Independent learning of English with children from scratch

When to start?

This question is asked by every parent who monitors the correct and complete development of their child. But there is no universal answer. The opinions of teachers differ: some are sure that you need to learn English “from the cradle”, others that you need to get acquainted with a foreign language only after mastering your native one.

You can teach your children English on your own

However, with young children (from birth to 3 years), learning English should only be done in bilingual conditions, if the parents in the family speak two languages ​​or if it is a family of emigrants who speak their native language at home. In this case, the child learns two languages ​​on equal terms, without highlighting either of them.

Teaching English to young children in conditions other than bilingualism does not justify itself.

The age of 3-4 years is ideal to start learning. Children's native speech is already well developed. They quickly learn new information. For this age, repeated repetition of the same material is important.

The main component of success in teaching English from scratch for children lies in the methodology. For preschool children, English classes are conducted only in a playful way.

All classes must be done in a playful way

At this age, parents should teach directly. The home environment only has a positive effect on the learning of young children. It’s great if parents have at least basic knowledge of the English language, then teaching the child independently at home will not be difficult. If mom or dad doesn’t have such knowledge, it’s better to hire a specialized teacher or nanny. Otherwise, there is a risk that the child will lose interest in learning English for a long time.

English for children 7-8 years old: extracurricular activities program

Fetkulaeva S.A. English for children 7-8 years old: program of extracurricular activities // Sovushka. 2021. N2 (20). URL: https://kssovushka.ru/zhurnal/20/ (access date: 12/19/2021).

Order No. 666651

Program Information Card

Explanatory note

The additional educational program “English for children 7-8 years old” has a social and pedagogical orientation and is intended for the implementation of paid educational services with 1st grade students.

The socio-economic changes that have occurred in our country over the past 5-10 years have led to a decisive revision of the place and role of foreign languages ​​in the life of society. The main goal of teaching children English is to create positive motivation for further learning a foreign language. At this stage, it is of great importance to create psychological and didactic conditions for the development in younger schoolchildren of the desire to learn a foreign language, the communicative and cognitive need to communicate with foreign peers and discover their world.

The purposefulness and effectiveness of teaching children to communicate in a foreign language is explained by the fact that at this stage of their development, children are less withdrawn and shy than older students. It is also easier for them to achieve good pronunciation. They have a better developed sense of rhythm and auditory perception. A foreign language creates conditions for early communicative and psychological adaptation of children to another culture in order to subsequently overcome psychological fear in using a foreign language as a means of communication.

Communicating in a foreign language in the classroom, children become acquainted with foreign children's songs, fairy tales and poetic folklore and they develop an interest in participating in theatrical performances in a foreign language. A foreign language is presented as the key to the world of games and adventures. When learning a foreign language, children develop communicative and playful abilities to play out various situations of communication with children and adults in a foreign language. At this stage, conditions are created for the bilingual development of children.

Teaching listening and speaking in a foreign language is aimed not only at solving traditional educational problems, but is also a way of introducing a child to the world of a foreign language and getting to know the life of children from other countries.

The program ensures the development of intellectual general educational skills and creative abilities in students, necessary for further self-realization and the formation of the child’s personality, allows the child to express himself, overcome the language barrier, and reveal his creative potential.

The program is designed taking into account the requirements of the second generation federal state standards and corresponds to the age characteristics of primary schoolchildren.

One of the main objectives of education according to second generation standards is the development of the child’s abilities and the formation of universal educational actions, such as: goal setting, planning, forecasting, control, correction, assessment, self-regulation.

To this end, the program provides for a significant increase in active forms of work aimed at involving students in dynamic activities, ensuring their understanding of language material and developing intelligence, and acquiring practical skills for independent activity.

When developing the program, a person-oriented approach was taken into account, that is, the psychological and age characteristics of children were taken into account. All program materials correspond to the interests of students of this age, increase motivation, and contribute to their personal and social development.

The principles of the communicative approach are consistently implemented, aimed at developing the communicative competence of students.

To achieve these goals, the program material includes a large number of communicative-oriented tasks: various games, communicative situations. Based on songs, rhymes and stories, handmade elements, etc.

The activity approach allows students to master ways of interacting with the world. The activity aspect of learning is expressed in the fact that students have to master both verbal activity and types of non-verbal self-expression, that is, the educational process is an interaction and solution of communicative (problem) problems.

The development of students' cognitive abilities is also one of the main principles of the course, which is embodied in tasks to develop memory and skills in working with information.

An innovative feature is the implementation of the principles of a multisensory approach, which is based on the involvement of the senses in the educational process. Tasks are offered using various sounds, noises, music, images, objects (crafts), facial expressions, gestures, movements, etc. The purpose of these tasks is to activate all channels of information perception and thereby make learning as effective as possible for all students. When selecting language material, speech situations, illustrative and audio materials, I was guided by the principle of authenticity. Students are offered excerpts from original texts belonging to different functional styles, as well as poems, rhymes and songs.

The sociocultural orientation is ensured through the inclusion of linguistic and cultural materials, knowledge of which is necessary to expand students’ understanding of the world. This gives students initial information about the traditions of Great Britain, the lives of their foreign peers, what they do in their free time, and where they like to go. Students will learn about tea ceremonies and traditional ice cream vans, British school uniforms and their favorite attractions - London Zoo and Legoland.

The program also reflects interdisciplinary connections: elements of mathematics, knowledge of the world around us, the work of music, geography and history are used.

The concept of the program is based on the principle of language acquisition due to the immersion of students in a language environment. Children of primary school age master a new language without special effort if, on the one hand, they constantly hear the foreign language speech of the teacher and speakers and are surrounded by examples of written speech in visual materials, and on the other hand, they are emotionally involved in the learning process through games, songs, rhymes , manual labor, etc.

Mastering general abilities, skills and methods of activity is a necessary condition for the development and socialization of schoolchildren. Purposeful and systematic formation of general educational abilities, skills and methods of activity is one of the most important principles underlying this program.

Goal and objectives of the program

The purpose of the program: to create conditions for the intellectual development of the child and the formation of his communication and social skills through gaming and project activities through the English language.

Tasks:

1. Cognitive aspect.

• introduce children to the culture of the countries of the language being studied (music, history, theater, literature, traditions, holidays, etc.);
• promote an earlier introduction of younger schoolchildren to a new language world for them and their awareness of a foreign language as a tool for understanding the world and a means of communication;
• introduce the mentality of other peoples in comparison with their native culture;
• form some universal linguistic concepts observed in native and foreign languages;
• contribute to the satisfaction of personal cognitive interests.

2. Developmental aspect.

• develop motivation for further mastery of the English language and culture;
• develop learning skills and develop rational methods for mastering a foreign language in students;
• introduce children to new social experiences by expanding the range of social roles played in play situations;
• to develop children’s readiness to communicate in a foreign language;
• develop speech technique, articulation, intonation;
• develop children's motor abilities through dramatization;
• introduce the basics of acting and teach how to behave on stage.

3. Educational aspect.

• promote tolerance and respect for other cultures;
• introduce to universal human values;
• promote the development of personal qualities (the ability to work in cooperation with others; communication skills, respect for oneself and others, personal and mutual responsibility);
• ensure communication between the school and the family through the involvement of parents in the process of preparing productions;
• to instill independent work skills for further mastery of a foreign language and culture.

Features of the program implementation

The basic principles of training at the initial stage of mastering a foreign language are:

• The principle of communicative orientation (the main function is to create conditions for communication);
• The principle of collective-individualized interaction (the main function is the maximum realization of the child’s individual abilities through collective forms of education);
• The principle of accessibility and feasibility (taking into account the specifics and capabilities of age).

To implement the program in the classroom, the following teaching methods are used:

• Explanatory and illustrative. Communication of educational information using various didactic means: words, various manuals, demonstration of video courses. Students perceive, comprehend and record the acquired knowledge in their memory.
• Reproductive. Its essence is the repeated repetition of samples given by the teacher, and its main purpose is the formation of skills and abilities to use and apply the acquired knowledge.
• Partially searchable. The main purpose of the method is to gradually prepare children to solve problems independently.
• Creative. The essence of the method is to ensure the organization of creative search activities of students to solve problems that are new to them.
• Game. Used when implementing a program as a lesson or part of it (introduction, explanation, reinforcement, exercise, control).

Students in a playful way master the main types of speech activity - speaking, listening, get acquainted with English sounds, and get the first ideas about English-speaking countries and their culture.

Since the majority of children of this age do not yet read even in their native language, learning English occurs orally.

The oral beginning from the first steps creates conditions for revealing the communicative function of the language, arouses students’ interest in the subject and creates a fairly high motivation for learning English, allows children to focus their attention on the sound side of a new language for them, somewhat pushing aside graphic difficulties.

Dramatization in extracurricular activities acts as an effective means of increasing motivation to master foreign language communication. It is dramatization that helps children “plunge into the language” and overcome the speech barrier. Work on reading and dramatizing literary works that correspond to the age characteristics of students in grades 3-4 contributes to the development of students’ creative imagination, expansion of vocabulary, development of individual abilities, creativity, increasing their emotional responsiveness, stimulating imagination, imaginative and associative thinking, self-expression, enriching the inner spiritual world of the student.

Dramatization, like no other technique, can help a teacher overcome a child’s resistance to learning a foreign language, making the process of learning English exciting and enjoyable; setting realistic goals for the student, successfully achieving which, he will want to move on; connecting the child’s language learning experience with his or her life experiences.

The subject of the program is based on the principle of Round-up lessons. Therefore, a forward movement is possible, maintaining continuity and a step-by-step process, which covers all aspects of language activity: mastering vocabulary, grammar, listening, reading and tasks for reaction and ingenuity. This positively motivates language learning. Lexical and grammatical topics (round-up principle), repeating from level to level, are enriched with new vocabulary (becoming more complex and supplemented), thereby deepening and expanding the language level of students.

Forms of conducting classes

English language classes are traditionally based on three forms: individual, group and mass work (speeches, performances, matinees, etc.). The leading form of organizing classes is group work. During classes, an individual and differentiated approach to children is provided.

Each lesson consists of two parts – theoretical and practical. The teacher plans the theoretical part taking into account the age, psychological and individual characteristics of the students. The program provides for classes that integrate various forms and techniques of game-based learning, design, literary, artistic, visual, physical and other types of activities.

In order to achieve high-quality results, it is desirable that the educational process be equipped with modern technical means, visual aids, and game props. With the help of multimedia elements, the lesson is visualized, evoking positive emotions in students and creating conditions for the successful activity of each child.

During the holidays, educational activities may change (going to theaters, showing plays, participating in concerts, holding joint holidays with parents, etc.)

Class schedule, number of hours

The program is designed for 1st grade students (7-8 years old).

Classes are held 2 times a week for 30 minutes from October to April.

Place of classes: it is recommended to conduct classes not only in the classroom, but also in the game room, gym, fine arts and music classrooms, in the assembly hall, in the library and on the playground (depending on the type of activity in the lesson).

Activities:

• gaming activities (including outdoor games);
• reading, literary and artistic activities;
• visual activity;
• staging dramatic scenes and performances;
• listening to songs and poems;
• learning poetry;
• learning and performing songs;
• project activities;
• performing exercises for relaxation, concentration, and development of imagination.

The effectiveness and efficiency of this program depends on compliance with the following conditions:

• voluntariness of participation and desire to prove oneself;
• a combination of individual, group and collective activities;
• combination of children's initiative with the guiding role of the teacher;
• entertaining and novel content, forms and methods of work;
• aesthetics of all events;
• clear organization and careful preparation of all planned events;
• the presence of goals and prospects for activity, the opportunity to participate in competitions, festivals and projects at various levels;
• widespread use of methods of pedagogical stimulation of student activity;
• publicity, openness, involvement of children with different abilities and levels of mastery of a foreign language;
• involving parents and older students in preparing and conducting events with younger students.

Results of training in the program “English for children 7-8 years old”

• Personal results - general ideas about the world as a multilingual and multicultural community, awareness of language, including foreign, as the main means of communication between people, familiarity with the world of foreign peers using the means of the foreign language being studied;
• Meta-subject results - development of the ability to interact with others when performing different roles within the limits of the speech needs and capabilities of a primary school student, development of the student’s communicative abilities, the ability to choose adequate language and speech means to successfully solve an elementary communicative task, expansion of the general linguistic horizons of primary schoolchildren, development of cognitive, emotional and volitional spheres of a junior schoolchild;
• Subject results are mastery of initial ideas about the norms of a foreign language (phonetic, lexical), the ability to find and compare linguistic units such as sound, letter and word.

In the communication field:

I. Speech competence:

• speaking – conducting an elementary etiquette dialogue in a limited range of typical communication situations;
• listening - understand by ear the speech of the teacher and classmates;

II. Language competence:

• adequate pronunciation and auditory discrimination of all sounds of the English language, compliance with the correct stress in words and phrases;
• application of the basic rules of graphic representation of letters and words;
• recognition and use of studied lexical units in speech.

III. Sociocultural awareness:

• knowledge of the name of the country of the language being studied, some literary characters of children's works, poems, songs.

In the cognitive sphere:

• the ability to compare linguistic phenomena of native and foreign languages ​​at the level of individual letters and words;
• the ability to act according to a model when performing tasks;
• the ability to carry out self-observation and self-assessment within the limits accessible to a junior schoolchild.

In the value-orientation sphere:

• ideas about the foreign language being studied as a means of expressing thoughts, feelings, emotions;
• familiarization with the cultural values ​​of another people through children's fairy tales;
• development of a sense of beauty;
• the ability to follow a planned plan in your educational work.

Educational results:

The first level of results is the acquisition of social knowledge about the situation of interpersonal relationships, mastering ways of behavior in various situations.

The second level of results is that schoolchildren gain experience and a positive attitude towards the basic values ​​of society (person, family, homeland, nature, peace, knowledge, work, culture).

The third level of results is that schoolchildren gain experience of independent social action (the ability to present their own projects, performances, productions to the audience), including in an open public environment.

Personality qualities that can be developed in students as a result of classes:

• tolerance, friendly attitude towards representatives of other countries;
• cognitive, creative, social activity;
• independence (including in decision making);
• the ability to work in collaboration with others and be responsible for one’s decisions;
• communication skills;
• respect for yourself and others;
• personal and mutual responsibility;
• readiness to act in unusual situations.

Monitoring and evaluation of the planned results of mastering the program

At the initial stage of learning, interest in a foreign language is established; students’ achievements are very flexible and individual.

Control at this stage is carried out in the form of a game (competitions, performances, vocabulary games, solving crosswords and puzzles), through the implementation of creative tasks, their presentation and subsequent reflection.

The methods for determining the effectiveness of the program are: diagnostics carried out at the end of each section in the form of natural pedagogical observation; exhibitions of works or presentations of a project.

Form of summing up: the final work at the end of each topic is theatrical performances, stage productions, open classes, games, concerts, competitions.

Calendar and thematic planning

Literature:

1. Bespalova V.V. Teaching English in primary school with the help of “plasticine theater” / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. 2007. URL: https://festival.1september.ru/articles/415684/ (date of access: 05/29/2020).
2. Bim I. L. Sample programs in foreign languages. English language. Primary general education / I.L. Beam, M.Z. Biboletova et al. M.: Astrel AST, 2005. 192 p.
3. Grigoriev D.V. Extracurricular activities of schoolchildren: methodological designer: a manual for teachers / D.V. Grigoriev, P.V. Stepanov. M.: Education, 2010. 223 p. (Second generation standards).
4. Zaitseva G.G. Dramatization and staging as types of organizing extracurricular work in a foreign language / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. 2007. URL: https://festival.1september.ru/articles/410128/?numb_artic=410128 (access date: 05.29.2020).
5. Ivanova N.V. Methodology for dramatizing a fairy tale as a means of developing the communication skills of younger schoolchildren when teaching a foreign language: abstract of thesis. dis. ...cand. ped. Sciences / Moscow. state open ped. University named after M.A. Sholokhov. M., 2006. 18 p. // Moscow State Humanitarian University named after M.A. Sholokhov. M., 2006. URL: https://www.mgopu.ru/DOWNLOAD/IvanovaNV.doc (access date: 05.29.2020).
6. Klementieva T.B. Happy English: grades 5-6: collection of exercises. M.: Bustard, 2005. 288 p.
7. Communicative development of students through didactic games and organization of the language environment in an educational institution: monograph / A.G. Antipov, A.V. Petrushina, L.I. Skvortsova and others. Kemerovo: MOU DPO "NMC", 2006. 104 p.
8. Kopylova V.V. Methodology of project work in English lessons: a methodological manual. M.: Bustard, 2008. 96 p.
9. Kulish V.G. Entertaining English for children. Fairy tales, riddles, fascinating stories. Donetsk: Stalker, 2010. 320 p.
10. Puchkova Yu.Ya Games in English lessons: method. allowance. M.: Astrel, 2005. 78 p.
11. Sergienko M.A. Master class on the topic: “Game method in teaching English” / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. M., 2007. URL: https://festival.1september.ru/articles/412195/ (access date: 05.29.2020).
12. Sidorova V.P. A fairy tale at revision and generalization English lessons in the 5th grade / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. M., 2007. URL: https://festival.1september.ru/articles/412471/ (access date: 05.29.2020).
13. Sidorova V.P. Formation and development of dialogical communication skills at the initial stage of learning a foreign language / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. M., 2007. URL: https://festival.1september.ru/articles/510846/ (access date: 05.29.2020).
14. Poems and plays for children: collection in English / comp.: K.A. Rodkin, T.A. Solovyov. M.: Education, 2009. 176 p.
15. Trebukhova G.L. Dramatization in extracurricular activities as a means of expanding students’ knowledge / Festival of pedagogical ideas “Open Lesson”, 2006/2007 // First of September. M., 2007. URL: https://festival.1september.ru/articles/412170/ (access date: 05.29.2020).
16. Filatova G.E. Your child is learning a foreign language: a memo for parents. Rostov-on-Don: ANION, 2010. 24 p.

British or American?

Both languages ​​are 97% similar. Residents of both countries understand each other perfectly. So it doesn't matter which variety you choose.

Both languages ​​are equivalent

Modern researchers distinguish a “middle” language between American and British. It is called international because only residents of non-English-speaking countries speak it. Main features of international English:

• neutrality;
• minimal content of slang and idioms.

For children, it is best to choose classic British language. With age, if such a desire arises, you can learn American slang.

Where to begin?

How to teach a child English from scratch on your own? Start with an introductory conversation. Show your child the globe or map. Tell that there are many people living on planet Earth who speak different languages. So, in Russia they speak Russian, in England they speak English, in France they speak French, etc.

Ask what to do for people who speak different languages. After all, they want to be friends, but do not understand each other. Invite the child to imagine that he has come to England and is walking along the street. A boy or girl is walking towards you. They greet: “Hello! My name is Pam." Tell us how to greet in return. The situation can be played out with the help of dolls many times.

We train memory and attention in children of senior preschool age

Important! Clearly distinguish between English and Russian speech. Be sure to warn your child that they will now speak English.

Lesson 1 Alphabet

This article could not do without the alphabet itself. Reading it at home with your child? Call him and you can start learning letters right here.

However, one caveat needs to be taken into account. When a child learns the Russian alphabet, he sees hint pictures. What letter the word in the picture begins with is the letter of the alphabet that the picture represents. In English everything is a little more complicated. Firstly, a small child does not know enough English words to create an association for each letter. Secondly, the same letter can represent two or three, and sometimes more sounds. Give your child several examples of different sounds.

There are only 26 letters in the English language. This is seven less than in Russian. It will take practice to stop getting confused, but overall the English alphabet for children is a very simple topic.

English alphabet for children with pictures

Print or buy a colorful alphabet with pictures and fun letters. It can be either simply with pictures and letters, or together with words. English lessons for children will be incredibly exciting with bright pictures.

What to do with him?

• When learning letters, do it slowly, one at a time.
• First, say the letter several times with different intonations and pitches of your voice (you can sing it cheerfully).
• Together with your child, draw each letter separately, let him add eyes and a smile to it, and draw nearby the objects that are on the cards.
• Be sure to tell your child about each letter, ask what it looks like, and ask questions about animals or things on the cards.
• When you have already thoroughly learned 2 or 3 letters, do not rush to move on. Say the letter and let the child point to the correct card.

Once you are familiar with the letters, you can play:

• For active kids: scatter cards on the floor, name the letters, and he should step on each card, like on a small island.
• Children love to search and solve: there was a beautiful castle in the valley (lay out the alphabet, remove a few letters from there in advance, leaving gaps), but someone stole its inhabitants and hid them (hide the missing letters in the house). The baby will need to find the missing item and return it to its place.
• For concentration and memory: choose several letters and randomly name words starting with them, and the child will point to the letter. Then you can complicate it: you name the letter, and he says the word.
• When all the letters have already been studied well enough, you can mix them and ask the baby to build the correct order.
• Also, you can study not only capital letters, but also small letters. Tell your child that each letter has a younger brother who is smaller in height. Ask to add a capital letter to each capital letter.

Correct pronunciation of English letters for children

It is very important to pronounce the letters correctly. You can use the transcription for yourself and practice it yourself before teaching your child.

Also, there are audiobooks for the little ones, which have the correct voice acting of all the letters, for example, “Alphabet for Children” from the publishing house Litres.

Not only for pronunciation, but also for fun, watch alphabet videos. Cards need to be alternated with something more entertaining. A colorful video will help you consolidate what you have learned and improve your visual and auditory memory.

There is even a whole cartoon in which each episode is dedicated to a separate letter.

Exercises to practice the English alphabet

Exercise 1. Count the number of letters.

Option 1. Count the number of letters “b” and “d”

bbdbbdddbdbdddbdbbdbd b

Quantity: b->__, d->__.

Option 2. Count the number of letters “q” and “p”

qppqqqpqqpqqpqpqpqqpp qq

Quantity: p->__, q->__.

Option 3. Count the number of letters “m” and “n”

mnmnnmnnmmmnmnmmnmnm

Quantity: m->__, n->__.

Exercise 2. Complete the missing letters of the English alphabet:

Large letters of the alphabet.

Option 1.

A _ _ DEF _ H _ JK _ _ NOP _ R _ TUV _ XY _

Option 2.

_ B _ D _ FG _ _ J _ LM _ O _ QRS _ U _ _ X _ Z

Option 3.

ABC _ E _ G _ IJK _ MN _ _ _ RS _ U _ W _ YZ

Small letters of the alphabet.

Option 1.

_ b c _ ef _ h _ jkl _ no _ _ rs _ uv _ xy _

Option 2.

_ b _ de _ gh _ jk _ m _ o _ q _ st _ v _ x _ _

Option 3.

_ _ c _ efg _ _ j _ lmn _ pq _ _ t _ vw _ yz

Exercise 3. Write the words.

Option 1: Write these words in small letters.

FOX - _____________,

DOG - _____________,

BAG - _____________,

HEN - ______________,

PEN - ______________.

Option 2. Write these words in capital letters:

ball - _______________,

lamp- _______________,

frog-________________,

six-_________________,

seven - ______________.

Exercise 4. Write all the vowels of the English alphabet that you know.

Exercise 5. Write all the consonants of the English alphabet that you know.

Exercise 6. Complete the following tasks to review the English alphabet.

Option 1. Write all lowercase (small) letters from a to h.

Option 2. Write all capital letters from P to U.

Option 3. Write all the small letters in reverse order from k to e.

Option 4. Write all capital letters in reverse order from Z to U.

Consolidation of the English alphabet

We will not tire of repeating that knowledge of the alphabet is a vital basis for successful language learning. Correct pronunciation of letters is the key to correct pronunciation of words. Let's add to this English lesson for kids an educational video for reinforcement.

Sample plan for an English lesson from scratch

Goals: Introduction and consolidation of new sounds and structures; developing interest in learning English.

Educational material. Sounds: consonants [l], [n], [z], [h], [m]; vowels , [ai], [ei].

Speaking structures: Hello! I'm Mike (replaced with the child's name).

Structures for understanding: What's your name? Goodbye.

Start of class

Articulation gymnastics. After greeting Hello! tell a fairy tale about the tongue's house. Ask to feel with the tip of your tongue the floor, ceiling, walls of the house - the upper and lower alveoli, the inside of the cheeks.

The Tale of the Tongue

Say the sounds [l], [n], [z]. When practicing the sound [h], exhale lightly so that you don’t end up with a Russian [x]. Let the child show how quietly his tongue breathed when he slept.

This is how you need to work out each sound and diphthong. Understanding the description of the articulation of sounds is inaccessible to children 3-4 years old, so it is very important how the parents themselves pronounce the sounds and how the baby repeats. You should not encourage the incorrect pronunciation of a sound.

Note! If your child is unable to repeat something, you can postpone the lesson for a while. It is better to work on developing the articulatory apparatus in Russian.

Practicing the Hello! Getting to know new structures What's your name? Goodbye

For the lesson, it is better to prepare a doll and a soft toy in advance. At the next stage of the lesson, we need to play out the situation of greeting, meeting and farewell on our own. It is important to translate all words in English for children.

Sing a song: -Hello! —Hello! -What's your name? -What's your name? —I'm Mike. - I'm Jane. That's my name.

End of class. Game "Echo"

You can repeat all the learned sounds by playing the game “Echo”. Let the child repeat it like an echo with every sound he makes.

Saying goodbye to a toy - you can prepare a treat in advance that the toy will give as a farewell gift. This will stimulate interest in learning a foreign language.

How to choose English courses for children 7 years old

Parents cannot always independently provide the necessary language knowledge to their child. In addition, contact, communication in a group, and support from friends are necessary. English courses for children 7 years old should be selected according to the following parameters:

1. Teacher training. The course program must be adapted to age, and the teacher must have a certificate for teaching children, for example, TKT in the YLE module, and an Advanced level of spoken language and higher;
2. Schedule. English courses must fit into the child’s routine, his school and extracurricular program of sections;
3. Suitable program. If language learning has begun at school, it should overlap with the courses, or be slightly behind them, so that the child does not get confused in the new knowledge;
4. The presence of a game, the process of immersion in the environment. Education should be based on play, an entertaining process that will be interesting to a small child.

What not to do?

• use any study guide with boring tasks. For preschool children, it is better to choose visual and demonstration material (cartoons, songs, toys, video lessons);
• conduct the lesson at the table. Due to their age, children cannot stay in one position for a long time. Repeat the material while sitting on the floor. Play out situations with outdoor games at home;

Learn English by playing

• learn to read and write. It is too early to introduce a 3-5 year old child to the English alphabet and transcription. The emphasis should be on conversational speech;
• learn the English alphabet. Very often, parents and some teachers teach their children a song of the English alphabet. But in the end it turns out that this is absolutely unnecessary, since in English the letters do not coincide with the sounds;
• demand quick results. This is the most common mistake among parents. They want the child to start speaking or reading English as quickly as possible. Most often, at the initial stage of training, the results are not noticeable. It's all about the so-called period of silence, when the child accumulates new information, building up a passive vocabulary. Only after the child understands English enough will he begin to use it in speech;
• focus on specific words or topics. The only benefit from such training is memory training. Remember that a child has no goal in itself to know a foreign language. He perceives it as a tool for communication, so you need to teach the child as many speech clichés as possible;
• Use only English in English classes. It is very important to teach kids not only correct pronunciation, new phrases and words, but also to sing songs, dance, play, do physical education, glue, draw, etc.;
• simplify a foreign language. Teach your child to speak beautiful and competent English. Young children do not always understand everything in their native language, however, we do not simplify it. So how is a foreign language different?! Order classic literature and fairy tales in English for your child and make it a habit to read them before bed;
• punish the child. For successful classes, you need to create a favorable and friendly environment. Stress prevents a child from developing normally.

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How to study English with a 7-year-old child: life hacks for parents

Teaching younger schoolchildren should be similar to classes with preschoolers; the main difference lies in the variety of material presented. If children of 3 years old cannot yet read independently and are not assiduous, then first-graders already have reading skills and are accustomed to spending 40 minutes at lessons. The core of the classes continues to be immersion in the natural environment and play.

To solve the question of how to study English with a 7-year-old child, you can pay attention to 5 principles for constructing lessons:

• Naturalness. The same principle of immersion in the natural environment of communication, which abolishes memorization, painstaking hours over textbooks and involves daily actions that are familiar or interesting to the child. For example, you can welcome guests by setting up a puppet theater, or hold a tea party for soft toys, organize your own supermarket for friends, or do exercises;
• Visuality. Actions, objects, names must be visually illustrated, shown to the child live, on print or electronically;
• Complexity. The child is already old enough to develop in different ways, so the lesson should present the material through games, text, video, audio, live communication and other methods. Children remember and transfer knowledge to paper using letters and text;
• Creative. The more interesting the lesson is, the easier and faster the child will be able to remember the information presented. Draw a picture and explain its parts, colors, actions in it. Do a craft or role-play, conduct a lesson in nature. The student will absorb, like a sponge, everything that interests him;
• Regularity . English classes should be repeated at the same time so that the child develops the habit of studying. In order for a student to relax and immediately get involved in the learning process, it is important to introduce rituals from the first day. For example, a bell for class and after it, exercises or a funny song at the beginning of class.

Games for children 7 years old in English: a selection of the best

The process of teaching language to primary schoolchildren should be vibrant and interesting, so it is important to accompany it with games. Among the easiest ways to engage a child are the following games for children 7 years old in English:

• Please show me. (Please show me..). The child is presented with pictures with completed objects and animal actions, the names are spoken in English and asked to indicate the appropriate option;
• Who is bigger. (As many as you can) A word or phrase is taken as a basis. You need to come up with other options from the letters in 3 minutes. Whoever managed more won;

Read on the website: Children's English

• Antonyms. (Opposites.) The leader throws the ball and says a word for which the child must come up with an antonym;
• Find a color, name the shade. (Colours.) The presenter gives the task to find something of a certain color from the surrounding objects; if necessary, you can name the shades of the object.
• Smartness. The presenter calls the action, the players must show it;