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

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

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

Compiled by: Romanova A.S.
English teacher

Kazan
2015

Explanatory note

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

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

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

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

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

Forms of organization of activities:

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

• Objectives (1-2 year of study):

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

• Objectives (3-4 years of study):

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

Educational and thematic plan.

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

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

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

2. Family

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

3. Numbers numbers

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

4. Colors

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

5. Toys

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

6. Animals animals

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

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

8. Food, vegetables, fruits

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

9. In a classroom

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

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

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

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

1. Greeting, introduction, about yourself

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

2. Family

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

3. Numbers numbers

4. Colors

5. Toys

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

6. Animals animals

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

7. Sports teams sports activities

8. Food meal

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

9. In a classroom

10. Seasons, weather, clothes

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

11. Shapes

Circle, diamond, heart, triangle, square

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

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

1. Greeting, introduction, about yourself

2. Family, home

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

3. Numbers numbers

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

4. Colors

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

5. Toys

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

6. Animals animals

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

7. Sports teams sports activities

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

8. Food meal

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

9. In a classroom

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

10. Seasons, weather, clothes

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

11. Shapes

12. Transport

Bus, car, train, bicycle, airplane, sailer

13. Professions

Doctor, musician, cook, teacher, postman, policeman

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

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

1. Greeting, introduction, about yourself

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

2. Family, home

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

3. Numbers numbers

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

4. Colors

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

5. Toys

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

6. Animals animals

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

7. Sports teams sports activities

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

8. Food meal

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

9. In a classroom

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

10. Seasons, weather, clothes

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

11. Shapes

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

12. Transport

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

13. Professions

14. Dishes

Plate, cup, spoon, knife

Course content.

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

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

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

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

Testing the assimilation of language material is carried out through the use of testing elements, as well as the active technique of dramatization. Dramatization forces you to 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, increases vocabulary, develops free speaking skills, improves the quality of speech by increasing the length of sentences and expanding vocabulary. Dramatization also improves speech quality phonetically, as tone of voice and expressiveness are important components of oral presentation.

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

List of literature used when developing the program:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

21.​ Tamberg Yu.G. Learn to think!: 10 trainings for developing children's creative thinking. – Ekaterinburg: U-Factoria, 2007.

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

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

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

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

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

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

In modern conditions, the importance of learning a foreign language has increased. Nowadays, learning 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 olds.
Classes in the English for Children program introduce the child to the basics of a foreign language culture, i.e. informs the child of a basic amount of knowledge, skills and abilities. Classes are an oral preparatory stage for reading and writing.
Early learning of a foreign language develops the child comprehensively. His memory and intelligence improve, and his powers of observation develop.
Since play is the leading activity of a preschooler, learning tasks are closely related to the world in which the child lives. This is a world of fairy tales, poems, songs, where curiosity and the desire to play with peers reign.
This program is based on the principles of communicative learning and is aimed at developing positive cognitive motivation.
The program is designed for collective work with children. But the exercises are designed to provide an individual and differentiated approach to teaching children with different levels of training and different abilities.

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

Age: 5 – 7 years.

Duration of classes: 30 minutes.

Purpose of the course: development of linguistic abilities of preschoolers and primary 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.
• nurturing interest and respect for the culture of other peoples.

Tasks(2nd year of study):

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

Expected learning outcome.

First year of study.

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

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

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

Second year of study

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

Educational and thematic plan

First year of study

Second year of study

Larisa Skomorokhova
Club program "English for preschoolers"

Introduction 3

preschoolers

foreign language 5

2. Pre-school program 6

3. Game as a way of educational activity

at preschoolers 9

4. Forms of organization of the educational field 10

5. Educational and thematic plan for children aged

from 4 to 7 years 11

List of used literature 21

Introduction.

Acquaintance preschoolers with English is considered as one of the important stages that prepare a child for school, laying down the correct pronunciation, accumulation of vocabulary, the ability to understand foreign speech by ear and participate in a simple conversation. The developmental aspect of learning, which provides for the general improvement of speech and thought processes, is of particular importance. When studying a foreign language language At an early age, the level of development of children should be taken into account and their readiness to accept information should be determined.

At the first stage, the main goal is the dynamic development of oral speech (pronunciation and listening comprehension). At the same time, as when teaching one’s native language language, it is very important to develop motor skills that not only help to better assimilate lexical and grammatical material, but also contribute to the successful development of speech and mental processes. All structures serve this purpose, as well as rhymes and songs designed for the most productive assimilation of the material being studied.

Psychologists say that teaching children English should be spoken from an early age. This is due to the fact that young children have more developed perception and memory than adults. Children should begin training at the age of 4–6 years. Children of this age are very receptive, they have developed concentration and memory. They have a fairly large vocabulary, their thinking is well developed, their behavior is more disciplined and organized, thanks to which the teacher is able to maintain 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 studying, and do not just mechanically memorize words or phrases.

Kindergarten education English language begins in groups of children aged 4 years, and ends in groups of children aged 6-7 years. 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 can positive results be achieved and a child develop a positive attitude towards foreign language language.

1. Basic teaching methods.

Game method. This method of teaching is aimed at children of almost any age. The advantages of this method are that the game motivates the child to learn language without coercion. Children learn with eagerness and enthusiasm English language.

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

During classes you can use exciting games, videos, audio materials, visual aids, songs, poems and mini-skits, which children really like.

The main goal of the classes English language in kindergarten – development of listening and speaking skills. The use of outdoor games (“Cat and mouse”, “Traffic light”, “Edible - inedible”, etc.) forms motor activity, improves health, and contributes to the solution of certain educational tasks. Acting according to certain rules, communication is carried out on English language. Story-based 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 1st grade, can master lexical material in topics:

Animals

Body parts

Count within 10

Target programs – teaching preschoolers a foreign language must be communicatively oriented. Children should be able to use the studied lexical and grammatical material in natural communication situations. This purpose 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:

Creating a starting base for the development of speech abilities;

Formation of skills and abilities to independently solve the simplest - communicative and cognitive tasks in oral speech;

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

Developmental:

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

Development of speech culture, as well as communication culture;

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

Educational:

Raising children's sustainable interest in learning new things language;

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

Main activity - English language.

Principles of training preschoolers English language:

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

Learning with passion.

Learning through play.

Creating a spirit of communication.

From simple to complex.

Creating comfortable conditions for activities.

Strengthening connections with family.

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

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

- Systematically introduce vocabulary:

First lesson – 3 words.

The second lesson is consolidation.

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

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

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

Give preference to paired and group training. This helps establish a favorable psychological climate in the group and removes language barriers.

Develop quick response to teacher commands and questions

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

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

– interest in learning foreign languages language;

– educational and language abilities;

– creative independence;

– ability to work in a team;

– communication skills;

- attention;

– imagination;

- memory;

– adaptation of children to school life.

Group size 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, 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 Frequency 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 preschoolers.

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

Situational games include role-playing games that simulate communication situations on a particular occasion. 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, which require the use and modification of various models.

Most games that promote vocabulary learning are competitive. The one who has the best control wins. language material. These are all kinds of crosswords, “auctions”, board and printed 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 mastering communicative skills, but to improving the phonetic and rhythmic and 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 play and artistic creativity, the path to which lies for the child through play. They, in turn, can be divided into dramatizations (staging small skits on English language) ; visual games, such as graphic dictation, applique, etc.; and verbal and creative (selection of rhymes, collective writing of captions for comics, collective writing of small fairy tales).

4. Forms of organization of the educational field.

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

Technical training aids

1. Laptop

2. CD material

At work program the use of various types of didactic games is provided, and exactly:

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

Visually - figurative 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.

No. Month Topic Work content Number of hours

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

3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi" "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 "Good morning!", introduce the game "Little frog", learn a poem "Hello! Hello!" 2 / 4

2 October Counting 1 - 10 1. Train children in counting from 1 to 6, teach them to name numbers in order and randomly.

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

5. Learn rhyming "One cat".

6. Introduce the game - exercise “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. Introduce a new dialogue “Do you like this cat?”, "Yes, I do".

"Colors". 4 / 8

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

3. Develop monologue and dialogic speech in children. Teach children to have dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happy birthday”.

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

6 February This is me 1. Development in children of communication skills and abilities, based on the active use of lexical units in speech and 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 of 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 and poems. 2 / 4

No. Sections programs Number of hours

1 Greeting 4

2 Count 1-6/Count 1-6 4

3 Pets and other animals/Pets and other animals 4

4 Color/Color 4

5 A family/Family 4

6 Here I am/This 4

7 My house/My house 4

8 Fruits and vegetables/Fruits and vegetables 4

9 Atoy-shop/Toy store 4

1). "Greetings"

Tasks:

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

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

3. Introduce children to speech structures "Good morning", "Good bye", "Hello", "Hi", “I hop-hop”, “I jump-jump”, "What is your name?", "My name is...", with speech patterns "I'm sorry", "I'm glad".

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

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

2). "Score 1-6"

Tasks:

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

2. Involve children in dialogue.

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

4. Teach children to pronounce sounds correctly.

5. Learn rhyming "One-cat".

6. Introduce the exercise game “Handsup, handsdown”.

3). "Pets and other animals"

Tasks:

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

2. Train children to pronounce sounds correctly.

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

4. Arouse children's interest in English language.

5. Learn poems in Russian with children language including English words, indicating 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, gray.

2. Train in the correct pronunciation of sounds.

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

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

5. Develop oral monologue speech in situations on this topic.

6. Learn poems from the series "Colors".

5). "Family"

Tasks:

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

2. Train the pronunciation of sounds.

3. Develop monologue and dialogic speech in children. Teach children to conduct dialogue "Who is this?" - “It; s my mother".

4. Develop communication skills, the ability to congratulate the birthday person, singing the song “Happybirthday”.

5. Learn a song with your children "My dear, dear Mummy", poem "My family"

6). "It's me"

Tasks:

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

2. Improving listening skills.

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

4. Train 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 of English language.

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

4. Fostering a sense of joy and pride in your home.

5. Learn to pronounce sounds correctly.

6. Learn a poem "Myhouse", "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. Teach children to understand and listen English speech.

3. Train speech structures in pronunciation “Ilike...”, “He/Shelikes...”, pronounce words and sounds correctly.

4. Train children's attention and 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 children’s ability to communicate English language.

4. Instill interest in English speech.

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

List of used literature:

1. English for kids. Shishkova I. A., Verbovskaya M. E. Under. ed. N. A. Bonk, Educational and methodological kit for children 4-6 years old, 2004.-96p.

2. First lessons English. Book for classes with preschoolers. Blagoveshchenskaya T. A., M.: LLC Publishing House ROSMEN-PRESS, 2004. - 103 p.

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 kids, 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 teaching program for children 4-7 years old, comp. M. L. Filina, Volgograd, 2009.

Municipal budgetary preschool educational institution

“General developmental kindergarten No. 64 “Kolobok”, Yoshkar-Ola”

Funny English

English language teaching program for preschoolers

Compiled by: additional teacher

education Milyutina E.M.

Yoshkar-Ola, 2015

Explanatory note.

Relevance.

Goals and objectives of the program.

Predicted results.

Methodological support of the program.

Forms of organization of the educational field.

Educational and thematic plan:

1. Junior group (3-4 years).

2. Middle group (4-5 years old).

3. Senior group (5-6 years old).

4. Preparatory group. (6-7 years)

13. Contents of the program.

14. List of references,

used to develop the program.

Explanatory note

This work program is a regulatory and management document of an educational institution, characterizing the system of organizing the educational activities of the educator.

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

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

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

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

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

Model regulations on preschool educational institutions dated January 1, 2001 No. 000 (Resolution of the Government of the Russian Federation)

SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations” (Registered with the Ministry of Justice of Russia on August 27, 2010, registration number 18267

Relevance.

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

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

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

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

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

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

Goals and objectives of the program.

Purpose This work is to develop in preschool children a sustainable interest in learning English as a means of communication and information exchange.

Setting a goal involves solving a whole complex of educational, developmental (general education) and practical (educational)tasks:

Educational:

Develop the child’s psychological functions:

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

imagination (reproductive and creative).

Develop special abilities necessary for teaching a foreign language:

phonemic hearing;

ability to guess;

ability to discriminate;

imitation abilities.

Educational:

Create motivation to learn English through music, poems, proverbs;

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

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

Educational:

Foster understanding and respect for other cultures;

Cultivate a respectful attitude towards people;

Foster feelings of camaraderie and friendship;

Cultivate a sense of beauty;

Foster a culture of mental work;

Develop independence skills.

Age characteristics of children when learning a foreign language.

When teaching 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 to the age of the children.

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

Therefore, to begin with, naturally, you need to learn the English alphabet.

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

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

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

Interesting things will help to engage your child:

Poetry;

Counting books;

Songs.

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

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

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

As already mentioned, classes for preschoolers must be conducted in a playful way.

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

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

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

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

Principles for creating a program.

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

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

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

compliance with the criteria of completeness, necessity and sufficiency, that is, allowing one to solve set goals and objectives only using necessary and sufficient material, getting as close as possible to a reasonable “minimum”;

the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children;

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

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

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

- recognition of the uniqueness and uniqueness of each child’s personality;

- recognition of the unlimited possibilities for developing the personal potential of each child;

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

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

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

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

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

Goals and objectives are realized when creating the necessaryconditions:

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

Selection of methods, techniques, forms, means of work

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

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

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

Predicted results.

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

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

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

By the end of training at the initial stagechildren should be able to :

Understand by ear the teacher’s addresses in a foreign language, based on familiar language material;

Answer the teacher's questions,

Associate words and phrases with corresponding pictures and descriptions;

Recite short poems, counting rhymes, rhymes, sing songs, etc.

Methodological support of the program

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

The form of working with children is different:

classes involving outdoor games and physical exercises,

classes - conversations;

classes English languageOutdoors ;

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

music activity;

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

joint play activity teachers and children, where creative tasks and problematic situations are solved, riddles are invented, limericks are composed;

individual work of children;

acquaintance with literature;

diagnostics

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

One of the most important teaching techniques in kindergarten isa game . The game is the method, the foundation, the main thing on which the entire learning process is built. Play is the main activity of a preschooler. But how can you make your child want to speak English? After all, he can solve all communication problems in his native language. It is very difficult to explain to a young student that he will need this at school, since there is such a subject, at college, when choosing a profession, when deciding in life. This is where the game helps. Play is very natural for a preschool child.

During play activities, the child shows ingenuity and intelligence. Children, captivated by the concept of the game, do not notice how they encounter various difficulties and learn. In the game they solve their own problem. The game is always specific and contributes to the development of preschoolers.

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

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

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

Phonetic material is introduced and practiced through various Mr. Tongue stories.

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

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

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

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

A teacher should try to speak less in his native language, but there is no need to artificially exclude his native language at the initial stage of teaching a foreign language. In the first English classes, the native language plays a big role. Organization of classes, incentives, explanations of games are carried out in the native language. As you learn English, the need to use your native language decreases. The native language can be used in English classes to test the child's understanding of speech. To do this, you can use the “Translator” game, known for children of any age.

In the process of teaching children English, you can use the following teaching methods: choral repetition behind the teacher, individual repetition, choral and individual singing, recitation of poetry, organizing games with elements of competition, alternating active and quiet games, drawing. And it is imperative to hold holidays in English once or twice a year, so that children can show their knowledge and skills to their parents and each other, so that the level of motivation in studying this subject increases.

Working on pronunciation

When teaching English, special attention must be paid to pronunciation. The psychophysical characteristics of children enable them to imitate the most complex sounds of the English language. At the same time, when teaching pronunciation it is necessary to use not only imitation, but, as necessary, the method of demonstration and explanation. The explanation of articulation must be understandable and playful. Children who are not good at some sounds should be more often involved in exercise games for these sounds. To develop correct pronunciation and intonation, choral types of work should be widely used, although this does not exclude individual work with each child. Good exercises for strengthening pronunciation are counting rhymes and tongue twisters.

Taking into account the age and individual characteristics of children, it is necessary to use a sufficient amount of educational time for additional, individual work of each child.

Working with a toy or picture

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

Learning and reciting poems and songs

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

When learning a poem or song, the child easily remembers the rhymed text containing a large number of new words and sentences. Rhyming text is a useful phonetic exercise, as well as material for memorizing words. But in order for words to enter the child’s active vocabulary, as well as grammatical structures, special exercises and games with words outside the context of the poem are needed.

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

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

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

Some speech therapists and psychologists believe that in order to develop speech function, namely to “develop” the child’s articulatory speech apparatus, one should study English. It is important to avoid mixing English and Russian pronunciation in the child’s language, therefore, if the child has serious speech impairments, one should postpone learning a second language.

Forms of organization of the educational field

Direct educational activities in teaching English (in subgroups, individually); Individual work with a child; Thematic direct educational activities; Phonetic gymnastics; Didactic games; Physical education minutes; Integrated activities; Surprise moments.

Conditions for the implementation of the program.

Technical training aids

1. Laptop

2. CD material

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

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

Visual and figurative material

1. Illustrations and pictures;

2. Visual - didactic material;

3. Game attributes;

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

5. Poems, riddles.

Educational and thematic planning.

Junior group (3-4 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

1.1.

Acquaintance

Hello/goodbye. Thank you. Good morning! I’m... What is your name?

1.2.

My family

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

1.3.

What do I know about myself

My name is... I’m... , a boy, a girl

1.4 .

Body parts

Head, toes, eyes, ears, mouth, nose

II .

Live nature

1 4

2.1.

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

2.2.

Wild animals

Bear, hare, frog, mouse, fox, tiger

2.3 .

Nature .

In the park .

Tree, flower, bush, slide, swing, roundabout

2.4.

Weather

Spring, summer, cold, warm, hot

III.

Subject world

3.1.

Toys

Doll, box, car, house, ball

3.2.

Actions

3.3.

Colors

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

3.4.

Cloth

Dress, coat, T-shirt, tracksuit

3.5

Numbers

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

3.6.

In the city

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

3.7

In the house

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

IV .

Food

4.1.

My favorite meal

Soup, meat and salad, cake, juice

4.2

Dishes

Spoon, plate, fork

Regional studies

5.1

Travel to the UK

English,London

5 .2

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

5 .3.

Easter

5 .4.

Mother's day

Mother, present, flower

5 .5.

5 .6

National Games

TOTAL hours:

64

Middle group (4-5 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance

Hello/goodbye. Thank you. Good morning!

1.2.

My family

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

1.3.

What do I know about myself

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

1.4.

Body parts

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

II.

Live nature

2.1.

Pets and their babies

2.2.

Wild animals. Zoo.

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

2.3.

Nature .

Playground .

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

My favorite is…

2.4.

Weather

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

III.

Subject world

3.1.

Toys

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

3.2.

Actions

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

3.3.

Colors

3.4.

Cloth

3.5

Numbers

3.6.

In the city . Transport.

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

3.7

In the house

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

IV.

Food

4.1.

My favorite meal . Market.

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

4.2

Dishes . Kitchen.

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

Regional studies

5.1

Travel to the UK

English, London

5.2

Merry Christmas and New Year

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5 .6

National Games

TOTAL hours:

6 4

Senior group (5-6 years old).

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance . Repeat.

What is your name? -

Hello/goodbye. Thank you. Good morning! Who is this?

1.2.

My family . Repeat.

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

1.3.

With friends.

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

1.4.

Body parts

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

II.

Live nature

1 2

2.1.

Pets . Repeat .

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

2.2.

Wild animals. Repeat. Forest animals.

2.3.

Nature . In the forest .

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

2.4.

Seasons . Weather . Repeat .

2.5

Times of Day . Days of the week .

III.

Object world

2 8

3.1.

3.2.

Actions. Repeat. What are they doing?

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

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

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

3.3.

Colors . Repeat . Opposites.

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

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

3.4.

Cloth

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

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

3.5

Numbers. Repeat.

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

3.6.

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

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

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

3.7

Vacuum cleaner, computer, tablet, mobile phone.

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

IV.

Food

4.1.

My favorite meal

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

4.2

Dishes . In the kitchen .

V .

Regional studies

5.1

Travel to the UK

English, London

5.2.

Merry Christmas and New Year

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

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

64

Preparatory group. (6-7 years)

Title of sections and topics

Initial stage of training

Number of hours

Lexical material

I .

Man, human relations

1.1.

Acquaintance. What do I know about myself? Repeat.

What is your name? -

Hello/goodbye. Thank you. Good morning! My name is... I’m... , a boy/a girl.

1.2.

My family

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

1.3.

Description of people.

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

1.4.

Body parts . Repeat.

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

II.

Live nature

1 2

2.1.

Pets . Repeat.

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

2.2.

Wild animals . Repeat.

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

2.3.

Seasons . Weather .

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

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

2.4.

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

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

In the morning/afternoon/evening…

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

III.

Subject world

3.1.

Toys. In kindergarten. At the playground.

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

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

3.2.

Actions

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

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

3.3.

Colors . Opposites. Properties.

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

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

3.4.

Cloth

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

3.5

Numbers. Repeat. School. School items.

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

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

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

What subjects do you study at school? I study...

3.6.

In the village and in the city. Transport. Repeat. In the sports center Transport

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

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

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

3.7

Furniture and interior. Electrical devices.

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

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

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

IV .

Food

4.1.

My favorite meal. Harvest. Vegetables and fruits.

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

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

4.2

Dishes . In the kitchen .

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

V .

Regional studies

5.1

Travel to the UK

English, London

5 .2.

Merry Christmas and New Year

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

5 .3.

Easter

Happy Easter! Easter eggs, chick, flower,

5 .4.

Mother's day

Mother, present, flower

5 .5.

English folklore (songs, rhymes, proverbs, tongue twisters)

5.6

National Games

TOTAL hours:

64

The number of hours may vary depending on the period of preparation and holding of events, because Additional time is allocated for this outside of class.

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

Psycho-gymnastics;

Conversations;

Outdoor games;

Finger games;

View photos;

Watching films;

Reading books;

Artistic; activity

Acting out situations;

Acquaintance

Teach children forms of greeting and farewell, develop the ability to interact with others. Cultivate interest and desire to study English.

Song: " Clapyourhands!” “A song about Helen”

Physical education minute: “Handsup…”

1.2

My family

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

Finger gymnastics : “Family”

Poems :

“This is my mother”

“Father, mother.”

Artistic activity.

Dramatization of the fairy tale "Turnip".

Making a family tree.

Making baby books: “My family’s favorite activities”

1.3

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

Introduce children to vocabulary on this topic. Learn to use it in your speech. Learn to describe people.

Game “Guess”, Poem:

“Tenlittlefingers”

Song :

“Hockey-Pokey.”

“Is it true or not?”

Body parts

Introduce children to vocabulary for body parts. Learn to name them and describe their appearance.

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

Poem :

"I"ve got a body"

Games : "Please, show me"

II .

Live nature

Introduce children to the names of some animal species. Enrich children's vocabulary, develop memory, attention, creative imagination.

Video material;

Audio material;

Images;

Posters;

Educational games;

Outdoor games;

Dramatization of poems, songs,

Pets and their babies

Introduce children to lexical units denoting the names of animals and their young. Develop creative imagination when creating a new type of animal.

Games:

"What is missing?"

"Who has who"

Empathy "I am a bear"

Dramatization of a fairy tale"Teremok"

Games: " Catandamouse”, “ Farmer", "Find the "extra" animal."
Song: “Old Mc Donald”

Wild animals. Zoo. Forest animals.

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

Poem :

“I am a hare”

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

Games:

"What is missing"

"The Fourth Wheel"
“Which animals are confused?”, “Help the animals get home.”

2.3.

Nature. In the park. In the forest.

Introduce children to vocabulary on this topic. Give children ideas about the nature around them; promote the use of lexical units in speech

Poem : "Tomorrow on Sunday"

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

2.4

Weather. Seasons.

Introduce lexical units on the topic. Learn to use them in conversational and monologue speech

Poem: “Seasons”

A game: "Rain"

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

“Seasons turn like a big round ball.”

2.5

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

Introduce children to lexical units denoting the names of the days of the week and the names of the times of day. Learn to describe your daily routine.

Songs“Are you sleeping?”, “Monday, Tuesday...”Game “My daily routine”, “My week”.

III .

Object world

Give children ideas about everyday objects; promote the use of lexical units in speech; indicate the characteristics of objects. Teach children to group objects based on essential features.

- Conversations;

- Games;

- Finger gymnastics;

- Physical education minutes;

3 .1

Toys. In kindergarten. At the playground.

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

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

"What is missing",

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

Role-playing game.

3.2

Actions. What are they doing?

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

Performing various

teams

Physical education minutes:

“Handsup, handsdown”.

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

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

A game:

“Simon says","Guess” .

3 .3

Colors. Opposites. Properties.

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

Song: "Greenisgo”, Entertainment “Balloon Festival”

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

3.4

Cloth

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

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

"Please, show me"

"Put on."

3.5

Numbers. School. School items.

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

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

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

Games: "What's behind what"

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

3.6

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

Introduce children to vocabulary on this topic. Develop attention, memory, creative imagination. Cultivate interest and desire to study English.

Song: “The wheels on the bus...”Games: “Toyshop”, “What's missing?”, “Shareongroups», « Finda couple»

3.7

Furniture and interior

Introduce vocabulary on this topic. Develop word creativity, attention, memory, creative imagination.

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

IV.

Food

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

- Use of pictures, posters;

- Conversations;

- Learning poems, songs, proverbs;

- Games;

- Finger gymnastics;

- Physical education minutes;

4.1

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

Introduce children to vocabulary on this topic. Learn to use them in conversational and monologue speech.

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

"I like chocolate"

"Who likes coffee?"

Poem: Bread and butter, milk and tea.

4.2

Dishes. In the kitchen.

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

Song"Help your mother lay the table"

V .

Regional studies

Give children knowledge of regional studies; introduce them to another culture, develop cognitive activity, and instill a love of the English language.

- learning poems, songs, proverbs;

- creation of a subject-development environment;

5.1

Travel to the UK

Introduce children to the culture of this country. Introduce vocabulary on this topic. Learn to use them in oral speech.

Poem: “I say hello!”

5.2

"Merry Christmas and New Year"

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

Poems:

“Happy New Year”

Songs:

“Jingle bells"

“We wish you a Merry Christmas”

Games:

“Cat and a mouse”

5 .3

"Easter"

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

Conversation about the holiday

Songs:

“SkinnyMarinky”

Games:
“ Simonsays”

5 .4

Mother's day

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

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

Song: “My dear mummy”(1verse)

Making gifts

5 .5

Folklore of England

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

"Tales of Mother Goose"

English Nar songs translated by S. Marshak,

K. Chukovsky

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

Hood. activity

5 .6

National Games

Introduce children to the culture of another country.

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

Finger games;

- counting rhymes;
- outdoor games

“LondonBridge”

“Hello"

“Simon says”, etc.

- round dances;

- catch-up;

- ball games;

- dialogue poems;

- puzzles.

6.

Artistic activity

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

- Role-playing games;
- Dramatizations;

- Dramatization;
- Reading poems, songs;

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

- Introduction to folklore.

6.1.

Reading literature

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

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

- Repetition of individual phrases and words;

- Dramatization of your favorite scenes.

6.2.

Drawing (coloring)

Modeling

Design (Applique)

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

Rhymes

Poems from the series:

“Colorgames”

Games:

"Name the same"
“ Guesscolor”

“I’ll tell you, and you continue.”

“What words do you know?”
"Story".

6.3.

Watching videos, slide presentations, listening to audio recordings

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

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

- Pronouncing words, sentences;

- Learning songs, poems, rhymes;

- Dramatizations;

7.

Speech activity

Develop the skills and abilities of monologue and dialogic speech, learn to compose stories using various standard phrases, learn to use models as a support for composing statements.

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

- Listening to short texts, fairy tales, games;

- Dramatization;

- Using modeling techniques;

- TRIZ-RTV.

7.1.

Listening

Teach children to listen carefully and understand foreign language speech addressed to them, develop listening skills based on developed lexical and grammatical skills.

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

- Execution of commands, various tasks for artistic activities;

- Finding familiar words in the listened text.

7.2.

Speaking

Teach children to use speech structures. Teach children to take part in dialogues, understand speech addressed to them and respond adequately to requests, using appropriate remarks for the situation.

- Description of the toy, pictures;

- Compiling a short message (2-3 sentences);

- Dramatization of fairy tales, games, poems;

- Conversation with each other;
- Game exercises.

7.3.

Phonetics

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

The Tale of the Tongue.

Coloring of English sounds (transcription notation).

Games:

"Echo"

"Ears on top of your head"
"Say the word"

« Finishphrase».

“Find the house"

“Blocks"

7.4.

Grammar

To acquaint children with the order of words in narrative and interrogative sentences, the use of singular and plural nouns. Give the concept of the article, introduce children to prepositions.

Games:

"How many"

"One is many"

"Who hid where"

“Doyousee?”

"Pick a picture"

8.

Educational work

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

- Games;

- Songs;
- Poetry;

- Holding holidays.

Bibliography,

used to develop the program:

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

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

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

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

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

Notebook with tasks for children's development. English for kids in 2 parts., - Kirov.

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

Singout! A collection of songs in English with translation of some words and expressions. B. B. Zdorovova. Publisher: M., Prosveshchenie, 1990, -192 p.

English rhymes for children.IN. A. Verkhoglyad. Publisher: M., Prosveshchenie, 1992, - 80 p.

10 . ResourcesINTERNET :

http://www.dreamenglish.com/family

http://www.englishhobby.ru

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

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

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

http://www.freeabcsongs.com/

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

Astafieva M.D. Games for children learning English. M.: Mozaika-Sintez, 2009.

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

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

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

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

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

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

Powell G. Sing and Play: A Collection of Songs for Elementary School. Obninsk: Title, 2011.

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

Marina Berdnik
"Funny English". Early Childhood Education Program

Program« Funny English»

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

2. Structure programs: forms of work, curriculum.

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

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

1. Explanatory note

Relevance. Currently, due to the strengthening of international relations, interest in early teaching of foreign languages ​​to children. Studying foreign language in early age is especially effective, because it is children preschool age show great interest in people of other cultures. 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 speaking a non-native language carries enormous pedagogical potential both in terms of the linguistic and general development of children.

Problem. In progress teaching a foreign language at an early age stage, its own problems were discovered, 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 basic communication skills in English for preschool children.

It is built on the basis of continuity in relation to 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 specified from stage to stage.

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

In the process of implementation programs the following are decided tasks:

teaching English speaking to preschoolers;

Prepares a solid foundation for a successful transition to advanced study English language in the primary grades of secondary schools;

Promotes the development of intellectual abilities, attention and memory, and generally has a positive effect on personality development;

Creating conditions for the communicative and psychological adaptation of 4-7 year old students to studying foreign language;

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

The use of regionally focused materials in children's foreign language activities.

Expected results:

As a result of studying a foreign language, a preschooler must:

Know/understand

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

Intonation of various communicative types of sentences;

Signs of the studied grammatical phenomena (aspectual and tense forms of verbs, modal verbs, articles, nouns, pronouns,

numerals, prepositions);

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

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

countries of the language being studied.

be able to:

speaking

Start, conduct/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;

Talk 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 you are learning;

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 your attitude to what you heard, give a brief description of the characters;

listening

Understand the main content of short, simple, 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 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 accessible limits;

Awareness of the 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;

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

Familiarization 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 within two years.

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

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

Duration of classes 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 classes

per week per month per year

5 - 7 years 2 8 72

Long-term planning includes 8 lessons per month. However, their number and sequence may vary depending on the period of diagnosis, vacations, preparation for holidays, as well as the degree of complexity of the topic.

Advance lesson planning

Topic No. Sections Number of lessons

1 “Greeting” Greeting 4

2 “Commands” Commands 5

3 “Introduction” Getting to know you 8

4 “Animals” Animals 8

5 “Seasons” Seasons 6

6 “My family” My family 8

7"Count (1- 10) ”Count 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 training and is aimed at the gradual formation and development of basic oral speech skills in children preschool age, compiled for children aged 5-7 years studying foreign(English) language as first foreign language in kindergarten. Process training is carried out according to an educational and thematic plan that determines the number and content of educational activities per month (8-9 lessons, according to developed topics.

Program involves continuous acquaintance with foreign language folklore (songs, poems, rhymes, games, sayings, fairy tales and regional studies material.

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

Parent meetings;

Individual and collective consultations on foreign language;

Open classes on foreign language;

Joint events on English language;

Questionnaire;

Assistance to parents in equipping the pedagogical process, etc.

Forms of work with parents

Directions in working with parents Forms of working with parents

1. Informational Individual (consultations, conversations, surveys)

Collective (parent meetings)

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

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

Selecting forms of educational activities English language, forms and methods training due to psychological and pedagogical characteristics preschoolers.

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

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

Class form: subgroup

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

2. The world around us 1. Pets

2. Wild animals of America.

3. Mathematics 1. Counting (1-20, store

4. Literature 1. Fairy-tale characters

2. British folklore (“Tales of Mother Goose”).

3. Cartoon characters

5. Technology 1. Paper plastic - making holiday cards (techniques of cutting, pasting, gluing, applique)

2. Drawing - a spectrum of colors, various methods of coloring dough products, coloring, etc.

3. Modeling - making works from dough. ( "Animals", "Alphabet", etc.)

7. Physical education 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

9. Music 1. Learning songs with elements of movements

2. Getting to know the music of the countries of the target language

10. Theater 1. Puppet theater

2. Story and role-playing games.

3. Theatrical songs.

4. Performances of short plays

11. Computer Cartoons

Each lesson begins with phonetic exercises to reinforce 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 song vocabulary depends on the topic and level of knowledge of the children; the principle of movement from simple to more complex is used.

Games, working with cards, putting together jigsaw puzzles, dominoes, and lotto are aimed at memorizing vocabulary on a specific topic.

Creative tasks to consolidate basic vocabulary.

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

Coloring;

Drawing;

Applications;

Paper plastics;

Modeling from plasticine;

Modeling from salt dough.

Special educational cartoons are used as additional material for preschoolers. This type of work always evokes a positive attitude in children and is a means of increasing motivation in language learning.

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

Learning the basics of grammar English for preschoolers occurs during the learning process vocabulary:

Plural

Imperative mood (execution teams: 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 foreign language within the following example topics:

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

2. Domestic and wild animals. Colors. Adjectives. Fostering love for animals and emotional responsiveness to personal successes and the 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 movement. Kinds of sports. Hobbies.

Types of speech activity

Speaking

Dialogue speech

Etiquette dialogue - starting, maintaining and ending a conversation; congratulate, express wishes and respond to them; express gratitude; politely ask again, refuse, agree;

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

Dialogue is an incentive 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 communicative types of speech such as narrative and message;

Listening

Listening perception and understanding of the text heard or the teacher’s speech.

Formation of skills:

Highlight the main information in a text that is perceived by hearing;

Selectively understand the necessary information.

Language knowledge and skills:

Pronunciation side of speech

Skills of adequate pronunciation and auditory discrimination of all sounds being studied foreign language, observing stress and intonation in words and phrases, rhythmic and intonation skills in pronunciation of various types of sentences, expression of feelings and emotions.

Lexical side of speech

Skills in recognizing and using lexical units in speech that serve situations within the topic preschool, the most common set phrases, evaluative vocabulary, cliché replicas 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 one’s country and the country/countries of the language being studied, obtained through direct educational activities foreign language and in the process of learning other direct activities.

Knowledge:

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

The most common background vocabulary;

Modern sociocultural portrait of countries speaking the target language;

Cultural heritage of the countries of the language being studied.

Mastery of skills:

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

Mastery of special educational skills skills:

Perform 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.

Stage-by-stage long-term thematic planning.

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

Tasks:

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

2. Development of the ability to understand 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 Playing out the situation "Interview" London, America, Great Britain.

Preparatory group

Samples to be learned

Practical activities Regional 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 up the situation "Once Upon a Birthday".

How birthdays are celebrated in English speaking countries.

"My family".

Tasks:

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

2. Development of listening skills English speech.

3. Introducing children to 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 England/America.

Preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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 through the inclusion of various types of practical and play activities.

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

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 limits of a communication situation. The ability to actively incorporate mastered vocabulary and speech patterns into oral speech. Ability to make a short report about the animal.

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

Senior group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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

Plural number of nouns I can see a donkey.

The horse can run.

Scene "Teremok" « Farm Frenzy» .

Getting to know British farm animals and the benefits they bring to people.

Milk, cheese, butter, meat.

Preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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.

Meet 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 to speak at an elementary level about favorite objects, about what they usually play with.

3. Introducing children to various types of transport and traffic rules.

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

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

Senior group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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 have got a doll. Organization and conduct

introduction of various games within the framework of the topic being studied. Favorite toys english

Chinese children.

Preparatory group

Listening Lexical content Speech samples to be learned

nyu Practical activities Country studies material

Where is the car?

What can you see?

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

a traffic lights,

a trolleybus. 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 a 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",

Organization

tion and conduct

introduction of various games within the framework of the topic being studied. Folk english

ski games.

"Food"

Tasks:

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

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

3. Development of oral speech through musical and theatrical activities.

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

Senior group

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

drink for breakfast?

Would you like tea/juise? 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 learned Practical activities Regional 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" Favorites

English and American children.

"House. School supplies"

Tasks:

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

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

3. Introducing children to the features of housing in English speaking countries

4. Formation of a potential vocabulary.

5. Development of children's creative abilities, nurturing a sense of joy and pride in their home.

Senior group

Listening Lexical content Speech

samples to be learned Practical activities Regional 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 Writing a story about your home. How they like to furnish their homes English?

Preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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 get the house in order"

"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 year, what they like to do at different times of the year, and how they will relax this summer.

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

4. Expansion English dictionary.

Senior group

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

What season do you like?

It is warm in spring?

Is it hot in summer?

It is cold in autumn?

It is 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 conduct of various games within the framework of the topic being studied. How do British children spend their summer holidays?

Preparatory group

Listening Lexical content Speech samples to be mastered Practical activities Regional 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 conduct of various games within the framework of the topic being studied. How do British children spend their summer holidays?

Test materials

Speaking diagnostics

You can use artistic 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 me what you see here.” Any other option is also suitable. After this, the child is asked simple questions English language within the framework of 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. 6 questions will be enough.

Listening diagnostics

Here, audio-recorded sentences are used, the meaning of which the child has to understand. You can read the sentences. To kid we talk: “Our friend from England, he wants to tell you something. Listen carefully, and then you and I will complete the task.” We use three written phrases, For example: “I’m eating ice cream,” “I have a red ball,” “Give me three pencils.” Let's listen twice. After this, in Russian, we ask the child to put a picture on a small table from the cards lying on the table, where depicted:

1. What our friend ate.

2. A toy that a friend told me about.

3. As many pencils as a friend had.

Diagnosis of mastery program vocabulary

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

Diagnostics of phonetic skills

To do this, we prepare two A4 cards with the image of six objects on each. The images must be chosen so that the corresponding words contain the desired sound. We 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 kids / N. A. Bonk. –M. ; 1996

4. Boeva ​​N. B., Popova N. P. Great Britain. Geography. Story. Culture. Tutorial on English/N. B. Boeva ​​– Rostov n/ D: Publishing house RGPU 1996, p. 54-59.

5. Vereshchagina I. N. Book for teachers / I. N. Vereshchagina – M.: "Education" 1995, p. 20-23.

6. UK: Linguistic and regional dictionary – M. ; Russian language. 1999

7. Gryzulina I. P. I play and teach English/I. P. Gryzulina - 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" early learning english program language of children in kindergarten and first grade of primary school / N. D. Epanchintseva-Belgorod 2008

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

12. Khimunina T.N. and others. Customs, Traditions and Festal of Great Britain/T.N. Khimunina – M.: Education, 1984.

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