A dramatization of the fairy tale “Teremok” in English. In this sketch, the verbs to be, can and colors are practiced.
Characters: Mouse, Frog, Cockerel, Bunny, Hedgehog, Chanterelle, Top, Bear. Place the Teremok table on the table; the space between the tables is a window. You can make curtains on a long elastic band. The mouse runs out onto the stage and says I am a Mouse, a little gray Mouse.I have no house. (See a tower in the distance) What is there? (Runs up to the house) Oh, it is a house, a little nice house! (knocks. No one answers. Looks out the window) There is nobody here. (Walks into the house, looks out of the window) Frog I am a Frog, a little green Frog. I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house, knocks. The Mouse looks out) Who are you? Frog I am a Frog, a little green Frog. I have no house. And who are you? Mouse I am a Mouse, a little gray Mouse. What can you do? Frog I can make a cake Mouse Come in. Let us live together. (Goes into the house) Hedgehog I am a Hedgehog. I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house and knocks. Mouse and Frog look out) Frog Who are you?
Hedgehog – I am a Hedgehog.And who are you?
I am a Frog .What can you do? Hedgehog – I can gather fruit and mushrooms. Frog Come in .Let us live together. (Goes into the house) Cockerel – I am a Cockerel .I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house, knocks. Everyone looks out) Hedgehog Who are you? Cockerel - I am Cockerel.
Hedgehog What can you do? Cockerel I can sing. Hedgehog Come in. Let us live together. (Enters the house) Bunny – I am a Rabbit a little white Rabbit. I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house and knocks.
Everyone looks out) Cockerel Who are you? Bunny – I am a Rabbit a little white Rabbit. And who are you? I am Mouse I am Frog I am Hedgehog I am Cockerel Cockerel What can you do? Bunny – I can jump. Cockerel Come in . Let us live together. (Goes into the house) Chanterelle – I am a Fox, a little red Fox. I have no house.
(See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house and knocks.
Everyone is looking out)
Bunny – Who are you? Chanterelle –– I am Fox, a little red Fox. And who are you? I am Mouse I am Frog I am Hedgehog I am Cockerel I am Rabbit. What can you do? Fox – I can dance Bunny – Come in .Let us live together. (Enters the house) Wolf – I am Wolf, a little gray Wolf.
I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house, knocks. Everyone looks out) Chanterelle - Who are you? Wolf – I am a Wolf, a little gray Wolf. Chanterelle – What can you do? Wolf – I can jump. Chanterelle – Come in. Let us live together.
(Enters the house) Bear – I am Bear. I have no house. (See the tower)What is there? Oh! It is a house, a little nice house! (Runs up to the house and knocks. Everyone looks out) Chanterelle - Who are you? Bear – I am Bear. I have no house. I want to live here. The bear is trying to enter the tower.
Animals screaming Oh no! run out of
Houses.
Hang out with friendsGo clubbingGo window shoppingDo the shoppingSend text messages on mobileChat on lineSurf the netGo on tripsDo voluntary workHang out with friendsWalk and clubWindow shoppingSend phone messagesTalk online on the InternetBrowse sites on the InternetGo hiking
Do voluntary work
Run errands for the elderly grab a bite phrCheck outCatch a filmLet downLook afterLook down onLook forward to doing smth Look out for Look upBe in a hurryEat outCut inGrow upShoot upSweep upIn my opinionTake care ofThink highly ofGet on (well)with smbShow aroundBe brokeBe up to smthDrop smb a lineI havnt seen you for agesI havnt heard you for agesKeep in touch
Source: https://znanio.ru/media/instsenirovka_skazki_teremok_na_anglijskom_yazyke-138274/160102
Scenario of the fairy tale “Teremok” in English
I offer a scenario for an extracurricular activity for elementary school students, as well as for preschoolers. This material will be useful for English teachers, also for conducting events in English. The extracurricular activity is aimed at cultivating interest in the English language and developing vocabulary skills.
Description of material:
I offer you a scenario for an extracurricular activity for elementary school students, as well as for preschoolers. This material will be useful for English teachers, also for conducting events in English. The extracurricular activity is aimed at cultivating interest in the English language and developing vocabulary skills.
- Goal:
repetition of lexical material. - Tasks:
- Educational:
practice vocabulary material. - Developmental
: develop mental processes (attention, thinking). - Educational:
to cultivate interest in learning a foreign language. - The hall is decorated according to the Russian folk tale “Teremok”, students are dressed in costumes of a mouse, a frog, a hare, a fox, a wolf, and a bear.
- Scenario of the fairy tale "Teremok"
- “ The wooden house ”
- There stood a small wooden house (teremok) in the open field.
A mouse:
Little house, little house! Who lives in the little house?
Nobody answered. The mouse went into the house and began to live there.
A frog:
Little house, little house! Who lives in the little house?
A mouse
: I am a mouse. And who are you?
A frog
: I am a frog. Let's live together.
So the mouse and the frog began living together.
A hare:
Little house, little house! Who lives in the little house?
A mouse:
I am a mouse.
A frog
: I am a frog. And who are you?
A hare:
I am a hare.
The hare jumped into the house and all of them began living together.
A fox:
Little house, little house! Who lives in the little house?
A mouse:
I am a mouse.
A frog
: I am a frog.
A hare:
I am a hare. And who are you?
A fox:
I am a fox.
Training video
Some things will seem stupid, but you can laugh and even act out on stage.
Russian tourists in America:
- Oh, look, look, a real old Indian! They say they are so smart. Well, everyone knows everything! Everyone knows about nature, animals! - Let's check, ask what the weather will be like in the coming days! Oh, Mr. Translator, please translate! - Excuse me, please. Can you tell us what the weather will be like during the next few days? - Oh, yes, rain is coming. Then there will be snow for a day or two, but then the sun will come again and the weather will be fine. It will be very warm. - Oh! What did he say, please translate! — He said that rain was coming. Then it will snow for a day or two, then the sun will come out again and the weather will be nice and warm. - Oh, yes! Knows everything! These Indians don’t even go to school, but they know more than we do. Ask how he knows all this. — Tell me, how do you know all that? — (the Indian takes out headphones with a player) I heard it over the radio!
Cat and mouse
- Hello! Do you know me? I am a little mouse. I am afraid of cats. Where is the cat? Where can I hide? - Hi! I am a cat. I would like to eat a mouse. Where is she? Uh! Pi-pi-pi! - Oh, it's my friend! - (Cat, grabbing the mouse) - You see, how nice to know foreign languages! Well, repeat it! How good it is to know foreign languages! — How nice to know foreign languages.
English lesson in Ukrainian school:
- Yvanenko! - I! — Du yu spyk english? - What? - Sit down. Patranko! - I! — Du yu spyk english? - What? - Sit! Tartarenko! - I am. Do you speak English? - What?
On exams
1) History exam in English.
Student pulls a ticket: Ivan Susanin! Oh my god! So what do I know? Yeah! Snow-snow. Forest-forest. He goes to answer. - Snow, snow, snow... Forest, forest, forest. In the middle of the forest, oh! In the middle of the forest stand Ivan Susanin. “Vanya, do you know the way to Moscow?” said German fascist reptile. “No,” said Ivan Susanin. Unclear? Well, in general, they ask him if he knows the way to Moscow. “Vanya, do you know the way to Moscow?” said German fascist reptile. No,” said Ivan Susanin. Snow, snow, snow… Forest, forest, forest. Shot, shot, shot. Ivan Susanin is the hero of the Soviet Union! Hura! Teacher: What? Ivan Susanin, hero of the Soviet Union?! (grabs his heart)
2) (Teacher to himself) - Only deuces! What would be an easier question to ask? Yeah! (to a student) - “What is the capital of Great Britain?” (silence). — What is the name of the capital of Great Britain? — Bucharest. - Wrong, London, London, fail, call the next one! (Two students) - Well, how? - Failure! - Why do they even ask? — When you come in, they ask you a question: what is the name of the capital of Great Britain? answer - London! - Oh, don’t forget! - Let me stick a piece of paper with an inscription on the sole. Lan-dan. Truncated? (the paper peels off) - (Teacher) - Come in, come in! My question is: “What is the capital of Great Britain?” - (The student looks at the sole and says) - “ADIDAS.”
Short
1) - Mom, say: fun. - For what? - So, say. - What is this anyway? - What difference does it make to you, just say: fun! “I won’t repeat stupid things that I don’t understand!” - So don’t force me to learn English!
2) - Well, what were your difficulties with your English in London? - I don’t have one, the British did.
3). Teacher to student: - Yes, my friend. You know the language well, but your pronunciation, excuse me, is obscene...
4). - Young woman! Why are you answering me in Chinese?! - Damn, I took the wrong textbook in the dark yesterday!
5) - Hello! How are you? - What an eccentric! Yes, I don’t steal anything...
- < Back
- Forward >
Children's fairy tale in English Teremok The wooden house (Teremok)
Good morning, children! Good morning, children!
Get ready for the lesson! Who is absent? Prepare for the lesson. Who is absent?
What was your home task? Let`s check it. What was your homework? Let's check.
II Today we will have a very interesting lesson. Today we have a very interesting lesson
Do you know fairy-tales? Do you know fairy tales?
What fairy-tales do you know? What fairy tales do you know?
Look at the blackboard. Look at the new words: Look at the board. Look at the new words.
(frog-frog, who lives in the house? - who lives in the house? I live in the house - I live in the house
III Lets read the fairy -tale “Teremok”. Preparation stage. (Children analyze the fairy tale by role)
There stood a small wooden house (teremok) in the open field. A mouse ran by: There is a tower in the field. A mouse runs past:
Mouse: - Little house, little house! Who lives in the little house? . - Terem-teremok! Who lives in the mansion?
Nobody answered. Nobody responds. The mouse went into the house and began to live there. The mouse entered the little mansion and began to live in it.
A frog hopped by: . The frog jumped up:
Frog: - Little house, little house! Who lives in the little house? Terem-teremok! Who lives in the mansion?
Mouse: -I am a mouse. And who are you? - I'm a mouse. And who are you?
Frog: - I am a frog. Let's live together. And I'm a frog. Let's live together!
So the mouse and the frog began living together - - The mouse and the frog began to live together.
A hare wounded. He saw the house and asked: A bunny runs past. He saw the tower and asked:
Hare: - Little house, little house! Who lives in the little house? Terem-teremok! Who lives in the mansion?
Mouse: -I am a mouse. I'm a mouse.
Frog: - I am a frog. And who are you? I'm a frog. And who are you?
Hare: -And I am a hare. And I'm a hare.
The hare jumped into the house and all of them began living together. The hare jumped into the mansion and they began to live together.
Then there came a fox. She knocked on the window:
She knocked on the window:
Chanterelle: - Little house, little house! Who lives in the little house?
Mouse: -I am a mouse. I'm a mouse.
Frog: - I am a frog. I'm a frog
Hare: -And I am a hare. And who are you? I'm a bunny. And who are you?
Chanterelle: -And I am a fox. And I'm a fox.
The fox climbed into the house too. The fox climbed into the mansion. A wolf ran by: A wolf ran by:
- Little house, little house! Who lives in the little house? Terem-teremok! Who lives in the mansion
- Mouse: -I am a mouse. I'm a mouse
- Frog: -I am a frog. I'm a frog
- Bunny: -And I am a hare. And I'm a bunny
Chanterelle: -And I am a fox. And who are you? And I'm a fox. And who are you?
Volchok: - I am a wolf. And I'm a top.
The wolf climbed into the house too, and they all started living together. -? The wolf climbed into the mansion, and the five of them began to live.
A bear walked by. He saw the house and roared: A bear is walking by. I saw the little mansion and how it roared:
Bear: - Little house, little house! Who lives in the little house? Terem-teremok! Who lives in the mansion
Mouse: -I am a mouse. - I'm a mouse
Frog: -I am a frog. I'm a frog
Bunny: -And I am a hare. And I'm a bunny.
Chanterelle: -And I am a fox. - I'm a fox
Wolf: -And I am a wolf. Who are you? And I'm a top. And who are you?
Bear: -And I am a bear!!! And I'm a clumsy bear!
The bear started climbing onto the roof and crushed the whole house! All of the scared animals ran away in different directions! The bear climbed onto the roof and Bang! - crushed the tower. The animals ran away in all directions!
Source: https://botana.biz/prepod/inostrannye_yazyki/ofyohjrm.html
Festival of Languages
Child: Men are kazakhtyn balasy, Ata is a woman zhalgasy. Zhaksylykka, baqytka, Talpyngan әr uakytta.
Sage: Guys, you feel that it has become warmer and brighter. And in my magic chest there is another toy (takes out a Spring doll) Do you recognize it? Of course it's Spring.
Presenter 2: The snow has melted, the streams are ringing, and the nightingales are singing songs. The earth has awakened and is blooming, and Spring is coming to visit us.
(Spring comes to the music): Hello, dear guys, hello, dear guests!
Presenter 1: Hello, Spring-Red, we are glad to see you come, be our dear guest. And the guys will delight you with their talents.
We will delight you with the performance of the orchestra now. The orchestra musicians will try their best for you.
“Orchestra” - played by children of the middle group.
The male shift is growing, the garden is proud of them, And they will give you their dance, the boy squad.
Dance "Gentlemen"
Presenter 2: The bright sun is rising! The ducks' flight is over! The spring day is ripening hotly. Life bubbles and sings! Spring is Red, the children give you the song “Happy Nauryz!”
Spring : Thank you guys for your songs and dances. Well friends, it's time for us to say goodbye. And get ready for the long journey. Spring is awaited all over the earth, spring is rejoiced everywhere. Goodbye, guys! (leaves)
Presenter 1: And now a musical congratulation from the kindergarten staff
Song “Koktemnin Guli”
Child 1: Nauryz toyi saltymyz. Aman bolsyn halkymyz! He's a big boy! Kayda barsan zhol bolsyn!
Child 2: We have gathered here today to celebrate the Nauryz holiday! Smiles, jokes, loud laughter. May everyone be happy today!
Presenter 1: No matter what, no matter what. Kuanysh sylap elime, Kulimde Nauryz, kulimde!
Presenter 2: We celebrated the holiday together today, sang, danced, read poetry. Nauryz gave us a holiday, Nauryz united us all!
Music is playing. A Kazakh group comes out and dances. Shanyrak is carried out by different nationalities.
1.Vedas: Kurmetti ata-analar, balalar zhane ariptester. Sizderdi Bugin
tel merekesimen kuttyktaymyz. Tiliytinimiz aspanymyz ashyk bolsyn, denimiz sau bolsyn bar zhaksylykty sizderge tiliymiz
Otan-degen Atameken
Otan-degen Tugan zher
Otan-ana, otan ulken
Kazakhstan Tugan ate
A boy in a national costume runs out and asks.
Apa, what happened today, why do we have so many people, they are so interesting in such beautiful costumes, and speak different languages.
1.Ved: Our Motherland is Kazakhstan, it is a big state. More than 100 nationalities and nationalities live on the territory of Kazakhstan. Everyone lives together like one family. The indigenous inhabitants are Kazakhs. Another numerous people are Russians. Ukrainians, Belarusians, Uzbeks, Indians, blacks and others live together. Each nation has its own customs, its own culture, and language. But this does not prevent all Kazakhstanis from living together. Since ancient times, people living on the same land have been called fellow countrymen, so we will call our holiday the holiday of compatriotism, the holiday of friendship! And now the Kazakhs invite all nations to our holiday
Scenario of the fairy tale in English “The House In The Wood” (Teremok)
Fairy tale “The House in the wood”
Teacher:
Good afternoon, my dear friends! Good afternoon dear friends! Wonderful day and so bright
- We will say “Hello!” to each other.
- Narrator:
Here is the house in the wood. - The mice are running through the wood.
- They stop at the door
- They knock at the door.
- (Mice run out - Mouse. They notice the tower and approach it)
- Mouse1
: What a nice house! - It is very nice.
Mouse2:
It is not small. It is not big.
Knock, knock, knock. Who lives in the house? (They look into the mansion.) Nobody.
- Together: We can live in the house.
- (Frogs jump out. Approach the tower)
- Narrator:
Here is the house in the wood. - The frogs are running through the wood.
- They stop at the door
- They knock at the door.
Frog1:
What a nice house! Tock! Tock! Tock!
- Frog2:
Who lives in the house? - (Mouse looking out of the little house)
Mouse: I am a Mouse. I live in the house. Who are you and what can you do?
- Frogs:
We are Frogs. - Frog1:
I can jump, I can run, - I can sing, I can dance,
- Frog2:
I can swim, I can't fly, - I can skip and say “good-bye!”
English in kindergarten
Early learning of foreign languages is learning that is carried out on the basis of an intuitive-practical approach in the period from the birth of a child to his entry into school.
Preschool age is especially favorable for starting to study a foreign language: children of this age are particularly sensitive to linguistic phenomena, they develop an interest in understanding their speech experience, the “secrets” of language. They easily and firmly remember a small amount of language material and reproduce it well. With age, these favorable factors lose their strength.
There is another reason why an early age is preferable for learning a foreign language. The younger the child, the smaller his vocabulary in his native language. But at the same time, his speech needs are also smaller: a young child has fewer areas of communication than an older child, and he does not yet have to solve complex communication problems. This means that when mastering a foreign language, he will not feel such a huge gap between his capabilities in his native and foreign languages, and his sense of success will be more vivid than that of older children.
Teaching children is a very difficult task, which requires a completely different methodological approach than teaching schoolchildren and adults. If an adult speaks a foreign language, this does not mean at all that he can teach others. Faced with methodically helpless lessons, children can develop a long-term aversion to a foreign language and lose faith in their capabilities. Only experienced specialists should work with preschoolers.
The game is both a form of organization and a method of conducting classes in which children accumulate a certain stock of English vocabulary, memorize many poems, songs, counting rhymes, etc.
This form of conducting classes creates favorable conditions for mastering language and speech skills. The possibility of relying on gaming activities makes it possible to provide natural motivation for speech in a foreign language, making even the most basic statements interesting and meaningful. Play in teaching a foreign language is not opposed to learning activities, but is organically connected with it.
In preschool age, when teaching English, children gradually develop the foundations of communicative competence, which at an early stage of learning English includes the following aspects:
• the ability to correctly repeat English words from a phonetic point of view after a teacher, native speaker or speaker, that is, the gradual formation of auditory attention, phonetic hearing and correct pronunciation;
• mastery, consolidation and activation of the English vocabulary;
• mastery of a certain number of simple grammatical structures, construction of a coherent statement.
Play is the leading type of activity for a preschooler, and it is play during this period that leads to the development of the preschooler. Despite the fact that a lot has already been written about children's play, its theoretical issues are so complex that a unified classification of games still does not exist.
Methodology
conducting direct educational activities should be built taking into account the age and individual characteristics of the structure of children’s linguistic abilities and be aimed at their development.
Direct educational activities in a foreign language must be understood by the teacher as part of the overall development of the child’s personality and are associated with his sensory, physical, and intellectual education.
Communication in a foreign language must be motivated and focused. It is necessary to create in the child a positive psychological attitude toward foreign language speech.
A way to create such positive motivation is through play.
Games in direct educational activities should not be episodic and isolated. An end-to-end gaming methodology is needed that combines and integrates other types of activities in the process of language learning.
The gaming technique is based on the creation of an imaginary situation and the adoption by the child or teacher of a particular role.
Educational games are divided into situational, competitive, rhythm-musical and artistic.
To situational
include role-playing games that simulate communication situations on a particular occasion. Role-playing is a play activity during which children act in certain roles, various life situations are played out, for example: seller-buyer, doctor-patient, actor and his fan, etc.
They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games, which require the use and modification of various models.
Standard dialogs, for example:
- Show me (show me) - when the teacher names an object, and the child must go to the card with the image of the desired word and point to it.
- What's this? The teacher shows the words, the children name the words.
- What's missing? (what's missing)
- What doesn't belong? (which is unnecessary)
- "Magic Mirror" - goal: development of attention. Children wearing animal masks approach the mirror. Several animals are reflected in the magic mirror. Children need to be told who they see and in what quantity. For example: I see a dog. I see five dogs.
Towards competitive
include most games that promote the acquisition of vocabulary and literacy. The winner is the one who has a better command of the language material.
These are all kinds of crosswords, auctions, board and printed games with linguistic tasks, and command execution. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. There are different teams. During classes, children can play the game: “Simon says” - the goal of this game is to develop cognitive interests. Children stand next to the teacher. The children's task is to follow the teacher's commands. For example: Hands up! Sit down! Jump! Run! Etc. In the process of playing this game, lexical material of various topics is used.
Rhythm music games
- these are all kinds of traditional games such as round dances, songs and dances with the choice of partners, which contribute not so much to mastering communication skills, but to improving the phonetic and rhythmic aspects of speech and immersion in the spirit of the language, for example: “Nuts and May”, “What's your name” , “I like my friends”, “Heard, shoulders, knees and toes”, etc.
Artistic or creative games
- this is a type of activity that stands on the border of play and artistic creativity, the path to which lies for the child through play. They, in turn, can be divided into
1. Dramatization (i.e. staging small scenes in English) “In the forest” - for example: a fox and a bear meet in the forest, and
a small dialogue is played out (Hello! I'm fox. I can run. I like fish); "Little Red Riding Hood" and others.
2. Visual games, such as graphic dictation, coloring pictures, etc. Coloring pictures
, this is a calming, not always meaningful, but very common activity.
For example, you can show a finished picture. While the child is working with the outline, the teacher repeats the word many times and names the details. Thus, we will lay the foundation for what the child did himself is called in the new language. Graphic dictation
- for example: during classes the children are told what color they paint, and then compare the resulting images with the one the teacher dictated.
3. Verbal and creative ( collective writing of small fairy tales, selection of rhymes)
, For example:
- Back and forth and up and down
In the morning I brush with toothpaste...(teeth - teeth)
— The linden blossoms smell so delicious,
That I licked mine...(lip - lip), etc.
On the border of situational improvisational games and creative dramatization there is such a type of activity as improvisation on the theme of a well-known fairy tale, which has already been played in an established form. For example, the game “Turnip” or “Teremok”, in which, depending on the number of players and the acquisition of new vocabulary, new characters and lines appear.
When choosing or inventing a game to include in a lesson, you must follow the following rules:
1. Before you start the game, answer the following questions: what is the purpose of the game, what should the child learn from it? What speech action should he perform? Can the child construct such a statement? Are there any additional difficulties?
2. Having answered these questions, try to turn into a child yourself and come up with an interesting situation in which a statement based on such a model could arise.
3. Think about how to describe this situation to the child in such a way that he immediately accepts it...
4. Have fun playing with your child yourself! »
The game should be educational, and it should be a game. The Soviet encyclopedic dictionary defines play as a type of unproductive activity, the motive of which lies not in its result, but in the process itself. This is a very important sign. Therefore, when introducing a game in class, its didactic result is important for the teacher, but cannot be an incentive for children’s activities. Consequently, the game should change the very style of relationship between children and the adult teacher, who cannot impose anything: a child can play only when he wants it and when it is interesting to him, and with those who evoke his sympathy.
The teacher cannot only be the organizer of the game - he must play together with the child, because children play with adults with great pleasure and because the game atmosphere is destroyed under the gaze of an outside observer.
And so, we can say that the basis of any game is role-playing.
In a role-playing game, a child can act as himself, an English child or an adult, a fairy-tale character or animal, an animated object, etc. - the possibilities here are unlimited.
His partner can be another child, a teacher, a doll, an imaginary character, an assistant actor, or a second teacher who always plays the same role, etc.
Another one of the most popular methods of teaching a foreign language is the use of information and communication methods
, such as computer hardware, multimedia, audio and more.
The use of audio, video stories, fairy tales, and educational material in direct educational activities contributes to the individualization of learning and the development of motivation in the speech activity of preschoolers. It is the use of ICT in the direct educational activities of a foreign language that develops two types of motivation: self-motivation, when the proposed material is interesting in itself, and motivation, which is achieved by showing the preschooler that he can understand the language he is studying. This brings satisfaction and gives confidence in one’s strength and desire for further improvement.
It is much more interesting to listen to or watch a fairy tale, story or educational film, rather than a training program. Children very quickly grasp the semantic basis of language and begin to speak themselves. Especially if the training method uses complete immersion. This method involves regular and deep contact of the child with a foreign language. The child’s subconscious is unusually receptive, and even if a pronounced result is not visible now, then in a year or two it is quite possible to encounter the child’s unusually developed linguistic abilities.
Audio tales for learning English
When a preschooler’s vocabulary reaches several dozen words, you can diversify direct educational activities with the help of audio fairy tales in English. Audio tales can be divided into:
Audio tales in their purest form. Audio fairy tales are an excellent tool for children learning English. Tiny English stories are a good place to start. For example, with children you can listen to such fairy tales as “Three little kittens”, “Three Little Pigs” or “Too Many Daves”. It is extremely important that the essence of the audio tale is clear, otherwise the child will quickly lose interest. And direct educational activity without interest will not be so fruitful and effective.
Audio tales combined with illustrative material. As the audio tale plays, children and the teacher look at the pictures and at the same time pronounce the words.
Audio tales and the “total immersion” method. To make listening to English audio fairy tales more interesting, you can use one of the methods of fairy tale therapy - drawing a fairy tale. But you will be able to draw while listening if the plot of the fairy tale is at least a little familiar to the child. Therefore, children are given pencils and paper when the fairy tale is heard for the second or third time. The fact is that drawing while listening is a process that affects the deep skills of simultaneous perception and reproduction of information. While drawing, the child forms associative connections with what he hears. Consciously or involuntarily, foreign words are remembered, associated with the plot depicted in the picture. Along the way, you need to pay attention to whether he can simultaneously listen and draw what he heard. At four or five years old, most children do not have the skills to quickly reproduce heard information. But by the age of six, those children who regularly listen and reproduce the information they have just heard in the form of a retelling, drawing, application, etc., develop the ability to simultaneously listen, hear, understand and interpret what they hear.
Videos for learning English
The purpose of the video is to teach English to preschool and early childhood children using the communicative teaching method. The program material is interesting for the child, but at the same time educational. Children become involved in learning about the world around them and, while playing, learn English.
Lexical and grammatical material is introduced in an entertaining way. Not only vocabulary is introduced, but also the action that can be performed with some object is clearly shown, which contributes to the rapid memorization of vocabulary and the development of basic conversational skills in a foreign language.
The presence of a native speaker contributes to the successful acquisition of phonetic material.
Cartoons in English are one of the best helpers in learning English. Children love cartoons and enjoy watching them many times in a row. Therefore, cartoons in English help solve many problems of teaching a foreign language to children at once:
– the child does not ask the question “why learn these words”
— he is interested in watching cartoons and enjoys repeating the phrases of the characters.
Cartoons help a child not only recognize and learn new words, but also learn the sounds of English speech. Repeatability - if a child likes a cartoon, he is ready to watch the same cartoon over and over again until he learns it by heart. Videos for teaching children a foreign language need to be specially selected; it is best to play animated songs and cartoons for children for children aged 2-3 years (for example, videos about Maisy Mouse). It will be much easier for a child to understand such cartoons - due to the accessibility of topics - counting, names of animals, etc. and a calm pace.
So the game
is a game focused on the zone of proximal development, combining a pedagogical goal with an activity motive that is attractive to the child.
Bibliography:
1. Astafyeva M.D. Holidays for children learning English. - M.: Mosaika-Sintez, 2009.
2. Guseva L.P. We play, we learn, we make things - we want to know English. – Rostov n/a: Phoenix, 2009.
3. Zemchenkova T.V., English for preschoolers. – M.: VAKO, 2008.
4. Ivanova M.V. English for kids. – M.: AST: Astrel, 2009.
5. Kozina S.V. Holidays for preschoolers in English. – M.: Sfera shopping center, 2008.
Teremok (Little Hut)
A frog hopped by: - Little house, little house! Who lives in the little house? -I am a mouse. And who are you? - I am a frog. Let's live together. So the mouse and the frog began living together.
A hare wounded. He saw the house and asked: - Little house, little house! Who lives in the little house? -I am a mouse. - I am a frog. And who are you? -And I am a hare. The hare jumped into the house and all of them began living together.
Then there came a fox. She knocked on the window: - Little house, little house! Who lives in the little house? -I am a mouse. - I am a frog. -And I am a hare. And who are you? -And I am a fox. The fox climbed into the house too.
A wolf ran by: - Little house, little house! Who lives in the little house? -I am a mouse. -I am a frog. -And I am a hare. -And I am a fox. And who are you? - I am a wolf. The wolf climbed into the house too, and they all started living together.
A bear walked by. He saw the house and roared: - Little house, little house! Who lives in the little house? -I am a mouse. -I am a frog. -And I am a hare. -And I am a fox. -And I am a wolf. Who are you? -And I am a bear!!! The bear started climbing onto the roof and — crushed the whole house! All of the scared animals ran away in different directions!
