Summary of an English lesson for preschoolers: Greetings. Summary of an English lesson in a preschool English lesson for preschoolers greeting

Gulnaz Tukhbatullina
Summary of an English lesson for preschoolers “Fun English”

Goals and objectives:

Arouse interest in English language;

Learn to pronounce correctly english sounds;

Learn to say hello and goodbye English language;

Promote the development of creative thinking, attention, logic.

Progress of the lesson:

1. Greeting.

Good morning good morning

Good morning to you

Good morning good morning

I am glad to see you.

Hello! My name is Gulnaz Gazinurovna! Hello! My name is Gulnaz Gazinurovna.

2. Main part.

Oh guys, someone is knocking on our door!

Guys, today we have a guest from a distant country. England.

Hello! My name is Teddy.

But the only problem is that Teddy Bear only understands English language. And today we have to go on a journey into the world in English! You are ready?

Guys, for Teddy Bear to understand us, we need to learn to pronounce correctly english sounds.

Let's play a game "Repetitions", play sounds after me.

[f] – snort like hedgehogs

[r] – now let’s growl like dogs

- and now we have turned into little snakes

[z] – now imagine yourself as bees

Watch the video “Hello! What’s your name?”

Guys, let each of you say hello to the Teddy bear and tell him your name.

3. Summing up. Final part.

Teddy Bear didn't come empty-handed, he wants to give you postcards from England, where you can see the sights of London and other English cities.

Guys, Teddy Bear is very glad to meet you. But the time has come for us to say goodbye to him. Let's wave to him and say goodbye - Goodbye!

Publications on the topic:

Features of teaching English to preschoolers using information and communication technologies“Features of teaching English to preschoolers using information and communication technologies using the example of the Lada kindergarten.”

Didactic game “What is missing? What's missing? for preschoolers learning English"What is missing?" (What has disappeared) Preparing for the game. The teacher can use the smart board to learn the seasons in English by talking.

HOLIDAYS ARE COMING Christmas for preschoolers learning English. Festive event for English language learners (age 6-7 years) “Holidays Are Coming” Korabelnikova I. Yu. teacher of MBDOU “Children’s.

Abstract of additional education (English) GKKP kindergarten "Balapan" of the akimat of the Karasu district Summary of English classes in kindergarten Prepared by: additional teacher.

Summary of OOD "English Language" in the preparatory group "On the Farm" Goal: improving lexical skills on the topic “Pets”. Objectives: 1. educational - to consolidate names in speech samples.

Summary of the lesson “Spring” for preschoolers of the senior group in English Summary of the “Spring” lesson in English in the senior group Task: developing the skill of monologue statements on the topic. Goal: activate.

Summary of the English lesson “Going to the Zoo” in the preparatory group Goals: to develop children's interest in the English language by immersing themselves in the topic being studied through the most productive activities; support.

Summary of the first English lesson in kindergarten.

Goals:

To introduce students to the meaning and purpose of teaching English;

Give a first idea of ​​the English language;

Briefly tell about the country whose inhabitants speak English - England and other English-speaking countries.

Equipment: world map, tape recorder, visual representation of cartoon characters.

1. Organizational moment.

Let's get acquainted!

Hello! MynameisOksana Vladimirovna.

IamyourteacherofEnglish.

Teacher: Hello, children!

My name is Oksana Vladimirovna! I will teach you English. What's your name, let's get to know each other!

Children say their names.

2. The teacher’s word about a new subject for students.

Different languages ​​are spoken in different countries of the world. There are several thousand languages ​​in the world. And they are all foreign to us. What foreign languages ​​do you know?

Students list the foreign languages ​​they know.

Teacher: How did so many languages ​​arise? Why don't people on Earth speak the same language? How wonderful it would be! There is such a legend about this. In ancient times, all people spoke the same language, they all lived amicably and happily. One day they decided to build a tower to the heavens to glorify themselves. This tower did not take a year, or two, or 10 years to build. And when the height of this tower was such that its top could not be seen from the ground, God was angry with the people for being so proud of themselves, and destroyed the tower, settling people in different parts of the Earth. People stopped communicating, forgot their common language and began to speak differently in different places. This is how foreign languages ​​arose.

Teacher: What kind of language is this, English? Tell me, what language are we speaking now? In English?

Children: No! In Russian!

That's right, we speak Russian and we live in a country called Russia. But there are still many countries in the world where people speak a variety of languages. Look at the world map.Thisisamap(this is a map). application

Different countries are depicted here, and in blue is the ocean, how much water there is. And people live on land. Here, you see, what a big country it is, this is America, this is England, this is Australia. In these countries, children and adults speak English.

Teacher (showing a picture of Luntik): What language does Luntik speak with his friends?

Children : In Russian!

Teacher : That's right, in Russian, because Luntik was invented in Russia.

Teacher (shows a picture of Mickey Mouse): Who is this, guys?

Children: Mickey Mouse!

Teacher : Good! (This means “good!”, well done!).This is Mickey-MouseThislittle mouseMickey- Mouse! Do you know in which country the Mickey Mouse cartoon was made? In America! Mickey Mouse can only really speak English. And who is this? (The teacher shows a picture of Winnie the Pooh)

Children: Winnie the Pooh.

Teacher: Good for you - this means “well done!” Winnie the Pooh and his friends live in England, they were invented by the English writer A. Milne. What language do you think Winnie the Pooh actually spoke to Piglet in, English or Russian?

Children: In English!

Teacher: Very good! Very good! (Shows a picture of a kangaroo) What is the name of this animal. Who knows?

Children: Kangaroo!

Teacher:Verygood! It’ sakangaroo! Kangaroo lives in Australia. They also speak English there. Tell me why we might need English - for example, to communicate with friends from English-speaking countries, read new books, watch cartoons.

You and I will learn English, and you will love it as your native language. Let's listen to a song in English about a star(Alittlestar). This is a very beautiful and melodic language.

Do you know any English words? I pronounce a few words mixed with Russian - typewriter -acar, duck-aduck, house-ahouse, cat-acat, cobachka-adog, sweets-candies. and ask them to clap their hands every time they hear an English word

We know a lot of English words, but we don’t know it ourselves. What does the word stop mean? That's right - stop, and the word is football, finish, computer, photo.

Teacher : Funny people - English sounds - asked to come to our English classes. They all have the same surname Englishsounds (“English sounds”), but they all have different names.

Here is the first little man. (Shows a little man with the sound [p].) This little man’s name is [p], because he puffs [p]-[p]-[p]-[p] all the time, he’s always dissatisfied with something.Repeatafter me [p]-[p]-[p]-[p].

The second little man's name is [t] (shows a little man with the sound [t]), he loves to play around - his tongue jumps on slides behind his front upper teeth) and says [t] - [t] - [t] - [t]. Let's have some fun too. Say after me [t] – [t] – [t] – [t].

The name of the third little man is [d], because he often plays with a toy car, also puts his tongue on the slides and says [d] - [d] - [d] - [d]. Say after me [d] – [d] – [d] – [d]. (Shows a man with the sound [d]).

The fourth man constantly teases everyone [ɔ]-[ɔ]-[ɔ]-[ɔ].Say after me [ɔ]-[ɔ]-[ɔ]-[ɔ].And the fifth man is always surprised, everything seems interesting to him: – – . Let's also be surprised - - .

3) Getting to know each other in English (how to say hello, introduce yourself)

Teacher: Today we will learn how to say hello in English, at the beginning of the lesson I said hello to you in English (children sit in a circle and say hello in English, first in chorus, then in turn, passing the ball around in a circle.)

Hello!

Hello!

When the toy returns to you, repeat the word again.

4 ) Physical education minute

Guys, I completely forgot, a guest came to see me from England, she also speaks only English. Let's close our eyes and call him, just count to three in English: one, two, three! So, close your eyes! (close your eyes).

Children close their eyes.

Children open their eyes.

Bess: Hello! Teacher: Who is this, guys?It’ sacow. This is a cow.Oh, hello, Bess, good to see you!(It was me who said: “Hi,BessGlad to see you!"). Let's say hellocBessin English “Hello,Bess! ("Hello,Bess!

The children say in chorus: “Hello,Bess!»

Teacher:Bess, you also say hello to the guys.

Bess: Hello, kids!

Teacher: Guys, let's get acquainted withBess, she doesn’t know your names yet.Besswill ask you What’s your name? (What is your name? What is your name?), and you say your name, and that’s how we’ll get to know each other. Just don’t forget to say I’m... first, which means “I”, for example, “I’m O.V».

Bess (addressingToto the teacher): Hello, what’s your name?

Teacher: I’m O. V. and what’s your name?

Bess: I'm Bess

Teacher:Hello, Bess!Well,Bess, go up to the guys and ask them their names.

Bess(approaches the children one by one, extends a “hand” to each): Hello! My name isBess. What's your name?

Child (teacher prompts: “SayBessin English “I’m Dima.” (“I’m Dima”): I’m Dima.

Children get acquainted withBess.

Teacher: Guys,Besswants to tell me something. (Besssays something in the teacher's ear). Ah, got it.Besssays he wants to show you an English exercise. Want to?

Children: Yes!

Besslooks at the teacher.

Teacher: Guys,BessI don’t understand whether you want to see her charging or not. Let's tell him- English "Yes!" ("Yes!")

Team game

Invite the kids to play in teams. Stand up and say:Standup! Then sit down and say:Sitdown! Raise your hands up, put your hands down. Repeat the movements several times.

Children: Yes!

Teacher: Well, come on, Bess, I will say the words of the English exercises, and you perform the movements.

Hands up! Hands down!

Hands on hips! Sit down!

Stand up! Hands to the sides!

Bend left! Bend right!

One, two, three, hop!(When you say these words, you need to jump on one leg.)

One, two, three, stop!

Stand still!

Teacher: Did you like this exercise? Let's try to do it together. Just something oursBessbecame sleepy. It took her so long to come to us from England. LetBesswill rest. And the guys and I will do English exercises. Just in case, tell the guys “good-bye!”

Bess: Good-bye, kids!

Teacher: And you guys, say “goodbye” to Bess, only in English (Good-bye).

Children: Good-bye, Spot!

Bess lays down in a crib in the distance.

Teacher: So, let's learn to do English exercises, and whenBessnext time he comes to usaIt will be surprising that we already know how to do it.

Children perform exercises called “Hands up!” Hands down!..."

Teacher: Now try to do this exercise without me.

The children perform the movements themselves while the teacher pronounces the words of the English exercises. If children forget the movements, the teacher shows them.

5) The final stage of the lesson.

Teacher: Good for you! (“Well done!”). Today we learned a lot of interesting things. Where did you come to us from?Bess? What language does she speak? What other countries speak English? How do you say hello in English? How do you say “goodbye”? Good-bye!

Topic: “Journey through the pages of fairy tales”

Target:

1. To enrich knowledge about fairy tales, teach to recognize and name fairy tales, to know the main characters.
2. Train the use of learned vocabulary from the English language.
3. Create an atmosphere of joy and pleasure from creativity.
4. Cultivate a desire to work in a team and take part in performances.

Equipment: tape recorder, masks, costumes of fairy-tale characters, decorations for the hall.

Progress of the lesson

I Introductory part

The melody “Visiting a Fairy Tale” sounds

Educator: Hello my dear.

Children: Hello.

Educator: Today we will travel through the pages of fairy tales.

— Do you like fairy tales? (Children's answers)

Educator: OK. Let's start. Listen.

II Main part.

1. Meeting with Little Red Riding Hood
The melody from the film “Little Red Riding Hood” is playing. A girl dressed as Little Red Riding Hood comes out to the music and performs a gymnastic exercise.

Educator: Children, do you recognize this girl? (children's answers)
- What fairy tale is it from? (Little Red Riding Hood)

Educator: Who are you rushing to? Children help (to grandma).
Well run. Bye.
The melody “Song of the Wolf” sounds
The Wolf enters the stage.
Educator: Who are you?

Wolf: I am Mr Wolf. Have you by any chance seen a little girl?

Children: She ran there (point in different directions)

2. Working with illustrations

Children are offered an illustration.

Educator: Look at my picture. Whom can you see?

Children: Pigs. Three little pigs.
The one who names the piglets goes on stage.

Educator: Well done.
Wolf: I am an angry and terrible gray wolf, I know the taste in piglets!
The teacher protects the piglets.
What a bad wolf! Go away!
Children help the teacher.

3. Moving minute.
The melody “Palms” sounds. Children stand in a circle and dance.

4. Mime-game.

Educator: We all love fairy tales. They are interesting and exciting. But it’s even more interesting to be the hero of a fairy tale. I will tell it now, and you will help me.
Imagine, we found ourselves in a fairy-tale forest. I see a lot of trees. They (the teacher shows a green card, the children name the color green). There are many flowers around. On stage - Flower.

Flower: I am a flower. Flowers are colorful. Do you know what colors flowers are? (Children name the colors)

Educator: A dog came running into our forest.
— How do you say dog ​​in English? (a dog)

Educator: A mouse also came running to us.
— How do you say mouse in English? (a mouse)
Children are given masks, the teacher repeats the fairy tale, and the children must show their heroes with movements and sounds.

Educator: A guest came to our fairy forest.

Educator: What a nice girl!
Cinderella: I am Cinderella.
I worked a lot, my godmother gave me a dress and shoes. And now I'm hurrying to the ball.

Cinderella is in a hurry and loses her shoe.
- Oh, I lost it again.
Educator: Children, do you know what fairy tale this girl is from? (Cinderella)

5. Sketch “Masha and the Bear”
Educator: Kids, listen and look.
The song “Kra” plays
Honeycomb" from the cartoon "Masha and the Bear".
On stage, Masha performs a gymnastic sketch.
Masha: Hi. I am Masha.
Bear: Hello. I am Bear.

Educator: Did you recognize which cartoon these characters are from? (Masha and the Bear)

6. Dramatization of the fairy tale “Turnip”
There is a turnip on the stage.
Educator: What is this?
Children: Turnip
Educator: Turnip (pulls and pulls then asks for help)

Educator: Dog, dog.Help.
(The dog comes running to help)
Dog: Cat, cat. Help. (the cat helps)
Cat: Mouse, mouse. Help. (the mouse comes out and helps pull out the turnip)
Educator: What a nice turnip we have got!

III Final part.
Our journey has ended. I realized that you not only know the heroes of fairy tales, but also the English language. You are also real actors. It was a lot of fun with you.
— Did you like our trip?
- What exactly?
- That's all. Bye-bye.

The melody “Visiting a Fairy Tale” plays. All actors go on stage.

Goal: To introduce children to a new active vocabulary, to form correct pronunciation, articulation, to teach children to clearly pronounce difficult words and phrases in English, to become familiar with the expression “I can see” (I can see).

I stage - Organizational part. (1-2 minutes)

Includes an organizational moment - the children are seated and greeting each other.

Educator:Hellochildren! (Hello children)

Children:Hello, AnastasiaAlekseevna! (hello Anastasia Alekseevna)

Educator:Iamgladtoseeyou(I am glad to see you)

Children:Wearegladtoseeyoutoo(we are glad to see you too)

Educator:Howareyou? (How are you doing?)

Children answer in turn:Iamfine, thank youyou(everything is fine, thank you)

II stage - Preparatory part. (10-12 minutes)

At this stage, there is an introduction to the topic - articulatory gymnastics, looking at pictures on the topic of the lesson, conversation, riddles, games, updating knowledge; repetition of the covered material; exercise to develop attention, physical education; working with handouts; explanation and demonstration.

Articulation gymnastics (we bite the tongue from the tip to the base and vice versa; we play football with the tongue - we rest the tongue first on the left cheek, then on the right, again on the left, etc.; smile - holding the lips in a smile, teeth are not visible; proboscis - stretching the lips forward with a long tube; fence - lips in a smile, teeth closed in a natural bite and visible, etc.).

Repetition of the English alphabet and words

Educator:Verywell(Very good). Now let's review the English alphabet and the words we have learned.

Children name in order the letters of the English alphabet and words that begin with these letters (active dictionary):

A – apple

B – boy, ball, bear, banana

N – nose

C – cat, camel, cow, crocodile, car

O-owl

D – dog, duck

P – pig

E – egg, elephant, ear

Q – queen

F – fox, face, flower, finger, foot, frog, father

R – rose, rabbit

G – girl, giraffe

S – snake, sun, snow, spring, summer, sister, sky, star

H – hand, house, hair, hen, horse, head

T-tree

I – ice, iceman, ice-cream

U – autumn, umbrella

J-jam

V – violin

K – kitten

W – winter, wolf

L – lion, lips

Y – yogurt

M – mouth, monkey, mouse, mother

Z – zebra

Educator: in the last lesson you learned to count to twelve. Now we will consolidate the material covered. And we will consolidate with the help of the game"+1" . The teacher throws a ball to someone and calls any number from 1 to 12. The child catches the ball, throws it back and calls a number one higher. The game is played in English.

Educator: And now we will remember animals. A game« Where is …?» ("Where…?").Children have pictures of animals in front of them. The teacher asks the children where is a cat ? (where is a cat?). Children show a picture of a cat and say this is a cat (It's a cat). Gradually the game speeds up.

Warm-up

Educator: Well, now let's warm up. Stand up and move away from your desks.The teacher pronounces the words of English exercises, and the children perform the movements.

Hands up! Hands down!

Hands on hips! Sit down!

Stand up! Hands to the sides!

Bend left! Bend right!

One, two, three, hop! (When you say these words, you need to jump on one leg.)

One, two, three, stop!

Stand still!

III stage - Main part. (10-12 minutes)

New material is studied, outdoor and didactic games are played, and creative tasks are completed.

Educator: Today we will build new sentences in English.Ican- I can. Repeat with me:Ican- I can.

Icansee- I can see. Together:Icansee- I can see.

Now look at the screen and say in English what you can see:

I can see a cat, I can see a dog, I can see a bear.

Images of animals alternate on the screen, and children build sentences based on them in English.

Educator: Lastly, let's learn the poem:

I can go to the Zoo

I can see a kangaroo

I can see a hare

Icanseeabear

IV stage - Final part. (5 minutes)

Summing up the activity, cleaning the workplace.

Educator: Well done guys, you are doing well. Today you learnedbuild new sentences in EnglishIcansee– I can see that you have learned a new poem in English. This concludes our lesson.Goodbye children!

Outline of an English lesson in the middle group

(1st year of study) on the topic “Meeting and greeting”.

Zaripova G. A.

English teacher

MADOU No. 1 “Spring”

Nurlat city, RT

Lesson objectives:

1. Developmental:

Teach children the ability to listen to teachers;

Develop skills in perceiving foreign speech from audio and video recordings;

To introduce children to the meaning of the English language in the modern world;

Arouse interest in learning a foreign language.

2. Educational:

Teach children to treat each other with respect;

Teach children ways of joint intellectual activity;

Creating conditions in the communication process.

2. Practical:

Teach children to greet each other and get to know each other in English;

Introduce the following words and phrases: Hello! What is your name? I`m (Nina) Yes! No! Good bye! ; a dog, a hare, a pig.

Equipment: multimedia installation, laptop, audio recording with a song, presentation “Great Britain”, video course “English lessons with Piggy and Stepashka”; a political map of the World; animal toys - a dog, a hare, a pig.

Progress of the lesson

1. Greeting

Hello, children!

Sit down, please. (Gestures to sit down.)

Did you understand what I said? I said: “Hello, guys! My name is...” In what language did I greet you?

What other languages ​​do you know? What language is spoken in France (China, Russia, Tatarstan, Nurlat? In which countries do they speak English? Who knows where England is? (the teacher shows Russia and England on the world map)

Let's say hello in English, say Hello (phonetic work on the word, work on the pronunciation of sounds [h],

[l], , repetition in chorus and individually). This word has a very warm sound [h]. I'll teach you how to pronounce it. Bring your palm to your lips and exhale the sound [h] onto it. Do you feel how warm your palms have become? Now let each of you say this sound. .(The teacher ensures the correct pronunciation) With the sound [l], use the tip of your tongue to find the tubercles above the upper teeth and pronounce. . At the end of this word there is a sound. He is always surprised when it is pronounced, listen: - . The first sound is strong and round [o], the second quickly follows the first and is pronounced weakly: . Repeat after me. This is your first word in English.

Now let's play. Let's see if you know your friends' voices well. Let's play a game. Game “Guess who? " . The rules of the game are as follows: one of you (children) stands with his back to the others. You take turns greeting the presenter “Hello, Masha”, the presenter must guess who greeted him and give the answer “Hello, Sasha”. If the answer is correct, you say Yes, and the one you recognize becomes the driver. If the answer is incorrect, you must say No. When making the sound [n], use the tip of your tongue to find the bumps above the upper teeth and pronounce. (Phonetic practice of the words Yes, No, work on the pronunciation of the sound [n].)

3. Conversation about the importance of learning English

English is a language that is known all over the world. You already know many English words, you use them often, you hear them in everyday communication, on television. These are football, volleyball, basketball, boxing, boss, businessman, iceberg, crossword, cruise, bulldozer, ring, start, finish, half, coach, shorts, show... [5]. There are many such English words. Of course, in English these words sound a little different, but quite recognizable. This language is very beautiful. And the country is beautiful too. Now you will see it for yourself. (View presentation "Great Britain")

Did you guys like Great Britain? In this country, people speak, sing, and think in English. You won't be able to understand them if you don't know the language. Languages ​​need to be learned in order to communicate with people from other countries. Do you want to learn English? Do you want to sing English songs? You will succeed, only for this you must help me. How? You must learn to listen, hear, understand and repeat words and phrases after me.

3. Relaxation phonetic exercises

Listen to the song in English (audio recording). Did you like it? Repeat after me the words and movements. Let's try to say it together! (gestures: 1-2-3-4 - take fingers out of fist; I am - point to yourself; sitting - slap yourself on the butt; on the floor - point to the floor). Let's sing, but to do this you need to sit on the floor.

Stand up! Sit down on the floor! (Pointing to the floor 3-4 times)

1 and 2 and 3 and 4,

I am sitting on the floor.

I am sitting on the floor.

1 and 2 and 3 and 4.

Stand up! Sit down on the chairs! (Pointing to the chair)

4. Introduction to vocabulary (Knock on the door, piggy guest Piggy)

P.: I wonder who came to visit us! Shall we ask?

Chr. : I'm a pig.

P.: What is your name?

Chr. ; I'm Hryusha.

P.: Guys, did you recognize the guest? Yes, this is our little pig, Piggy.

Chr. : Yes it's me. I heard a familiar song in English and looked here.

P.: You know English! But from where?

Chr. : I was in the UK, where they speak English. My friends taught me. Do you want me to teach you? (Watch video lesson No. 1 “English with Piggy and Stepashka”).

You guys see how many new words you have learned. What is this? -Who is this? – It is a pig (a dog, a hare). (Phonetic practice of sounds [d], [g], [h], words, phrases.) The word dog has the sound [d]. Listen, it’s like the knock of a woodpecker in the forest: [d] - [d] - [d]. There is a tubercle behind the upper teeth (Shows, tap this tubercle with the tip of your tongue: [d] - [d] - [d].

5. Consolidation of the studied material

Guys, these toys are also among ours. Shall we play with them? On my command Close your eyes! close your eyes. (At this time, the teacher removes one of the toys.) Open your eyes! Open your eyes! Tell me what toy is missing? .

Well done! Let's play ball. You, Piggy, must say hello, say your name in English and pass the ball to another player. Are the terms of the game clear? Let's play a game!

Hello! I'm a pig. I'm Hryusha. - Hello! I'm Oleg.

6. Summing up:

Guys, did you like the lesson?

Who was our guest today?

Yes, but it’s time for Piggy to return home, but he will definitely come to the next lesson. Let's say goodbye to him. Listen and repeat: Good bye! The sound [d] is already familiar to us. How does a woodpecker knock? Good bye, Hryusha!

What did we learn in class, guys? (Say hello, introduce yourself, say goodbye). What interesting things did you learn about Great Britain? (Children's answers). Well done! Well done! Everything worked out great for us.

And now, the lesson is over! Good bye, children!

List of literature and Internet resources

1. Astafieva, M. D. Games for children learning English. / M. D. Astafieva / M., - 2006.

2. Biboletova, M. Z. A teacher’s book for an English language textbook for elementary school. / M. Z. Biboletova / Obninsk, 2006.

3. Zemchenkova, E. V. English for preschoolers. / E. V. Zemchenkova / - M., 2008.

4. Meshcheryakova, V. N. I love English. / V. N. Meshcherkova / Kazan DAS, 1997.

5. Dictionary of foreign words. M., 1988.

6. Video.English on-line.ru English with Khryusha and Stepashka.

www.maam.ru

English lesson summary: “Happy Journey”, for children of senior preschool age

Municipal autonomous preschool educational institution of general developmental type

kindergarten No. 134, Tomsk

Summary of a comprehensive lesson in English for older preschoolers

(Direct educational activities with children of senior preschool age)

Compiled by: additional education teacher

in English language

Arent Oksana Alexandrovna

"Happy trip to Great Britain"

Area: "Cognition"

Integration: “Communication”, “Physical Education”, “Music”

Program content:

Continue to reinforce the concept of “capital”, children’s skills in working with a map, and introduce children to the sights of London; train children in the use of learned negative sentences (using weather definitions and color names); continue to teach; consolidate previously learned English songs and nursery rhymes;

Continue to develop children’s cognitive interest, attention, visual memory, visual-figurative thinking;

Develop the phonemic side of English speech, English language acquisition skills (listening, speaking, language guessing) in children through the use of multimedia support;

Cultivate interest and respect for English culture and traditions, love for the native land, increase motivation to learn English;

Materials and equipment: map of Great Britain, illustrations of London sights, audio recordings, toys (wild animals), bell, Big Ben mask, hoops, balls, map, English and Russian flag.

Progress of educational activities:

(The Queen and Prince of Great Britain enter to the music)

Queen: Hello, guys! I am the Queen of Great Britain, and this is my son, the Prince. We heard a lot about Russia and visited Moscow with great pleasure. We have already seen Red Square, the Kremlin, and the Bolshoi Theater. They also told us that in the city of Tomsk there are the smartest, kindest, most beautiful guys. And we decided to fly to you and invite you to visit us - in the UK. Do you want to go on a trip?

(Children answer. The Queen shows a map of Great Britain)

Queen: Great Britain is a country located near France. It is divided into three parts: England, Scotland and Wales.

Prince: Great Britain is a large island, washed by the sea on all sides. The capital of Great Britain is London.

Queen: Now you know a little about Great Britain. I invite you on a journey around the UK.

(Children choose transport for travel)

Prince: Great Britain is far from Russia, so to get there you need to cross a number of countries. You can, for example, travel by train through Poland and Germany, and then fly by plane over the North Sea. Look, we are already in Poland!

Queen: The most favorite dance here is the polka! Let's try to dance this dance together?

(children dance polka)

Prince: But before us is Germany. Listen to how beautiful a German song sounds.

(children perform a previously learned dance)

Queen: We're on the train again. Look out the window. You see, ducks are swimming in the pond, cows are grazing in the fields, and a dog ran by. Let's sing a song, dance and show what sounds these animals make.

(the prince takes toys out of the bag, the children dance, imitate the sounds of the animals that the Prince shows)

Prince: From Germany to Great Britain you can travel by ship, or you can fly by plane. I suggest you take a trip by air. Make yourself comfortable in your seats - our plane is gaining altitude. And in order for us not to get bored, let's play a little with our fingers (children do finger exercises)

Fish-fish-swims in the pond.

A goat goat is being grazed on the shore.

The frog feels good everywhere:

On land, in swamp and water.

Queen: Now look out the porthole. We are flying over the northern sea... Attention! Our flight is coming to an end. Fasten seat belts! The plane is landing. Here we are in the UK.

Prince: Look how many British boys and girls are around! They, just like you guys, love outdoor games. Let's play?

Game "Choose a toy"

Six participants are invited. Toys are laid out on the carpet. To get the toy, the child needs to jump into hoops and run around two chairs. Next, the children name their toys in English!

Queen: Guys, do you like going to the zoo? And British children also love visiting the zoo. The favorite place of British boys and girls is Regent's Park. There is a zoo in this park (photo)

What animals you won't see here! Guys, pick up your binoculars (children bring their fists to their eyes, tell us what animals live in the zoo?

(Children name the names of wild animals in English)

Prince: Not far from the Regent's Park there is a clock tower. This tower has a funny name: Big Ben. Let's say together: "Big Ben." But I'll tell you a little secret. This is also the name of the bell of this tower. So, there were as many as five bells on this tower. The loudest and largest is called “Big Ben”.

Queen; Guys, do you want to play a game called this?

"Big Ben"?

(A presenter is chosen, depicting the clock bell on the Big Ben tower. Children say the words:

Big Ben is a tower.

We don't mind playing with her

In the morning, evening, day and night!

The presenter rings the bell and says: “morning” (morning). Children imitate actions that are performed in the morning (brushing their teeth, washing their face). After the words - night (night, evening), children depict typical actions for this time of day.

Prince: Our trip to Great Britain has ended. Guys, let's remember the places where we visited today? And so that you don’t forget about such a beautiful country as Great Britain, I give you a map that shows Great Britain and the famous places of this country.

Queen: no matter how good it is to visit, true travelers always yearn for their homeland. Take your seats on our plane, it's time to fly home to Russia, to your hometown of Tomsk!

(the children were back in kindergarten)

Prince and Queen: Unfortunately, it's time for us to fly back. Good-bye! But we will definitely continue our journey around the UK with you.

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English for preschoolers. Lesson summary for the preparatory group “Travel to Great Britain”

Lesson objectives:

a) cognitive aspect:

Repetition of learned vocabulary on the topics: “Animals”, “Acquaintance”, “I can do it”. ";

Formation of skills of perception and understanding of English speech by ear;

b) developmental aspect:

Practicing speech patterns, rhymes, songs;

Development of individual abilities;

Increasing interest in learning the language;

c) educational aspect:

Creating an atmosphere of friendliness and interest in the culture of another country.

Lesson notes.

1. Organizational moment.

Hello boys and girls. I am glad to see you.

Hello, N.N. We are glad to see you too.

I hope you are well. Let's welcome our guests.

Good morning, good morning,

Good morning to you,

Good morning, good morning,

We are glad to see you.

2. Speech exercises.

Guys, I'm sure our guests want to know more about you. Tell us about yourself. (Children answer general questions.)

How old are you?

Have you got a mother? A father? A sister? A brother? Etc.

Have you got a friend? (Children answer in the affirmative, the teacher invites them to stand in a circle)

There is a merry round.

We are happy, happy friends.

We like dancing to nice music

And to clap with our hands!

Clap! Clap! Clap! (clap hands)

Would you like to have friends from the UK? To do this, we need to go on a journey, and to find out how to do this, let's complete the task.

(The teacher shows the children a flower with seven multi-colored petals. He asks them to first count the petals, and then the children take turns tearing off the petals and calling their color. Letters are written on the back. Children read the word “mirror.”)

So this is what will help us get to Great Britain - a mirror! Here it is.

3. Main part. Dramatization "Journey to Great Britain"

Characters: Polina, Misha, Polly, Mike, cat, dog, pig, donkey, two chickens, hen, fox.

Decorations: table with tea utensils, fence for animals.

Polina and Misha look in the mirror.

Polina: What a mirror we have!

We don't take our eyes off him.

Misha: In this magic mirror

We will see without difficulty

Islands, seas and mountains,

Rivers, countries, cities.

Polina: Which country would we like?

That's where we can go.

Misha: The country of Great Britain deserves attention.

Our mirror then take us there!

Together: Misha: Now we will see real ladies and gentlemen and get to know them.

Polina: How are we going to talk to them?

Misha: We'll have to remember everything we learned in English classes.

An English boy and girl appear.

Mike. Hello. Who are you?

Polina. Hello. I am Polina.

Misha. Hello. I am Misha.

Polly. Where are you from?

Misha. I am from Russia.

Polina. I am from Russia. Where are you from?

Mike. I am from Great Britain.

Polly. I am from Great Britain.

Educator. Hello children. Oh, we have guests today.

Mike. Please, meet Misha and Polina from Russia.

B. Nice to see you.

Polina and Misha. Nice to see you too.

Polly and Mike. Let "s have tea.

(They sit down at the table to drink tea.)

All children sing the song “Polly Treats You to Tea”).

Polly, put the kettle on,

Polly, put the kettle on,

Polly, put the kettle on,

We"ll all have tea.

Polly, take it off again,

Polly take it off again,

Polly, take it off again.

They"ve all gone away!

Polina and Misha. Thank you very much.

B. You are very welcome. Would you like to go to the farm?

Polina and Misha. Thank you, with pleasure.

Children sing the song “On the Farm.”

On my farm I have a hen/

Cluck, cluck, cluck.

On my farm I have a chicken.

Chip, chip, chip.

On my farm I have a pig.

Oink, oink, oink.

On my farm I have a donkey/

Hee-haw, hee-haw, hee-haw.

On my farm I have a cat.

On my farm I have a dog.

Bow-wow, bow-wow, bow-wow.

B. Children, many funny events take place in our farm. Early in the morning our little donkey wakes up.

Donkey. Hello, I am a donkey. I can run. I can jump. I can sing a song.

Sweetly sings the donkey

At the break of day.

If you do not feed him,

That is what he"ll say:

Hee-haw, hee-haw, hee-haw.

B. (feeds the donkey carrots) Help yourself.

Donkey. Thank you. (runs away)

B. Then our cat wakes up.

Cat. Hello, I am a cat. I can say mew, mew, mew. I can lap milk. I can dance.

B. Then our pigs wake up.

Pig. Hello. I am a pig. I can wallow in the mud.

(Children sing a song)

Little pig, little pig,

Wallow in the mud.

Little pig, little pig

Grunt, grunt, grunt.

Oink, oink, oink.

B. Our hens and chickens wake up.

Hen. Hello, I am a hen. I can say cluck, cluck, cluck. I can peck grains.

Chicken. I am a chicken. I can say chip, chip. I can peck grains.

Chicken 2. I can peck grains too.

B. They are pecking grains and they don't see a red fox.

(Fox appears)

Fox. Hello, I am a fox. I am hungry, I am hungry. (sneaks towards the hen and chicks)

The fox is coming and going.

Coming and going

Stroking her fluffy tail,

Sharpening claws.

Take heed of fox! (rushes towards the chickens, a dog runs out to meet her)

Dog. Bow-wow, bow-wow. I am a dog. Go away! Go away! (Fox runs away)

Polina. You have got a wonderful farm. Thank you very much. Now it is time to go home.

Misha. Good bye.

B. Come and see us again. Good bye.

4. Summing up.

The teacher asks the children to name the country they visited, the animals they saw, reminds them that animals can do a lot and asks the children a question: What can you do? Listens to the answers and, if necessary, asks general questions like: Can you draw? Can you climb?

5. Farewell.

Raise your heads

And say “Good bye”.

Literature: I. A. Shishkova, “English for the little ones”, Moscow, “ROSMAN”, 2012; A. Belokurova, T. Ruban, “Learning English by playing”; N. I. Krasyuk, V. V. Krasyuk “Poems and games in English”, Rostov-on-Don, “Phoenix”, 2014.

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Summary of English lessons for preschoolers 5-7 years old

Description of material: the presented summary of a lesson on the topic “Toys” is designed for working with children 5-7 years old and can be useful to English teachers in primary schools and additional education teachers.

Lesson topic: Let’s play

Target: Activation of vocabulary.

Educational: teaching the skills and abilities of constructing narrative, interrogative and negative sentences.

Developmental: development of phonetic skills of the English language.

Educational: instilling a caring attitude towards toys.

Equipment: board, transcription cards, tape recorder, toys

During the classes

KEnglish.ru - for parents and children. | KEnglish.ru

This open lesson plan for preschoolers is good because you can easily change some parts of the lesson by inserting your own poems or songs.

Hello Song (your song to start the lesson).

Teacher: "Hello! Hello! Good afternoon, my dear friends! How are you?”

Children: “I"m fine, thank you. I"m OK, thank you."

Teacher: “Guys, today we will go on a magic magic carpet to a zoo, and not just a simple one, but a fabulous one.”

2. The main part of the lesson.

2.1 Repetition and reinforcement of the “My name is...” construction.

Teacher: “But to take your place on the magic magic carpet, you will have to say your name. How do we say our name in English?”

Children: "My name is..."

Teacher: "Let's each take turns saying their name in English. You, please. All right. Take your seat, please."

2.2 Phonetic exercise.

“Our carpet is flying, the wind is blowing in our faces and making noise”“And here we are flying straight through the cloud, and the carpet is gaining strength: “”“And now we are flying up to the fabulous zoo, our carpet stops and says: “”"The plane flies and hums: "“A snake slithered near us and hissed: “"And over there the bee is buzzing on the flower:""And the snake poses towards her: "

2.3 We repeat and reinforce words on the topic “Animals”.

Teacher: “So you and I have arrived at our fabulous zoo. Let's go and see what animals live there. And who is this? Who is this? (Tiger - tiger).

Where to see it, guess?

Material from the site kenglish.ru

Summary of English lessons for preschoolers 5-6 years old

English language lesson for children of senior preschool age (5-6 years old)

Chapter: "Transport"

Subject: "Story about little red car"

Description: This development is intended for English teachers working with preschool children, parents learning English with their children on their own. The lesson is designed for children of senior preschool age (5 - 6 years old). This material allows you to introduce new vocabulary on the lexical topic “Transport” in a playful way, and initially consolidate it in speech.

Target: Introduction of new vocabulary on the topic “Transport” and their primary consolidation in speech.

Tasks:

• Introducing children to new vocabulary on the topic “Transport”
• Consolidating vocabulary on the topic “Colors”
• Consolidating knowledge about various types of transport and their features
• Consolidating knowledge about traffic rules
• Studying the English poem “Traffic lights”

Educational:

• Development of speech, attention, memory, thinking

Educational:

• Fostering a positive attitude towards fairy tale characters, empathy for others, and a desire to help others

Equipment:

Visual material for the fairy tale “Story about a little red car” (A4 size pictures) or a Power Point presentation, multi-colored circles indicating the colors of the traffic light.

Progress of the lesson

1. Organizational part(mutual greetings between teacher and children)

2. Updating students’ knowledge

Teacher: Guys, do you know what helps us move, how we can get to even the most distant city or the most distant country?

Children's answers.

Teacher: How can you call all this in one word? That's right, transport!

3. Learning new material

The teacher invites the children to listen to a fairy tale about a small car that was looking for friends. Pictures depicting various types of transport are added to the board as the story progresses.

"Story about little red car"

Once upon a time there was a Little red car. She was very lonely - she did not have a single friend. Sometimes she would stand in her garage and dream about how one day the door would open and all her friends would come in and she would never be sad again.

And then one day Little red car decided to go look for friends. She left her house and drove wherever her eyes led her. And suddenly a huge mountain grew right in front of her - her eyes sparkled, she growled and snorted terribly, she had a huge hump on her back.

It was just a Lorry (truck), but Little red car didn't know about it and was very scared. She screamed terribly: “Please, have mercy on me!” Lorry looked at the Little red car in surprise: “You don’t have to be afraid of me, I won’t harm you.”

“And maybe then you will become my friend? I have no friends at all...” said Little red car.

“No, no,” shouted Lorry, “I’m in a hurry, I have to deliver the cargo on time!” Good bye!"

“Good bye!” Little red car answered sadly and drove on. She decided to go to the city, and there she would certainly find friends.

It turned out to be very noisy in the city, everyone was in a hurry somewhere, honking loudly and shouting at the Little red car, which drove out into the road in confusion. There were so many different monsters here: with buckets, tanks, and horns - and everyone tried to push the Little red car.

At every crossroads there was a strange creature with three eyes, with which it winked all the time, but never opened all 3 eyes at once. The eyes were green, yellow and red. (Question to the children what kind of creature this is). It was Traffic lights.

The little red car shouted at the traffic light for a long time: “Let’s be friends!” But he was probably very busy and did not answer her, only winked with his multi-colored eyes.

And then the little red car almost hit the big Bus. She barely managed to dodge.

“I’m sorry, I didn’t mean to push you,” Bus apologized.

"It's OK. Let’s be friends with you?” - asked Little red car.

“Well, I don’t have any time at all, you see, I’m taking people. If I'm late for even a minute, the adults will be late for work and the children will miss school. I don't have time for friends."

A Motorcycle (motorcycle) drove by. Little red car told him: “I'm looking for a friend. Maybe you will become one?

“Okay,” Motorcycle answered after thinking a little, “do you like to ride fast?”

“No, because I’m still very small. And besides, driving fast is very dangerous.”

“In this case, we are not on the same path. Be healthy,” said Motorcycle and quickly left.

Little red car almost cried from insult. Why doesn't anyone want to be friends with her?

She no longer wanted to stay in the city, where everyone was in such a hurry, where no one had time for friendship.

A long-drawn whistle was heard outside the city. Little red car hurried there, and suddenly it was the voice of her friend! As she approached the rails, a huge green snake rushed past at full speed. (Question for the children - what kind of snake was that?) Of course, it was Train. Little red car didn’t even have time to ask him anything, the snake rushed by very quickly.

And so the sad Little red car drove aimlessly. She drove and cried, she was very upset that no one wanted to be friends with her. She was about to leave for the darkest, most distant forest, never to see anyone again, when she suddenly heard voices:

“What a beautiful car!”

Little red car looked up and saw two boys.

“Let’s take her home and play with her.”

Little red car couldn’t believe her ears - did someone really want to be friends with her!

The boys took her home, played with her every day and took her with them everywhere. How happy Little red car was - she was never lonely again!

4. Repetition and reinforcement of material

After listening to the fairy tale, children are asked to answer questions based on the text, remembering to save the English version

Questions for children:

1. Who went looking for friends?

2. Who did Little red car meet on the way?

3. Why didn’t Lorry, Traffic lights, Bus, Motorcycle, Train want to be friends with her?

4. Who became Little red car's friend?

Children, together with the teacher, pronounce new lexical units.

5. A minute of rest - the game “Traffic lights”

The teacher takes turns showing the children circles of red, green and yellow colors. When children see red, they stand still, yellow, they sit down, and green, they walk.

Gradually the pace of the game accelerates, children need to be more and more attentive so as not to make a mistake in choosing an action. The one who made a mistake is eliminated from the game. The game continues until a winner is identified.

6. Study of the poem “Traffic lights”

English lesson notes for preschoolers (lesson 1)

ENGLISH FOR PRESCHOOL CHILDREN (LESSION 1)

Hello, dear readers! I'm starting to publish today . I hope that my notes or any elements of the lessons will be useful to you, and the process of learning English with preschoolers will become a fun, interesting and useful activity.

1. Organizational moment of the lesson.

Introductory conversation with children (introduction, talk about the subject in an accessible and interesting form for the children).

2. Phonetic exercise.

Children become familiar with the greeting in English “Good morning!”, then collectively, and then individually reinforce a new phrase.

3. Basic lesson material.

a) Getting to know the doll (the appearance of the doll “a doll”, finding out its name “Betty”; the teacher asks the doll in English, and the doll “answers”).

b) Greeting the doll by each child in English (all children individually greet the doll “by the hand”). The teacher with the doll addresses the child: “Good morning, Nikita.” The child responds: “Good morning, Betty.” And so on.

c) Outdoor game “Teams” (children in this lesson are introduced to only two “teams”: “Sit down!”, “Stand up!”). The teacher first pronounces the “command” and carries it out with the children (children very quickly understand and remember the meaning of the “commands”). Then the children independently carry out “commands”, and the teacher tries to “confuse” them. Over time, you can use various variations of this game (new “teams”, the child acts as the commander).

4. Summary.

Summing up. Farewell in English “Good bye!”

Note:

You can start the lesson with the unexpected appearance of a beautiful “English doll” in order to interest the children in both the doll and the opportunity to communicate with her in English.

Additionally:

(In my class notes, I will try to publish material for additional work. For more information about this part of the notes, see the article About the “English for Preschoolers” section)

Learning the outdoor game “Hands up!” Hands down! during a walk (based on the principle of the game “Teams”).

Individual work (if necessary): consolidation of learned words (playing), work on pronunciation.

I suggest you also look at the following English lesson notes for preschoolers: lesson 2, lesson 3.

Thank you for your interest in the “GROW TOGETHER” website!

Source rastivmeste.ru

Teacher: It likes to eat fish. Children: It likes to eat fish. Teacher: And the fox also brought us a jug of milk. Milk. Children: Milk.

Teacher: It likes to drink milk. Children: It likes to drink milk. Teacher: Are you by any chance confused: which animal loves what?

Let's remember: It"s a bear. It likes to eat honey. It likes to drink water. It"s a fox. It likes to eat fish. It likes to drink milk. Children: It "s a bear. It likes to eat honey. It likes to drink water. It"s a fox. It likes to eat fish. It likes to drink milk. Stage 4. Completion of work. Teacher: So, guys, what animals did we meet? Children: A bear, a fox.

Teacher: Right, did you like them? Children: Yes. Teacher: Then let's invite them to visit the next lesson.

Let's cook them something they like and invite them over; and what do they like? What does a bear like? Children: Honey. Water.

Teacher: And the fox? Children: Fish. Milk. Teacher: Okay, now let’s say goodbye to our friends and look forward to visiting them for the next lesson. Children: Bye, bear! Bye, fox!

Visual aids: 1) pictures (or toys) depicting a bear and a fox, 2) pictures (or toys) depicting food, 3) a cassette recording the noises of the forest.

Preview:

Preview:

1. The teacher should remember that the procedure for diagnosing the level of development of basic communication skills in a foreign language requires careful preliminary preparation. The procedure must be prepared from the point of view of both content (what specific language material is used) and form (what form of diagnosis is chosen - open or closed), and its implementation must be clearly organized. It is important that children are convinced of the need to perform this or that task well. Only under this condition will the diagnostic procedure be carried out purposefully, naturally and convincingly
2. Diagnosis should be carried out in a friendly atmosphere, causing children to feel a sense of satisfaction and joy. The freer a child feels when performing a speech task assigned to him in a foreign language, the more proactive he will be in communication. This adds a sense of self-confidence.
3. During the diagnostic procedure, you should not correct children’s mistakes so as not to offend the child in any way. The best option is to record errors unnoticed by the child for later analysis.
4. The main function of the teacher in the diagnostic process is to manage communication with children (child) in a playful way.
5. To analyze the diagnostic procedure, its progress should be recorded on tape, voice recorder or video camera. Photographic materials: give the teacher a clear idea of ​​the work done.
6. The diagnostic procedure should be carried out only on familiar, previously acquired language material by children - lexical, phonetic, grammatical, in strict accordance with the program.
7. The technical details of diagnostics should not be left aside. Which include preliminary testing. At this stage, test tasks are selected and adjusted.
8. To carry out diagnostics, details, visual supports (diagrams, pictograms, symbols), and illustrative material are prepared in advance.
9. Diagnostics are recommended to be carried out both individually and in groups.
10. The teacher should remember that when determining the level of development of basic communication skills in a foreign language, you evaluate, first of all, their successes and shortcomings. A better measure may be each child's progress in language and speech development. Try to maintain a sense of success in each child.

Remember! Even the smallest victory should be noticed and appreciated accordingly. It is the situation of success that maintains a child’s sustainable motivation to learn English and the desire for new knowledge.

Criteria for assessing children’s assimilation of program material by aspects and types of speech activity

1. Phonetic skills

Children must correctly and clearly pronounce the sounds and words assigned by the teacher.

High level – the child clearly and correctly pronounces sounds and words in accordance with program requirements, gaining the maximum number of points.

Average level - the child does not pronounce all sounds and words clearly and correctly, experiences some difficulties, gains an average number of points.

Low level – the child pronounces many sounds and words incorrectly, has difficulty pronouncing sounds or does not pronounce anything at all, scores less than half of the points.

1. Lexical skills

Children must name lexical units on a given topic.

High level - the child names all the words on the topic, does not experience any difficulties, his vocabulary meets the program requirements, and scores the maximum number of points.

Average level - the child experiences some difficulties in naming lexical units, does not name all lexical units on given topics, and scores an average number of points.

Low level - the child experiences serious difficulties in naming lexical units or does not name them at all, his vocabulary does not meet the program requirements, and scores less than half the points.

1. Speaking skills (dialogue and monologue speech)

Children must be able to compose a coherent statement in accordance with the proposed situation, be able to ask and answer questions.

High level – the child is able to ask more than two questions, answers them correctly, gives complete and brief answers, the child’s statement contains more than three phrases, and scores the maximum number of points.

Average level – the child makes minor lexical and grammatical errors, the child’s statement contains 2-3 phrases, asks 1 or 2 questions, does not answer them clearly, scores an average number of points.

Low level - the child does not ask questions, answers incorrectly, does not speak at all on the given topic, and scores less than half the points.

1. Listening skills

Children must understand foreign speech by ear and convey its content in Russian.

High level - the child correctly conveys the content of what he heard and correctly guesses the riddle, gaining the maximum number of points.

Intermediate level - the child guesses the riddle, conveys the content of what he heard, making minor grammatical or lexical errors, and scores an average number of points.

Low level - the child cannot guess the riddle, does not understand the content of what he heard, and scores less than half the points.

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Slide captions:

Meryem Zayridinova Good afternoon, Dear Sofia and Anastasia! Thank you very much for the magazine and other materials I ordered from your website!

I received everything and am studying it. You can’t even imagine how your work helps beginners! Thank you very much again!

Thank you very much for your help!!! I wish you success in your business!!! I hope for further cooperation or just friendship))))))) All the best to you.

Thank you very much for being here. Sometimes, you don’t even know who to turn to with certain questions. This is very important information for a beginner.

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English lesson notes for children aged 4-6 years (first year of study).

Our club is pleased to offer you notes on exciting and truly educational English language classes for children 4-6 years old ( first year of study) who are successful in our club.

Is it worth teaching preschoolers English? How successful is this? Parents' opinions on this matter are diametrically opposed.

Some people think that it is better not to overload the child with the language before school, since he will forget everything anyway, while others are afraid of not having time to fill the child’s head with the necessary knowledge. However, the demand for English language classes among preschoolers is growing every year.

So is it worth teaching kids a foreign language, namely English?

Of course. And there are reasons for this:

1) Sensitive (most favorable) period learning a foreign language, according to psychologists, begins in a child at the age of 2, when speech actively begins to develop. It is at this age that the brain opens a window for learning language structures and accumulating passive vocabulary.

It’s interesting, but this age-related feature works not only for learning the native language, but also a foreign one. The constructions of each language easily fit into the child’s head, each in its own cell and never get confused. The further we move away from the sensitive period, the more effort we will have to put in to master the same amount of material.

2) Formation of positive motivation Learning a foreign language can be started in preschool age. Everyone knows that it is almost impossible to teach a child anything without his desire!

But it is precisely in preschool age, when all foreign language classes are based on GAME, that you can form a strong desire to learn English further. The child comes to class to play interesting games that the teacher offers, to draw and color, and already during the game he gets acquainted with new words, sings songs, memorizes poems, etc.

The motive for learning a foreign language is replaced in preschool age by the motive of playing, but this is normal. The child develops the habit of engaging with his tongue, similar to the habit of brushing his teeth in the morning and evening. . Learning a foreign language, and most importantly, enjoying it, is becoming the norm!

3) The history of mankind confirms the success of learning a foreign language in preschool age. Remember the history of the 19th century and the nobility, namely that every child had a tutor from Europe.

At the age of six, upper-class children could already speak a foreign language perfectly. There is no point in talking about the sensitive period here. The practice of centuries speaks for itself.

It’s just that the Soviet period, when foreign countries were perceived as the main enemy and access to them was closed, left its mark on the study of a foreign language in our country.

Why should English classes be included in the children's club schedule?

English language classes for preschoolers are now in great demand. Parents of today's 4-6 year old children are the modern generation of young people who practically did not experience the “Soviet stagnation”, but on the contrary, saw the dependence of career advancement and success in professional activities on the level of knowledge of a foreign language. Parents' motivation is also reinforced by vacation trips to other countries and the upcoming study of English in primary school.

You shouldn’t be afraid of language courses as competitors. Exactly for preschool age, language courses do not compete with children's clubs.

It is much more convenient for parents to take their child to the nearest and familiar children’s club to learn a foreign language than to take him somewhere to a language center. Moreover, the language center is a universal institution and is intended primarily for language learning by school-age children and adults. The very environment in a language center with study desks, child-friendly interiors and marker boards can scare away a preschooler and forever discourage him from studying a foreign language.

English classes are not cheap, and if you have good programs, a professional teacher, and therefore, as a result, excellent results for children, you can safely charge a decent price for a subscription. It is no coincidence that English classes are included in the “golden five” classes, which are the most popular in the children's club and ensure its profitability.

Who developed and wrote English lessons?

The notes were written by our club teacher Evgenia Gorelikova, an international class translator. Evgenia is fluent in English, since she not only received a diploma with honors in international relations at the State University of Management, but also completed higher courses in foreign languages ​​​​at the Ministry of Economic Development (diploma of English translator with honors) and completed a year-long internship at the Autonomous University of Barcelona in American student program. Level of English proficiency – Advanced, Oxford TKT (Teaching Knowledge Test) certificate. Evgenia works in England or Spain for all three summer months every year.

All drawings for classes were drawn by the children's artist of the Cartoon Union Olga Ivanova especially for our club and are not illegally downloaded from the Internet. All cards take into account the psychological characteristics of preschool children.

On our cards we have not just a pig drawn, but a dancing pig in a tutu! Such pictures make kids laugh and English words are remembered faster.

An example of our cards for this course:

For what age is this course designed?

These classes are intended for children 4-6 years old who are just beginning to learn the basics and vocabulary of the English language.

The undoubted advantages of our notes:

1. The notes are written in such detail that any teacher who speaks the required level of English can teach the lesson.
2. The notes are written taking into account the fact that the teacher speaks to the children in English throughout the entire lesson (Russian is used in exceptional cases to explain the rules of games.). It is this approach that ensures that the child quickly enters the “immersion zone” of learning a foreign language and guarantees quick results for children.
3. Each lesson includes learning new words, various games to reinforce the material, learning simple colloquial phrases and expressions, as well as tasks aimed at understanding English speech, listening (watching cartoons), creative tasks, songs and outdoor games.
4. Each note is accompanied by a worksheet; all drawings are drawn specifically for the class.
5. The basis for conducting classes are only those aids and materials that are available in almost every children's club: brushes and paints, plasticine, cardboard and paper, soft toys and dolls, dummies of vegetables and fruits, etc. In our developments you will not find benefits that are difficult or impossible to buy.
6. The notes are divided into several thematic blocks (animals, fruits, vegetables, clothes, etc.) Each topic is accompanied by 2 sets of cards (large cards for introducing new words and small ones for various games).
7. Classes are structured along the lines of increasing complexity, and each subsequent lesson reinforces previously learned material, and also advances children in mastering new material.
8. Our classes ensure children's learning and development. The results will be visible to parents in the shortest possible time!

How is the training system structured?

• The lesson system is divided by month: September, October, November, etc.
• Each month includes 8 classes, which in turn are divided into folders: lesson 1.1., 1.2, 1.3, etc., where the first digit indicates the year of study (in this case, the first year of study), and the second is the lesson number .

• Each month includes 8 lessons.
• Lesson notes must contain all the necessary cards and worksheets that are necessary for the lesson.

An example of a lesson summary can be found in the catalog of free products. See link Free Products

Class notes will be sent by email within 48 hours of payment confirmation.

You can order these products either one month in advance or several months in advance. To do this, you need to go to the product catalog using the “Order” button and select the months you need in the order form.

Please note that the sale of English language notes begins in September. That is, you can purchase notes for October only if you previously ordered September. This rule for ordering notes is determined by the sequence of presentation of the material.

The cost of 8 notes (1 month) is 6,000 rubles.

#Anastasia Shevchenko 2013.05.07 An example of an English language note, as well as examples of other notes, can be downloaded in the “Free Products” section. #Zulya 2013.05.06 Dear day. I received an advertisement from you about the cost of English for children from 4-6 years old for 4 thousand rubles. Please send me an example.

More details on the website tvoyklub.ru