Educational program English for preschoolers. Educational program "English for kids"

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

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

Compiled by: Romanova A.S.
English teacher

Kazan
2015

Explanatory note

In modern conditions, the importance of learning a foreign language has increased, while the possibilities of a foreign language as a subject in the implementation of the strategic focus of a kindergarten on personal development are truly unique. It is known that preschool age is favorable for learning a foreign language, since a small child has a well-developed long-term memory, there is no language barrier. Early foreign language learning develops preschoolers comprehensively. They improve memory, ingenuity, develop observation.

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

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

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

Purpose of the course: development of linguistic abilities of younger and older preschoolers through the activation of their creative activity.
The orientation of the program: cultural studies with the integration of artistic and aesthetic.

Forms of organization of activity:

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

• Tasks (1-2 years of study):

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

• Tasks (3-4 years of study):

vocabulary expansion, development of dialogic and monologue speech skills in English;
development of language conjecture, thinking, creativity;
education of interest and respect for the traditions and customs of other peoples on the material of songs, fairy tales, sayings, holidays.

Educational and thematic plan.

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

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

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

2. Family

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

3. Numbers

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

4. colors

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

5. toys

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

6. Animals

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

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

8. Food, vegetables, fruits

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

9. In the classroom - in a classroom

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

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

Second year of study (children aged 4-5)

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

1. Greeting, introduction, about yourself

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

2. Family

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

3. Numbers

4. colors

5. toys

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

6. Animals

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

7. Sports teams sports activities

8. Meal meal

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

9. In the classroom - in a classroom

10. Seasons, weather, clothes

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

11. Shapes

Circle, diamond, heart, triangle, square

Third year of study (ages 5-6)

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

1. Greeting, introduction, about yourself

2. Family, home

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

3. Numbers

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

4. colors

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

5. toys

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

6. Animals

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

7. Sports teams sports activities

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

8. Meal meal

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

9. In the classroom - in a classroom

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

10. Seasons, weather, clothes

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

11. Shapes

12. Transport

Bus, car, train, bicycle, airplane, sailer

13. Professions

Doctor, musician, cook, teacher, postman, policeman

Fourth year of study (children aged 6-7)

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

1. Greeting, introduction, about yourself

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

2. Family, home

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

3. Numbers

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

4. colors

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

5. toys

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

6. Animals

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

7. Sports teams sports activities

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

8. Meal meal

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

9. In the classroom - in a classroom

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

10. Seasons, weather, clothes

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

11. Shapes

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

12. Transport

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

13. Professions

14. Dishes

Plate, cup, spoon, knife

Course content.

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

In the main part of the lesson in playing with dolls and other toys, children get acquainted with speech patterns and reinforce them - for which presentations, slides, worksheets with tasks, coloring books, puzzles are used. During the lesson, a sports warm-up is also held with teams in English or with screen and sound accompaniment. At the end of the lesson, the guys remember what they have learned and / or repeat the song or verse of the speech warm-up. Then comes the farewell in English.

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

Working with the alphabet involves getting to know the letters and their sound content; in such a lesson, children draw a letter in an album, correlate it with words that begin with the letter being studied.

Checking the assimilation of language material is carried out by applying test elements, as well as an active method of dramatization. Dramatization makes you pass the situation through yourself, giving it a personal character, which, in turn, significantly increases the effect of assimilation, since in this case emotions are connected along with the intellect.

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

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

List of literature used in the development of the program:

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

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

8. Asttafieva M.D. Holidays for children learning English. - M.: Mosaic-Synthesis, 2009.

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

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

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

12. Kozina S.V. Holidays for preschoolers in English. - M .: TC Sphere, 2008.

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

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

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

16. Mironova V.G. Open lessons and holidays in English. -Rostov n / D: "Phoenix", 2006.

17. Negnevitskaya E.I., Nikitenko Z.N. A book for a teacher. - M., 1994.

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

19. Rebikova D.I. The development of social intelligence of a younger student in English lessons. - Magazine "Gifted Child", No. 3, 2007.

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

21. Tamberg Yu.G. Learn to think!: 10 trainings for the development of creative thinking in children. - Yekaterinburg: U-Factoria, 2007.

22. Cherepova N.Yu. English for preschoolers. Methodological guide for creating a language environment in kindergarten. - M .: "Aquarium LTD", K .: GIPPV, 2002.

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

24. Klimentieva T.B. Sunny English. - M .: Bustard, 1999.

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

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

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

In modern conditions, the importance of learning a foreign language has increased. Now the study of a foreign language at school begins in the second grade. Starting school so early scares parents and even teachers. New textbooks make high demands on 7-8 year old kids.
Classes under the program "English for children" introduces the child to the basics of a foreign culture, i.e. provides the child with a basic amount of knowledge, skills and abilities. Classes are an oral preparatory stage for reading and writing.
Early learning a foreign language develops the child comprehensively. He improves memory, ingenuity, develops observation.
Since the game is the leading activity of the preschooler, learning tasks are closely related to the world in which the child lives. This is a world of fairy tales, rhymes, songs, where curiosity and the desire to play with peers reign.
This program is based on the principles of communicative learning and is aimed at the formation of positive cognitive motivation.
The program is designed for collective work with children. But the exercises are designed to implement an individual and differentiated approach to teaching children with different levels of training and different abilities.

The curriculum "English for Children" is designed for 2 academic years (144 academic hours), 72 academic hours per year, 2 hours per week.

Age: 5 - 7 years.

Lesson duration: 30 minutes.

Course objective: development of linguistic abilities of preschoolers and younger schoolchildren through the activation of their creative activity.

Tasks(1 year of study):

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

Tasks(2nd year of study):

• vocabulary expansion, development of dialogic and monologue speech skills in English;
• development of language conjecture, thinking, creativity;
• fostering interest and respect for the traditions and customs of other peoples on the basis of fairy tales, nursery rhymes, sayings, etc.

Expected learning outcome.

First year of study.

By the end of the first year of study, children should know 40-50 words in English, 10 ready-made speech samples:

I ... (name).
To me ... (age).
I see…
I can…
I love…
I have…
I can…

How old are you?
What is your name?
Can you?
Do you have?
And also 7-10 poems, rhymes, songs.

Second year of study

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

Educational and thematic plan

First year of study

Second year of study

Larisa Skomorokhova
The program of the circle "English for preschoolers"

Introduction 3

preschoolers

foreign language 5

2. Preschool Program 6

3. Game as a way of educational activity

at preschoolers 9

4. Forms of organization of the educational area 10

5. Educational and thematic plan for children aged

4 to 7 years old 11

List of used literature 21

Introduction.

Acquaintance preschoolers with english is considered as one of the important stages that prepare the child for schooling, laying the correct pronunciation, the accumulation of vocabulary, the ability to understand foreign speech by ear and participate in a simple conversation. Of particular importance is the developmental aspect of learning, which provides for the overall improvement of speech-thinking processes. When studying a foreign language at an early age, the level of development of children should be taken into account and their readiness to receive information should be determined.

At the first stage, the main goal is the dynamic development of oral speech. (pronunciation and listening comprehension). However, as in teaching native language, it is very important to develop motor skills, which not only help to better master the lexical and grammatical material, but also contribute to the successful development of speech-thinking processes. This goal is served by all structures, as well as rhymes and songs, designed for the most productive assimilation of the material being studied.

Psychologists say that teaching children English follows from an early age. This is due to the fact that young children have more developed perception and memory than adults. You need to start teaching children from 4-6 years. Children of this particular age are very receptive, they have developed concentration and memory. They have a fairly large vocabulary, they have well-developed thinking, their behavior is more disciplined and organized, thanks to which the teacher has the opportunity to keep the child's interest in studying the subject for quite a long time. Also, according to experts, children of this age understand what they are learning, and not just memorize words or phrases mechanically.

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

Stage I - 4-5 years,

Stage II - 5-6 years,

Stage III - 6-7 years.

English for preschoolers is a game. Only through this form it is possible to achieve positive results and form a positive attitude towards a foreign language in a child. language.

1. Basic teaching methods.

game method. This method of learning is aimed at children of almost any age. The advantage of this method is that the game motivates the child to learn language without coercion. Children learn with passion and enthusiasm English language.

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

In the classroom, you can use exciting games, videos, audio materials, visual aids, songs, poems and mini-sketches, which children really like.

The main goal of the lessons English language in kindergarten - the development of listening and speaking skills. The use of outdoor games (“Cats and mice”, “Traffic light”, “Edible - inedible”, etc., form motor activity, improve health, contribute to the solution of certain educational tasks. Acting according to certain rules, communication is carried out on English language. Story - role-playing games (“Shop”, “Circus”, “Forest School”, etc.)- where talking characters are included in the game - English.

2. Preschool Course Program.

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

Animals

Body parts

Count within 10

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

Main goals:

Educational:

Creation of the initial base for the development of speech abilities;

Formation of skills and abilities of independent solution, the simplest - communicative-cognitive tasks in oral speech;

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

Educational:

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

Development of speech culture, as well as a culture of communication;

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

Educational:

Raising in children a sustainable interest in learning new things language;

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

Main activity - English language.

Learning principles preschool English:

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

Teaching with passion.

Teaching in the game.

Creating a spirit of communication.

From simple to complex.

Creation of comfortable conditions for activity.

Strengthening ties with family.

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

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

- Systematically introduce vocabulary:

The first lesson is 3 words.

The second lesson is reinforcement.

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

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

Teach complete speech structures that contribute to the development of speaking skills.

Prioritize pair and group learning. This helps to establish a favorable psychological climate in the group and relieves language barriers.

Develop responsiveness to commands and teacher questions

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

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

- interest in learning foreign language language;

- educational and language abilities;

- creative independence;

- the ability to work in a team;

- communication skills;

- attention;

- imagination;

- memory;

- adaptation of children to school life.

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

Duration Periodicity per week Number of hours per week Number of hours per year

30 min. 2 times 1 hour 32 hours

3. Game as a way of educational activity for preschoolers.

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

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

Competitive games include most of the games that contribute to the assimilation of vocabulary. The one who has the best command wins. language material. These are all kinds of crossword puzzles, “auctions”, board games with linguistic tasks, command execution, etc.

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

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

4. Forms of organization of the educational area.

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

Technical training aids

1. Laptop

2.CD material

In the working program provides for the use of various types of didactic games, and exactly:

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

Visually - figuratively material:

1. Demonstration and handout material.

2. Visual and methodological material.

3. Magnetic board.

4. Didactic games.

5. Toys.

6. Cubes.

7. Audio recordings.

8. Songs for kids.

9. Poems, rhymes, riddles.

10. Cards with letters.

11. Cards with numbers.

12. Poster c English alphabet.

13. Happy English lotto game.

14. Attributes for simulation games.

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

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

№ Month Topic Content of the work Number of hours

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

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

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

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

2 October Counting 1 - 10 1. Train children in counting from 1 to 6, learn to call numbers in order and randomly.

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

5. Learn rhyming One-a-cat.

6. Introduce the game - charging "Handsup, handsdown". 4/8

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

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

English language.

English songs. 4 / 8

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

3. Train speech structures: , figure of speech “I have got…”.

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

"Colors". 4 / 8

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

3. To develop monologue and dialogic speech in children. teach children to conduct a dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday man, the performance of the song "Happy birthday".

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

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

"Thisisanose".

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

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

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

2. Instill in children a love for English language.

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

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

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

English speech.

"I like…", “He/She likes…”

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

English language.

4. Instill interest in English speech.

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

No. Sections programs Number of hours

1 Greeting/Greeting 4

2 Count 1-6/Count 1-6 4

3 Pets and other animals

4 Colour/Color 4

5 A family

6 Here I am

7 My house / My house 4

8 Fruits and vegetables

9 Atoy-shop/Toy store 4

1). "Greetings"

Tasks:

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

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

3. Introduce children to speech structures Good morning, Good bye, hello, "hi", "I hop-hop", "I jump-jump", "What is your name?", "My name is...", with speech turns "I'm sorry", "I'm glad".

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

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

2). "Score 1-6"

Tasks:

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

2. Involve children in dialogue.

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

4. Teach children to pronounce sounds correctly.

5. Learn rhyming One-acat.

6. Introduce the game-charging "Handsup, handsdown".

3). "Pets and Other Animals"

Tasks:

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

2. Train children in the correct pronunciation of sounds.

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

4. Arouse interest in children English language.

5. Learn poems in Russian with children language with the inclusion of English words denoting the names of animals; listen English songs.

4). "Color"

Tasks:

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

2. Train in the correct pronunciation of sounds.

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

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

5. Develop oral monologue in situations on this topic.

6. Learn poems from the series "Colors".

5). "Family"

Tasks:

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

2. Practice pronunciation of sounds.

3. To develop monologue and dialogic speech in children. Teaching children to have a dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday man, the performance of the song "Happybirthday".

5. Learn a song with children "Mydear, dearMummy", poem "My family"

6). "It's me"

Tasks:

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

2. Improving listening skills.

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

4. Train speech structure "Thisisanose".

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

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

7). "My house"

Tasks:

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

2. Instill in children a love for English language.

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

4. Raising a sense of joy, pride in your home.

5. Learn to pronounce sounds correctly.

6. Learn a poem "My house", "Apartment".

8). "Fruits vegetables"

Tasks:

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

2. Teaching children to understand and listen English speech.

3. Train speech structures in pronunciation "Ilike…", "He/Shelikes..." to pronounce words and sounds correctly.

4. Train children's attention, memory.

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

9). "A toy shop"

Tasks:

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

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

3. Strengthen the ability of children to communicate on English language.

4. Instill interest in English speech.

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

List of used literature:

1. English for toddlers. Shishkova I. A., Verbovskaya M. E. Pod. ed. N. A. Bonk, Educational and methodical set for children 4-6 years old, 2004.-96s.

2. First lessons English. Book to practice with preschoolers. Blagoveshchenskaya T. A., M .: LLC "Publishing house ROSMEN-PRESS", 2004. - 103p.

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

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

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

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

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

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

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

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

Municipal budgetary preschool educational institution

"Kindergarten of a general developmental type No. 64 "Kolobok", Yoshkar-Ola"

Funny English

Preschool English Program

Compiled by: teacher of additional

education Milyutina E.M.

Yoshkar-Ola, 2015

Explanatory note.

Relevance.

Goals and objectives of the program.

Predicted results.

Methodological support of the program.

Forms of organization of the educational area.

Educational and thematic plan:

1. Junior group (3-4 years).

2. Middle group (4-5 years).

3. Senior group (5-6 years).

4. Preparatory group. (6-7 years old)

13. Content of the program.

14. List of references,

used to develop the program.

Explanatory note

This work program is a regulatory and managerial document of an educational institution that characterizes the system for organizing the educational activities of an educator.

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

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

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

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

Federal state requirements for the structure of the main general educational program of preschool education Order of 01.01.01 N 655,

Model regulation on a preschool educational institution of 01.01.01 No. 000 (Decree of the Government of the Russian Federation)

SanPiN 2.4.1.2660-10 "Sanitary and epidemiological requirements for the device, content and organization of the working hours in preschool organizations" (Registered in the Ministry of Justice of Russia on August 27, 2010, registration number 18267

Relevance.

A foreign language today is becoming more of a means of life support for society. The role of a foreign language is growing in connection with the development of economic ties, with the internationalization of public diplomacy. The study of a foreign language and foreign language literacy of our citizens contribute to the formation of a worthy image of a Russian abroad, allow to destroy the barrier of distrust, provide an opportunity to carry and spread one's culture and master another. Therefore, a foreign language has become a mandatory component of education not only in schools and universities, but also in many preschool institutions. Early learning a foreign language creates excellent opportunities to arouse interest in the linguistic and cultural diversity of the world, respect for the languages ​​and cultures of other peoples, and contributes to the development of communicative speech tact. The role of a foreign language at an early stage of education is especially invaluable in terms of development. Learning a foreign language at an early age is especially effective, since it is preschool children who show great interest in people of a different culture, these childhood impressions persist for a long time and contribute to the development of internal motivation for learning the first, and later the second foreign language. In general, early learning of a non-native language carries a huge pedagogical potential both in terms of language and general development.

The main functions of a foreign language at an early stage of its study:

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

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

The main provisions that ensure more effective mastering of a foreign language:

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

Goals and objectives of the program.

aim This work is the development in preschool children of a steady interest in learning English as a means of communication and information exchange.

Goal setting involves the solution of a whole range of educational, developing (general educational) and practical (educational)tasks:

Developing:

Develop the psychological functions of the child:

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

imagination (reproductive and creative).

To develop the special abilities necessary for teaching a foreign language:

phonemic hearing;

the ability to guess;

ability to distinguish;

imitating ability.

Tutorials:

To create motivation for learning English by means of music, poems, proverbs;

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

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

Educational:

Raise understanding and respect for other cultures;

Cultivate a respectful attitude towards people;

Cultivate feelings of camaraderie, friendship;

Cultivate a sense of beauty;

Foster a culture of mental work;

Cultivate independence skills.

Age features of children in teaching a foreign language.

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

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

Therefore, for starters, of course, you need to learn the English alphabet.

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

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

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

Interesting things will help to captivate the child:

Poetry;

Rhymes;

Songs.

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

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

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

As already mentioned, classes for preschoolers should be carried out in a playful way.

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

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

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

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

Principles for the formation of the program.

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

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

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

compliance with the criteria of completeness, necessity and sufficiency, that is, to allow solving the set goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable "minimum";

the unity of the educational, developing and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

the principle of integration of educational areas (physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, art, music) in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;

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

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

- recognition of the uniqueness and originality of the personality of each child;

- recognition of unlimited opportunities for the development of the personal potential of each child;

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

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

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

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

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

Goals and objectives are implemented when creating the necessaryconditions:

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

The choice of methods, techniques, forms, means of work

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

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

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

Predicted results.

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

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

Children get acquainted with the basics of the language, acquire elementary speaking skills, accumulate a basic vocabulary on various topics provided for by the program for teaching children English, get acquainted with the simplest basics of English grammar. At this level of education, children get acquainted with the culture, traditions and customs of the country of the language being studied.

By the end of the initial trainingchildren should be able :

Understand by ear the teacher's appeals in a foreign language, built on familiar language material;

Answer the teacher's questions

Associate words and phrases with corresponding pictures and descriptions;

Tell by heart small poems, counting rhymes, rhymes, sing songs, etc.

Methodological support of the program

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

The form of work with children is different:

classes with the involvement of outdoor games and physical exercises,

classes - conversations;

classes English languageOutdoors ;

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

musical lesson;

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

joint play activity a teacher and children, where creative tasks, problem situations are solved, riddles are invented, limericks are compiled;

individual work of children;

acquaintance with literature;

diagnostics

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

One of the most important teaching methods in kindergarten isa game . The game is the way, the foundation, the main thing on which the whole learning process is built. The game is the main activity of a preschooler. But how do you get your child to want to speak English? After all, he can solve all communication tasks in his native language. It is very difficult for a small pupil to explain that he will need it at school, since there is such a subject, at the institute, when choosing a profession, when determining in life. This is where the game helps. Play is very natural for a preschooler.

In the process of playing activity, the child shows ingenuity, ingenuity. Children, carried away by the idea of ​​the game, do not notice how they face various difficulties and learn. In the game, they solve their own problem. The game is always specific and contributes to the development of preschoolers.

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

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

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

Phonetic material is introduced and practiced through various stories about Mister Tongue.

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

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

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

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

The teacher should try to speak less in their native language, but there is no need to artificially exclude the native language at the initial stage of teaching a foreign language. In the first classes in English, the native language occupies a large place. Organization of classes, encouragement, explanations of games are held in the native language. As you learn English, the need to use your native language decreases. The native language can be used in English classes as a test of the child's understanding of speech. To do this, you can use the game "Translator" known for any age of children.

In the process of teaching children English, the following teaching methods can be used: choral repetition after the teacher, individual repetition, choral and individual singing, recitation of poems, organization of games with elements of competition, alternation of outdoor and calm games, drawing. And be sure to hold holidays in English once or twice a year so that children can show their knowledge and skills to their parents, to each other, so that the level of motivation in studying this subject increases.

Working on pronunciation

Particular attention in teaching English should be given to pronunciation. The psychophysical characteristics of babies enable them to imitate the most complex sounds of the English language. At the same time, when teaching pronunciation, it is necessary to use not only imitation, but, as necessary, the method of showing and explaining. An explanation of articulation should be understandable and have a playful moment. Children who are not good at certain sounds should be encouraged to participate more often in exercise games for these sounds. To develop the correct pronunciation and intonation, choral types of work should be widely used, although this does not exclude individual work with each child. Good exercises for fixing pronunciation are counting rhymes and tongue twisters.

Given the age and individual characteristics of children, it is necessary to use a sufficient amount of study time for additional, individual work of each child.

Working with a toy or picture

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

Learning and reciting poems, songs

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

Learning a poem or a song, the child easily memorizes a rhyming text containing a large number of new words and sentences. Rhyming text is a useful phonetic exercise, as well as material for memorizing words. But in order for words to enter the active stock of the child, as well as grammatical constructions, special exercises and games with words are needed outside the context of the poem.

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

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

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

Some speech therapists and psychologists believe that in order to develop the speech function, namely, to “develop” the child’s articulatory speech apparatus, one should study English. It is important to avoid mixing English and Russian pronunciation in the child's language, therefore, in case of serious speech disorders in a child, one should wait a little while learning a second language.

Forms of organization of the educational field

Directly educational activities for teaching English (by subgroups, individually); Individual work with a child; Thematic directly educational activities; Phonetic gymnastics; Didactic games; Physical education minutes; Integrated activities; Surprise moments.

Conditions for the implementation of the program.

Technical training aids

1. Laptop

2.CD material

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

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

Visual material

1. Illustrations and pictures;

2. Visually - didactic material;

3. Game attributes;

4. "Living toys" (caregivers or children dressed in appropriate costumes);

5. Poems, riddles.

Educational and thematic planning.

Junior group (3-4 years).

Name of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

1.1.

Acquaintance

hello/goodbye. thank you. good morning! I'm… What is your name?

1.2.

My family

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

1.3.

What do I know about myself

My name is… I’m… , a boy, a girl

1.4 .

Body parts

Head, toes, eyes, ears, mouth, nose

II .

Live nature

1 4

2.1.

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

2.2.

Wild animals

Bear, hare, frog, mouse, fox, tiger

2.3 .

Nature .

In the park .

Tree, flower, bush, slide, swing, roundabout

2.4.

Weather

Spring, summer, cold, warm, hot

III.

subject world

3.1.

Toys

Doll, box, car, house, ball

3.2.

Actions

3.3.

Colors

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

3.4.

Cloth

Dress, coat, T-shirt, tracksuit

3.5

Numbers

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

3.6.

In the city

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

3.7

In the house

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

IV .

Food

4.1.

My favorite meal

Soup, meat and salad, cake, juice

4.2

Dishes

Spoon, plate, fork

Country Studies

5.1

Travel to UK

English,London

5 .2

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

5 .3.

Easter

5 .4.

Mother's day

Mother, present, flower

5 .5.

5 .6

National Games

TOTAL hours:

64

Middle group (4-5 years).

Name of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance

hello/goodbye. thank you. good morning!

1.2.

My family

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

1.3.

What do I know about myself

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

1.4.

Body parts

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

II.

live nature

2.1.

Pets and their babies

2.2.

wild animals. Zoo.

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

2.3.

Nature .

Playground .

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

My favorite is…

2.4.

Weather

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

III.

subject world

3.1.

Toys

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

3.2.

Actions

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

3.3.

Colors

3.4.

Cloth

3.5

Numbers

3.6.

In the city . Transport.

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

3.7

In the house

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

IV.

Food

4.1.

My favorite meal . Market.

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

4.2

Dishes . Kitchen.

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

Country Studies

5.1

Travel to UK

English, London

5.2

Merry Christmas and New Year

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

Folklore of England (songs, rhymes, proverbs, tongue twisters)

5 .6

National Games

TOTAL hours:

6 4

Senior group (5-6 years).

Name of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance . Repeat.

What is your name? -

hello/goodbye. thank you. good morning! Who is this?

1.2.

My family . Repeat.

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

1.3.

With friends.

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

1.4.

Body parts

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

II.

live nature

1 2

2.1.

Pets . Repeat .

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

2.2.

Wild animals. Repeat. Forest animals.

2.3.

Nature . In the forest .

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

2.4.

Seasons . Weather . Repeat .

2.5

Times of Day . Days of the week .

III.

Object world

2 8

3.1.

3.2.

Actions. Repeat. What are they doing?

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

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

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

3.3.

Colors . Repeat . Opposites.

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

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

3.4.

Cloth

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

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

3.5

Numbers. Repeat.

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

3.6.

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

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

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

3.7

Vacuum cleaner, computer, tablet, mobile phone.

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

IV.

Food

4.1.

My favorite meal

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

4.2

Dishes . In the kitchen .

V .

Country Studies

5.1

Travel to UK

English, London

5.2.

Merry Christmas and New Year

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

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

Folklore of England (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

64

Preparatory group. (6-7 years old)

Name of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance. What do I know about myself. Repeat.

What is your name? -

hello/goodbye. thank you. good morning! My name is… I’m… , a boy/a girl.

1.2.

My family

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

1.3.

Description of people.

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

1.4.

Body parts . Repeat.

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

II.

live nature

1 2

2.1.

Pets . Repeat.

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

2.2.

Wild animals . Repeat.

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

2.3.

Seasons . Weather .

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

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

2.4.

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

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

In the morning/afternoon/evening…

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

III.

subject world

3.1.

Toys. In kindergarten. At the playground.

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

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

3.2.

Actions

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

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

3.3.

Colors . Opposites. Properties.

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

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

3.4.

Cloth

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

3.5

Numbers. Repeat. School. School items.

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

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

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

What subjects do you study at school? I study…

3.6.

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

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

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

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

3.7

Furniture and interior. Electrical devices.

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

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

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

IV .

Food

4.1.

My favorite meal. Harvest. Vegetables and fruits.

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

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

4.2

Dishes . In the kitchen .

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

V .

Country Studies

5.1

Travel to UK

English, London

5 .2.

Merry Christmas and New Year

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

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

Folklore of England (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

64

The number of hours may vary, taking into account the period of preparation and holding of events, as extra time is allocated for this outside of class.

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

Psycho-gymnastics;

Conversations;

Outdoor games;

Finger games;

Viewing photos;

Watching films;

Reading books;

Artistic; activity

Playing out situations;

Acquaintance

To teach children the forms of greeting and farewell, to develop the ability to relate to others. Raise interest and desire to study English.

Song: " clapyourhands!” "A song about Helen”

Physical education: “handsup…”

1.2

My family

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

Finger gymnastics : “Family”

Poems :

“This is my mother"

“Father, mother".

Artistic activity.

Dramatization of the fairy tale "Turnip".

Making a family tree.

Making baby books: "My family's favorite activities"

1.3

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

To acquaint children with vocabulary on this topic. Learn to use it in your speech. Learn to describe people.

Game "Guess", Poem:

“Tenlittlefingers”

Song :

“Hockey Pokey".

“Is it true or not?”

Body parts

To acquaint children with vocabulary denoting parts of the body. Learn to name them, describe their appearance.

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

Poem :

"I've got a body"

Games : "Please, show me"

II .

Live nature

Introduce children to the names of certain types of animals. Enrich children's vocabulary, develop memory, attention, creative imagination.

Video footage;

audio material;

Images;

Posters;

Educational games;

Outdoor games;

Dramatization of poems, songs,

Pets and their babies

To introduce children to lexical units denoting the names of animals and their cubs. Develop creative imagination when creating a new kind of animal.

Games:

"What is missing?"

"Who's Who"

Empathy "I am a bear"

Dramatization of a fairy tale"Teremok"

Games: " catandamouse”, “ farmer”, “Find the “extra” animal.”
Song: "Old McDonald"

Wild animals. Zoo. Forest animals.

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

Poem :

“I am hare”

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

Games:

"What is missing"

"The Fourth Extra"
"Which animals are confused?", "Help the animals get home."

2.3.

Nature. In the park. In the forest.

To acquaint children with vocabulary on this topic. To give children ideas about the nature around them; promote the use of lexical units in speech

Poem : "Tomorrow on Sunday"

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

2.4

Weather. Seasons.

Enter lexical units on the topic. Learn to use them in colloquial and monologue speech

Poem: “Seasons”

A game: "Rain"

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

“Seasons turn like a big round ball.”

2.5

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

To introduce children to lexical units denoting the names of the days of the week, the names of the times of the day. Learn to describe the routine of the day.

Songs“Are you sleeping?”, “Monday, Tuesday…”The game "My daily routine", "My week".

III .

Object world

To give children ideas about the objects of everyday life; promote the use of lexical units in speech; identify features of objects. Teach children to group objects based on essential features.

- Conversations;

- Games;

- Finger gymnastics;

- Physical education minutes;

3 .1

Toys. In kindergarten. At the playground.

Introduce lexical units denoting toys. To develop word creation, attention, memory, creative imagination. Raise interest and desire to study English.

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

"What is missing",

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

Role-playing game.

3.2

Actions. What are they doing?

To teach children to understand commands denoting actions related to the performance of general developmental exercises, and lexical units denoting parts of the body. Describe a long-term action.

Performing various

commands

Physical education minutes:

“handsup, handsdown”.

“Clap, clap”, “Walking, walking”
Songs:”Knock, knock, hello”

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

A game:

“Simon says”, “Guess” .

3 .3

Colors. Opposites. Properties.

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

Song: "Greenisgo”, Entertainment “Balloon Festival”

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

3.4

Cloth

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

Games "What is missing?", "Describe what the children are wearing"

"Please show me"

"Put on".

3.5

Numbers. School. School items.

Introduce children to counting skills up to 10, develop logical thinking. To help children comprehend the sequence of numbers and the place of each of them in the natural series. Follow the algorithm for completing tasks.

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

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

Games: "What's what"

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

3.6

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

To acquaint children with vocabulary on this topic. Develop attention, memory, creative imagination. Raise interest and desire to study English.

Song: “The wheels on the bus…”Games: "Toyshop", "What's missing?", "Divideongroups», « findcouple»

3.7

Furniture and interior

Enter vocabulary related to the topic. To develop word creation, attention, memory, creative imagination.

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

IV.

Food

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

- Use of pictures, posters;

- Conversations;

- Learning poems, songs, proverbs;

- Games;

- Finger gymnastics;

- Physical education minutes;

4.1

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

To acquaint children with vocabulary on this topic. Learn to use them in colloquial and monologue speech.

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

"I like chocolate"

"Who likes coffee?"

Poem: Bread and butter, milk and tea.

4.2

Dishes. In the kitchen.

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

SongHelp your mother lay the table

V .

Country Studies

To give children knowledge of country studies; acquaint with a different culture, develop cognitive activity, instill a love for the English language.

- learning poems, songs, proverbs;

- creation of a subject-developing environment;

5.1

Travel to UK

Introduce children to the culture of this country. Enter vocabulary related to the topic. Learn how to use them in speech.

Poem: "I say hello!"

5.2

"Merry Christmas and New Year"

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

Poems:

“Happy New Year"

Songs:

“jingle bells”

“We wish you a Merry Christmas”

Games:

“cat and a mouse"

5 .3

"Easter"

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

A conversation about the holiday

Songs:

“SkinnyMarinky”

Games:
“ Simonsays”

5 .4

Mother's day

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

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

Song: "My dear mummy"(1couplet)

Gift making

5 .5

Folklore of England

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

"Tales of Mother Goose"

English Nar songs translated by S. Marshak,

K. Chukovsky

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

Hood. activity

5 .6

National Games

To acquaint with the children's culture of another country.

Contribute to the assimilation of lexical and grammatical structures. Develop basic listening skills. Learn to compare the games of children from different countries.

Finger games;

- counters;
- outdoor games

“LondonBridge”

“hello”

“Simon says”, etc.

- round dances;

- catch-ups;

- ball games;

- poetry-dialogues;

- puzzles.

6.

artistic activity

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

- Role-playing games;
- dramatizations;

- Dramatization;
- Reading poems, songs;

- Drawing, coloring, modeling, designing (application);

- Introduction to folklore.

6.1.

Reading Literature

To teach children to understand by ear a text unfamiliar to them, containing mostly vocabulary known to them. Develop attention, memory, thinking

- Reading fairy tales, short texts;
- Conversation about reading;

- Repetition of individual phrases, words;

- Dramatization of favorite scenes.

6.2.

Drawing (coloring)

modeling

Design (Application)

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

rhymes

Poems from the series:

“colorgames”

Games:

"Name the same"
“ Guesscolor”

"I'll tell you, you go on."

“What words do you know?”
"Story".

6.3.

Watching videos, slide presentations, listening to audio recordings

Improve children's communication skills. Maintain interest in learning English. Develop attention, memory, creativity perception. Contribute to the formation of listening skills.

- Listening to recordings;
- Viewing in / movies;
- Conversation about listened to, viewed;

- pronunciation of words, sentences;

- Learning songs, poems, counting rhymes;

- dramatizations;

7.

Speech activity

Develop the skills and abilities of monologue and dialogic speech, learn how to compose stories using various typical phrases, learn how to use models as a support for compiling an utterance.

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

- Listening to short texts, fairy tales, games;

- Dramatization;

- Use of modeling technique;

- TRIZ-RTV.

7.1.

listening

To teach children to listen carefully and understand foreign speech addressed to them, to develop listening skills based on the formed lexical and grammatical skills.

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

- Fulfillment of commands, various tasks for artistic activities;

- Finding familiar words in the listened text.

7.2.

speaking

Teach children to use speech constructions. To teach children to take part in dialogues, to understand the speech addressed to them and to adequately respond to appeals, using replicas appropriate situations.

- Description of the toy, pictures;

- Drawing up a short message (2-3 sentences);

- Dramatization of fairy tales, games, poems;

- Conversation with each other;
- Game exercises.

7.3.

Phonetics

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

The Tale of the Tongue.

Coloring of English sounds (transcriptional designation).

Games:

"Echo"

"Ears on top"
"Say a word"

« Finishphrase».

“Find the house”

“Blocks”

7.4.

Grammar

To acquaint children with the word order in a declarative, interrogative sentence, the use of singular and plural nouns. Give the concept of the article, introduce children to prepositions.

Games:

"How many"

"One is Many"

"Who's Hiding Where"

“Doyousee?”

"Choose a picture"

8.

Educational work

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

- Games;

- Songs;
- Poetry;

- Celebrations.

Bibliography,

used to develop the program:

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

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

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

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

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

Notebook with tasks for the development of children. English for kids in 2 parts. - Kirov.

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

Singout! Collection of songs in English with translation of some words and expressions. B. B. Zdorova. Publisher: M., Enlightenment, 1990, -192s.

English rhymes for children.IN. A. Skygazer. Publisher: M., Education, 1992, - 80s.

10 . ResourcesINTERNET :

http://www.dreamenglish.com/family

http://www.englishhobby.ru

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

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

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

http://www.freeabcsongs.com/

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

Astafieva M.D. Games for children learning English. M.: Mosaic-Synthesis, 2009

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

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

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

Klimentieva T.B. Sunny English. - M .: Bustard, 1999.

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

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

Powell G. Sing and Play: A Primary School Songbook. Obninsk: Title, 2011.

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

Marina Berdnik
"Funny English". Early Childhood Education Program

Program« Funny English»

1. Explanatory note: relevance, problem, goal, tasks, expected results.

2. Structure programs: forms of work, curriculum.

3. Calendar - thematic planning of work with older children preschool age(5-6 years old)

4. Calendar - thematic planning of work with children of the preparatory group for school (6-7 years old)

1. Explanatory note

Relevance. At present, due to the strengthening of international relations, interest in early education of children in foreign languages. Studying foreign language at an early age age is especially effective, because it is children preschool age show great interest in people of a different culture. These childhood impressions remain for a long time and contribute to the development of internal motivation to study the first, and later the second. foreign language. Generally, early learning non-native language carries a huge pedagogical potential both in terms of language and general development of children.

Problem. In progress teaching a foreign language at an early age stage revealed its own problems, one of which is the need to develop programs which would ensure the implementation of the principle of continuous systematic language education.

Target. The purpose of the modified programs involves the formation of elementary communication skills on English in preschool children.

It is built on the basis of continuity in relation to the goals and content foreign language teaching laid down in kindergarten, taking into account methodological principles.

Tasks English programs language are organically intertwined with the tasks that are solved in kindergarten, supplemented and concretized from stage to stage.

Work on this program is carried out in a friendly atmosphere, against the backdrop of a trusting relationship between the teacher and the children.

In progress programs the following tasks:

teaching English speaking to preschoolers;

Prepares a solid foundation for a successful transition to advanced learning English language in the primary grades of a general education school;

Promotes the development of intellectual abilities, attention and memory, in general, has a positive effect on the development of the individual;

Creation of conditions for communicative and psychological adaptation of students aged 4-7 years to study foreign language;

Expanding the horizons of children through acquaintance with foreign holidays, traditions, foreign words, included in the Russian language, etc.;

The use of materials of a regional orientation in the foreign language activities of children.

Expected results:

As a result of studying foreign language preschooler must:

know/understand

The main meanings of the studied lexical units (words, phrases);

Intonation of various communicative types of sentences;

Signs of the studied grammatical phenomena (spectacular forms of verbs, modal verbs, articles, nouns, pronouns,

numerals, prepositions);

Basic norms of speech etiquette adopted in the country of the language being studied;

Ownership Role foreign languages ​​in the modern world; features of the way of life, life, culture of the countries of the language being studied (world-famous heroes of artistic children's works; famous sights, similarities and differences in the traditions of their country and

countries of the language being studied.

be able to:

speaking

Start, lead / maintain and end a conversation in standard communication situations, observing the norms of speech etiquette;

Question the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material;

Tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your city / village, your country and the country of the language being studied;

Make brief reports, describe events / phenomena (within the framework of the topics studied, convey the main content, the main idea of ​​what was heard, express one's attitude to what was heard, give a brief description of the characters;

listening

Understand the main content of short, uncomplicated authentic pragmatic texts (weather forecast, cartoons) and identify relevant information;

Understand the main content of simple authentic texts related to different communicative types of speech (message, story);

Use the acquired knowledge and skills in practical activities and everyday life For:

Social adaptation; achieving mutual understanding in the process of oral communication with native speakers foreign language, establishing interpersonal and intercultural contacts within the available limits;

Awareness of a holistic picture of a multilingual, multicultural world, awareness of the place and role of the native language and the language being studied foreign language in this world;

Introduction to the values ​​of world culture through foreign language sources of information (including multimedia);

Acquaintance of representatives of other countries with the culture of their people; awareness of oneself as a citizen of one's country and the world.

Structure programs:

Program focused on working with older children preschool age for two years.

Age groups: older (5-6 years old) and preparatory (6-7 years old).

Number of hours: per week - 2h. ; per year - 72 hours.

The duration of the lessons is 20-30 minutes.

Classes are held 2 times a week in the afternoon. The duration of the lesson is no more than 30 minutes.

Age Number of lessons

per week per month per year

5 - 7 years old 2 8 72

Long-term planning provides for 8 lessons per month. However, their number and sequence may vary, taking into account the period of diagnosis, holidays, preparation for the holidays, as well as the degree of complexity of the topic.

Advanced lesson planning

Topic No. Sections Number of lessons

1 “Greeting” 4

2 “Commands” Commands 5

3 “Introduction” Introduction 8

4 “Animals” Animals 8

5 “Seasons” Seasons 6

6 “My family” My family 8

7" Count (1- 10) ” Count up to 10 10

8 “Toys” Toys 6

9 “Color” Color 6

10 “Fruits” Fruits 5

11 “Vegetables” Vegetables 6

I t o g o 72

Proposed program designed for 2 years learning and is aimed at the gradual formation and development of elementary oral speech skills in children preschool age, compiled for children 5-7 years old, studying foreign(English) language as first foreign language in kindergarten. Process learning is carried out according to the educational and thematic plan, which determines the number and content of educational activities per month (8-9 lessons, according to the developed topics.

Program involves continuous acquaintance with foreign folklore (songs, poems, rhymes, games, sayings, with fabulous and country-specific material.

Suggested topics and forms learning correspond to age characteristics, cognitive needs and interests preschoolers, give scope to children's imagination and the opportunity to show their individuality.

parent meetings;

Individual and collective advice on foreign language;

Open classes on foreign language;

Joint activities for English language;

Questioning;

Assistance of parents in equipping the pedagogical process, etc.

Forms of work with parents

Directions in work with parents Forms of work with parents

1.Informational Customized (consultation, interviews, questionnaires)

Collective (parent meetings)

Visual and pedagogical information (stand design "Parents' Corner")

2. Joint creativity of parents and children. Joint holidays and entertainment English language

The choice of forms of educational activities for English language, forms and methods learning due to psychological and pedagogical features preschoolers.

Variable forms are actively used learning: frontal, collective, group, individual, pair, game.

Number of children in the subgroup: 10-12 people.

Form of occupation: subgroup

1. Regional studies. 1. Geographical position and climate of Great Britain and America, holidays of the countries, the language being studied

2. World around 1. Pets

2. Wild animals of America.

3. Math 1. Count (1-20, shop

4. Literature 1. Fairy tale characters

2. Folklore of Great Britain ("Tales of Mother Goose").

3. Cartoon characters

5. Technology 1. Paper plastic - production of holiday cards (techniques of cutting, gluing, gluing, appliqué)

2. Drawing - a range of colors, various ways of coloring dough products, coloring, etc.

3. Sculpting - making work from dough. ( Animals, "Alphabet", etc.)

7. Physical culture 1. Games that develop coordination of movements

2. Games that develop reaction

3. Games that develop the ability to navigate in space

4. Games that develop fine motor skills of hands

9. Music 1. Learning songs with movement elements

2. Acquaintance with the music of the countries of the studied language

10. Theater 1. Puppet theater

2. Story and role-playing games.

3. Theatrical songs.

4. Dramatization of small plays

11. Computer Cartoons

Each lesson begins with phonetic exercises to consolidate sounds. Exercises are carried out using a mirror. Also, at the beginning of the lesson, children learn English songs. This allows you to mark the beginning of the lesson and immerse the child in English-speaking environment. The level of complexity and volume of vocabulary of songs depends on the topic and the level of knowledge of children, the principle of movement from simple to more complex is used.

Games, work with cards, picking up mosaics, dominoes, lotto are aimed at memorizing vocabulary on a specific topic.

Creative tasks to consolidate the supporting vocabulary.

After getting acquainted with the basic vocabulary English language, creative tasks are performed on her consolidation:

Coloring;

Drawing;

Applications;

Paper plastics;

Modeling from plasticine;

Salt dough molding.

As additional material, special educational cartoons are used for preschoolers. This type of work always causes a positive attitude of children and is a means of increasing motivation in learning the language.

In the middle of the lesson, a warm-up is expected in the form of English songs or exercises (physical education minute) using the learned vocabulary, which helps to consolidate it in action.

Learning the basics of grammar English for preschoolers happens in the process of learning vocabulary:

Plural

Imperative mood (execution commands: show me, stand up, sit down, give me, jump etc.,

Questions and answers in Present Simple

modal verb can

Speech skills

Subject content of speech

Communication preschoolers in a foreign language language in the following exemplary topics:

1. Me and my family. Interaction with family and friends. Appearance. Score from 1-12. Education of politeness and responsiveness in children towards each other.

2. Domestic and wild animals. Colors. Adjectives. Education of love for animals and emotional responsiveness to personal successes and successes of comrades.

3. Home country and country/countries of the language being studied. Prominent people (English queen and king) . Attractions (monuments, streets, theaters).

4. Seasons. Nature. Weather. verbs of motion. Kinds of sports. Hobbies.

Types of speech activity

speaking

Dialogic speech

Etiquette dialogue - start, maintain and end a conversation; congratulate, express wishes and respond to them; express gratitude; ask politely, refuse, agree;

Dialogue - questioning - asking and reporting factual information (Who? What? How? Where, moving from the position of the questioner to the position of the responder; purposefully ask, "to interview";

Dialogue-incitement to action - make a request, invite to action / interaction and agree / disagree to take part in it;

Combining these types of dialogue to solve communication problems.

monologue speech

Speak briefly about facts and events using such communicative types of speech as narration and message;

listening

Listening comprehension and understanding of the heard text or speech of the teacher.

Formation of skills:

Highlight the main information in the text perceived by ear;

Selectively understand the required information.

Language knowledge and skills:

Pronunciation side of speech

Skills of adequate pronunciation and discrimination by ear of all the sounds of the studied foreign language, observance of stress and intonation in words and phrases, rhythmic-intonation skills of pronunciation of various types of sentences, expression of feelings and emotions.

The lexical side of speech

Skills of recognition and use in speech of lexical units serving situations within the subject preschool, the most common set phrases, evaluative vocabulary, cliché remarks of speech etiquette, characteristic of the culture of the countries of the language being studied.

The grammatical side of speech

Signs of verbs in the most common tense forms, modal verbs, nouns, articles, relative, indefinite/indefinite personal pronouns, adjectives, adverbs, prepositions, cardinal and ordinal numbers.

Speech recognition and use skills

Sociocultural knowledge and skills

Implementation of interpersonal and intercultural communication using knowledge about the national and cultural characteristics of their country and the country / countries of the language being studied, obtained in direct educational activities foreign language and in the process of learning other direct activities.

Knowledge:

Values ​​of the studied foreign language in the modern world;

The most common background vocabulary;

Modern socio-cultural portrait of the countries speaking the language being studied;

Cultural heritage of the countries of the studied language.

Skill Mastery:

Represent native culture foreign language;

Find similarities and differences in the traditions of your country and the country / countries of the language being studied;

Educational and cognitive skills

Mastering special educational skills:

To carry out meaningful viewing of cartoons on foreign language;

perform simple tasks

use dictionaries and reference books, including electronic ones. participate in project activities of an integration nature.

Phased perspective thematic planning.

Acquaintance (holidays). "Here I am! Hello!"

Tasks:

1. The development in children of the ethical function of communication (the ability to say hello, say goodbye, get to know (introduce yourself and someone).

2. Development of the ability to understand the remarks addressed to them and respond to them.

3. Development of the ability to communicate about yourself.

4. To form in children ideas about English speaking countries.

Senior group

Where do you live?

Eleven, twelve, to live, he, she. good evening!

I live in Stary Oskol

Nice to meet you!

I'm fine "Interview" London, America, Great Britain.

preparatory group

Samples to be assimilated

Practical activities Country studies material

Where do you live?

Eleven, twelve, to live, he, she. I'm glad to see you.

Happy birthday to you!

That's my name! Playing the Situation "Once Upon a Birthday".

How are birthdays celebrated in English speaking countries.

"My family".

Tasks:

1. Formation in children of the foundations of communication on English language within plot: the ability to make a message about family members, occupations and hobbies.

2. Development of listening skills English speech.

3. Acquaintance of children with authentic information reflecting the peculiarities of life and family traditions in English speaking countries.

Senior group

Listening Lexical content Speech

A family to love. Yes, I have

I have a mother. Creating a family portrait Life and family traditions a England/America.

preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

Please show me.

What have you got? A doctor, a teacher, verb have, has. That is…

I love my mother.

My friend has… Story english friend about family. English names and surnames.

"PETS AND WILD ANIMALS"

Tasks:

1. Development of the motivational sphere of study foreign language by children of different ages by means of including various types of practical and play activities.

2. Raising a kind and caring attitude towards animals in children.

3. Development of listening skills for short texts and teacher's remarks.

4. Formation of the ability to freely carry out dialogic communication at an elementary level with adults and peers within the communication situation. The ability to actively include the mastered vocabulary and speech patterns in oral speech. The ability to make a short message about an animal.

5. Expanding children's ideas about the world around them through the inclusion of a variety of regional studies material, acquaintance with fiction about animals English and American authors.

Senior group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

What can you see?

What do you have?

What can a frog do?

a hen, a fish, a cow, a rabbit, a goose, a monkey, a duck, a donkey, a pony

Sets number of nouns I can see a donkey.

The horse can run.

scene "Teremok" « Farm Frenzy» .

Acquaintance with the animals of the British farm, with the benefits they bring to people.

Milk, cheese, butter, meat.

preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

What does the horse like?

What color is the lion?

What is your favorite animal?

a camel, an elephant, a tiger, a dove, a crocodile, a parrot; corn, grass The horse likes corn.

The crocodile is green.

My favorite animal is a dog.

I like to ride a pony. Contest "My favorite animal" London Zoo.

Acquaintance with the inhabitants of the London Zoo.

A kangaroo, a peacock, a lion.

"Toys"

Tasks:

1. Formation in children the ability to interact in collective activities.

2. Development of the ability at an elementary level to speak about favorite subjects, about what they usually play with.

3. Acquaintance of children with a variety of modes of transport, traffic rules.

4. Expanding the potential vocabulary by introducing lexical units and speech samples on the topic.

5. Raising in children the desire and ability to interact in a team of peers to achieve the final result.

Senior group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

What have you got? a doll, a ball,

a balloon, old, new. I like a doll.

This is a new kite.

This is an old car.

I got a doll. Organization and conduct

different games within the framework of the topic under study. Favorite toys english

sky children.

preparatory group

Listening Lexical content Speech patterns to be learned

research Practical activities Country studies material

Where is the car?

What can you see?

What can you see in the street? near, under, to, from,

traffic lights,

a trolley bus. By car, by bus

to wait, to stop,

The car is under the box.

Take the ball, please.

Put the ball into the box, please.

I can see a trolleybus in the street.

I can see a bus in the street.

I can see traffic lights.

I can see a lot of cars in the street.

Let's go by the trolleybus.

Let's go by the bus.

Let's go by the traffic lights.

The yellow says "wait",

The red says "stop"

The green says go,

Organiza

tion and conduct

different games within the framework of the topic under study. Folk english

sky games.

"Food"

Tasks:

1. Increasing the volume of lexical, grammatical and regional studies material on this topic.

2. Generalization of cases of using the indefinite article a.

3. The development of oral speech by means of musical, theatrical activities.

4. Formation of ideas about the ethics of behavior at the table, table setting, about the main meals, food culture in English speaking countries.

Senior group

Listening Lexical content Speech patterns to be mastered Practical activities Country studies material

drink for breakfast?

Would you like tea/juice? A cake, milk, a tomato, a potato, tea, juice, butter, sausage, porrige I would like milk.

I have a sausage and bread. Situational games "Away",

"In the shop" What do they like to eat and drink? English and American children.

preparatory group

Listening Lexical content Speech

samples to be assimilated Practical activities Country studies material

eat for dinner/lunch/supper?

What do you have for dinner? Dinner, lunch, supper, a cucumber, meat, salad, macaroni I eat soup for dinner.

I eat potatoes with meat and bread. Situational games "We're setting the table" Favorite

English and American children.

"House. School supplies»

Tasks:

1. The development of oral monologue speech of children in situations on this topic.

2. Expansion of lexical and grammatical material on this topic.

3. Acquaintance of children with the features of housing in English speaking countries

4. Formation of a potential vocabulary.

5. The development of the creative abilities of children, the upbringing of a sense of joy and pride in their home.

Senior group

Listening Lexical content Speech

samples to be assimilated Practical activities Country studies material

Is your house big?

What color is the sofa? A table, a chair, a sofa, TV, a lamp, a bed, a clock, a pencil, a rubber, a ruler. This is an armchair. It is a green sofa Making up a story about your home. How they like to furnish their houses English?

preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

There is a picture on the wall. What are there on the table? A table, a chair, a sofa, TV, my kitchen, a dish, a pot, a toilet, a bathroom, a fireplace, a mirror, a tap. There is a picture on the wall. There are books on the table. Situational games

"Let's clean up the house"

What will I take to school? Why in all English houses have fireplaces?

"Seasons"

Tasks:

1. Raising children's interest in language and culture English and the American people.

2. Developing the ability to speak at an elementary level about their favorite time of the year, about what they like to do at different times of the year, how they will relax this summer.

3. Development of skills in listening and speaking according to the situation.

4. Expansion English vocabulary.

Senior group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

What season do you like?

Is it warm in spring?

Is it hot in summer?

Is it cold in autumn?

Is it very cold in winter?

summer, winter, spring, autumn, hot,

Football, volleyball, basketball,

tennis. It`s spring.

It's summer. It's hot.

It's very cold.

Play football, Play volleyball, Play basketball,

play tennis. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?

preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Country studies material

What season is it now?

What will you do in summer?

Do you like to ride a bike? Summer, winter, spring, autumn.

a bike. It`s spring.

Yes, it is. It's a duck.

It's a flower.

I like to ride a bike. Organization and holding of various games within the framework of the topic under study. How do British children spend their summer holidays?

Control and measuring materials

Speaking diagnostics

You can use art paintings or plot pictures for this purpose. The child usually They say: "Look what our friends from England, they really want to hear you tell what you see here. Any other option is fine too. After that, the child is asked simple questions on English language within the studied material, for example, “Who do you see?”, “How many houses are drawn here?”. Questions are prepared in advance, each question corresponds to the topic covered. Questions 6 will be enough.

Listening Diagnostics

It uses sentences recorded on audio carriers, the meaning of which the child has to understand. You can read sentences. To kid talking: “We got a phone call from our friend from England he wants to tell you something. Listen carefully, and then we will complete the task with you. We use three recorded phrases, For example: “I eat ice cream”, “I have a red ball”, “Give me three pencils”. We listen twice. After that, in Russian, we ask the child from the cards lying on the table to put a picture on a small table, where depicted:

1. What our friend ate.

2. A toy that a friend was talking about.

3. As many pencils as the friend had.

Diagnostics of mastery program vocabulary

We choose 4-5 topics, for example “Food”, “Animals”, “Seasons”, “My family”. Accordingly, for each topic, we select five pictures. The pictures are scattered on the table. To kid talking: “Let's play with you, as if you came to the store and want to buy all this. rule such: if you name a word by - English then you can buy it. Try to buy as much as possible.”

Diagnostics of phonetic skills

To do this, we prepare two A4 cards with the image of six objects on each. Images should be matched so that the corresponding words contain the desired sound. Ask the child to name the objects.

List of used literature.

1. Bibaletova M. Z. English language for little ones / M. Z. Biboletova. - M.; 1994, p. 3-5.

2. Bim I. L. Foreign languages ​​at school / I. L. Beam No. 5 1991, p. 11-14.

3. Bonk N. A. English for toddlers / N. A. Bonk. –M. ; 1996

4. Boeva ​​N. B., Popova N. P. Great Britain. Geography. Story. Culture. Tutorial for English/N. B. Boeva ​​- Rostov n / D: Publishing house of the Russian State Pedagogical University 1996, p. 54-59.

5. Vereshchagina I. N. A book for teachers / I. N. Vereshchagin - M .: "Education" 1995, p. 20-23.

6. UK: Linguistic and Cultural Dictionary -M. ; Russian language. 1999

7. Gryzulina I. P. I play and teach English / I. P. Gryzulin - M., 1993, p. 5-8.

8. Epanchintseva N. D. Learning to speak English in the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.

9. Epanchintseva N. D. Learning to speak English in kindergarten / N. D. Epanchintseva-Belgorod 2008

10. Epanchintseva N. D. Approximate "Through" English early learning program the language of children in kindergarten and the first grade of elementary school / N. D. Epanchintseva-Belgorod 2008.

11. Galskova N. D. Modern technique teaching foreign languages. / N. D. Galskova - M .: ARKTI, 2004. - 192s.

12. Khimunina T.N. etc. Customs, Traditions and Festal of Great Britain/T.N. Khimunina -M.: Enlightenment, 1984.

13. Vaks A. Play and Learn English / A. Vaks. – St. Petersburg. ; 1997