Children preschool age they easily and simply perceive foreign languages, memorize words, it is easier to teach them to speak, since there is still no psychological barrier that prevents them from reproducing the sounds of unfamiliar speech. Plus, they are sociable and gladly agree to play educational games. However, in order for the study of English by children of 4 years old to become effective, parents should fulfill several conditions and avoid some standard mistakes.

Main Rules

The main principle in language learning is the methodology used in teaching bilinguals. Its essence is as follows.

1. Clear separation of languages ​​in communication. So that the child does not have porridge in his head, you cannot mix words from two languages ​​in speech, even if there are not enough words or knowledge to build a phrase. In some situations, it is worth using English, in some - Russian. Therefore, experts strongly recommend not only to transfer knowledge to the child, but also to try to improve their level of foreign language in order to be able to calmly and freely use the language in everyday speech. To do this, you can hire a tutor, find interlocutors on the Internet - there are entire online communities where students of foreign languages ​​communicate with each other in order to increase their level of knowledge.
2. Providing the widest possible range of opportunities for learning new words, expressions, intonations of the language being studied, especially in a non-linguistic environment.
3. Unobtrusive leading the child to active communication, and not just to understanding a foreign language. It is worth asking him questions, asking him to do something, encouraging him to use the language in Everyday life.

So that the child does not experience discomfort when communicating in English, choose the priority topics for study, except for everyday ones, that are of interest to him and to which you speak Russian more often. If a girl loves Disney princesses, learn with her such words as “castle”, “king”, “princess”, the names of cartoon characters, objects that play an important role in the cartoon, landscapes. So that she can talk about her favorite hobbies in English. If a boy likes to play with robots - accordingly, parents should delve into his hobby and pick up vocabulary.

It is also worth remembering that a foreign language should be not only a means of communication with mom or dad. The child must hear the speech of other people. This will help him prioritize correctly - he will understand that the language is used not only to load him with activities at his mother's whim and make it difficult to watch cartoons. It is great if there is an opportunity to travel abroad during the holidays or send the baby to a special kindergarten. Most often, children refuse to learn English precisely because they can do very well without it, and their parents cannot interest them.

The main mistakes of parents

The difficulties of learning a foreign language by children of 4-5 years old stem from the possible mistakes of their teacher, who, as a rule, is one of the members of the child's family.

• One of the “favorite” mistakes when learning English with preschool children is the organization of classes. Half an hour a day, 15 minutes or other set time, if possible, parents or visiting tutors spend with the child learning English. Such an approach can give some results - the flexible and tenacious children's memory will retain some knowledge. But, what parents rarely think about, language is primarily a means of communication. They need to start using from the beginning and for life. It's like music or sports - it's worth slowing down with progress - and immediately you start to roll back. There is no need to conduct lessons, it is difficult for the baby, and it will also strain parents who are psychologically tired after work. You need to communicate in the language, use it in everyday life. A couple of phrases in English when meeting in the evening, learning new words on a walk: “Look, it`s a car. It's a tree."
• Having a single source of language knowledge - mom, dad or a babysitter - will also become difficult for a child. He will get used to the pronunciation and speed of speech of one person, learn all his mistakes. In addition, the baby will have a question - why learn a language at all, if you can only speak with one person? Therefore, the main burden of organizing the language environment, at least at home, falls on the baby's family members. It is great if the family has older children of school age, English-speaking parents or students. Everyone will have to develop language skills. This should be discussed at the family council in advance.
• Lack of development opportunities and lack of necessary vocabulary. Remember yourself at the initial stage of learning a foreign language - how there were not enough words, how difficult it was to build sentences. You know your child best, their mannerisms and phrases used in Russian. Translate them and use them in everyday communication. In the same way, translate and use your standard appeals to the child: “Baby, it's time for bed. Go eat. Let's go for a walk. Now we need to put away the toys” and others.
• Acting and falseness in the use of English by adults. If your own language level does not allow you to communicate freely, something urgently needs to be done about it. Children are very sensitive to the emotional state of adults, and if the mother is uncomfortable speaking English, learning it will also become a torment for the child. Therefore, it is worth analyzing your Russian, phrases used in everyday life, finding their analogues or making a translation and try to overcome the psychological barrier before speaking a foreign language fluently. Learn to express emotions and think in English, use it at home, talking pointlessly - for example, when looking for the right thing, asking yourself questions or about to do something: “Where is my hairbrush? Oh, you need to put the kettle on. So, I forgot to buy a cake for tea" and other similar phrases. This will help relieve psychological stress and express your state and emotions in a foreign language.

You will have to constantly improve your level of knowledge in order to be able to give the child opportunities for communication.

What and how to study with a child

Ideally, if you manage to create a group of like-minded people - parents whose children go to the same group in kindergarten, friends or relatives who will support you in the idea of ​​learning English with your baby. A foreign language is best learned in a group.

For a qualitative study, it is worth using the following steps.

• Joint walks, where communication will take place in English. At the same time, it is better to study vocabulary on those objects of which there are many around - buildings and their parts (windows, doors, roofs), shops, trees, people (man, woman, child, boy, girl), animals and birds (pigeons, crows, cats, dogs). It is enough to teach the phrase: "This is ..." at the initial stage of training. Later, on walks, it is already possible to enter the words “far, close, near, narrow, wide, tall, big small” and the phrases “I see (something), we go (somewhere), he / she does something ( walks, talks, laughs, buys, runs, plays). The fact that there are a lot of objects or people will allow you to repeat words during a walk so that the child does not get bored - “Here is a boy running. Here comes the dog. A woman buys a newspaper. The girl buys ice cream. We buy ice cream. Dove is flying. A crow is flying. A sparrow is flying. The plane is flying. The ball is flying." Thus - visually and with different impressions - the child will better remember new words.
• Watching cartoons as a group with comments: “Look, what a beautiful dress the princess has. What a terrible monster! A funny talking kitten, etc. It is also appropriate to introduce personal attitude phrases: “I like / dislike. I want/don't want the same. I would/would not like to be the same.”

An important point when studying English child there will be mandatory listening to someone else's speech - announcers, movie characters, adults in the next room. Let him not understand what they are saying, but the speech sounding in the background still helps to form the perception of the melody of the language, its intonations.

So, learning English for children 4-5 years old is easier than adults. If your child has already entered this favorable period - take advantage of the moment! Knowledge of a foreign language will certainly come in handy in the future.

Roy and his friends love to learn foreign languages. They know the language of the country they come from and the language of the country where they live now. Say what languages ​​they speak.
1) Patrick speaks German and he can also speak Chinese.
2) Barbara speaks Norwegian and also she speaks Japanese.
3) Oleg speaks Russian and also he speaks Canadian.
4) Viktor speaks French and now he also speaks Canadian.
5) Kate speaks Mexican and she also speaks Portuguese.
6) Zara speaks English and she also speaks Vietnamese.
7) Sue speaks Irish and she also speaks English.
8) Peter speaks Belorussian and he also speaks English.

Complete the dialogues. Select answers from part B.
1) with;
2) f;
3) e;
4) a;
5) b;
6) g;
7) h;
8) c.

Make up dialogues and act them out.
1) A: I have already cooked lunch.
Q: When did you cook it?
A: I cooked it an hour ago.
2) A: I have already begun reading a Harry Potter book.
B: When did you begin?
A: I began to read it last week.
3) A: I have already left Moscow.
B: When have you left Moscow?
A: I have left it two weeks ago.
4) A: I have already chosen a present.
B: When did you do it?
A: I did it a minute ago.
5) A: I have already broken my mother's cup.
B: When did you break it?
A: I broke it yesterday.
6) A: I have already ridden my bike.
B: When did you ride?
A: I rode it last week-end.
7) A: I have already spoken to our new teacher.
B: When did you speak to her?
A: Last Friday I spoke to her.
8) A: I have already sent a birthday card to mum.
B: When did you send?
A: I have sent it three days ago.
9) A: I have already learned the poem.
Q: When did you learn it?
A: I learned it yesterday.
10) A: I have already done the exercises.
B: When did you do it?
A: I did it last evening.
11) A: I have already made a dress.
B: When did you make it?
A: I did it a few days ago.

What does Capa say?
1) have played; 2) observed; 3) have called; 4) have seen; 5) spoke.

Explain situations.
1) Jane has burnt the apple pie. Jane has burnt it because she forget to switch it off in time.
2) Samantha has put on her new dress. Samantha has put on the new dress because she wanted to look nice at the party.
3) Little Willy has spelled his name correctly. Little Willy has spelled his name correctly because he knew how to write.
4) Tina has made no mistakes in the text. Tina has made no mistakes in the text because she prepared to the test well.
5) The teacher has let me miss his class. The teacher did it because I looked very pale.
6) We have already heard the news. We have already heard the news because our mom haas called us.
7) Boris hasn't told us the truth. Boris hasn't told us the truth because he wanted us to be out of danger.
8) James has won the game. James has won the game because he was really a great player.

This product is not an electronic form of a textbook (developed in accordance with the requirements of the order of the Ministry of Education and Science of Russia No. 1559 dated 08.12.2014). This is an exact copy of the printed textbook in PDF format. Does not contain multimedia and interactive objects.

The textbook, created by well-known experts in the field of teaching English O. V. Afanasyeva and I. V. Mikheeva, is intended for students in grade 8 and is the main component of the teaching and methodological complex for the fourth year of study, which also includes two workbooks, working programm, audio application, teacher's book and Toolkit to this line. The textbook has been revised in accordance with the requirements of the Federal State Educational Standard of the Basic general education, approved by RAO and RAS and recommended by the Ministry of Education and Science Russian Federation. (CD included with print edition only.)

On our website you can download the book "English language. 4th year of study. Grade 8" Irina Mikheeva, Olga Afanasyeva, Ksenia Mikhailovna Baranova, Yulia Evgenievna Vaulina, Natalia Yurievna Petrova, Olga Vladimirovna Vostrikova for free and without registration in fb2, rtf format , epub, pdf, txt, read a book online or buy a book in an online store.

Training program

English language, preschool department (4–5 years)

Teaching English to preschoolers has its own characteristics, which are based on the psychophysiological development of children of this age. Psychologists say that perception, memory and attention in preschoolers are involuntary. Children do not know how to control their perception, they cannot analyze this or that object on their own. Children's memory is characterized by exceptional photographicity, but at the same time, the preschooler does not care that everything that he perceives can be remembered later. characteristic feature The child's attention is that it is caused by outwardly attractive objects. Focused attention remains as long as there is interest in the perceived objects. Many fundamental speech skills and abilities are not yet available to preschool children, which is associated with a greater development of the right hemisphere of the brain compared to the left. This leads to the fact that preschool children cannot build complicated logical chains, replace words in phrases of the same type, perceive a phrase as a set of lexical units, etc. Therefore, education should be based on these features and differ significantly from education in elementary school .

In the kindergarten "Kroshka" teaching English begins in groups of children of 3 summer age, and ends in groups of children 5-6 years of age. We distinguish 3 stages:

Stage I - 3-4 years,
Stage II - 4-5 years,
Stage III - 5-6 years.

At each stage, the program is built taking into account the characteristics of children of this age.

The main technologies for teaching preschoolers are based on a harmonious combination of 3 teaching methods:

1. game,
2. communicative,
3. methods of full inclusion of the whole organism (total physical involvement).

Throughout the training, the unity of forms and types of work is preserved, while visibility and imagery dominate, since the phrase is perceived by the child not as a set of separate lexical units, but as a block, something unified, whole, image.

This program is designed for teaching children 4-5 years old and takes into account the peculiarities of their psychological and physical development. The age from 4 to 5 years is called the age of "why". Children over 4 years of age are able to mentally imagine what they have never seen. They love to listen to adult stories and ask a lot of questions. Thinking makes a qualitative leap: the child goes beyond the limits of static being and begins to live in a world extended in time. This allows us to proceed to the search for patterns underlying the structure of the world. He becomes interested in processes as ordered systems of events. In this regard, it is necessary to include elements of the regularities of the language structure in training. At the same time 1) do not deviate one iota from the basic principle of visibility and imagery; 2) be guided by the principle “do as I do”, “speak as I do”; 3) to teach the language exclusively in practice, without even using elementary theoretical language concepts (teacher centered method).

Targets and goals

The main goal of the course is to familiarize children with simple vocabulary that is accessible and appropriate for them. level of development, the introduction of elementary language structures, the upbringing and development of the individual through familiarization with the culture of English-speaking countries with the help of children's folklore. These goals define the main objectives of the course:

1. Acquaintance with the basic sounds of the phonetic structure of the language and the further development of the child's speech apparatus.

2. Formation of the ability to understand the teacher's simple commands and respond to a number of elementary questions.

3. Development of elementary language skills and abilities (the ability to respond to the teacher's commands, answer simple questions, learn accessible vocabulary).

4. Development of language memory (photographic, figurative, graphic, verbal) and creative abilities.

5. Formation of skills for understanding elementary linguistic phenomena and the ability to compare simple integral constructions as a block in the native language in comparison with the one being studied.

6. Expanding the horizons of children and their general culture.

7. Development of skills and abilities to work in a large group (12-14 people) and in small groups of 5-6 people, the ability to work in a team.

Types and forms of work

Fundamental points of the concept preschool education are reduced to the use of a wide range of methods, techniques, forms and means of teaching. This takes into account the individual characteristics of children, as well as the characteristics of their general cultural development and microsociety - the family. So, the main tricks:

a) imitation;
b) creation of images: visual, musical, plastic. As a result, the dominance of non-verbal teaching aids in the classroom (pictures, images, music, dances);
c) use of educational games;
d) riddles;
e) dramatization of mini-performances, which helps to eliminate the psychological barrier in children, increase self-esteem, significance, which implies a success methodology.

Work principles

1. Be sure to use various means of encouragement, both verbal and material.

2. Form at children positive image teacher, which increases the reflective abilities of the child.

3. Limit the teacher's speech in Russian to 5-10%. (Child's speech in English - 90%).

4. Systematically introduce vocabulary:

The first lesson is 3 words.

The second lesson is reinforcement.

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

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

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

7. Give priority to pair and group learning. This helps to establish a favorable psychological climate in the group and removes language barriers.

8. Develop responsiveness to commands and questions from the teacher.

The teacher in the classroom uses the following types of work:

1. Work on pronunciation.

a) fairy tale "Living tongue"
b) tongue twisters
c) rhymes

2. Working with a toy.

a) dialogue with a toy
b) description of the toy

3. Working with a picture.

a) description of the picture
b) the game “What has disappeared”
c) "Find a picture"

4. Learning and reciting verses.

a) poetry competition
b) multi-genre recitation (optimistic, sad, angry, etc.)

5. Learning songs.

"Show me" the song

6. Dramatization of short stories and plays.
7. Outdoor games.
8. Quiet games.
9. Creative games.
10. Reproduction of situational dialogues.
11. Story by picture.
12. Learning letters.

Organization of work in a group

In the classroom, children sit and stand in a semicircle or circle, as close as possible to the teacher, which helps them to see and hear the teacher well and creates a warm psychological climate, and also allows them to quickly change activities. The lesson is built according to a systemic scheme, which should vary slightly from time to time as you go through the stages of training.

Sample Lesson Plan

1. Greeting.
2. Phonetic charging.
3. Repetition of the passed lexical material.
4. Warm-up using outdoor games.
5. Activation of the past and the introduction of new lexical material.
6. Learning poetry and rhymes.
7. Watching English cartoons.

Structure and content of the course

When choosing topics, lexical and grammatical structures, the level of development of children, their motivation and interests, as well as correlation with curricula for the development of cognitive abilities and speech in Russian in kindergarten, are taken into account. At the stage of teaching children of 4–5 years of age, based on the experience of teaching English to children of this age, it seems appropriate to introduce the following 11 topics:

The increase in the volume of vocabulary and the expansion of grammatical structures at the second stage occurs through the gradual introduction of new lexical units and the complication of grammatical structures (an increase of about 40% compared with the stage of teaching children of 3 years old). By the end of training at stage II, children have mastered approximately 150–180 lexical units.

Classes with preschool children should be held at least three times a week for 20 to 25 minutes. It is most effective to organize these classes in the morning (from 10 am to 12 pm).

Methodological literature, educational complex and visual material used in English classes in kindergarten.

1. The development of the intellectual abilities of the student, Tikhomirova L.F. Yaroslavl, 1996.
2. Math for toddlers, Serbina E.V., M .: Education, 1992.
3. What does not happen in the world, ed. Dyachenko O.M., Agaeva E.L., M.: Enlightenment, 1991.
4. Development of logical thinking of children, Tikhomirova L.F., Basov A.V. Yaroslavl, Tringo, 1995.
5. Development of children's cognitive abilities, Tikhomirova L.F., Yekaterinburg, 2003.
6. UMK How can we teach our children to speak English?, Dolnikova R.A., Fribus L.G., St. Petersburg, KARO, 2002.
7. Teaching foreign languages ​​in kindergartens, Chistyakova T.A.
8. Foreign languages ​​at school, 1990–2004, NMZH Moscow.
9. UMK English-1 Vereshchagina I.N. M. Education, 2001.
10. Big Disney Dictionary, Walt Disney Production, 1996.
11. Round and round the garden, Peter Gross, 1978.
12. Handwriting, Zaner-Bloser, Inc., Columbus, 1987.
13. Sing out, Zdorovova B., Moscow, Education, 1990.
14. Enjoy English, N. Rowell, Title, Obninsk, 1997.
15. Welcome, E. Gray, V. Evans, Express Publishing, 2001 (with cards and video course).
16. letterfun, E. Gray, V. Evans, Express Publishing, 2001 (with video course).
17. UMK Bravo
18. Muzzy in Gondoland, BBC English, "Infa-M", 1990.
19. English for toddlers- 1, 2, Workshop of Igor Shadkhan, 2000.
20. English for toddlers, Video for home, 2000.
21. Set Sail -l,2, E. Gray, V. Evans, Express Publishing, 2001.
22. Theme evenings in English, Diment A.L., M. Education, 1988.
23. UMK happy english, Indian Art Press, New Delhi, 1990.
24. Easy Picture Words 1-2, cards.
25. king size, KoHTyp-M, St. Petersburg, 1992.
26. "Happy English" lotto.
27. Educational set of numbers, letters and signs with magnetic fastening.

M.A. Bolkhovskaya,
Kindergarten "Kroshka", St. Petersburg

* In groups of 4-year-olds, classes last 20 minutes, 5-year-olds - 25 minutes.
** Dolnikova R.A., Fribus L.G. How can we teach our children to speak English? St. Petersburg: KARO, 2002.

Control is carried out after the passage of each topic. For this, one lesson is allocated for repetition and consolidation, as well as for identifying words and structures that need additional development.