We, adults, learn English for a long time and painfully. We are looking for a suitable way, trying to put the rules of a different linguistic system in our heads, “re-educating” our articulatory apparatus for other sounds.

It is much easier for a child to learn English from scratch: children literally absorb it! Those grammatical constructions that we diligently memorize, they instantly “absorb”. Without analysis, which they are not yet capable of, but just like that.

The child can speak both two and three languages. The main thing is to constantly deal with it. Therefore, dear adults (current and future parents), we are getting ready to raise English-speaking kids! And we will help you with this.

So, on the agenda (the table of contents of the article):

How to start learning English with a child on your own: the “immersion” technique

Recently, our whole country was conquered by a baby named Bella Devyatkina. This girl, at the age of 4, speaks 7 (besides her native) languages: English, German, French, Spanish, Italian, Chinese and Arabic.

In fact, a child can learn more languages, because, as Masaru Ibuka wrote in the sensational book “After three it's too late”:

“…the brain of a child can accommodate an unlimited amount of information…”

So, if in a family the mother is Russian, the father is English-speaking, and the nanny, say, is German, then the child will speak all three languages ​​​​without any difficulties. And there will be no “mixing” of languages ​​(as many skeptics say). Just a mother will have a baby for "The Forest Raised a Christmas Tree" and dad for ABC songs. 🙂

But Bella's parents are Russian! How then is this possible? It turns out that her mother spoke to her only in English since childhood(that is, the conditions for bilingualism were created artificially). After her parents noticed her interest in languages, they hired native tutors for her - and that's how the little polyglot turned out.

And this example is not the only one. Masaru Ibuka also talks about such bilingual children in his work (by the way, read this book - it is amazing).

If you you speak English very well and feel confident enough to speak only it, then no theory and articles like “how to start learning English with a child from scratch” will not need. Just speak to your baby in English. That's all.

Note: in this case, you will not be able to talk to the preschooler in Russian. Other family members speak Russian to him, but you ONLY speak English.

But What should parents do who are not so confident in their English? After all, in this case, learning according to the “immersion in the language environment” method will be impossible (unless you hire a native speaker as a nanny). We will answer this question in the article.

At what age should you start learning English with a child?

Regarding this issue, a whole discussion unfolded between teachers: when is it better to start, is it worth learning English with kids or not? Our answer is yes, it is. But the main thing is to wait until the child completes the process of forming his native language. That is, he will have a clear sound pronunciation and a properly developed coherent speech. Since each child develops differently, it is impossible to name any exact time frame. But minimum ≈ from 2.5 years(Not earlier).

How to learn English with a child on your own - where to start?

The best thing send the child to a special language nursery if possible. Then you will not have to take on such a serious responsibility, besides, the child will have the same “separation of languages” in his mind (at home - Russian, in the nursery - English). And you yourself can support the interest and progress of the child with games, cartoons, songs, etc.

If you still want to learn English with your child on your own, then you can motivate him with an “English doll”. You get a doll (you can use a glove doll) and introduce her to the baby, saying that she does not understand anything in Russian. To communicate with the “Englishwoman”, he will have to learn a new, but very interesting language. Well, then you play with this doll, watch cartoons, learn songs and poems ... all this will be discussed below.

For example, characters from Sesame Street are perfect as a doll.

What language skills can be developed in preschoolers?

Of course, no grammar, spelling, etc. A preschool child may:

• listen to speech,
• speak myself
• read (together with the parent, and then study / look at the book on their own if it interests them).

That is the child will learn all the same skills English as Russian at this age.

By the way, you don’t have to worry much about “speaking” and the correct pronunciation of English sounds. It is we, adults, who are rebuilding our articulatory apparatus after the Russian sounds familiar to us. BUT the child will learn the correct pronunciation much faster.

To develop this skill best to sing songs and learn Nursery Rhymes for an English-speaking announcer: children's “monkeyness” and unique children's hearing will do their job. If there are still some shortcomings, then just correct the baby, but without any complicated explanations.

We invite you to understand the English sounds yourself. Read articles:

How to teach English with children from the very beginning: 5 concrete ways

1. Watch cartoons in English with your child. Do you think he will not understand? You are mistaken 🙂 Children at this age have an incredible linguistic intuition. They may not understand the words, but the emotions in the voices of the characters and on their painted “faces” will help them, the music will help them, etc. You will be surprised, but after watching the cartoon, he may begin to repeat the words from it, sing songs.

Also use special Russian-language cartoons to learn the language.

2. “Learn” English words and phrases with him(the first word is not just taken in quotation marks). These are not lessons or training sessions. This is your daily communication with your child, during which you speak English vocabulary to him.

- Mom, look - a car!
Yes, it is indeed a car. Do you know how it would be in English? car! This is a car.

Main rules:

• Words to be used in the context of the situation: during lunch we talk about food, while walking around the zoo - about animals, etc.
• Accordingly, we master only those words that are associated with the current life of the child: family, colors, clothes, animals, fruits, etc.
• Any word should immediately back up visually: for the word “dog” is a toy, a picture / photograph or a shaggy and barking dog next to you 🙂

Such a visual image will help you easily learn new words.

Another: so that the child immediately “masters” English grammar (again in quotation marks), tell him whole phrases. After all, if you tell him individual words, he will repeat the words, and if you tell him whole sentences, he will use sentences.

– Dog!
– This is a dog!

Also, to learn new words, you can use various games, handouts (coloring books, tasks, etc.), with which the child will get great pleasure!

3. Learn children's songs and rhymes with him. You can find them on the sites below (or search in Yandex and Google). It is best to present the verse to the child in the form of a small “staging”, because many rhymes have a certain plot under them and are easily played out (live or on puppets).

The kid can ask to translate the verse into Russian - you translate, and then again you play the “staging” in front of him. The main rule: DO NOT ask the child to repeat after you. Your the task is to interest him in this incomprehensible language. Many children can at first just listen and listen and listen, and then suddenly start “spoofing” these verses by heart 🙂

For example, the song "Old Macdonald had a farm" is played in many different cartoons. The lyrics are .

Stages of work on the verse:

• First, you yourself study the content of a poem or song, work out your pronunciation (sounds in words, intonation, rhythm).
• Then you train to read it expressively and think over a visual support for the child: a performance with toys, some kind of dance ... in general, turn on your imagination!
• Now you can submit your work to the court of the baby. After that, discuss the performance with the child: what he understood, what moment he liked the most.
• Then invite the child to “join” your production and prepare a joint act for other family members. But for this, the baby will have to learn this rhyme (so motivation will appear).
• You can also find (or invent) a finger or gesture game based on this rhyme. Then you can periodically offer the child to play it in any suitable situations (of course, if he wants to).

4. Read books in English with your child. You can start when he already knows individual words. Simple plots will be quite clear to children, and pictures will explain the incomprehensible.

If any book really interests him, then he will take it on his own and look at it, study it (this will create motivation to learn to read). In addition, the child will “photograph” the words with his eyes and remember their appearance. It turns out, your task is to interest him in reading.

Systematic learning to read begins only at the age of 4-5 according to the principle from simple to complex:

An amazing site will help you teach your child to readwww.starfall.com . For example, go to this section and learn to read words with a short sound / a / (æ) with your baby. Each sound is pronounced in a cheerful children's voice and is accompanied by an explanatory animation. Just a find!

Where can I find books to read in English:

And remember that all the same The e-book is not the same as the real one., which you can touch, and then flip through with enthusiasm. Therefore, be sure to buy some colorful English books for your library!

5. Play fun games with your baby! And he will not even notice that during this game you are teaching him something. When the child is very young, organize joint games. An older “student” can be offered online games to learn English. Below you will find a list of both.

Learning English words for kids - games

The classic way to learn new vocabulary is vocabulary cards(i.e. word + translation + picture). By the way, our blog has a whole .

Examples of vocabulary cards from Lingualeo. The full list is located.

But it will be even better if you create them with your child. Pick up pictures together, stick them to pieces of paper or cardboard, etc. Then, already during the preparation for the “games in English”, the child will learn something. What to do next with the cards? Here are some options:

1. Cards can be used to play mime. First, you tell the baby an English word (and show it on the card), and the child must depict this word with gestures. Then you can play “reverse” pantomime - the child (or you) depicts an animal, an action, an object that he pulled out, and the rest of the participants guess.

2. The game "Show me". Put several cards in front of the child, and then name one word from this list - the child must touch the desired card.

3. Yes-No game. You show cards and say the words right or wrong (showing a hippopotamus, say "tiger"). The child answers "Yes" or "No".

Is it a tiger? – No!!!

4. The game “What’s missing”. Lay out a row of cards (4-5 pieces). Look at them with your baby and pronounce the words. The child closes his eyes, and you remove one word. Tell me what's missing?

5. The game "Jump to ...". You lay out the cards in a vertical row on the floor and give the child the task of jumping to a word (perfect if the baby is bored).

These are just a few mechanics using cards. By turning on the fantasy, you can come up with even more variations of games. And we will go further. What other games can be used?

5. The game “Is it. …?”. You gradually draw some object, and the child tries to guess it. For example, draw half a circle, and the child wonders:

– Is it a ball? Is it the Sun?
– No, (continue to draw)
Is it an apple?
– Yes!🙂

6. Another version of the game “Is it. …?” - a card with a hole. Cut a hole in a piece of fabric (or a sheet of paper) and put it on a vocabulary card. Move the hole in the picture, and the child guesses what is hidden there.

7. Magic bag. Put different objects in a bag, and the baby takes them out and names them. An even more interesting option: he puts his hand into the bag and guesses the contents by touch.

8. The game “Touch your…nose, leg, hand…” (generally body parts).

“Touch your mouth,” you say, and the baby touches his mouth.

9. Games will help children learn English colors easily. For example, you give him objects of different colors and ask him to find and select from them things of a certain color (by the way, the same task may concern words that begin with some letter, etc.).

10. Another example of playing with colors– “Find something…. in the room".

“Find something red in the room!”, - and the child is looking for something of the indicated color.

11. How to learn verbs. Perform some action with the baby and say what exactly you are doing:

- Fly! We are flying,” and pretend to be flying.
– “Let's sing! We are singing!” and hold an imaginary microphone in your hands.
– Jump! Jump!” and jump around the room merrily.

Don't forget about role-playing games. For example, play “shop”. The task of the child is to buy products from an English-speaking saleswoman (that's you). Before that, you remember the words and phrases that will be useful to him in the store, and then the child plays out this situation. Such a game can be cranked out with any fictitious conditions.

And be sure act out plays, fairy tales etc. For example, invite your child to make a video or film! The girls will definitely be delighted. 🙂

Useful sites. Learn English from scratch for kids: games, alphabet, videos, printables

When the child has grown up, you can invite him to play online games. Particularly when you need free time to do chores around the house.

1. Online games for kids: learn English alphabet and words

www.vocabulary.co.il

This site has already been mentioned above when it was about the game "Gallows". It has a huge number of online word games. For example, Whack a mole game helps to repeat the alphabet in a fun way: you need to hit the letters with a hammer and collect the correct sequence of the alphabet.

We aim and hit with a hammer on the desired letter

Or the game Word paths, where children must collect words from the available letters with a certain vowel sound. As you can see, the games are designed for different ages, which means that the site will help your children for many years.

www.eslgamesplus.com

Another great site with online games for kids. For example, this game, where hidden behind emoticons:

1. verb,
2. picture for this verb.

The challenge is to match. With each attempt, the words are voiced. Playing is a pleasure.

The game Pirate Waters Board Game also deserves special attention. First, choose a topic that is already known to the child (for example, parts of the body). Then you throw the dice (to do this, click on the image of the cube) and walk along the board. You are asked a question and you choose an answer. If it is given correctly, you roll the dice again.

If you get on a pirate - start over. In this case the child will repeat the correct construction several times while the game is running. The only drawback is that there is no voice acting for the correct answer (which would develop listening skills). Therefore, advice: for the first time, play with your child in order to:

1. help him deal with the conditions of the game (then you can’t drag him by the ears),
2. teach him to pronounce the correct answer on his own every time (so that the constructions are deposited in memory).

www.mes-english.com

This site also has printables (+ ability to make your own worksheets), and videos, and games. Let's focus on the games. For example, there is a great online vocabulary game. First, we go to the Vocabulary column and listen-memorize the words. Then we go to the Question and answer section and listen to the question and answer:

- What's this?
– It's a Lion!

And then in the Question only column, where you already need to answer with the baby.

supersimplelearning.com

This site also has cartoons, songs and games. For example, interactive alphabet games which are suitable for beginners. Choose a set of letters and a level (Level 1 first).

Next, click on the letter (for example, “a”) and listen to the pronunciation of this letter (or rather, the sound, of course, but kids don’t need to know such difficulties) and the word that begins with it. All this action is supplied with a cheerful picture.


The voice acting and animation of the game are just great!

At the next level, you are asked to choose a letter from the word you heard. At the third level - only by sound.

learnenglishkids.britishcouncil.org

Another super-useful site (it's not surprising - it's the British Council). For example, word games where you need to match the word and picture. Or Trolley Dash game, where you need to quickly buy all the products from the shopping list (verified: very exciting!)

www.englishexercises.org

A large number of tasks (online and for download). For example, you need watch the video and fill in the blanks the right words (for older kids).

The methodology of pedagogical work is determined by the goals and objectives that the teacher sets for himself. From the point of view of I.L. Sholpo, the main goals in teaching preschoolers a foreign language are: the formation of primary communication skills in children in a foreign language; the ability to use a foreign language to achieve their goals, express thoughts and feelings in real situations of communication; creation of a positive mindset for the further study of foreign languages; awakening interest in the life and culture of other countries; upbringing of an active creative and emotional-aesthetic attitude to the word; development of linguistic abilities of students, taking into account the age characteristics of their structure in older preschoolers; decentralization of the personality, that is, the ability to look at the world from different perspectives.

Methods of teaching English to preschoolers

The peculiarity of teaching English to preschoolers is that it is not just sitting at the table and flipping through books and notebooks. The process should not be boring, and the kids themselves should strive for knowledge. Children think concretely, understand everything literally, speak in simple sentences. If the teacher explains something, then he necessarily uses visualization, an example. That is why English for preschoolers is a game. Only through this form it is possible to achieve positive results and form a positive attitude towards a foreign language in a child.

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

From the very beginning of training, it is necessary to develop a certain style of working with children in English, to introduce a kind of rituals that correspond to the most typical situations of communication. Such rituals (greetings, farewells, short exercises, the use of politeness formulas accepted in English) allow children to set up 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 education is the activation of the speech-cogitative 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 not memorize the sound sequence mechanically. When repeating games, it is imperative to make different children the leading, active participants, so that at least once all the children perform the speech action provided for by the educational task.

A preschooler in the learning process needs a frequent change of activity. During the lesson, the child is often distracted, not because he is not interested, just his brain gets tired. The best relaxation is physical exercises, of course, related to a foreign language, for relaxation. It can be a rhyme or just the execution of commands. The session should not exceed 30 minutes.

The use of various sound and visual supports, for example: songs, children's video programs, thematic cards. The child enjoys working with such material, and all impressions and knowledge are formed in images that he then embodies.

The classic lesson should include the following steps:

• 1. Get familiar with sounds. The best way is a fairy tale about the tongue, tongue twisters, rhymes.
• 2. Introducing letters. Song "Cheerful alphabet", thematic pictures.
• 3. Enter words. We start with separate inclusions of words, for example, poems, cards.
• 4. Rest. Phys. minute.
• 5. Phrases. Children quickly want to speak in a “tempting and incomprehensible” language. All expressions should be simple, easy to remember. Before introducing the phrase, think over the game moment: “A doll from England came to us, let's get to know her. But she can’t speak Russian, maybe we can learn to speak English?”

Try to introduce English phrases into normal communication. Always say "thank you", "please", "sit down", "Look", "Let's play".

Many preschools use TPR to teach English to preschoolers based on total physical response. The main idea is that a child learns a foreign language in the same way as he learned his native language. The teacher plays the role of a parent: he says words or simple phrases, such as “jump” or “look at the notebook”, and the children perform actions. At the first stage, the emphasis is on the correct recognition of what was heard, after which the students themselves begin to speak commands to each other. They develop spontaneous speech skills. The physical and emotional component of the lesson improves the memorization of words. This technique is suitable for the very young ages and beginner levels, but it can also spice up lessons in other techniques for older children.

Glenn Doman Method

In Russia, the method of teaching English to preschoolers, the author of which is Glen Doman, is popular. It is used both in kindergartens and various children's clubs, and parents at home. Already starting from 6-7 months, babies are shown cards with the image of words, while pronouncing a foreign word aloud. The child remembers the picture and learns new words with regular, but not long-term repeated viewing of the cards. Subsequently, it is effective to play games with different combinations of cards, to show presentations. The role of the child in learning according to the Glenn Doman method is passive, but in such a visual form it is not difficult for him to memorize new vocabulary.

Zaitsev's method.

The next common technique is Nikolai Zaitsev. Suitable for both toddlers and older preschoolers. To teach younger children, the teacher (or parents) give them specially designed blocks with syllables to form words from. Those. memorization occurs in a playful and visual form. The next level also uses dice. The main idea is to make the algorithm for constructing sentences in English clear and simple. There is a certain color for each member of the sentence, and the child, having memorized the order of colors, say, for negative sentences, trains to build words under dictation. This is not an easy task for children, but its effectiveness has been proven. The methodology also includes various manuals and tables, thanks to which the parents themselves can easily conduct lessons.

Project and combined methodology.

The project method of teaching English to preschoolers is suitable for 4-6-year-olds. The teacher chooses a topic that is interesting for children, a set of new words, phrases and a variety of tasks for practice. Each topic is given several lessons, at the end, students prepare creative works within the framework of the subject under discussion. Teaching English using this method is versatile, children always learn something new.

The combined technique is the most common due to the greatest effectiveness of such training. The teacher combines the methods and tasks of different methods, introducing variety into the lessons and adapting the overall program according to the interests and abilities of the children.

Obviously, it is much more difficult to interest children in learning than adults. For them, lessons should be conducted dynamically, actively, so that their attention is constantly turned on and directed to tasks. Based on these principles, a gaming technique has been created and practiced. The game is the most entertaining and favorite activity for young students. This technique can be adapted to all levels of the language, any age and characteristics of children. They are among toys, familiar things, with a friendly active teacher. To speak and understand English is taught in a playful and audio form, with the help of cartoons, songs, fairy tales, games and other activities. Materials and ideas can be developed in Russia, as well as in the UK and the USA.

The next, very important issue that worries teachers is the issue of the size of the group. Z.Ya. Futerman, speaking about foreign language classes in a kindergarten, insists on working with a whole group (25-30 people), arguing that the children are used to each other, as well as the greater efficiency of mass games in the learning process. The teacher conducted an experiment that did not show an increase in the effectiveness of classes in the conditions of division into two subgroups. However, I.L. Sholpo questions these conclusions and writes that, perhaps, in a kindergarten, the habit of children to each other is really so strong that it turns out to be a decisive factor, however, if we are talking about other structures where unfamiliar children join groups, then classes with a group 25 people are ineffective, and even 15 people in a group is a serious test for a teacher. Sholpo I.L. recommends forming groups of at least five and no more than ten people, explaining that a general conversation (as established by psychologists), organized joint activities are possible in a group of no more than 8 people. But, given that in winter children often get sick and miss classes, you can recruit up to 10 people in a group.

The next controversial issue is the duration and frequency of classes. Z.Ya. Futerman argues that classes for five-year-olds should not last more than twenty minutes, and for six-year-olds, twenty-five. This statement is also based on the results of the experiment, however, I.L. Sholpo believes that his results are related to the previous condition: with a group size of 25-30 people, neither the teacher nor the children are able to study longer. Work experience of E.I. Negnevitskaya in groups of 5 to 15 people and the experience of I.L. Sholpo in groups of 7-10 people show that with such a number of children, the duration of the lesson from thirty-five to forty-five minutes (depending on age) does not tire the children, and they retain that unwillingness to leave, to complete the lesson, which, as is completely fair considers Z.Ya. Futerman, is necessary for effective learning. It is only important to change the type of activity every five minutes, to move from an outdoor game to a conversation at a round table; then - to dance, exercise; after that to singing a song, etc.

The usual frequency of classes, according to I.L. Sholpo - two or three times a week. Classes once a week are extremely unproductive, children have time to forget the material that has not received reinforcement for so many days.

Over the past few years, learning a foreign language has become not so much a way of self-development as a necessity. A foreign language has become a mandatory component of education not only in schools and universities, but also in many additional preschool institutions.

The demand for a foreign language in society, on the one hand, as well as the understanding by parents that language is not only a factor in the education of a modern person, but also the basis of his social and material well-being in society, on the other hand, at the moment make early learning a foreign language especially popular and relevant. If 20 years ago knowledge of the language was required only in the work of some areas, now the knowledge of at least one foreign language is mandatory.

The main problem of teaching a foreign language is the age of the learner. It is known for certain that children are more amenable to learning. Until recently, the teaching methodology was aimed at school-age children, but now parents tend to start learning a foreign language as early as possible. The main goals in teaching preschoolers a foreign language are:

• the formation of primary communication skills in a foreign language in children;
• the ability to use a foreign language to achieve their goals, express thoughts and feelings in real situations of communication;
• creation of a positive mindset for the further study of foreign languages;
• awakening interest in the life and culture of other countries.

Preschool age is especially favorable for starting to learn a foreign language: children of this age are particularly sensitive to linguistic phenomena, they develop an interest in comprehending their speech experience, the "secrets" of the language. They easily and firmly memorize a small amount of language material and reproduce it well. With age, these favorable factors lose their strength.

There is another reason why an early age is preferable for learning a foreign language. The younger the child, the less his vocabulary in his native language, but at the same time, his speech needs are also less: the areas of communication for a small child are smaller than for an older one, he still does not have to solve complex communicative tasks. This means that when mastering a foreign language, he does not feel such a huge gap between the opportunities in his native and foreign languages, and his sense of success will be more vivid than that of older children.
Teaching kids is a very difficult task that requires a completely different methodological approach than teaching schoolchildren and adults. If an adult speaks a foreign language, this does not mean at all that he can teach others. Faced with methodologically helpless lessons, children can acquire an aversion to a foreign language for a long time, lose confidence in their abilities. Only experienced professionals should work with preschoolers.

At preschool age, when teaching English to children, there is a gradual development of the foundations of communicative competence, which at an early stage of learning English includes the following aspects:

• the ability to correctly repeat English words from a phonetic point of view after a teacher, native speaker or speaker, that is, the gradual formation of auditory attention, phonetic hearing and correct pronunciation;
• mastering, consolidating and activating the English vocabulary;
• mastering a certain number of simple grammatical structures, building a coherent statement.

Methodology conducting direct educational activities should be built taking into account the age and individual characteristics of the structure of the linguistic abilities of children and be aimed at their development. Communication in a foreign language should be motivated and purposeful. It is necessary to create in the child a positive psychological attitude to foreign speech, and the way to create such a positive motivation is the game. The game is both a form of organization and a method of conducting classes, in which children accumulate a certain stock of English vocabulary, memorize a lot of poems, songs, counting rhymes, etc.

This form of conducting classes creates favorable conditions for mastering language skills and speech skills. The ability to rely on gaming activity allows you to provide a natural motivation for speech in a foreign language, to make even the most elementary statements interesting and meaningful. The game in teaching a foreign language does not oppose learning activities, but is organically connected with it.

Games in direct educational activities should not be episodic and isolated. A cross-cutting gaming technique is needed that combines and integrates other types of activities in the process of language learning. The game technique is based on the creation of an imaginary situation and the adoption by a child or a teacher of a particular role.

Educational games are divided into situational, competitive, rhythmic-musical and artistic.

• To situational include role-playing games that simulate situations of communication on a particular occasion. A role-playing game is a game activity during which children act in certain roles, various life situations are played out, for example: a seller-buyer, a doctor-patient, an actor and his admirer, etc.

They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games that require the use and modification of various models.

Standard Dialogs for example:

• Show me (show me) - when the teacher calls the subject, and the child must go to the card with the image of the desired word and point to it.
• What's this? The teacher shows the words, the children name the words.
• What's missing? (what's missing)
• What's not to belong? (which is redundant)
• "Magic Mirror" - goal: development of attention. Children in animal masks approach the mirror. Several animals are reflected in the magic mirror. Children need to be told who they see and in what quantity. For example: I see a dog. I see five dogs.

To competitive include most of the games that contribute to the assimilation of vocabulary and literacy. The winner is the one who has a better command of the language material.

These are all kinds of crossword puzzles, "auctions", board-printed games with linguistic tasks, and the execution of commands. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. Teams are different. In the classroom, children can play the game: “Simon says” - the purpose of this game is the development of cognitive interests. Children stand next to the teacher. The task of the children is to follow the instructions of the teacher. For example: Hands up! Sit down! Jump! Run! Etc. In the process of conducting this game, lexical material of various topics is used.

Rhythm music games- these are all kinds of traditional games such as round dances, songs and dances with the choice of partners, which contribute not so much to the mastery of communication skills, but to the improvement of the phonetic and rhythmic-melodic aspects of speech and immersion in the spirit of the language, for example: "" Nuts and May "", "What's your name”, “I like my friends”, “Heard, shoulders, knees and toes”, etc.

Artistic or creative games- this is an activity that stands on the border of the game and artistic creativity, the path to which lies for the child through the game. They, in turn, can be divided into

1. Dramatizations(i.e. staging small scenes in English) “In the forest” - for example: a fox and a bear meet in the forest, and a small dialogue is played out (Hello! I’m fox. I can run. I like fish); "Little Red Riding Hood" and others.

2.Pictorial Games, such as graphic dictation, coloring pictures, etc. Coloring pictures, this is a soothing, not always meaningful, but very common activity. For example, you can show the finished picture. While the child is working with the contour, the teacher repeats the word many times, names the details. Thus, we will lay the foundation for what the child has done himself in the new language. Graphic dictation- for example: in the classroom, children are told what color, children color, and then compare the resulting images with the one dictated by the teacher.

3. Verbal creative(collective composition of small fairy tales, selection of rhymes), for example:

Juicy clusters hang,
ripens grape.
If only he would mature sooner.
Grapes in English - grape.

We were swinging
ate cherry, that is, cherry.

On the border of situational improvisational games and creative dramatizations, there is such a type of activity as improvisation on the theme of a well-known fairy tale, already lost in an established form. For example, a game of "Turnip" or "Teremok", in which, depending on the number of players and the assimilation of new vocabulary, new characters and lines appear.

When choosing or inventing a game to include in the lesson, you must observe the following regulations:

• Before starting the game, answer the following questions: what is the purpose of the game, what should the child learn in it? What speech action should he perform? Does the child know how to construct such a statement, are there any additional difficulties?
• After answering these questions, try to turn into a child yourself and think of an interesting situation in which a statement according to such a model could arise.
• Think about how to describe this situation to the child in such a way that he immediately accepts it ...
• Have fun playing with your child!

The game should be educational, and it should be a game. The Soviet Encyclopedic Dictionary defines play as a type of unproductive activity, the motive of which lies not in its result, but in the process itself. This is a very important feature. Therefore, introducing a game in a lesson, its didactic result is important for the teacher, but cannot be an incentive for children's activities. Consequently, the game should change the very style of relationships between children and an adult teacher who cannot impose anything: a child can play only when he wants it and when it is interesting to him, and with those who cause him sympathy.

The teacher cannot only be the organizer of the game - he must play together with the child, because children play with adults with great pleasure and because the game atmosphere is destroyed under the gaze of an outside observer.

And so, we can say that the basis of any game is role-playing. A child in a role-playing game can play the role of himself, an English child or an adult, a fairy-tale character or an animal, an animated object, etc. - the possibilities here are unlimited.

His partner may be another child, a teacher, a puppet, an imaginary hero, an assistant actor, or a second teacher who always plays the same role, and so on.

Another of the most popular methods of teaching a foreign language is use of information and communication methods such as computer hardware, media, audio and more. The use of audio, video stories, fairy tales, cognitive material in direct educational activities contributes to the individualization of learning and the development of motivation for the speech activity of preschoolers. It is the use of ICT in the direct educational activities of a foreign language that develops two types of motivation: self-motivation, when the proposed material is interesting in itself, and motivation, which is achieved by showing the preschooler that he can understand the language he is studying. This brings satisfaction and gives confidence in their strength and desire for further improvement.

It is much more interesting to listen to or watch a fairy tale, story or educational film, rather than a training program. Children very quickly grasp the semantic basis of the language and begin to speak on their own. Especially if the training uses the method of total immersion. This method implies regular and deep contact of the child with a foreign language. The child's subconscious is unusually receptive, and even if a pronounced result is not visible now, then in a year or two it is quite possible to encounter the child's unusually developed linguistic abilities.

Audio tales for learning English

When the vocabulary of a preschooler reaches several dozen words, you can diversify direct educational activities with the help of audio fairy tales in English. Audio tales can be divided into:

• Audio fairy tales in their purest form. Audio fairy tales are a great help for children learning English. Tiny English short stories are fine to start with. For example, with children, you can listen to fairy tales such as "Three little kittens", "Three Little Pigs" or "Too Many Daves". It is extremely important that the essence of the audio fairy tale be understood, because otherwise the child will quickly lose interest. And direct educational activity without interest will not be so fruitful and effective.
• Audio fairy tales combined with illustrative material. As the audio fairy tale sounds, the children, together with the teacher, look at the pictures and at the same time pronounce the words.
• Audio fairy tales and the "total immersion" method. To make listening to English audio fairy tales more interesting, you can use one of the methods of fairy tale therapy - drawing a fairy tale. But drawing while listening will work if the plot of the fairy tale is at least a little familiar to the child. Therefore, children are given pencils and paper when the fairy tale is heard for the second or third time. The fact is that drawing while listening is a process that affects the deep skills of simultaneous perception and reproduction of information. In the course of drawing, the child forms associative connections with what he hears. Willingly or involuntarily, foreign words are remembered, associated with the plot depicted in the figure. Along the way, you need to pay attention to whether he can simultaneously listen and draw what he hears. At four or five years old, most babies lack the skills to quickly reproduce the information they hear. But by the age of six, those children who regularly listen and reproduce just heard information in the form of retelling, drawing, application, etc., develop the ability to simultaneously listen, hear, understand and interpret what they hear.

Videos for learning English

aim video film is the study of English by children of preschool and younger age using a communicative teaching method. The program material is interesting for the child, but at the same time educational. Children are included in the knowledge of the world around them, and while playing, they learn English.

Lexical and grammatical material is introduced in an entertaining way. Not only vocabulary is introduced, but also an action that can be performed with some object is clearly shown, which contributes to the rapid memorization of vocabulary and the development of elementary conversational skills in a foreign language. The presence of a native speaker contributes to the successful assimilation of phonetic material.

cartoons in English is one of the best assistants in teaching English. Children love cartoons and enjoy watching them many times in a row. Therefore, cartoons in English help to solve many problems of teaching a foreign language to kids at once:

• the child does not have the question “why learn these words”;
• it is interesting for him to watch the cartoon and he repeats the phrases of the characters with pleasure;
• cartoons help the child not only learn and learn new words, but also learn the sounds of English speech;
• repeatability - if the child liked the cartoon, he is ready to watch the same cartoon over and over again until he learns it by heart.

Videos for teaching children a foreign language need to be selected specially, it is best to put animated songs and cartoons for kids, designed for children aged 2-3 years old (for example, videos about Maisy Mouse). It will be much easier for a child to understand such cartoons - due to the availability of topics - counting, animal names, etc. and relaxed pace.

In this way, the game is a game oriented towards the zone of proximal development, combining a pedagogical goal with an activity motive that is attractive to the child.

Bibliography.

1. Astafieva M.D. Holidays for children learning English. - M.: Mosaic-Synthesis, 2009.
2. Galskova N.D. Nikitenko Z.N. Theory and practice of teaching foreign languages. Primary school: methodological guide.-M.: Iris-press, 2004.
3. Guseva L.P. We play, teach, master - we want to know English. - Rostov n / a: Phoenix, 2009.
4. Zemchenkova T.V. English for preschoolers. – M.: VAKO, 2008.
5. Ivanova M.V. English for kids. – M.: AST: Astrel, 2009.
6. Trofimova G.S. Pedagogical foundations of teaching foreign languages ​​(subject didactics). - Izhevsk: publishing house of Udmurt University, 1999.
7. Kozina S.V. Holidays for preschoolers in English. - M .: TC Sphere, 2008.

Children's bilingualism is a complex topic. There are many theories, there is no consensus among scientists. One thing is for sure: the sooner a child starts learning a second language, the easier it will be for him to learn it and the less effort it will take. Therefore, English for children is now so popular. But let's get some theory first.

Bilingualism is divided into two types. Children's bilingualism ("innate") and bilingualism in cases where a second language is learned after more or less decent mastery of the first. Let's call it an adult (although we can also talk about childhood). Some studies show that in the case of "innate" bilingualism, the brain learns two languages ​​as two DIFFERENT language systems. In the case of adult bilingualism, the language system is ONE. That is, by a certain point we already know our native language, and we perceive a foreign language as a set of synonyms for it and additional rules.

Features of "innate" bilingualism

A huge plus of “innate” bilingualism is that the second language is acquired automatically, and even the brain, according to some studies, stays in working condition longer. But in the first years of life, a child can mix languages. There is no particular problem in this, but when communicating with those who do not know one of the languages, difficulties may arise. On the other hand, children can generally be silent or babble in a fictitious language: this does not prevent them from playing with their peers and going to kindergarten at all.

But a little later, such a bilingual does not confuse the grammar of different languages. Using a specific language, he is, as it were, in a separate language system, only that part of the brain that is responsible for it is active.

The disadvantages of children's bilingualism include speech delay (it is logical: the child needs to learn twice as much material, it takes time) and mental problems. And one should feel sorry for the unfortunate inhabitants of states where several languages ​​are official at once, and children from birth fall into a multilingual environment. Switzerland especially - with its four official languages. But for some reason I envy these poor people.

Features of adult bilingualism

In the case of adult bilingualism, grammatical errors are more common in speech. They are associated with an attempt to apply the rules of the native language to a foreign one. And if in Russian there is no one hundred percent analogue of any part of speech from English, then at the age of thirty you will fight with these damn articles. But initially there is no confusion in the vocabulary: a person clearly distinguishes between two languages.

0 to year

If you decide to study English with a child from birth, then your set of methods is very limited. Yes, and "engage" is a strong word. In the first year of life, a child, of course, learns a huge amount of information, including grammar and vocabulary of his native language (he will begin to apply all this later). But it happens naturally. He can only listen and watch. So you have little choice: to speak and show the world around you. And do not try to be a "translator": name the subject in Russian, and immediately after that - in English. You don’t say in your life “I’ll drink some tea - tea”, this is unnatural. The entire phrase must be either in English or Russian.

1. One of the family members always speaks English to the child.

Feature: if you are not a native speaker, although you are fluent in it, then when you switch to English, you become a slightly different person. This phenomenon of “split personality” among professional translators is studied with interest by psychologists. And they have a version that in such a situation, the relationship between the child and the parent is worse. After all, this is no longer a “real” mother, but her Anglo-American version.

But if mom, dad, grandma or grandpa are carriers, you're in luck! Or you can hire an English-speaking nanny (but this often seriously hits the budget).

2. The whole family speaks a foreign language on a particular day of the week or in a particular situation.

For example, you can introduce the tradition of English Saturdays/Sundays. Or speak English only while swimming/only in the evening/only when walking in the park. There is also a disadvantage. For example, if you always speak English while eating, the child will not recognize the Russian names of products. On the other hand, it is now more important for him to feel a different grammatical structure, get used to the sound of the language, look at your articulation.

3. English is spoken in a specific place.

For example, in developmental groups, visiting specific friends who agreed to learn English with you, in a cafe, etc. This method seems to me even simpler, but it requires regular visits to the chosen place.

From one year to three

But let's be honest. All that the vast majority of mothers of children of the first year of life want is to sleep and wash. Not everyone had the opportunity to teach English to children from scratch, and there is nothing terrible in this, the whole life is ahead. In addition to all the above methods, which are suitable for children after a year, you can use:

1. Game method: lay out toys and objects in front of the child, name them in English, play with them, draw them, often repeating their names.

When the child has learned at least half of the words, you can begin to use them in speech and build a simple dialogue in English. It is important to go to the dialogues here. Otherwise, you will simply teach your child English synonyms, and not English.

2. Cards with pictures and names (Doman method).

The idea is very vaguely similar to the previous one, but instead of objects you have cards that you repeatedly show. As a rule, children look at any pictures with pleasure. But again, don't forget the dialogue!

Well, it is worth mentioning that Mr. Glenn Doman took care of babies with developmental delay. And then, based on his experience, he created methods for the rest (within them, for example, children learn mathematics as early as a year). Whether this method is right for you also depends on how you feel about early development in general.

This is a whole system with posters, audio recordings and cubes of different weights, colors and sizes, on which syllables are written.

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