Work program English language preschool education. "Funny English"

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Explanatory note

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

This program is intended for children in the senior and preparatory groups of kindergarten (5-7 years old). At this age, the child is capable of more or less prolonged concentration of attention, he acquires the ability for purposeful activity, he masters a sufficient vocabulary and stock of speech patterns to satisfy his communicative needs.

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

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

Purpose of the program– development of linguistic abilities of preschool children through the activation of their creative activity.

Tasks(1 year of study):

formation of primary skills of dialogic and monologue speech in English;
development of speech hearing, memory, attention, thinking.
nurturing interest and respect for the culture of other peoples.

Tasks(2nd year of study):

expansion of vocabulary, development of dialogical and monologue speech skills in English;
development of linguistic conjecture, thinking, creativity;
nurturing interest and respect for the traditions and customs of other peoples based on fairy tales, nursery rhymes, sayings, etc.

Expected learning outcome

First year of study

By the end of the first year of study, children should know 40-50 words in English, some ready-made speech samples:

I... (name)

I... (age)

I can …

I love …

I have…

How old are you?

What is your name?

Can you...?

Do you have …?
And also 7-10 poems, rhymes, songs.

Second year of study

By the end of the second year of study, children's vocabulary should be about 100 words. Speech samples: 15-17 expressions of affirmative and interrogative type. Children should be able to talk about themselves, family, toys in 4-6 sentences; build a dialogue using 3-4 lines from the child; recite a poem and sing a song in English.

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

Methods and techniques

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

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

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

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

Contents of classes

Each lesson of the course has its own structure. It starts with a common greeting in English, which is gradually memorized by children. Then a speech warm-up is carried out. This is either a poem or a song in English. In the main part of the lesson, playing with dolls and other toys, children become familiar with speech patterns and consolidate them. At the end of the lesson, the guys remember what they learned and repeat the song or verse of the speech warm-up. This is followed by a farewell in English. For work in the lesson, a tape recorder and cassettes with recordings of poems and songs in English are used.

Form for summarizing the results of the program implementation

An open session for parents is being held.

Program implementation period

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

Children's age: 5 – 7 years.

Educational and thematic plan

First year of study

Chapter	Number of hours	theory	practice
Acquaintance. Polite words
Colors

My toys
My pet
Fixing the material

Second year of study

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

First year of study

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

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

Second year of study

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

Methodological support

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

YES OR NO

After introducing children to new lexical material, for example on the topic “animals,” the teacher shows rollers with images of animals in random order, without looking, trying to guess what is depicted on them. If an adult guesses correctly, the children shout “yes”; if they are wrong, “ n O". In the latter case, the children must name for themselves what is shown on the card.

2. GUESS

After the children have learned a few new words, the teacher asks them to solve riddles. The riddles are read in Russian, and the children answer in English.

3. DO YOU KNOW ANIMALS?

After studying the topic “animals,” the teacher lists a number of subjects. As soon as he names the animal, the children clap their hands.

4. WHAT DO I DO?

Children form a circle. The presenter stands in the middle and shows movements (running, jumping). Children must say in English what he is doing. The one who guesses first becomes the leader.

5. I WILL FREEZE

Children stand in a circle, in the center of which is the leader (Santa Claus). He names in English those parts of the body that he wants to freeze (eyes, ears), and the children hide them.

6. BE CAREFUL

The teacher hangs up 4-5 pictures depicting objects whose names are known to the children. Then he removes them. Children must name the objects in English in the order in which they saw them.

7. AND

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

Bibliography:

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

List of audio materials:

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

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 educational field.

Educational and thematic plan:

1. Junior group (3-4 years old).

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

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

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

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

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

Model regulations on preschool educational 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 the operating mode 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 relations 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. That's why 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 terms of development. Learning a foreign language in early age is especially effective, since it is children of preschool age who show great interest in people of a different culture, these children's impressions are preserved for 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 children English, you need to remember that they are open and remember it as it is. They also have a developed imagination and open creative abilities.

Therefore, first, naturally, you need to learn the English alphabet.

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

Flashcards are very good for teaching in English, because children, especially preschoolers, think in pictures and images. Cards in 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 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.

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 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 provisions 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.

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 or 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 small student that he will need this at school, since there is such a subject, at the institute, 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 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, 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.

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 various types didactic games , namely:

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

Visual and figurative material

1. Illustrations and pictures;

2. Visual - didactic material;

3. Game attributes;

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

5. Poems, riddles.

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. IN 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 in different forms greetings, farewells, etc., develop skills in 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. To 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 objects Everyday life; promote the use of lexical units in speech; indicate the characteristics of objects. Teach children to group objects based on essential features.

- Conversations;

- Games;

- Finger gymnastics;

- Physical education minutes;

3 .1

Toys. In kindergarten. At the playground.

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

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

"What is missing",

“The fourth wheel”, “Draw your favorite activity in kindergarten”, “Inside or outside”.
Poems “Mytoy" And "HumptyDumpty”

Role-playing game.

3.2

Actions. What are they doing?

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

Performing various

teams

Physical education minutes:

“Handsup, handsdown”.

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

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

A game:

“Simon says","Guess” .

3 .3

Colors. Opposites. Properties.

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

Song: "Greenisgo”, Entertainment “Balloon Festival”

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

3.4

Cloth

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

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

"Please, show me"

"Put on."

3.5

Numbers. School. School items.

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

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

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

Games: “What for 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

Develop feelings of respect and love for to 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 his friends"

Hood. activity

5 .6

National Games

Introduce children to the culture of another country.

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

Finger games;

- counting rhymes;
- outdoor games

“LondonBridge”

“Hello"

“Simon says”, etc.

- round dances;

- catching up;

- ball games;

- dialogue poems;

- puzzles.

Artistic activity

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

- Role-playing games;
- Dramatizations;

- Dramatization;
- Reading poems, songs;

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

- Introduction to folklore.

6.1.

Reading literature

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

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

- Repetition of individual phrases and words;

- Dramatization of your favorite scenes.

6.2.

Drawing (coloring)

Modeling

Design (Applique)

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

Rhymes

Poems from the series:

“Colorgames”

Games:

"Name the same"
“ Guesscolor”

“I’ll tell you, and you continue.”

“What words do you know?”
"Story".

6.3.

Watching videos, slide presentations, listening to audio recordings

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

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

- Pronouncing words, sentences;

- Learning songs, poems, counting 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 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 English sounds(transcription designation).

Games:

"Echo"

"Ears on top of your head"
"Say a 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. Fun Poems to Remember 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

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I CONFIRM:
Head of MBDOU No. 283
___________A.G. Andreeva
"__"_____________ 2015

"English in kindergarten"
additional educational program
for preschool children
ages 3 – 7 years

Compiled by: Romanova A.S.
English teacher

Kazan
2015

Explanatory note

In modern conditions, the importance of learning a foreign language has increased, while the possibilities of a foreign language as an academic subject in implementing the strategic focus of a kindergarten on personal development are truly unique. It is known that preschool age is favorable for learning a foreign language, since a young child has well-developed long-term memory and there is no language barrier. Early teaching of a foreign language develops preschoolers comprehensively. Their memory and intelligence improve, and their powers of observation develop.

Classes in the “English language in kindergarten” program introduce the child to the basics of a foreign language culture, thus imparting to the child a basic amount of knowledge, skills and abilities. The main task of teaching a foreign language in kindergarten is to instill an interest in a foreign language and a desire to speak. Classes are an oral preparatory stage for reading and writing.

Since play is the leading activity of a preschooler, learning tasks are closely related to the world in which the child lives. This is a world of fairy tales, poems, songs, where curiosity and the desire to play with peers reign.
This program is based on the principles of communicative learning and is aimed at developing positive cognitive motivation.
The program is designed for collective work with children. But the exercises are designed to implement an individual and differentiated approach to teaching children with different levels training and different abilities.

The “English for Children” curriculum is designed for 4 academic years (3-7 years), the duration of classes depends on age: in the junior and middle groups 15-20 minutes, in the senior and preparatory groups 25-30 minutes, respectively. Classes are held for groups of children up to 10 people 2 times a week from mid-September to the end of May, a total of 75 lessons in each academic year.

Purpose of the course: development of linguistic abilities of junior and senior preschoolers through the activation of their creative activity.
Program focus: cultural studies with artistic and aesthetic integration.

Forms of organization of activities:

Speech and phonetic warm-ups.
Poetic examples, rhymes, songs.
Games, role-playing games, dramatizations.
Drawing, designing, modeling (development of fine motor skills).

Objectives (1-2 year of study):

formation of primary skills of dialogic and monologue speech in English;
development of speech hearing, memory, attention, thinking.
nurturing interest and respect for the culture of other peoples.

Objectives (3-4 years of study):

expansion of vocabulary, development of dialogical and monologue speech skills in English;
development of linguistic conjecture, thinking, creativity;
nurturing interest and respect for the traditions and customs of other peoples based on songs, fairy tales, sayings, and holidays.

Educational and thematic plan.

First year of study (children age 3-4 years)

No.	Section title	Number of hours	Class period
No.	Section title	Number of hours
	Words of greeting
	My family
	Count (1 to 7)
	Toys
	Animals
	Colors
	About yourself (getting to know each other)
	Sports teams
	About myself (I can)
	My house
	Vegetables fruits
	Cloth
	Arms-legs, paws-tails
	Seasons
Total

The expected vocabulary by the end of the first year of study will be about 100 words:

Hello, hi, yes, no, goodbye, bye, girl, boy, name, good, morning, afternoon, hand, head, shoulders, knees, toes, eyes, ears, nose, mouth, tail, leg, house

2. Family

Family, I, you, brother, sister, baby, daddy, mommy

3. Numbers numbers

One, two, three, four, five, six, seven, count

4. Colors

Red, green, blue, yellow, white, black, pink, orange, brown

5. Toys

Give, ball, doll, little, big, car, my, me, take, flower

6. Animals animals

Cat, dog, monkey, bear, frog, pig, tiger, fish, cow, duck

Hands up, hands down, jump, run, stand up, sit down, stamp your feet, clap your hands, make a circle.

8. Food, vegetables, fruits

Apple, milk, sweet, carrot, cabbage, banana, cookie,

9. In a classroom

Hair, children, look, come here, listen, sing.

Sun, rain, snow, autumn, winter, spring, summer, shoes, jacket, dress, scarf, hat, trousers.

Second year of study (children age 4-5 years)

No.	Section title	Number of hours	Class period
No.	Section title	Number of hours
	Emotions
	Words of greeting
	My family
	Counting (from 1 to 10)
	Animals
	Colors
	About yourself (getting to know each other)
	About myself (I can)
	About me (I have)
	My face and body
	Forms
	My house
	Vegetables fruits
	Cloth
	Seasons
	Sports teams
	Halloween
Total

The expected vocabulary by the end of the first year of study will be about 150 words:

1. Greeting, introduction, about yourself

Hello, hi, yes, no, goodbye, bye, bye-bye, girl, boy, name, good, fine, morning, afternoon, evening, night, can, head, eye, ear, nose, mouth, tail, leg, knees, toes, happy, angry, scared, sleepy.

2. Family

Family, I, you, father, mother, brother, sister, baby, daddy, mommy, have, friend, house, window

3. Numbers numbers

4. Colors

5. Toys

Give, ball, doll, little, small, big, car, my, me, take, flower

6. Animals animals

Cat, dog, monkey, bear, frog, pig, tiger, fish, cow, duck, sheep

7. Sports teams sports activities

8. Food meal

Apple, milk, sweet, carrot, cabbage, banana, pumpkin

9. In a classroom

10. Seasons, weather, clothes

Sun, rain, snow, snowflake, autumn, winter, spring, summer, shoes, dress, shirt, trousers, shorts, scarf.

11. Shapes

Circle, diamond, heart, triangle, square

Third year of study (children age 5-6 years)

No.	Section title	Number of hours	Class period
No.	Section title	Number of hours
	Alphabet
	Greeting, introduction
	My family
	Counting (from 1 to 10)
	Colors
	Animals
	About yourself (getting to know each other)
	Cloth
	Seasons, weather
	My face and body
	Sports teams
	Forms
	Food, vegetables, fruits
	My house
	Transport
	Professions
	Christmas
Total

The expected vocabulary by the end of the first year of study will be about 200 words:

1. Greeting, introduction, about yourself

2. Family, home

Family, I, you, father, mother, brother, sister, baby, daddy, mommy, grandmother, grandfather, have, friend, house, window, bed, light

3. Numbers numbers

One, two, three, four, five, six, seven, eight, nine, ten, count

4. Colors

Red, green, blue, yellow, white, black , pink , orange , brown, purple

5. Toys

Give, ball, doll, little, small, big, car, my, me, take, flower, book

6. Animals animals

Cat, dog, monkey, bear, frog, pig, tiger, fish, cow, duck, sheep, butterfly, chic, horse

7. Sports teams sports activities

Hands up, hands down, jump, run, stand up, sit down, stamp your feet, clap your hands, make a circle, fly, swim, in pairs, one by one

8. Food meal

Apple, milk, sweet, carrot, cabbage, banana, pumpkin, tea, drink, cake, meat

9. In a classroom

Table, chair, teacher, children, look, come here, listen, sing.

10. Seasons, weather, clothes

Sun, rain, snow, snowflake, snowman, Christmas tree, present, Santa, autumn, winter, spring, summer, shoes, dress, shirt, trousers, shorts, socks, scarf.

11. Shapes

12. Transport

Bus, car, train, bicycle, airplane, sailer

13. Professions

Doctor, musician, cook, teacher, postman, policeman

Fourth year of study (children age 6-7 years)

No.	Section title	Number of hours	Class period
No.	Section title	Number of hours
	Alphabet
	About Me
	My family
	Count (from 1 to 20)
	Colors
	Food, vegetables, fruits
	Forms
	Animals, birds
	Face-body, paws-tails
	Cloth
11	My home, my child. garden	2					2
12	Dishes	3						1	1	1
13	Seasons, weather	4			1		1		1		1
14	Transport	2			2
15	Professions	4								4
16	Halloween	3		3
17	Christmas	3				3
Total		64	4	8	8	8	8	8	8	8	4

The expected vocabulary by the end of the first year of study will be about 250 words:

1. Greeting, introduction, about yourself

Hello, hi, yes, no, goodbye, bye, bye-bye, girl, boy, name, good, fine, morning, afternoon, evening, night, can, head, eye, ear, nose, mouth, neck, tail, arm, leg, knees, toes, hair, face, happy, angry, scared, sleepy, sad, hungry.

2. Family, home

Family, I, you, father, mother, brother, sister, baby, daddy, mommy, grandmother, grandfather, have, friend, house, window, bed, light, love

3. Numbers numbers

One, two, three, four, five, six, seven, eight, nine, ten, count, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.

4. Colors

Red, green, blue, yellow, white, black , pink , orange , brown, purple, rainbow

5. Toys

Give, ball, doll, little, small, big, car, my, me, take, flower, book, balloon, teddy bear

6. Animals animals

Cat, dog, monkey, bear, frog, pig, tiger, fish, cow, duck, sheep, butterfly, chic, horse, chicken, elephant,

7. Sports teams sports activities

Hands up, hands down, jump, run, stand up, sit down, stamp your feet, clap your hands, make a circle, fly, swim, in pairs, one by one, turn around, on tiptoe, touch

8. Food meal

Apple, milk, sweet, carrot, cabbage, banana, pumpkin, tea, drink, cake, meat, ice cream, bread.

9. In a classroom

Table, chair, teacher, children, look, come here, listen, sing.

10. Seasons, weather, clothes

Sun, rain, snow, snowflake, snowman, Christmas tree, present, Santa, autumn, winter, spring, summer, shoes, dress, shirt, trousers, shorts, socks, scarf, hat, umbrella.

11. Shapes

Circle, diamond, heart, triangle, square, star.

12. Transport

Bus, car, train, bicycle, airplane, sailor,

13. Professions

14. Dishes

Plate, cup, spoon, knife

Course content.

Each lesson of the course has its own structure. It starts with a usual greeting in English, which is gradually memorized by the children, and a discussion of the weather and time. Then a speech warm-up is carried out in the form of a song in English.

In the main part of the lesson, playing with dolls and other toys, children become familiar with speech patterns and reinforce them - for which presentations, slides, worksheet with tasks, coloring pages, and puzzles are used. During the lesson, a sports warm-up is also carried out with teams in English or with screen-sound accompaniment. At the end of the lesson, the guys remember what they learned and/or repeat the song or verse of the speech warm-up. This is followed by a farewell in English.

During the lesson, video and audio recordings with songs in English are widely used, both to introduce new vocabulary and to repeat already studied thematic structures. A very important means of teaching preschoolers are didactic games, which allow children to consolidate their knowledge in an interesting way. Such games are used in every lesson in various variations.

Working with the alphabet involves familiarizing yourself with letters and their sound content; in such a lesson, children draw a letter in an album and correlate it with words starting with the letter being studied.

Testing the assimilation of language material is carried out through the use of testing elements, as well as the active technique of dramatization. Dramatization makes you pass the situation through yourself, giving it personal character, which, in turn, significantly increases the effect of assimilation, since in this case, along with intellect, emotions are connected.

The use of dramatization develops intuitive thinking, promotes greater concentration, increases vocabulary, develops free speaking skills, improves the quality of speech by increasing the length of sentences and expanding vocabulary. Dramatization also improves speech quality phonetically, as tone of voice and expressiveness are important components of oral presentation.

The result of teaching English to preschoolers upon completion of a full four-year course involves active mastery of 250 vocabulary units (numerals, verbs, nouns and adjectives, as well as set phrases), as well as passive possession of pronouns and prepositions. Moreover, future schoolchildren use about 20 speech patterns of affirmative, negative and interrogative types.Children talk about themselves, family, toys in 4-6 sentences; build a dialogue using 3-4 lines from the child; they sing about 10 songs in English.

List of literature used when developing the program:

1. Konysheva A.V. English for kids. - Minsk, 2004.
2. Koti T.Yu. English alphabet. - M., 1997.
3. Vronskaya I. V. English in kindergarten. - St. Petersburg, 2001.
4. Biboletova M.Z. and others. “Enjoy English-1.” - Obninsk: Title, 2005.
5. Stronin M. F. Educational games in a foreign language lesson. - M., Education, 1984.
6. Belyanko E. A. Dramatization in teaching English. - Rostov n/D: Phoenix, 2013.

7. Konysheva A.V. Game method in teaching a foreign language. - St. Petersburg: KARO, Minsk: Four Quarters, 2006.

8. Astafyeva M.D. Holidays for children learning English. - M.: Mosaika-Sintez, 2009.

9. Guseva L.P. We play, we learn, we make things - we want to know English. – Rostov n/a: Phoenix, 2009.

10. Zemchenkova T.V., English for preschoolers. – M.: VAKO, 2008.

11. Ivanova M.V. English for kids. – M.: AST: Astrel, 2009.

12. Kozina S.V. Holidays for preschoolers in English. – M.: Sfera shopping center, 2008.

13. Vasilevich A.P. English language. Game course for children. – Dubna: Phoenix, 2005.

14. Vronskaya I.V. English in kindergarten. – St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen; Publishing house "Soyuz", 2001.

15. Konysheva A.V. English for kids. – St. Petersburg, 2005

16. Mironova V.G. Open lessons and holidays in English. –Rostov n/d: “Phoenix”, 2006.

17. Negnevitskaya E.I., Nikitenko Z.N. Book for teachers. - M., 1994.

18. Prokopenko Yu.A. the role of songs and rhythmic movements in teaching English to preschoolers - “Preschool Pedagogy” magazine, May, 2007.

19. Rebikova D.I. Development of social intelligence of a primary school student in English lessons. – Magazine “Gifted Child”, No. 3, 2007.

20. Tarasyuk N.A. Foreign language for preschoolers: communication lessons (using the example of the English language). – M., 2000

21. Tamberg Yu.G. Learn to think!: 10 development trainings creative thinking children. – Ekaterinburg: U-Factoria, 2007.

22. Cherepova N.Yu. English for preschoolers. Toolkit on creating a language environment in kindergarten. – M.: “Aquarium LTD”, K.: GIPPV, 2002.

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

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

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

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

27. Shishkova I.A., Verbovskaya M.E. English for kids: Textbook. – M.: JSC “ROSMEN - PRESS”, 2006.

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 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 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 relations 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 terms of development. Learning a foreign language at an early age is especially effective, since it is preschool children who show great interest in people of a different culture; these childhood impressions are retained for a long time and contribute to the development of internal motivation for learning a first, and later a second, foreign language. In general, early learning of a non-native language carries enormous pedagogical potential both in terms of linguistic and general development.

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

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

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

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

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

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

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

ü correctly present this or that information to the child;

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

Age and individual characteristics of children 5-6 years old

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

Therefore, first, naturally, you need to learn the English alphabet.

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

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

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

Interesting things will help to engage your child:

· counters;

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

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 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 complete picture peace 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, the formation of the main components of oral speech, the assimilation of the language system in practical activities, developing the ability to understand general 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 poems in Russian with children, including 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. To 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 poems in Russian with children, including 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 exercise. Performs age-appropriate hygiene procedures independently.
2. Curious, active	Likes to listen to new poems, riddles, nursery rhymes, and participates in discussions. Participate in conversations. Active in creating individual and collective dance compositions. Interested in objects in the immediate environment, their purpose, properties.
3. Emotionally responsive	Knows how to show goodwill, kindness, and friendliness towards others. Listening to new stories and poems, he follows the development of the action, empathizes with the characters of the stories, stories, and tries to recite nursery rhymes and short poems by heart with expression. Shows emotional responsiveness to musical works and experiences a feeling of joy.
4. Mastered the means of communication and ways of interacting with adults and peers	Shows interest in communicating with adults and peers. In case of difficulty, turn to an adult for help. Willingly demonstrates to adults and peers the results of his practical activities.
5. Able to solve intellectual and personal tasks (problems) appropriate for age	Able to independently carry out basic tasks (remove equipment, organize materials for classes). Knows how to keep himself busy with games and organize games. Able to set simple goals and, with the support and assistance 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. 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

Monitoring child development held twice a year (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, questions are correctly formulated, gives clear answers 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 doing so.

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

5.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, 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

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 relations and the internationalization of public diplomacy. Foreign language literacy contributes to the formation of a worthy image of a Russian abroad, allows you to break down the barrier of mistrust, makes it possible to carry and spread your culture and master the culture of other peoples.
A foreign language has become a mandatory component of education not only in schools, but also in many preschool institutions, in various courses, in clubs, and in the family. Early learning of a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages and cultures of other peoples, and promotes the development of communicative speech tact.
In recent decades, learning a foreign language has become part of children’s lives as one of components his life: the child hears foreign speech in the media, traveling abroad, using the Internet and just a computer. In preschool age, learning a foreign language is not an end in itself, but one of the ways of a child’s intellectual and personal development, aimed at raising a comprehensively developed personality. Of course, it is impossible to imagine such a person these days without speaking a foreign language, but an equally important sign of a comprehensively developed personality is respectful and interested

attitude towards representatives of other cultures.
Purpose This work is to develop preschool children's sustainable interest in learning English as a means of communication and information exchange.
Setting a goal involves solving a whole complex of educational, developmental (general education) and practical (educational)

Tasks:
Educational:
- develop the child’s psychological functions: memory (voluntary, involuntary);
- attention (voluntary, involuntary);
- thinking (visual-figurative, logical);
- imagination (reproductive and creative).
- develop special abilities necessary for teaching a foreign language: phonemic hearing;
- ability to guess;
- ability to discriminate;
- imitation abilities;
- pitch hearing.
Educational:
- cultivate understanding and respect for another culture;
- cultivate a respectful attitude towards people;
- foster feelings of camaraderie and friendship;
- cultivate a sense of beauty;
- cultivate a culture of mental work;
- develop independence skills.
Educational:
- create motivation for learning English through music, poems, proverbs;

To promote the development of cognitive interest in holidays, traditions, and customs of the country of the language being studied;
- promote the acquisition of educational skills, perceptive, speech, motor-graphic skills, and the ability to behave in typical situations.
This program is designed for children aged 6 - 7 years. It is aimed at cultivating interest in mastering a foreign language, the formation of a harmonious personality, the development of mental processes, as well as cognitive and linguistic abilities; promotes the development of active and passive speech, correct sound pronunciation at a conscious level. The program includes an explanatory note, learning objectives, topics to be studied in classes with children, highlighting vocabulary, speech samples, songs and poems. When developing the program, we took into account principles training foreign language for preschool children:
- comprehensive implementation of goals: educational, developmental, practical;
- communicative orientation;
- visibility. Each of the listed principles is aimed at achieving learning outcomes, children's mastery of a foreign language (at the most basic level) as a means of communication.
Goals and objectives are realized by creating the necessary conditions:
- Availability of an office, its equipment: methodological literature, cassettes, visual

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

Predicted results.

preschoolers learning a foreign language is the most responsible. The leading direction in children’s mastery of language material is the formation of productive skills, since all material is intended for use in oral speech. At the same time, these same language units must be understood during listening, i.e. be acquired receptively. Children getting acquainted with the basics of the language, acquire basic speaking skills, accumulate a basic vocabulary on various topics provided for in the program for teaching children English, and become familiar with the simplest basics of English grammar. At this level of education, children become acquainted with the culture, traditions and customs of the country of the language being studied. By the end of training at the initial stage children should be able to:
- understand the teacher’s messages in a foreign language, based on familiar language material;
- answer the teacher’s questions,
- associate words and phrases with corresponding pictures and descriptions;
- recite short poems, counting rhymes, rhymes by heart, sing songs, etc.

Methodological support of the program.

When teaching English to preschool children, their age characteristics should be taken into account as much as possible. The teacher gets acquainted with the literature on this issue and conducts his classes with methods and techniques appropriate to the age of the children. Forms of teaching should not be aimed at mastering as many lexical units as possible, but at cultivating interest in the subject, developing the child’s communication skills, and the ability to express oneself. It is important to achieve certain qualities of mastery of the material, which should allow the child, with a minimum of resources, assuming a subsequent increase in language units in the child’s competence, to use them situationally and meaningfully. The form of work with children can be varied:
classes involving outdoor games and physical exercises,
classes - conversations;
classes English language Outdoors;
special classes - watching video fragments - as an addition to the main classes;
meetings with native speakers;
music activity;
impromptu concert;
excursion;
holidays, where children can show their achievements - dramatize a fairy tale, recite a poem;
theater in English - children have the opportunity to show their listening abilities;
joint play activity teachers and children, where creative tasks and problematic situations are solved, riddles are invented, limericks are composed;

individual work of children;
acquaintance with literature;
diagnostics.
Classes should not be tedious, overloaded with new material. It is recommended to introduce no more than 2-3 new words or 1-2 sentences in one lesson. When selecting language material, it is necessary to take into account the speech experience of children in their native language.

The acquisition of language material in English should be a natural part of learning all types of activities in preschool education. This will make it easier for children to understand the meaning of words, as well as to actively include them in live conversation. For early learning of a foreign language to be successful, the teacher needs to have different methodological techniques, which help to make the lesson emotional, interesting, providing the opportunity for learning, and also to intensify the activity of preschool children. The appendix offers a selection of lesson notes on the topics: “Acquaintance”, “Red, Yellow and Green”, Food”, “English Kaleidoscope”. The entertaining nature of the presentation of the material helps to maintain the child’s interest in the process of learning English, and the various tasks and games proposed in this manual stimulate the development of logical and creative thinking, which increases

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

From the very beginning of training, it is necessary to develop a certain style of working with children in English, to introduce some kind of rituals that correspond to the most typical communication situations. Such rituals: (greetings, farewells, short exercises, the use of politeness formulas accepted in English) allow you to set up children for foreign language communication, facilitate the transition to English, show children that the lesson has begun, ended, that a certain stage of the lesson will now follow. The most important condition for the success of learning - activation of speech and mental activity of children and their involvement in foreign language communication. It is necessary to constantly change the order of speech actions (the order of questions, addresses, names of objects, etc.) so that children react to the meaning of the word, and do not memorize the sound series mechanically. When repeating games, it is necessary to make different children the leaders, active participants, so that at least once all the children perform the speech action provided for by the educational task. To prevent fatigue and loss of interest in children, the teacher should conduct games with elements of movement every 5-7 minutes of class, with commands in English.
The teacher should try to speak less in their native language, but there is no need to artificially exclude the native language at the initial stage of teaching a foreign language. In the first English classes, the native language 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 as a test

child's understanding of speech. To do this, you can use the “Translator” game, known for any age of children. In the process of teaching children English, you can use the following teaching methods: choral repetition after the teacher, individual repetition, choral and individual singing, recitation of poetry, organization of games with elements of competition, alternation of moving and quiet games, drawing. And it is imperative to hold holidays in English once or twice a year, so that children can show their knowledge and skills to their parents and each other, so that the level of motivation in studying this subject increases.
Work on pronunciation
When teaching English, special attention should be paid to pronunciation. The psychophysical characteristics of children enable them to imitate the most complex sounds of the English language. At the same time, when teaching pronunciation it is necessary to use not only imitation, but, as necessary, the method of demonstration and explanation. The explanation of articulation must be understandable and playful. Children who are struggling with some sounds should be encouraged to

involve in participation in games-exercises on these sounds. To develop correct pronunciation and intonation, choral types of work should be widely used, although this does not exclude individual work with each child.

Good exercises for consolidating pronunciation are counting rhymes and tongue twisters. Taking into account the age and individual characteristics of children, it is necessary to use a sufficient amount of educational time for additional, individual work of each child.
Working with a toy or picture
Based on the fact that preschool children have developed mainly figurative memory, English words should be introduced through visual semantization. For these purposes, bright and colorful toys and pictures should be selected for classes, and objects from the child’s environment should be used. When selecting a picture, it is necessary to pay attention to its expressiveness, so that the subject that is introduced into children’s speech is the most prominent and does not get lost in a large number of other images in the picture.
Learning and reciting poems and songs
A comprehensive solution to the practical, educational, educational and developmental tasks of teaching preschoolers the English language is possible only if it not only influences the child’s consciousness, but also penetrates into his emotional sphere. While learning a poem or song, the child easily remembers a rhymed text containing a large number of new words and sentences. Rhyming text is a useful phonetic exercise, as well as material for memorizing words. But in order for words to enter the child’s active vocabulary, as well as grammatical structures, special exercises and games with words outside the context of the poem are needed. The preschool period is the period when the child is interested in the sound culture of words. When reading rhymes, the child listens to the sounds of speech and evaluates their consonance. In rhyming, a word takes on a special character, it sounds more distinct, and attracts attention. Rhyming as a memorized block creates a feeling of confidence in the child; choral work on rhyming contributes to the consolidation of a group of children. The importance of rhyming in the development of expressiveness and emotionality of speech is enormous.

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

Learning objectives.

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

Approximate structure of the lesson.

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

A game " What ’ s this ?»

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

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

Game "What's extra"

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

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

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

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

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

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

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

Game "Riddles"

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

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

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

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

Helps develop children's interest in word games.

Educational and thematic plan.

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

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

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

Bibliography

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

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

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

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

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

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

APPLICATION

English lesson notes

Topic: "Getting to know each other"

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

Xod classes

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

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

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

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

Theme: “Red, yellow, green”

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

green, brown, white.

Progress of the lesson:

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

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

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

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

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

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

Progress of the lesson:

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

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

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

Subject: « English kaleidoscope »

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

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

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

Progress of the lesson:

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

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

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

“What do you see?”

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

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

6. Why are you studying English?

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

Sections

Work program English language preschool education. "Funny English"

Expected learning outcome

№

Chapter

Number of hours

theory

practice

1

Repetition of the material studied during the first year of study

4

2

2

2

My family

7

3

4

3

Birthday

2

1

1

4

Holidays

5

2

3

5

My body

7

2

5

6

I can do everything in the world

5

2

3

7

Days of the week

2

1

1

8

Repetition

2

1

1

34

14

20

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