fine motor skills, and training visual memory.

Rhymes

Poems from the series:

“Colorgames”

Games:

"Name the same"
“ Guesscolor”

“I’ll tell you, and you continue.”

“What words do you know?”
"Story".

6.3.

Watching videos, slide presentations, listening to audio recordings

Improve children's communication skills. Maintain interest in learning English. Develop attention, memory, creative abilities, perception. Promote the development of listening skills.

- Listening to recordings;
- Watching movies;
- Conversation about what you listened to, watched;

- Pronouncing words, sentences;

- Learning songs, poems, rhymes;

- Dramatizations;

Speech activity

Develop the skills and abilities of monologue and dialogic speech, learn to compose stories using various standard phrases, learn to use models as a support for composing statements.

- Use of audio recordings;
- Guessing and making riddles;

- Listening to short texts, fairy tales, games;

- Dramatization;

- Using modeling techniques;

- TRIZ-RTV.

7.1.

Listening

Teach children to listen carefully and understand foreign language speech addressed to them, develop listening skills based on developed lexical and grammatical skills.

- Listening to riddles, poems, songs, short texts;

- Execution of commands, various tasks for artistic activities;

- Finding familiar words in the listened text.

7.2.

Speaking

Teach children to use speech structures. Teach children to take part in dialogues, understand speech addressed to them and respond adequately to requests, using appropriate remarks for the situation.

- Description of the toy, pictures;

- Compiling a short message (2-3 sentences);

- Dramatization of fairy tales, games, poems;

- Conversation with each other;
- Game exercises.

7.3.

Phonetics

Teach children to pronounce English sounds correctly. To teach children to differentiate similar sounds of their native and foreign languages by ear, to promote the intonation of speech. Develop phonemic awareness.

The Tale of the Tongue.

Coloring of English sounds (transcription notation).

Games:

"Echo"

"Ears on top of your head"
"Say the word"

« Finishphrase».

“Find the house"

“Blocks"

7.4.

Grammar

To acquaint children with the order of words in narrative and interrogative sentences, the use of singular and plural nouns. Give the concept of the article, introduce children to prepositions.

Games:

"How many"

"One is many"

"Who hid where"

“Doyousee?”

"Pick a picture"

Educational work

To cultivate understanding and respect for another culture, respectful attitude towards people, feelings of camaraderie and friendship, a sense of beauty.

- Games;

- Songs;
- Poetry;

- Holding holidays.

Bibliography,

used to develop the program:

Litvinenko S.V. English language: 3-4 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.

Litvinenko S.V. English language: 4-5 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.

Litvinenko S.V. English language: 5-6 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.

Litvinenko S.V. English language: 6-7 years / S. V. Litvinenko - Moscow: AST: Astrel, 2015.- 46 p.

Program for the development and education of children in kindergarten “Childhood” / V. I. Loginova, T. I. Babaeva, N. A. Notkina. St. Petersburg: Childhood - Press, 2005

Notebook with tasks for children's development. English for kids in 2 parts., - Kirov.

Shishkova I.A., Verbovskaya M.E. English for kids. Textbook. – M.: ROSMEN, 2015. – 96 p.: ill.

Singout! A collection of songs in English with translation of some words and expressions. B. B. Zdorovova. Publisher: M., Prosveshchenie, 1990, -192 p.

English rhymes for children.IN. A. Verkhoglyad. Publisher: M., Prosveshchenie, 1992, - 80 p.

10 . ResourcesINTERNET :

http://www.dreamenglish.com/family

http://www.englishhobby.ru

http://englishhobby.ru/english_for_kids/methods/games/lotto/

http://www.storyplace.org/preschool/other.asp

http://www.preschoolrainbow.org/preschool-rhymes.htm

http://www.freeabcsongs.com/

http://www.kidsknowit.com/educational-songs/

Astafieva M.D. Games for children learning English. M.: Mozaika-Sintez, 2009.

Burova I.I. Illustrated English-Russian dictionary. – St. Petersburg: Publishing House “Neva”, M.: “OLMA-PRESS”, 2002.

Verbovskaya M.E. Shishkova I.A. English for kids / ed. Bonka N.A.M., 2009.

Kompaneitseva L.V. English with mother M., 2012.

Klimentyeva T.B. Sunny English. – M.: Bustard, 1999.

Konovalova T.V. Funny poems for memorizing English words. – St. Petersburg: Litera Publishing House, 2006.

Konysheva A.V. English for kids: poems, songs, rhymes,... - St. Petersburg: KARO, Mn.: Publishing House "Four Quarters", 2005.

Powell G. Sing and Play: A Collection of Songs for Elementary School. Obninsk: Title, 2011.

Cherepova N.Yu. English: games, songs, poems. GIPV, Aquarium 2012

Dear site visitors! On this page you will find materials on the following topics: Work program (English) at the preschool educational institution. Preschool educational program in English. English language work program in preschool educational institutions. English in preschool educational institutions. Federal State Educational Standard. The Federal State Educational Standards program for preschool educational institutions in English: does it exist?

Dear colleagues who work with preschoolers!

Recently, letters to the site have become more frequent with requests to offer English language program for preschoolers according to me. Now it's time to confess - developed by me personally I don't have a program. Why? The fact is that I am not a Methodist at heart - this is the harsh truth. It's not that I couldn't write this program, but I always have more important things to do with my main job. Only necessity could force me to start drawing up a program. But creating English lessons for preschoolers is just my hobby. I created the lessons with Spot (and, I hope, I will still find time to continue developing them) with passion. I can’t say the same about writing an English program for a preschool educational institution. Just the thought of her makes me sad. But an English program for preschoolers is really needed. Therefore, I invite all site visitors to participate in the development of our common . One version of the program already exists (see below). Of course, you can just download it, since those who teach preschoolers usually have little time. But if possible, please send your own versions of the working program.

Why do we need to do work program in English for preschoolers all together? Yes, simply because English program for preschoolers It’s simply a MUST for those who work in a preschool educational institution, but it’s not always possible to do it alone.

There is one observation - many are simply afraid of doing something wrong, incorrectly. They are afraid of the dissatisfied expression on the face of some “Methodist auntie” who might say, “What kind of nonsense did you bring me? Your program does not meet the requirements of the Federal State Educational Standard!” I hasten to reassure those who are part of this group of “fearful” people: the Federal State Educational Standard for English language requirements for preschoolers do not yet (unfortunately or fortunately) exist. This means that we can create a work program in English for preschoolers at our discretion, based on ready-made programs for primary schools in a foreign language and the requirements of the second generation Federal State Educational Standard for primary schools. It's not the gods who burn the pots!

Below is a version of the English language work program for preschoolers, proposed by one of the site visitors and another version located in open access in the Internet. You can simply download these programs and use them, but if you suddenly feel that the spirit of a methodologist has taken possession of you, you can suggest your additions and changes to these programs and send them to the site via the form, for which dozens of teachers involved in teaching will be grateful to you preschoolers.

Everyone who wants to take part in improving our common English language programs for preschoolers- join us!

Sincerely,

Irina A. Murzinova

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 of the educational field “Cognition”…..
	2.3.Material and technical conditions……………………………
	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, a teacher creates an individual pedagogical model of education in accordance with the requirements of federal state educational standards for preschool education.

The work program 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 remain 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,

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.

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.

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"

Technical training aids

1. Laptop

2. CD material

The work program provides for the use of various types didactic games, namely:

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 activity in the process of free communication with peers and adults, formation of the main components of oral speech, assimilation of the language system in practical activities, developing the ability to understand generalizing words, developing the ability to conduct a dialogue with a 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, dearMummy”, 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 exercises. 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 a child has mastered the educational program and the impact of the educational process organized in a preschool institution on the child’s development.

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

Larisa Skomorokhova
Club program "English for preschoolers"

Introduction 3

preschoolers

foreign language 5

2. Pre-school program 6

3. Game as a way of educational activity

at preschoolers 9

4. Forms of organization of the educational field 10

5. Educational and thematic plan for children aged

from 4 to 7 years 11

List of used literature 21

Introduction.

Acquaintance preschoolers with English is considered as one of the important stages that prepare a child for school, laying down the correct pronunciation, accumulation of vocabulary, the ability to understand foreign speech by ear and participate in a simple conversation. The developmental aspect of learning, which provides for the general improvement of speech and thought processes, is of particular importance. When studying a foreign language language At an early age, the level of development of children should be taken into account and their readiness to accept information should be determined.

At the first stage, the main goal is the dynamic development of oral speech (pronunciation and listening comprehension). At the same time, as when teaching one’s native language language, it is very important to develop motor skills that not only help to better assimilate lexical and grammatical material, but also contribute to the successful development of speech and mental processes. All structures serve this purpose, as well as rhymes and songs designed for the most productive assimilation of the material being studied.

Psychologists say that teaching children English should be spoken from an early age. This is due to the fact that young children have more developed perception and memory than adults. Children should begin training at the age of 4–6 years. Children of this age are very receptive, they have developed concentration and memory. They have a fairly large vocabulary, their thinking is well developed, their behavior is more disciplined and organized, thanks to which the teacher is able to maintain the child’s interest in studying the subject for quite a long time. Also, according to experts, children of this age understand what they are studying, and do not just mechanically memorize words or phrases.

Kindergarten education English language begins in groups of children aged 4 years, and ends in groups of children aged 6-7 years. We highlight 3 stage:

Stage I – 4-5 years,

Stage II – 5-6 years,

Stage III – 6-7 years.

English for preschoolers is a game. Only through this form can positive results be achieved and a child develop a positive attitude towards foreign language language.

1. Basic teaching methods.

Game method. This method of teaching is aimed at children of almost any age. The advantages of this method are that the game motivates the child to learn language without coercion. Children learn with eagerness and enthusiasm English language.

Combined method. This method involves a combination of different techniques (game, cubes, cards, project). The advantages of this method are variety, which stimulates and interests the child.

During classes you can use exciting games, videos, audio materials, visual aids, songs, poems and mini-skits, which children really like.

The main goal of the classes English language in kindergarten – development of listening and speaking skills. The use of outdoor games (“Cat and mouse”, “Traffic light”, “Edible - inedible”, etc.) forms motor activity, improves health, and contributes to the solution of certain educational tasks. certain rules, communication is carried out on English language. Story-based role-playing games (“Shop”, “Circus”, “Forest School”, etc.)- where talking characters are included in the game - English.

2. Preschool course program.

Preschool program The course is structured in such a way that children, by the time they enter 1st grade, can master lexical material in topics:

Animals

Body parts

Count within 10

Target programs – teaching preschoolers a foreign language must be communicatively oriented. Children should be able to use the studied lexical and grammatical material in natural communication situations. This purpose is served by all structures for understanding and speaking, as well as rhymes and songs designed for the most productive assimilation of the material being studied.

Main goals:

Educational:

Creating a starting base for the development of speech abilities;

Formation of skills and abilities to independently solve the simplest - communicative and cognitive tasks in oral speech;

Expansion with in English child's ideas about the world around them and about language as a means of knowledge and communication.

Developmental:

Development of their perception, attention, language memory, imagination, intuitive and logical thinking;

Development of speech culture, as well as communication culture;

Development of creative abilities preschoolers in various fields using foreign language.

Educational:

Raising children's sustainable interest in learning new things language;

Raised by preschoolers desire and ability to enter the world of another culture.

Main activity - English language.

Principles of training preschoolers English language:

Teaching without coercion (classes have a positive emotional connotation).

Learning with passion.

Learning through play.

Creating a spirit of communication.

From simple to complex.

Creating comfortable conditions for activities.

Strengthening connections with family.

Limitation of teacher speech in native language language up to 5-10%, and as a consequence,

bringing children's speech to English up to 90%.

- Systematically introduce vocabulary:

First lesson – 3 words.

The second lesson is consolidation.

Subsequent classes - activation using speech structures + 3-4 new words.

Take into account the short-term memory of children at this stage of development, systematically return to previously covered material and include it in subsequent classes.

Teach complete speech structures, which contributes to the development of speaking skills.

Give preference to paired and group training. This helps establish a favorable psychological climate in the group and removes language barriers.

Develop quick response to teacher commands and questions

Education preschoolers learning a foreign language promotes the development of cognitive and social activity, speech and thinking activity, independence preschoolers and self-confidence.

Foreign language training language of preschoolers allows you to develop children:

– interest in learning foreign languages language;

– educational and language abilities;

– creative independence;

– ability to work in a team;

– communication skills;

- attention;

– imagination;

- memory;

– adaptation of children to school life.

Group size is 10–15 people. The duration of the lesson is 25–30 minutes. It is only important to change the type of activity every five minutes, move from an outdoor game to a conversation at a round table; then - to dance, exercises; after that, to singing songs, etc. The usual frequency of classes is twice a week.

Duration Frequency per week Number of hours per week Number of hours per year

30 min. 2 times 1 hour. 32 hours

3. Game as a way of educational activity preschoolers.

Play is the leading learning method preschoolers learning a foreign language. Educational games are divided into situational, competitive, rhythm-musical and artistic.

Situational games include role-playing games that simulate communication situations on a particular occasion. They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games, which require the use and modification of various models.

Most games that promote vocabulary learning are competitive. The one who has the best control wins. language material. These are all kinds of crosswords, “auctions”, board and printed games with linguistic tasks, command execution, etc.

Rhythm-musical games are all kinds of traditional games such as round dances, songs and dances with the choice of partners, which contribute not so much to mastering communicative skills, but to improving the phonetic and rhythmic and melodic aspects of speech and immersion in the spirit language.

Artistic, or creative, games are a type of activity that stands on the border of play and artistic creativity, the path to which lies for the child through play. They, in turn, can be divided into dramatizations (staging small skits on English language) ; visual games, such as graphic dictation, applique, etc.; and verbal and creative (selection of rhymes, collective writing of captions for comics, collective writing of small fairy tales).

4. Forms of organization of the educational field.

Direct educational activities for training English language(by subgroups, individually); Individual work with a child; Thematic direct educational activities; Phonetic gymnastics; Didactic games; Physical exercises; Integrated activities; Surprise moments.

Technical training aids

1. Laptop

2. CD material

At work program the use of various types of didactic games is provided, and exactly:

To develop color perception; For the number of items; For development English speech, thinking, memory, attention; To consolidate the names of various objects; To recognize and name family members; To consolidate the names of body parts.

Visually - figurative material:

1. Demonstration and handout material.

2. Visual and methodological material.

3. Magnetic board.

4. Didactic games.

5. Toys.

6. Cubes.

7. Audio recordings.

8. Songs for kids.

9. Poems, rhymes, riddles.

10. Cards with letters.

11. Cards with numbers.

12. Poster c English alphabet.

13. “Happy English” lotto game.

14. Attributes for simulation games.

15. Educational set of numbers, letters and signs with magnetic fastening.

5. Educational and thematic plan for children aged 4 to 7 years.

No. Month Topic Work content Number of hours

September 1 Greeting 1. Develop in children the etiquette function of communication (the ability to say hello, get to know each other, introduce yourself, identify yourself, say goodbye).

3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi" "What is your name?", "My name is...", with speech turns "I'm sorry", "I'm glad".

4. Introduce vocabulary "yes", "no", "I".

5. Listen to the song "Good morning!", introduce the game "Little frog", learn a poem "Hello! Hello!" 2 / 4

2 October Counting 1 - 10 1. Train children in counting from 1 to 6, teach them to name numbers in order and randomly.

structures: "How old are you?", “I am five (six)».

5. Learn rhyming "One cat".

6. Introduce the game - exercise “Handsup, handsdown”. 4/8

3 November Pets and other animals 1. Introduce children to domestic and wild animals on English - cat

"I have got a cat", "It's a bear".

English language.

English songs. 4 / 8

4 December Color 1. Introduce children to color on English - yellow

3. Train speech structures: , figure of speech "I have got...".

4. Introduce a new dialogue “Do you like this cat?”, "Yes, I do".

"Colors". 4 / 8

5 January Family 1. Introduce children to vocabulary on the topic "Family"English

3. Develop monologue and dialogic speech in children. Teach children to have dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happy birthday”.

5. Learn a song with your children "My dear, dear Mummy", poem "My family". 4 / 8

6 February This is me 1. Development in children of communication skills and abilities, based on the active use of lexical units in speech and the inclusion of new material on the topic.

"Thisisanose".

5. Learn to listen and understand English speech English language.

6. Learn a song "Don't forget", "Head and shoulders". 4 / 8

March 7 My home 1. Introduce new vocabulary on the topic .

2. Instill in children a love of English language.

English language, to have a dialog "Where are you from?" - “I am from...”.

6. Learn a poem "My house", "Apartment" 4 / 8

8 April Fruits, vegetables 1. Introduce children to the names of fruits and vegetables on English language

English speech.

"I like...", “He/ She likes...”

5. Learn poems "In the garden", "Fruits vegetables". 4 / 8

English language.

4. Instill interest in English speech.

5. Develop communication skills in children, repeat familiar songs and poems. 2 / 4

No. Sections programs Number of hours

1 Greeting 4

2 Count 1-6/Count 1-6 4

3 Pets and other animals/Pets and other animals 4

4 Color/Color 4

5 A family/Family 4

6 Here I am/This 4

7 My house/My house 4

8 Fruits and vegetables/Fruits and vegetables 4

9 Atoy-shop/Toy store 4

1). "Greetings"

Tasks:

1. Develop in children the etiquette functions of communication (the ability to say hello, get to know each other, introduce yourself, name yourself, say goodbye).

2. Develop the ability to understand remarks addressed to them and respond to them.

3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi", “I hop-hop”, “I jump-jump”, "What is your name?", "My name is...", with speech patterns "I'm sorry", "I'm glad".

4. Introduce vocabulary "yes", "no", "I".

5. Listen to the song "Goodmorning!", introduce the game "Littlefrog", learn a poem "Hello! Hello!"

2). "Score 1-6"

Tasks:

1. Train children in counting from 1 to 6, teach them to name numbers in order and randomly.

2. Involve children in dialogue.

3. Train in speech pronunciation structures: "Howoldareyou?", "Iamfive (six)».

4. Teach children to pronounce sounds correctly.

5. Learn rhyming "One-cat".

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

3). "Pets and other animals"

Tasks:

1. Introduce children to domestic and wild animals English - cat, dog, mouse, rooster, chicken, pig, frog, hare, bear, squirrel, fox, wolf. Raising children to have a kind and caring attitude towards animals.

2. Train children to pronounce sounds correctly.

3. Introduce speech patterns "I have got a cat", "It's a bear".

4. Arouse children's interest in English language.

5. Learn poems in Russian with children language including English words, indicating the names of animals; listen English songs.

4). "Color"

Tasks:

1. Introduce children to color on English - yellow, red, blue, green, black, white, brown, pink, orange, gray.

2. Train in the correct pronunciation of sounds.

3. Train speech structures: “Thisdogiswhite. That dog is black", figure of speech "I have got...".

4. Introduce a new dialogue “Do you like this cat?”, "Yes, I do".

5. Develop oral monologue speech in situations on this topic.

6. Learn poems from the series "Colors".

5). "Family"

Tasks:

1. Introduce children to vocabulary on the topic "Family", teach to recognize and name family members by English, cultivate love and respect towards loved ones.

2. Train the pronunciation of sounds.

3. Develop monologue and dialogic speech in children. Teach children to conduct dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happybirthday”.

5. Learn a song with your children "My dear, dear Mummy", poem "My family"

6). "It's me"

Tasks:

1. Development in children of communication skills and abilities, based on the active use of lexical units in speech and the inclusion of new material on the topic.

2. Improving listening skills.

3. Train children to answer questions, strengthen the ability to conduct a dialogue.

4. Train speech structure "Thisisanose".

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

6. Learn a song "Don't forget", "Head and shoulders".

7). "My house"

Tasks:

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

2. Instill in children a love of English language.

3. Develop communication skills, the ability to communicate in English language, to have a dialog "Where are you from?" - "IamfromBuzuluk".

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

5. Learn to pronounce sounds correctly.

6. Learn a poem "Myhouse", "Apartment".

8). "Fruits vegetables"

Tasks:

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

2. Teach children to understand and listen English speech.

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

4. Train children's attention and memory.

5. Learn poems "In the garden", "Fruits vegetables".

9). "A toy shop"

Tasks:

1. Teach children to name toys, their color, quantity.

2. Train attention, memory, correct pronunciation of words and sounds.

3. Strengthen children’s ability to communicate English language.

4. Instill interest in English speech.

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

List of used literature:

1. English for kids. Shishkova I. A., Verbovskaya M. E. Under. ed. N. A. Bonk, Educational and methodological kit for children 4-6 years old, 2004.-96p.

2. First lessons English. Book for classes with preschoolers. Blagoveshchenskaya T. A., M.: LLC Publishing House ROSMEN-PRESS, 2004. - 103 p.

3. Biboletova M.Z. et al. “Enjoy English-1”, Obninsk: Title, 2005.

4. Stronin M. F. Educational games in a foreign language lesson language. M., Education, 1984.

5. Konysheva A. V. English for kids, Minsk, 2004.

6. Koti T. Yu. English alphabet, M., 1997.

7. Cherepeva N. Yu. English for preschoolers(games, songs, poems). M., "Aquarium", 2002.

8. Loseva S. V. English in rhymes, M., Booklet, 1993.

9. English poems for children, comp. Verkhoglyad V. A., M.,IRIS PRESS, 2001.

10. Comprehensive English language teaching program for children 4-7 years old, comp. M. L. Filina, Volgograd, 2009.

Municipal 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, foreign children's folklore and accessible examples of 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 learning is a lot of work, requiring voluntary, focused 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

Lexicon children should have about 200 words by the end of the second year. 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. The 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 the 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?”
			Names of food products - treats for fairy-tale heroes. 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 primary school teachers - 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. 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)

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