Teaching English to a 3 year old. Abstract of an English lesson for young children (2

Explanatory note.

This program and method of teaching English is intended for preschool children aged 3-6 years. The program is the result of the author's work in a number of children's institutions of the city and directly in the state educational institution "Primary School-Kindergarten No. 701" Emerald City ".

Teaching children a foreign language should begin no earlier than from the age of three (the age of children junior group kindergarten), when the child's speech is mother tongue already more or less formalized, and he speaks, albeit in very short, but correct sentences.

The program is designed for classes, the duration of which is 20 minutes once a week for children aged 3-4 years (younger and middle groups) and 25 minutes once a week for children aged 5-6 years (senior and preparatory groups). The experience of working in preschool children's institutions has shown the feasibility of conducting classes with a group of not more than 10 people. But you should not create very small groups, since the types and methods of work make it possible to involve all children in active activities (collective repetition of words and sentences, singing, games, stories from pictures, etc.) It is most convenient to organize these classes in the morning. Children at this time are not tired and perceive the material of a foreign language well. The need to create this program is due to the specific conditions of work in the State Educational Establishment "Primary School-Kindergarten No. 701" Emerald City "and the concept of teaching and educating children in this institution. This concept assumes the continuity and succession of the learning process during the transition of children to school. Within its framework, the experience of creating a single complex for learning English "Kindergarten - School" was implemented. The proposed program is aimed at ensuring that children, moving into elementary school, fall into classes of in-depth study of the English language.

When creating the program, the psychophysiological characteristics of preschool children were taken into account. First of all, we focused on the involuntary nature of memory and attention, the ability to imprint, and on the game as the main activity.

The purpose of this course is to make the child understand that there are other countries, and people who speak different languages live in them. INTEREST, CAPTURIZE, GET ATTENTION - HERE ARE THE MAIN FIRST STEPS THAT WILL HELP IN THE FURTHER FURTHER CHILD PLUMBING WITH PLEASURE INTO THE WORLD OF LEARNING ENGLISH.

age of oral foreign speech great importance has the teacher's awareness of the age-related anatomical, physiological and mental characteristics of the child. Without this, it is impossible to resolve the issue of choosing teaching methods and techniques, to determine the dosage of the material and the frequency of classes. Accounting age features children is especially important in determining the optimal age to start learning a foreign language. One of the essential points that testify to the psychological readiness of the child to learn a foreign language is his ability to evaluate his own actions and the actions of his comrades, to realize what is bad and what is good.

Children of the eldest and preparatory groups Kindergarten already have certain knowledge, skills and abilities. At this age, the child develops the ability to purposefully memorize the necessary information. He begins to form logical thinking, no longer in isolation, but in conjunction with the general changes in his life, with the formation of his worldview. Preschool age is especially favorable for the beginning of learning a foreign language, since children are particularly sensitive to linguistic phenomena. They easily and firmly memorize a small amount of language material and reproduce it well. With age, these favorable factors lose their strength.

So, Small child learns the native language involuntarily, on the basis of imitation. Before the child begins to consciously set goals and understand why and how to learn his native language, he already masters it, for the most part. This involuntary, unstressed form of language acquisition is very effective. Assimilation occurs in gaming activities, with the assistance of positive emotions, involuntary attention, involuntary memory. It is these age-related abilities that open up great opportunities in terms of connecting a second (non-native) language.

Children aged 3 to 8 years, through the so-called "imprinting" (imprinting), based on imitation, learn foreign speech relatively easily.

For the correct organization of the system of teaching a foreign language to preschoolers, the teacher needs to know not only their age, but also their individual characteristics.

The teacher should take into account the individual qualities of children from the very first days of classes.

In the classroom in a foreign (English) language, some children show restlessness, increased activity, a desire to attract attention. This disrupts the overall rhythm of classes and reduces their effectiveness. This is how children with a strong, excitable, but unbalanced type usually behave. nervous activity-cholerics. Punishment or shouting from the teacher is inappropriate here, since they are still in more excite the child. To calm and organize such children is possible only with patience, a calm, but demanding attitude.

Gradually, thanks to an abundance of new impressions during classes, children develop interest in them, attention develops, and a sharp change for the better occurs in their behavior.

In the process of teaching preschoolers a foreign language, the author often observed that some children perceive the vocabulary being studied through continuous language communication (that is, they constantly talk), while others, on the contrary, through "wordless communication" (they learn the language silently). In this case, it is necessary to establish such a “balance” that would give all children the opportunity to equally master active and passive speech. But this “balance” is possible only when the teacher knows not only what the child is talking about, but also “what he is silent."

So, before teaching a stuttering child a foreign language, you need to contact a speech therapist to find out which exercises will be most useful for such a child.

The teacher should calmly, kindly explain to the children how important it is to listen to every sound and word in their native and foreign language that a foreign language can be mastered only after you have mastered your native language. This will teach children to be more attentive to the sound side of their native and foreign languages.

The teacher finds out what attracts the child most of all in the course of classes, and gives him the opportunity to do language exercises, but not in isolation, but together with the group, which allows the child to fully demonstrate his speech capabilities. As soon as the child is convinced of his first successes, he begins to believe in himself and with even greater desire tries to "speak like a teacher."

The teacher constantly maintains contact with parents, this helps to find ways to implement an individual approach faster.

Numerous studies show that children can easily learn multiple languages at a very early age. In this case, there is no threat to their mental and mental development. And if in early childhood a person freely masters different language systems, then over the years he needs much more effort.

The development of a child's speech is necessarily associated with his activities (play, work, holiday, etc.). Therefore, language training should be carried out not only in 20-30-minute lessons once a week, but on a daily basis, during various types of children's activities. Language teaching in the classroom should be carried out through purposeful organized activities of children.

The main principles of teaching English in a public educational institution (GOE) are:

1. The principle of oral speech, which involves the assimilation of educational material orally.

overcome phonetic difficulties, having mastered the basic conversational skills, as well as accumulate the necessary lexical and grammatical material.

Mastering the skills of oral English speech is facilitated by:

Listening to the speech of the teacher, simple stories and fairy tales, compiled on the basis of familiar vocabulary;

Listening to tape recordings;

Performing question-answer exercises;

Maintaining accessible dialogues with the teacher and among themselves (based on the acquired lexical material;

Participation in various didactic games in a foreign language;

Carrying out a 2-3-minute "language exercise";

Small messages of children within the framework of the studied topics;

Learning by heart simple poems, songs, tongue twisters, riddles;

Count up to 10 - in the senior group and up to 20 - in the preparatory group.

The oral method is the foundation on which the educational process for teaching a foreign language to preschool children is built.

In the learning process, it is necessary to rely on the emotional sphere, since at the age of 3-6 years, children do not have the concept of a conscious need for learning. Classes should be lively, interesting, colorful. In the classroom, it is supposed to use a variety of aids: toys, cubes, pictures, lotto, photographs.
The formation of articular skills and the formation of communication skills in the language should take place in situations typical of the daily life and activities of preschool children. The mastery of articular skills is helped by the high ability of children to imitate and the tendency to repeat, "playing to themselves" the words and phrases they hear.

4. Assimilation of material by children, especially grammatical, must be conscious (conscious). Children not only memorize constructions, grammatical forms, sounds, but also must understand what is happening in a particular case. For this, grammar exercises in the form of games and fairy tales are used.

5. Goals.

educational goals.

It is supposed to instill in children an interest in learning a foreign language, the formation of skills in educational activities. Foreign language teaching contributes to general development personality, fosters a benevolent attitude towards other peoples and countries.

development goals.

The main goal of early learning a foreign language is the development of the child. Learning a foreign language contributes to the development of memory and thinking of children, the formation of speech culture. In the process of properly organized teaching a foreign language, the articulatory apparatus of the child is improved. The skills of voluntary attention, purposeful perception are formed, imagination develops. The development of the child is also facilitated by the mastery of speech behavior in a foreign language.

Educational goals.

It is supposed to form the skills of independent solution of elementary situational problems in English within the framework of the topics proposed by the program, and in the acquisition of elementary regional knowledge about the country of the language being studied.

6. Methods.

Methods - ways to achieve goals, solutions, tasks. To implement the program, the author uses the following methods:

1. THE GAME.

In an effort to instill in children a love for a foreign language, the teacher must build classes in such a way that the child experiences the same pleasure from learning as from the game. The game retains its leading role. Children continue to play until the age of 10-12. The possibility of relying on gaming activity makes it possible to provide 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. The game in this function does not allow the free action inherent in regular games. When introducing this or that game, the teacher must take into account what pleases, excites the child in this moment, and also remember the target orientation of your own game. The teacher directs the course of the game and controls it. It is the use of gaming teaching methods that allows laying the foundations for the components of educational activity: the ability to see the goal and act in accordance with it, the ability to control and evaluate one's actions, etc.

By teaching children in the process of play, we help to ensure that the joy received from play activities gradually turns into the joy of learning. Teaching should be joyful. At the same time, the game is not only a source of children's joy, it is the main way to solve educational problems.

2. CONVERSATION .

The attention of children of this age is unstable. Children can only concentrate for a few minutes. Children do not perceive long (more than 2-3 minutes) monologic explanations of the teacher, so any explanation should be built in the form of a conversation.

Dialogical speech should prevail over monologue.

3. ARTICULATION GYMNASTICS .

The child does not catch the individual nuances of the phonetic phenomena of the English language. Insufficiently developed phonetic hearing in some children leads to the fact that they do not adhere to the necessary intonation of the sentence, confuse and do not always correctly compare the sounds and words of the studied and native languages. Children allow much less mistakes in pronunciation, if the teacher pays enough attention to the correct articulation of sounds. The author tries to teach children to assimilate the rules of phonetics not automatically, but consciously, based on the child’s ability to analyze the sound phenomena of English speech, albeit still insufficiently developed, but still existing in the child. The teacher makes sure that the children learn to listen and distinguish between sounds and sound combinations, highlight individual words, and also be able to distinguish the correct pronunciation from the incorrect one in the speech of their comrades.

The teacher shows the similarity or difference of English sounds with similar sounds of the native language, which helps to improve the child's diction. During articulation gymnastics, the teacher must constantly ensure that the material is of interest to children. This is possible thanks to the novelty of the material and the tendency of children to “play with sounds”.

Articulation gymnastics is aimed at preparing the child's articulation apparatus for pronouncing the sounds of a foreign language. It is practiced at the beginning of every class. As a rule, it takes the form of a fairy tale about Mr. Tongue. In teaching children correct pronunciation foreign words a positive role is played by special musical exercises.

4. VISIBILITY.

In children, voluntary memorization predominates. What is interesting and evokes an emotional response is well and quickly remembered.

A visual aid (model, toy, drawing, etc.) is, as it were, the bridge along which you need to go from the name of an object (or phenomenon) in the native language to the name of the object (or phenomenon) in a foreign language.

The use of visualization in the process of teaching English speech to preschoolers should depend on the specific conditions in which the lesson is conducted. For example, when studying the topic “Animals”, it is better to use not pictures, but toys that enable children to perceive the displayed objects in volume. "Natural visualization" (plants, models, toys, minerals, etc.) makes a greater impression on children than "pictorial visualization" (pictures, photographs of diagrams, etc.). However, "natural visualization" should not crowd out other types of visualization. Including "pictorial".

The teacher carefully considers what kind of visual aid can be used so that the visual aid evokes certain emotions in the child and leaves a mark in his figurative memory.

To make the first impression the most striking, toys, pictures, photographs, diagrams and other visual aids should be attractive.

The use of visualization in the process of teaching preschoolers a foreign language contributes to the development of their observation skills, which are one of the main factors in a child's psychological readiness for schooling.

The author adheres to the communicative methodology: during classes, communication in the native language is completely excluded. English words are associated not with Russian counterparts, but with objects, pictures. To make it interesting for kids to learn, songs, fairy tales, live dialogues, games are used.

The technique is simple: since the child perceives everything as a game, teachers use this by starting a game of "foreign words", in which the same objects can be called differently! If during the classes they show beautiful pictures and toys, and even teach these toys to “converse” with each other in English in the manner of Khrusha & Stepashka… delight is guaranteed.

At this age, in group classes, English can only be an exciting game, the purpose of which is to develop vocabulary and improve pronunciation.

5. .

The use of audio and video materials not only helps the learning process, but also contributes to the comprehensive development of the child. These funds “pull up” lagging children to the level of more developed ones, which gives a positive “educational effect”. Audio and video materials provide dynamism, brilliance and vivid impressions. With expressive speech accompaniment, they evoke emotions in children that have a positive effect on the learning process.

7. Argumentation of the program.

The author defends the idea of not a linear arrangement of the material, but a concentric (reciprocating) one. The positive point with this arrangement of the material is that each new academic year of study takes place not only a return to the previously studied material, but also its study at a higher level with the involvement of new lexical units and grammatical forms. Repetition becomes so important because of the characteristics of the psyche of the child, and also because English is not native to the child. The child does not live permanently among native speakers and does not use it in everyday communication. Under these conditions, in the absence of repetition, words and structures pass from an asset to a liability in a fairly short period of time, or even completely forgotten.

However, it should be noted that this program does not exclude a completely linear arrangement of the material. At each stage of training, for example, in the academic year, a consistent, linear study of new topics and concepts is necessarily implied.

Thus, there are plenty of arguments for learning English in the preschool period.

What surrounds us: a room for classes; Kindergarten; yard, playground street; transport; a park.

Body parts.

Food, dishes.

Animals.

Home, family (relations).

Professions.

My apartment, furniture.

Weather. Seasons.

Holidays, birthday.

Sports, Games.

Daily regime.

In addition, discussions on regional studies topics are held in the classroom. Children get acquainted with the folklore of England and the USA, with the best works for children of English and American writers in translation. Songs, poems, rhymes, stories and fairy tales are widely used as teaching material.

9. Conversational formulas.

Greeting, farewell, introduction, introduction:

Bye! Goodbye! good night!

How old are you?

I am fine, thanks.

I am so-so.

I am ill.

I am a boy (a girl).

Request expression:

Polite denial to a request for something or help:

I'm sorry. I cant.

Expression of gratitude - a polite response:

Thanks you (very much)

Thanks a lot.

You are welcome.

Positive rating:

That's very good!

Educational and thematic plan.

Junior group.

Topic	Number of hours	Theory	Practice	form of control
Acquaintance. Greetings.
Animals
A family
Colors

Tableware
Body parts
clothing
Furniture
Seasons

Lessons 1-2. Vocabulary: Hello, hi, good morning, good afternoon, good evening. – Use of video materials on the topic.

Lessons 3-7. Vocabulary: dog, cat, monkey, elephant, cock, duck, goose, hen, bear, hare, donkey, squirrel, mouse, fox, wolf. Audio. Use of videos on the topic. Situational games with themed cards, bingo and toys.

Lessons 8-12. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 13-16. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. The game of “Traces”, “ Air balloons". Use of video materials on the topic.

Lessons 17-20. Vocabulary: bread, butter, meat, ice-cream, egg, fish, cheese, salad, potato, tomato, carrot, cucumber, apple, orange, milk, water, juice, tea, coffee. Use of video materials on the topic. Role playing games, lotto game and pictures.

Lessons 21-23. Vocabulary: cup, glass, plate, saucer, spoon, fork, knife, kettle, pan, dish, bowl. Use of video materials on the topic. Role playing games, lotto game and pictures.

Educational and thematic plan.

Middle group.

Topic	Number of hours	Theory	Practice	form of control

Acquaintance. Greetings.
Animals
A family
Toys
Colors

Tableware
Meals
Body parts
clothing
Furniture
Seasons

Class schedule: 32 hours once a week

Lessons 2-3. Vocabulary: Hello, hi, good morning, good afternoon, good evening. -What's your name? -My name is. Use of videos on the topic.

Lessons 4-7. Vocabulary: dog, cat, monkey, elephant, cock, duck, goose, hen, bear, hare, donkey, squirrel, mouse, fox, wolf. Audio. on this topic. Use of videos on the topic. Situational games with cards, bingo and toys.

Lessons 8-11. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 12-13. Vocabulary: toy. These lessons combine words on the topics “Animals”, “Transport”, “Colors”. Use of video materials on the topic. Creation of game situations with toys in the group.

Lessons 14-17. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. Playing "Footprints", "Balloons". Use of video materials on the topic.

Lessons 24-26. Vocabulary: body, head, hair, eye, ear, nose, face, neck, shoulder, arm, hand, leg, foot-feet, finger, toe. Use of video materials on the topic. Loto game. Consideration of a poster on the topic.

Lessons 27-28. Vocabulary: dress, shirt, jeans, trousers, coat, jacket, scarf, hat, cap, gloves, mittens, boots, shoes, suit. Use of video materials on the topic. Role-playing games on the topic using pictures, dolls and doll clothes.

Lessons 29-30. Vocabulary: sofa, table, chair, armchair, shelf, bookcase, wardrobe, bed, cupboard. Use of video materials on the topic. Role playing in children's corner. Games using pictures and lotto.

Lessons 31-32. Vocabulary: winter, spring, summer, autumn. Learning songs on the topic. Games using pictures and lotto.

Educational and thematic plan.

Senior group.

Topic	Number of hours	Theory	Practice	form of control
Acquaintance with the country of the language being studied
Acquaintance. Greetings.
Animals
A family
Toys
Colors
Holidays
Winter Games. Sports.

Tableware
Meals
Body parts
clothing
Furniture
Seasons

Class schedule: 32 hours once a week

Lesson 1. A story about the country of the language being studied using pictures and photographs.

Lessons 2-3. Vocabulary: Hello, hi, good morning, good afternoon, good evening. -What's your name? -My name is… -How are you? -I am fine, thanks. Use Video materials on the topic.

Lessons 4-6. Vocabulary: dog, cat, monkey, elephant, cock, duck, goose, hen, bear, hare, donkey, squirrel, mouse, fox, wolf. Audio. Use related videos. Situational games with themed cards, bingo and toys.

Lessons 7-9. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 10-11. Vocabulary: toy. These lessons combine words on the topics “Animals”, “Transport”, “Colors”. Use of video materials on the topic. Creation of game situations with toys in the group.

Lessons 12-14. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. Playing "Footprints", "Balloons". Use of video materials on the topic.

Lesson 17 Playing loto and pictures on the topic.

Lessons 18-19. Vocabulary: bread, butter, meat, ice-cream, egg, fish, cheese, salad, potato, tomato, carrot, cucumber, apple, orange, milk, water, juice, tea, coffee. Use of video materials on the topic. Role playing games, lotto game and pictures.

Lessons 20-21. Vocabulary: cup, glass, plate, saucer, spoon, fork, knife, kettle, pan, dish, bowl. Use of video materials on the topic. Role playing games, lotto game and pictures.

Lessons 22-23. Vocabulary: breakfast, lunch, dinner, supper, teatime, I am hungry, I am thirsty. Role-playing games on the topic with pictures.

Lessons 29-30. Vocabulary: sofa, table, chair, armchair, shelf, bookcase, wardrobe, bed, cupboard. Use of video materials on the topic. Role play in the children's corner. Games using pictures and lotto.

Lessons 31-32. Vocabulary: winter, spring, summer, autumn. Learning songs on the topic. Games using pictures and lotto.

Educational and thematic plan.

Preparatory group.

Topic	Number of hours	Theory	Practice	form of control
Acquaintance with the country of the language being studied
Acquaintance. Greetings.
Animals
A family
My apartment. Furniture.
Schedule
On the street. Transport.
On the street. What surrounds us.
Holidays in England and Russia
Seasons. Weather.
Toys
Colors
Body parts
clothing

Tableware
School. School supplies.
Professions

Class schedule: 32 hours, once a week.

Lesson 1. A story about the country of the language being studied using video material, pictures and photographs.

Lesson 2. Vocabulary: Hello, hi, good morning, good afternoon, good evening. -What's your name? -My name is… -How are you? -I am fine, thanks. Use of video material on the topic.

Lessons 3-4. Vocabulary: dog, cat, monkey, elephant, cock, duck, goose, hen, bear, hare, donkey, squirrel, mouse, fox, wolf, mouse, snake, bird, butterfly, fly. Use of video materials on the topic. Games with cards, lotto and toys.

Lessons 5-6. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 7-8. Vocabulary: flat, house, sofa, table, chair, armchair, shelf, bookcase, wardrobe, bed, stool, cupboard, kitchen, bedroom, toilet, bathroom, living-room, hall. Use of video materials on the topic. Role play in the children's corner.

Lessons 9-10. Vocabulary: short sentences like: I get up at seven o'clock. I want my hands and face. I dress. I have breakfast. Use of video materials on the topic. Drawing up a loto on the topic.

Lessons 11-12. Vocabulary: car, bus, trolleybus, tram, bicycle, bike, ship, train, plane, lorry, truck, scooter. Use of video materials on the topic. Loto game. Demonstration of pictures by topic.

Lessons 13-14. Classes include games and vocabulary covering topics such as "Transport", "Colors". Game on the topic using pictures and lotto.

Lessons 15-16. Vocabulary: New Year, Christmas, Birthday. Songs associated with these holidays. Role games on topics.

Lessons 17-18. Vocabulary: winter, spring, summer, autumn, cold, hot, worm, windy, snowy, sunny. Learning songs on the topic. Games using pictures and lotto.

Lessons 19-20. Vocabulary: toy. These lessons combine words on the topics “Animals”, “Transport”, “Colors”. Use of video materials on the topic. Creation of game situations with toys in the group.

Lessons 21-22. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. Playing "Footprints", "Balloons". Use of video materials on the topic.

Lessons 23-24. Vocabulary: body, head, hair, eye, ear, nose, face, neck, shoulder, arm, hand, leg, foot-feet, finger, toe. Use of video materials on the topic. Loto game. Consideration of a poster on the topic.

Lessons 25-26. Vocabulary: dress, shirt, jeans, trousers, coat, jacket, scarf, hat, cap, gloves, mittens, boots, shoes, suit. Use of video materials on the topic. Role-playing games on the topic using pictures, dolls and doll clothes.

Lessons 27-28. Vocabulary: bread, butter, meat, ice-cream, egg, fish, cheese, salad, potato, tomato, carrot, cucumber, apple, orange, milk, water, juice, tea, coffee, breakfast, lunch, dinner, supper, teatime, I am hungry, I am thirsty. Use of video materials on the topic. Role playing games, lotto game and pictures.

Lesson 29 Use of video materials on the topic. Role playing games, lotto game and pictures.

Lessons 30-31. Vocabulary: school, teacher, pupil, classroom, desk, chair, table, blackboard, duster, piece of chalk, pen, pencil, rubber, ruler, book, exercise-book. The game "To school" using visual materials, pictures.

Lesson 32 Loto game.

11. Monitoring and evaluation.

Achieving success in communication is one of the main conditions for the formation of interest.

When teaching six-year-olds, direct control is not used. That is, students do not know that their activities in this situation are specially evaluated.

Focus on the performance of actions is ensured by the rules of the game, which the student observes in an effort to solve the game communicative task.

1) In all cases, a friendly attitude towards the student as a person.

2) A positive attitude towards the student's efforts aimed at solving the problem (even if these efforts did not give a positive result).

3) A concrete analysis of the difficulties faced by the student and the mistakes he made.

4) Specific instructions on how to improve the achieved result.

The general pedagogical meaning of the statement should be something like this: “You acted very well, but so far you have not yet succeeded. You will definitely do better next time!”

An overall positive assessment is also necessary because children still cannot separate the assessment of the performance of the task from the assessment of themselves as a whole. They understand the words "you did it badly" like this: "I'm bad, and the teacher does not like me."

Forms of performance evaluation can be:

Open classes for parents;

Questioning of parents;

Participation in thematic holidays;

The level of formation of speech skills and abilities is established with the help of special control tasks and is recorded in writing.

To check the level of learning, listening and speaking classes (dialogical and monologue speech) are provided.

For students, this is hidden control, that is, they do not know that their activities are specifically controlled. Control is exercised in the situation: teacher - student. The setting should be natural. Testing is carried out in the form of a game.

Bibliography:

1. N.V. Chanchikova. English for kids. Publishing house "Style". St. Petersburg, 1993 - 160 p.

2. Bondarenko A.K., Matusik A.I. Education of children in the game. M.: Enlightenment, 1983.

Z. Golubkova G.B. Let's learn together. English language guide for children under 10 and their parents. St. Petersburg, 1991.

4. L.S. Kochetova. We study English. Publishing house "Style". St. Petersburg, 1993 - 144 p.

5. Elkonin D.B. The psychology of the game. Moscow: Pedagogy, 1978.

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State educational institution for children of preschool and primary school age Elementary school - kindergarten No. 701 "Emerald City" of the Kalininsky administrative district of St. Petersburg

EDUCATIONAL PROGRAM

ADDITIONAL

EDUCATION

"English for children"

for children from 3 to 7 years old.

Program implementation period 4 years

St. Petersburg 2012

Explanatory note.

1. Scientific and methodological substantiation and relevance of the program.

Teaching children a foreign language should begin no earlier than from the age of three (the age of children in the younger group of kindergarten), when the child’s speech in his native language is already more or less formalized, and he speaks, albeit in very short, but correct sentences.

The lessons are aimed at the comprehensive development of the child, the desire to learn to speak English is achieved and grows, oral-speech skills and the ability to communicate at an elementary level are formed. It is to speak, and not only to recite poems, sing songs and list the names of objects. Children attend classes with interest, listen and watch videocassettes with pleasure.
Our task is to create in the child's brain an image of the basic structures of the language. Since at this age the speech mechanisms are not yet fully formed, and the mechanism of imprinting operates, it seems to be the most effective natural way creating an image of the child's language - through repeated listening to the structures being worked out (the audio complex plays a big role in this).
When creating the program, the psychophysiological characteristics of preschool children were taken into account. First of all, we focused on the involuntary nature of memory and attention, the ability to imprint, and on the game as the main activity.

2. Age characteristics of children.

The optimal age to start learning a foreign language.

For the proper organization of the process of teaching preschool children
of the age of oral foreign speech, the teacher's awareness of the age-related anatomical, physiological and mental characteristics of the child is of great importance. Without this, it is impossible to resolve the issue of choosing teaching methods and techniques, to determine the dosage of the material and the frequency of classes. Taking into account the age characteristics of children is especially important when determining the optimal age to start learning a foreign language. One of the essential points that testify to the psychological readiness of the child to learn a foreign language is his ability to evaluate his own actions and the actions of his comrades, to realize what is bad and what is good.

Children of the senior and preparatory groups of the kindergarten already have certain knowledge, skills and abilities. At this age, the child develops the ability to purposefully memorize the necessary information. He begins to form logical thinking, no longer in isolation, but in conjunction with the general changes in his life, with the formation of his worldview. Preschool age is especially favorable for the beginning of learning a foreign language, since children are particularly sensitive to linguistic phenomena. They easily and firmly memorize a small amount of language material and reproduce it well. With age, these favorable factors lose their strength.

So, a small child learns his native language involuntarily, on the basis of imitation. Before the child begins to consciously set goals and understand why and how to learn his native language, he already masters it, for the most part. This involuntary, unstressed form of language acquisition is very effective. Assimilation occurs in gaming activities, with the assistance of positive emotions, involuntary attention, involuntary memory. It is these age-related abilities that open up great opportunities in terms of connecting a second (non-native) language.

Children aged 3 to 8 years, through the so-called "imprinting" (imprinting), based on imitation, learn foreign speech relatively easily.

3. Accounting for the individual characteristics of children.

For the correct organization of the system of teaching a foreign language to preschoolers, the teacher needs to know not only their age, but also their individual characteristics.

The teacher should take into account the individual qualities of children from the very first days of classes.

In the classroom in a foreign (English) language, some children show restlessness, increased activity, a desire to attract attention. This disrupts the overall rhythm of classes and reduces their effectiveness. This is usually the behavior of children with a strong, excitable, but unbalanced type of nervous activity - choleric. Punishment or shouting of the teacher is inappropriate here, as they excite the child even more. To calm and organize such children is possible only with patience, a calm, but demanding attitude.

Gradually, thanks to an abundance of new impressions during classes, children develop interest in them, attention develops, and a sharp change for the better occurs in their behavior.

So, before teaching a stuttering child a foreign language, you need to contact a speech therapist to find out which exercises will be most useful for such a child.

The teacher should calmly, kindly explain to the children how important it is to listen to every sound and word in their native and foreign languages, that foreign language speech can be mastered only after you have mastered your native language. This will teach children to be more attentive to the sound side of their native and foreign languages.

The teacher constantly maintains contact with parents, this helps to find ways to implement an individual approach faster.

4. General methodological principles.

The main principles of teaching English in a public educational institution (GOE) are:

1. The principle of oral speech, which involves the assimilation of educational material orally.

The psychological characteristics of children allow them to assimilate individual
words, phrases and structures. Per short period children should
overcome phonetic difficulties by masteringbasic conversational skills, as well as to accumulate the necessary lexical and grammatical material.

Mastering the skills of oral English speech is facilitated by:

Listening to the speech of the teacher, simple stories and fairy tales, compiled on the basis of familiar vocabulary;

Listening to tape recordings;

Performing question-answer exercises;

Maintaining accessible dialogues with the teacher and among themselves (based on the acquired lexical material;

Participation in various didactic games in a foreign language;

Carrying out a 2-3-minute "language exercise";

Small messages of children within the framework of the studied topics;

Learning by heart simple poems, songs, tongue twisters, riddles;

Count up to 10 - in the senior group and up to 20 - in the preparatory group.

The oral method is the foundation on which the educational process for teaching a foreign language to preschool children is built.

In the learning process, it is necessary to rely on the emotional sphere, since at the age of 3-6 years, children do not have the concept of a conscious need for learning. Classes should be lively, interesting, colorful. In the classroom, it is supposed to use a variety of aids: toys, cubes, pictures, lotto, photographs.
The formation of articular skills and the formation of communication skills in the language should take place in situations typical of the daily life and activities of preschool children. The mastery of articular skills is helped by the high ability of children to imitate and the tendency to repeat, "playing to themselves" the words and phrases they hear.

5. Goals.

educational goals.

It is supposed to instill in children an interest in learning a foreign language, the formation of skills in educational activities. Teaching a foreign language contributes to the overall development of the individual, fosters a benevolent attitude towards other peoples and countries.

development goals.

Educational goals.

6. Methods.

Methods - ways to achieve goals, solutions, tasks. To implement the program, the author uses the following methods:

1. GAME.

In an effort to instill in children a love for a foreign language, the teacher must build classes in such a way that the child experiences the same pleasure from learning as from the game. The game retains its leading role. Children continue to play until the age of 10-12. The possibility of relying on gaming activity makes it possible to provide 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. The game in this function does not allow the free action inherent in regular games. When introducing this or that game, the teacher must take into account what pleases, excites the child at the moment, and also remember the target orientation of his own game. The teacher directs the course of the game and controls it. It is the use of gaming teaching methods that allows laying the foundations for the components of educational activity: the ability to see the goal and act in accordance with it, the ability to control and evaluate one's actions, etc.

2. CONVERSATION.

Dialogical speech should prevail over monologue.

3. ARTICULATION GYMNASTICS.

The child does not catch the individual nuances of the phonetic phenomena of the English language. Insufficiently developed phonetic hearing in some children leads to the fact that they do not adhere to the necessary intonation of the sentence, confuse and do not always correctly compare the sounds and words of the studied and native languages. Children make much fewer mistakes in pronunciation if the teacher pays enough attention to the correct articulation of sounds. The author tries to teach children to assimilate the rules of phonetics not automatically, but consciously, based on the child’s ability to analyze the sound phenomena of English speech, albeit still insufficiently developed, but still existing in the child. The teacher makes sure that the children learn to listen and distinguish between sounds and sound combinations, highlight individual words, and also be able to distinguish the correct pronunciation from the incorrect one in the speech of their comrades.

Articulation gymnastics is aimed at preparing the child's articulation apparatus for pronouncing the sounds of a foreign language. It is practiced at the beginning of every class. As a rule, it takes the form of a fairy tale about Mr. Tongue. Special musical exercises play a positive role in teaching children the correct pronunciation of foreign words.

4. VISIBILITY.

In children, voluntary memorization predominates. What is interesting and evokes an emotional response is well and quickly remembered.

The teacher carefully considers what kind of visual aid can be used so that the visual aid evokes certain emotions in the child and leaves a mark in his figurative memory.

To make the first impression the most striking, toys, pictures, photographs, diagrams and other visual aids should be attractive.

At this age, in group classes, English can only be an exciting game, the purpose of which is to develop vocabulary and improve pronunciation.

5. USE OF AUDIO AND VIDEO MATERIALS.

7. Argumentation of the program.

Learning a language usually speeds up a child's mental and emotional development. In the future, it will be easier for him to learn not only other foreign languages, but also any sign systems (for example, a programming language). And participation in joint educational games with peers allows you to form an interest in learning even before school. In addition, imagination actively participates in gaming activities, the process of memorization is easier, and logical abilities gradually develop. Finally, communication with a native speaker from early childhood makes it possible to achieve excellent pronunciation.
Thus, there are plenty of arguments for learning English in the preschool period.

8. Educational and thematic planning of classes.

What surrounds us: a room for classes; Kindergarten; yard, playground street; transport; a park.

Body parts.

Clothing.

Colors.

Food, dishes.

Toys.

Animals.

Home, family (relations).

Professions.

My apartment, furniture.

Weather. Seasons.

Holidays, birthday.

School. School supplies.

Sports, Games.

Daily regime.

9. Conversational formulas.

Greeting, farewell, introduction, introduction:

How do you do! Hello! good morning! good evening! good affemoon!

Bye! Goodbye! good night!

What is your name? My name is …

How old are you?

I am fine, thanks.

I am so-so.

I am ill.

I am a boy (a girl).

Request expression:

(Please) give me a\the... (please).

(Please) help me (please). May I have a\the... (please).

Polite denial to a request for something or help:

I'm sorry. I cant.

Expression of gratitude - a polite response:

Thank you (very much)

Thanks a lot.

You are welcome.

Positive rating:

Fine!

That's very good!

Educational and thematic plan.

Junior group.

Acquaintance. Greetings.

The game

Animals

The game

A family

The game

Colors

The game

Seasons

The game

Lessons 1-2. Vocabulary: Hello, hi, good morning, good afternoon, good evening. – Use of video materials on the topic.

Lessons 8-12. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 13-16. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. Playing "Footprints", "Balloons". Use of video materials on the topic.

Lessons 21-23. Vocabulary: cup, glass, plate, saucer, spoon, fork, knife, kettle, pan, dish, bowl. Use of video materials on the topic. Role playing games, lotto game and pictures.

Educational and thematic plan.

Middle group.

The game

Acquaintance. Greetings.

The game

Animals

The game

A family

The game

Toys

The game

Colors

The game

Tableware

The game

Seasons

The game

Class schedule: 32 hours once a week

Lesson 1. A story about the country of the language being studied using pictures and photographs.

Lessons 2-3. Vocabulary: Hello, hi, good morning, good afternoon, good evening. -What's your name? -My name is. Use of videos on the topic.

Lessons 8-11. Vocabulary: family, mother, father, sister, brother, son, daughter, aunt, uncle. Use of video and audio material on the topic. Games with lotto and pictures.

Lessons 14-17. Vocabulary: red, blue, yellow, green, orange, brown, black, white, purple, grey. Playing "Footprints", "Balloons". Use of video materials on the topic.

Lessons 20-21. Vocabulary: cup, glass, plate, saucer, spoon, fork, knife, kettle, pan, dish, bowl. Use of video materials on the topic. Role playing games, lotto game and pictures.

Lessons 22-23. Vocabulary: breakfast, lunch, dinner, supper, teatime, I am hungry, I am thirsty. Role-playing games on the topic with pictures.

Lessons 31-32. Vocabulary: winter, spring, summer, autumn. Learning songs on the topic. Games using pictures and lotto.

Educational and thematic plan.

Senior group.

Acquaintance with the country of the language being studied

The game

Acquaintance. Greetings.

At the age of three, little fidgets with genuine interest learn about the world around them. And the more interesting things there are in this world, the better. So English for children 3 years old will be an exciting adventure. Young "researchers" are keenly interested in the new and unknown, and the unique possibilities of natural knowledge of things will help them perceive a foreign language literally on a subconscious level. We will talk about how to conduct English language training classes with children of three or four years old in today's article.

A similar question is asked by every parent who is worried about the future of his child. Heated discussions and differences of opinion are also not uncommon among teachers: some advocate learning English “from the cradle”, while others believe that it is more rational to get acquainted with a foreign language before entering school.

Without going into the details of this controversy, let us single out its grain. The root of the problem lies in the excessive workload and "depriving children of their childhood." But the secret of success lies precisely in the fact that English lessons for preschool children are conducted exclusively in a playful way. The method of teaching English for the smallest is not memorization, but exciting game, organically fitting into children's fun.

You can start learning English with a one-year-old baby, and with a child of 2 years old, and with children from 3 years old and older. The main thing is to develop students' sincere interest in English classes. Young children are open and very inquisitive in their own right, so it is not difficult to get them excited about a new activity. Moreover, the natural needs of cognition maximally include all the possibilities of the brain in the work. This gives kids ages 2 to 4 the following benefits:

easy perception of new information;
fast memorization;
natural imitation of foreign pronunciation;
no fear of speaking.

Learning foreign languages at an older age will no longer be accompanied by these favorable factors. Therefore, strike while the iron is hot. However, in order for English lessons for children of 3-4 years old to be really successful, before starting them, several nuances of child psychology should be taken into account.

How to explain English to children 3 years old - practical recommendations

So, you have decided to teach your child to speak English, but do not yet know where to start the first lessons. It is easy to start teaching children, the main thing is to remember the secret already said - no coercion, only a game!

We instill interest

Toddlers from 1 year and older actively explore the world, being interested in every unexplored part of it. The parent's task this case– to pick up this natural interest and develop it into an exciting game “occupation”. Playing toys with your child, tell him about the English language using the names of these items as an example. But do not immediately demand mandatory memorization and repetition: if the baby is interested, then later he himself will demonstrate the acquired knowledge.

Use any everyday situation to teach English. What do three year olds do most often? They ask questions. Answer them by adding English words to the sentences and explaining their meanings visually, i.e. showing items. The child learns the world through the eyes and sensations, so you should not make long verbal explanations that will quickly get bored and confuse the baby.

Let's not get bored

The main principle by which English is taught for children from the age of 3 is no violence. Your classes should not even remotely resemble school lessons. No "sit down and learn". We play English with children, and we play not at any particular time of the day, but in any suitable situation.

For example, invite your child to learn colors in English on a walk. Let the little one on all items containing green color, joyfully shouts Green! Or you can compete with your toddler to find the most green objects around. The reward for the game will again be a green delicacy: an apple, a pear, and a sweet watermelon is also suitable for the summer period.

Such simple games give excitement and positive emotions, develop a craving for new knowledge and make it easy to learn and memorize new vocabulary.

We encourage success

Praise and kind words are pleasant even for serious adults, let alone children who are receptive to affection, who are only 3 or 4 years old.

Notice even small improvements in your child's knowledge. Respond to each correctly spoken phrase, inspiring and motivating the child to use English words more often in his speech and build whole sentences from them.

The expression of praise should not be dry and formal. Show more emotions, hug, kiss, circle, toss the baby, etc. Kids are acutely aware of falsehood, so the manifestation of delight must be sincere. Not bad, in addition to Russian praises, to actively use the vocabulary of the English language. We suggest using the expressions from the table below.

Leading by example

Often parents want to give their child something that they did not have, or to teach something that they themselves could not learn at one time. If in relation to English you have just such a situation, then get ready to start with changing your knowledge first of all.

If we teach a child a foreign language, then we ourselves must know it sufficiently. To do this, you need to allocate time and effort: enroll in a course, take online lessons or independently study materials for classes with a child. Not everyone is ready to take such a step, but remember that the education of your children depends on you. If you yourself do not develop and be interested in English, then the child, looking at the example of his parents, will consider learning foreign languages boring and unnecessary.

We have listed the main principles according to which English is taught to preschool children. Now, taking into account these recommendations, we will select the ways of presenting the material.

Teaching Methods

For modern education, instilling in a child an interest in learning is a priority. Therefore, many methods and methods of teaching have been developed for babies who are only one year old, and for children over three years old. The task of the parent is to try different ways of learning and track the reaction of the baby to them.

Cards

Card sets provide an opportunity to master thematic vocabulary with the baby. The small cardboard boxes are easy to use and the colorful drawings make them not only attractive and interesting, but also easy to understand for children. In addition, with the cards you can come up with a lot of fun activities that allow you to check how much the baby has learned the information.

The principle of learning with cards is simple: the parent shows the card and says the word, and the child looks at the picture and repeats what was said. It is important to note that this does not teach translation! With the help of a drawing, the child independently understands the meaning of the word, and lays it in his memory. To check what you have learned, use mini-games: guess the card according to the description, name the extra one in the row, find the missing one, etc.

For kids under 3 years old, you can buy or make large cards on your own, so that the child can stand on them. A path is collected from such cards, and the baby is led along it, naming a new card with each step. After the child memorizes the vocabulary, the path, on the contrary, is disassembled into separate “islands”. Now the parent calls the word, and the task of the baby is to quickly jump to the correct card.

Poems and songs

Another universal method that is suitable for kids of any age. Mom will carefully sing songs to one-year-old babies, and by the age of two, children are able to memorize the simplest lines on their own.

Well, English for children 4 and 5 years old is completely inextricably linked with memorizing poems and songs by heart, because. this method helps to replenish vocabulary and improve pronunciation. Also, a definite plus of rhymed lines is that whole phrases and contexts are studied, and not individual words.

It is important to note how to teach poetry in English with children. This should be done in stages.

Pre-select the key words for understanding the poem and learn them with the child.
Expressively read the verse, helping the baby navigate the pronunciation of the lines.
Consider pictures for a poem or draw your own drawings with your child that reveal the content of the poem.
Learning lines by heart.
Periodic repetition of what has been learned.

Naturally, this amount of work is not done in one day. One poem takes several classes.

As for the songs, everything is much simpler here. The main thing is that the child likes the music, and the motive and words of the song will become attached by themselves. Today on the Internet you can find hundreds of educational songs for children, with which kids can quickly and cheerfully learn popular English words and expressions on various topics.

Fairy tales

Learning a language with the help of fairy tales also bears fruit. Of course, if the peanut is only in its second year, then it will be difficult for him to perceive a large amount of information. But children over 3 years old are already able to work in this form.

For classes, it is necessary to select either very short stories, or a foreign translation of Russian fairy tales already familiar to children. Working with a foreign version of a Russian fairy tale, the guys learn to compare English names characters, their words and deeds with Russian counterparts, settled in children's memory. It is important that the fairy tale is accompanied by interesting illustrations, then the child will better understand the text or simply be able to get a little distracted from working with words.

Do not forget about the possibility of using audio versions of fairy tales. By the age of three, the baby can listen carefully and subconsciously remember the information he hears.

On our site there are several fairy tales, you can listen and watch them:

If you first work with the text, and then start listening to the characters' lines in audio, then the child will probably be able to name the talking character and understand his speech a little. Thus, children develop listening comprehension. In addition, the repetition of the characters' lines improves pronunciation and contributes to the replenishment of the active vocabulary.

Videos

In the digital age, it is no longer possible to imagine teaching English to preschoolers without the use of videos. Colorful animation instantly attracts the attention of both kids and adults. Even the songs we have already reviewed learn much faster if they are supplemented with a fascinating video sequence that clearly shows the meaning of sounding words.

It is with simple songs that you should start learning English from video. Here are all the contributors successful learning factors:

visual presentation of the material;
work on auditory perception;
imitate the correct pronunciation;
entertainment part (you can jump to the music, do exercises, dance, play).

In addition, songs for children in English tend to "sink" into memory even against their will, which contributes to the subconscious memorization of words and expressions.

After practicing on songs, start working with educational cartoons and fairy tales. Kids will love to follow the new adventures of their favorite characters, which means that English classes will definitely become desirable and long-awaited.

Games

And although English for children 3 or 4 years old is always a game form, we will single out the description of the games as a separate paragraph.

In fact, learning a foreign language can be combined with any game. If your baby is a fidget, then we advise you to play edible-inedible in English, hide and seek (with English account), counting rhymes in English, card islands, or simply name the items you meet on a walk.

Calm and measured kids should buy cards and board games in English. Intelligent kids will enjoy games like guessing, bingo, letter swapping and word building.

Separately, we note computer and mobile applications. Educational computer games carefully thought out: here and colorful design, and clear voice acting, and accessible explanations, and automated knowledge testing. In addition, most of the games contain a cross-cutting story, which further motivates children to learn English and complete assignments.

The possibilities of mobile applications are more modest. With them, the child can learn and repeat new words, listening to their pronunciation and matching with pictures. Some programs contain additional mini-games and videos, but these must be purchased separately.

In any case, when working with interactive digital applications, the parent must be close to the child and help him complete the tasks. If you just give your child a laptop or smartphone and leave him to play alone, then you will not achieve an effective result in learning. Remember that the child takes an example from his parents, and it is you who form a responsible attitude to English classes.

So, to sum up all of the above, highlighting the strong points.

Teaching children foreign languages from an early age is possible, and even necessary, if you do not want to miss the chance given by nature to quickly and naturally master new information.
Classes are always held in the form of a game. Only the interest and passion of the child give an effective result and success.
All the nuances of child psychology are taken into account. It is necessary to encourage kids more often, not to focus too much attention on mistakes, to increase motivation to practice by one's own example.
Parents choose the teaching method on their own, but if necessary, correct it, monitoring the reaction of the baby and the success of the task.
Lessons are not fixed in time. The duration of the lesson depends on the mood and abilities of the baby.

Following these tips, you will competently build the educational process and instill in your child an interest in foreign languages, without in any way infringing on his rights to a happy and carefree childhood. Good luck in your endeavors and see you soon!

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Passionate teacher. "In the language" from the cradle and continue to learn to this day. Target audience: kids from 3 years old and primary school students Expand schools. I also teach other age groups. We have been working with my first students for 8 years. We started learning from the first letters of the alphabet and reached the most difficult topics and readiness to take international exams. I lived in Budapest, Hungary for several years. She studied at the school at the embassy. The school is finished with a gold medal, the university - with a red diploma. completed English courses at the British Council in Budapest. International exams: - Cambridge English: Advanced (CAE), 2007. - Teaching Knowledge Test (TKT): Modules 1,2,3, KAL (Knowledge About Language), YL (Young Learners, 2016-2017; All modules passed with the highest score.

Svetlana is an excellent English teacher. Our work with her began in 2010. Over the years, she has become almost a member of our family. Activities Expand daughters with Svetlana English led to the fact that she became bored with studying at a school with in-depth study of the English language due to the lower level of classmates, and we decided to transfer the child to a special school for French, while English continued to be studied only individually. The second language fell very easily on the first one, and we are very pleased with the results: the first places in both languages among 14 parallel classes. Svetlana does not just teach children the language, she does an excellent job with two more important tasks: instilling a love for the language and removing the language barrier. We travel a lot and children are not afraid to communicate in English with other children and even adults. I can not help but note the perfect pronunciation that the teacher has. This is another advantage that distinguishes Svetlana from most foreign language teachers. We intend to continue our studies and would be happy to recommend her to others. All reviews (22)

Oksana Yaronimovna

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English tutor

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She graduated from the State Pedagogical University with a degree in Russian language and literature and English. Teaching English since 2003 Expand years while still a student. I have experience of communication with native speakers, work abroad in hotel business and cruise ship. I can prepare for the OGE, Unified State Examination, international Starters, Movers, Flyers. Help with the creation of the project. I work with children to improve academic performance and motivation to study. Quite strict and punctual. There is positive reviews. I work with adults, offices and groups of children. We work with Starlight, Spotlight, Fun for Starters/Movers/Flyers, Vereshchagin, Round up, Primary Grammar textbooks, etc. I use cards, games, audio and video materials, interactive tasks on the computer. I work on the following aspects of the language: Phonetics, Reading, Listening, Grammar, Writing, Speaking. next lesson will become a connecting element between the old and new material. In Russian, I will explain the nuances of phonetics, syntax, punctuation. I own the program for grades 1-11. I will help you prepare for entrance and transfer exams to a college or other school. I find time for self-development: participation in seminars, competitions, webinars, creative workshops, advanced training, etc.

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I am a teacher of English at the Faculty of Translation at the Moscow State Linguistic University. In 2017 I received a degree Expand Cambridge English Language Assessment certificate, CEFR Level: C1 (CAE (CAMBRIDGE ENGLISH: ADVANCED)). I studied abroad, including in France. In order to help the student achieve the desired results in the shortest possible time, my system of classes includes four the main aspects, each of which allows you to most deeply and effectively immerse yourself in the world of a foreign language. It is about pronunciation, writing, reading and listening. I can find individual approach to the student, both to the adult and to the child. I have experience working with teenagers and young children.

We have been working with Anastasia for 4 months. The teacher is literate, an excellent approach to the child, an interesting and understandable presentation of the material. The child visits with pleasure Expand lessons. We plan to continue our cooperation in the future. All reviews (20)

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Classes are conducted using a variety of teaching aids(Headway, Inside Out, Round Up, English File, English Adventure, First Friends, Expand Family Friends, Incredible English, Tony Talk, etc.), as well as using Internet resources (multimedia, audio / video, e-books), we learn songs with children and watch / parse cartoons, fairy tales in the original. I have experience working with children from 2 years old. I studied English and French from the age of 7 at school and in courses. She graduated from school with in-depth study of English and French. She was a winner of regional and republican olympiads in high school in French. She studied at the university at the Faculty of Economics, took part in a student program in critical thinking and debate. She received a grant for studying from the French Embassy and took part in summer student practice in the UK on student exchange. Passed certification at the French Center and received a DELF diploma. For more than 10 years I have been teaching, conducting classes with children who are interested in schoolchildren, as well as teaching business English, preparing adults for communication while traveling and in business. Received a Master of Business Administration degree from the Russian University of Economics. G.V. Plekhanova (took a number of courses in English). I have almost 5 years of experience as an economist and business assistant-interpreter for expats. I am constantly improving my knowledge using a variety of Internet resources, currently on distance courses for teachers at the British Council. I develop a language learning program individually, including modern technologies and the latest techniques.

The most important thing in a language is to speak. I do my best to help my students overcome the language barrier. Very often I get asked how to quickly deploy you can speak a foreign language There is only one answer - it all depends on you! I give my best and expect the same from my students! As a result, we begin not only to speak, but also to take exams and pass interviews.

It's no secret that any parent enjoys watching their baby grow and learn about the world around him. During this period, it is especially easy for young researchers to memorize new words, sounds and objects. Therefore, learning English can and should be started at such a young age. Do not be afraid that English for children of 3 years old will in any way interfere with acquaintance with their native language - the features of the cognitive development of this period will allow the child to easily separate “mother” from “mother”. Right now your baby can easily master several languages at once!

Is it difficult to learn English at 3 years old?

Of course, it is simply impossible to take and seat a three-year-old child at textbooks, to force him to memorize something. The kid is more likely to prefer cognitive fun game or socializing with peers. Plus, now it is important for children to compare the word they heard with one or another object. Mortimer English Club knows this and therefore offers a playful form of learning English for children 3 years old. In our classes, which are held only in a foreign language, children will memorize the names of pictures, play with water, sand, and even learn their first rhymes and songs in English!

English courses for children 3 years old

To make the English for Minis course more productive, we recruit small groups of up to 6 people and conduct 45-minute lessons. In our club, children will memorize about 300 English words, get to know Knight Morty and his friends, and also study topics such as body parts, vehicles, toys, animals, colors, etc. Parents will be provided with a package of manuals, CDs and bright books for learning English for little fidgets. With them, the English course for children 3 years old will become even brighter and more effective!