Over the past few years, learning a foreign language has become not so much a way of self-development, but a necessity. A foreign language has become a mandatory component of education not only in schools and universities, but also in many additional preschool institutions.

The demand for a foreign language in society, on the one hand, as well as the parents’ understanding that language is not only a factor in the education of a modern person, but also the basis of his social and material well-being in society, on the other, on this moment do early learning foreign language especially popular and relevant. If 20 years ago knowledge of a language was required only in certain areas, now knowledge of at least one foreign language is mandatory.

The main problem of teaching a foreign language is the age of the student. It is known for certain that children are more amenable to learning. Until recently, teaching methods were aimed at children school age, now parents strive to start learning a foreign language as early as possible. The main goals in teaching preschoolers a foreign language are:

• developing children's primary communication skills in a foreign language;
• the ability to use a foreign language to achieve one’s goals, express thoughts and feelings in real-life communication situations;
• creating a positive attitude towards further learning foreign languages;
• awakening interest in the life and culture of other countries.

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 less lexicon in his native language, but at the same time his speech needs are smaller: a young child has fewer areas of communication than an older child, he does not yet have to solve complex communicative tasks. 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.

In preschool age, when teaching English, children gradually develop the foundations of communicative competence, which at an early stage of learning in 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 English dictionary;
• mastery of a certain number of simple grammatical structures, construction of a coherent statement.

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. 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, and the way to create such positive motivation is through play. The game is both a form of organization and a method of conducting classes in which children accumulate a certain amount of English vocabulary, memorize a lot of 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.

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, rhythmic-musical and artistic.

• TO situational relate role-playing games, which model communication situations on one occasion or another. Role-playing game is play activity, during which children act in certain roles, various life situations, 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 crossword puzzles, "auctions", board and printed games with linguistic tasks, and execution of commands. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. Teams there are different ones. 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, how much to improve the phonetic and rhythmic melodic 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. Dramatizations(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:

The juicy grapes hang
Keeping up grape.
If only he would mature sooner.
Grapes in English - grape.

We rode on a swing
Ate cherry, that is, cherry.

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, a game of “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 observe the following: rules:

• 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?
• 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.
• Think about how to describe this situation to your child in such a way that he immediately accepts it...
• 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 role-playing games, a child can act as himself, 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 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 speech activity 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. For starters, tiny ones are quite suitable english stories. 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, the 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

Purpose video film is the study of English by children of preschool and younger age 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 - one of the best assistants in teaching 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 have 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.

Thus, a 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. Astafieva M.D. Holidays for children learning English. - M.: Mosaika-Sintez, 2009.
2. Galskova N.D. Nikitenko Z.N. Theory and practice of teaching foreign languages. Primary School: methodological manual.-M.: Iris-press, 2004.
3. Guseva L.P. We play, we learn, we make things - we want to know English. – Rostov n/d: Phoenix, 2009.
4. Zemchenkova T.V. English for preschoolers. – M.: VAKO, 2008.
5. Ivanova M.V. English for kids. – M.: AST: Astrel, 2009.
6. Trofimova G.S. Pedagogical foundations of teaching foreign languages ​​(Subject didactics). – Izhevsk: Udmurt University Publishing House, 1999.
7. Kozina S.V. Holidays for preschoolers in English. – M.: TC Sfera, 2008.

The methodology of pedagogical work is determined by the goals and objectives that the teacher sets for himself. From the point of view of I.L. Sholpo's main goals in teaching preschoolers a foreign language are: developing children's primary communication skills in a foreign language; the ability to use a foreign language to achieve one’s goals, express thoughts and feelings in real-life communication situations; creating a positive attitude towards further learning foreign languages; awakening interest in the life and culture of other countries; nurturing an actively creative and emotional-aesthetic attitude to words; development of linguistic abilities of students, taking into account the age-related characteristics of their structure in older preschoolers; decentration of personality, that is, the opportunity to look at the world from different positions.

Methods of teaching English to preschoolers

The peculiarity of teaching English to preschoolers is that it is not just sitting at a table and leafing through books and notebooks. The process should not be boring, and kids should strive for knowledge themselves. Children think concretely, understand everything literally, speak simple sentences. If a teacher explains something, he must use clarity and example. That is why English for preschoolers is a game. Only through this form can positive results be achieved and a child develop a positive attitude towards a foreign language.

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

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

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

A preschooler needs frequent changes of activities during the learning process. During class, the child is often distracted, not because he is not interested, but his brain is tired. The best release is physical exercise, of course, related to a foreign language, for relaxation. This could be a poem or simply following commands. The lesson should not exceed 30 minutes.

Use of various sound and visual supports, for example: songs, children's video programs, thematic cards. The child gets pleasure from working with such material, and all impressions and knowledge are formed in images, which he then embodies.

A classic lesson should include the following steps:

• 1. Introduce sounds. The best way This is a fairy tale about a tongue, tongue twisters, rhymes.
• 2. Introduce the letters. Song “Funny Alphabet”, themed pictures.
• 3. Enter words. We start with individual inclusions of words, for example rhymes, cards.
• 4. Rest. Phys. just a minute.
• 5. Phrases. Children quickly want to speak in a “tempting and incomprehensible” language. All expressions should be simple and easy to remember. Before introducing the phrase, think about the game moment: “A doll has come to us from England, let’s get to know her. But she doesn’t know how to speak Russian, maybe we can learn to speak English?”

Try to enter English phrases into normal communication. Always say “thank you”, “please”, “sit down”, “Look”, “Let’s play”.

Many preschool institutions use the TPR method of teaching English to preschoolers based on full physical response. The main idea is that a child learns a foreign language in the same way as he mastered his native one. The teacher plays the role of a parent: he says words or simple phrases, for example, “jump” or “look at the notebook”, and the children perform the actions. At the first stage, the emphasis is on correctly recognizing what they hear, after which the students themselves begin to speak commands to each other. They develop spontaneous speech skills. The physical and emotional component of the lesson improves the memorization of words. This technique is suitable for most younger ages and elementary levels, but it can also spice up lessons using other methods for older children.

Glen Doman Method

In Russia, the method of teaching English to preschoolers, authored by Glen Doman, is popular. It is used both in kindergartens and various children's clubs, and by parents at home. Already from 6-7 months, babies are shown cards with pictures of words, while pronouncing a foreign word out loud. The child remembers the picture and learns new words with regular, but not prolonged, repeated viewing of the cards. Subsequently, effectively conduct games with different combinations of cards and show presentations. The child's role in learning using the Glen Doman method is passive, but in this visual form it is not difficult for him to remember new vocabulary.

Zaitsev's technique.

The next common technique is that of Nikolai Zaitsev. Suitable for both toddlers and older preschoolers. To teach younger children, the teacher (or parents) give them specially designed blocks with syllables to form words with. Those. memorization occurs in a playful and visual form. The next level also uses cubes. The main idea is to make the algorithm for constructing sentences in English clear and simple. For each member of the sentence there is a specific color, and the child, having remembered the order of colors, say, for negative sentences, trains to form words under dictation. This is not an easy task for children, but its effectiveness has been proven. The methodology also includes various manuals and tables, thanks to which parents themselves can conduct lessons without any problems.

Project and combined methodology.

The project-based method of teaching English to preschoolers is suitable for 4-6 years of age. The teacher chooses a topic that is interesting for the children, a set of new words, phrases and a variety of tasks for practice. Each topic is given several lessons; at the end, students prepare creative works. Teaching English using this method is versatile; children always learn something new.

The combined technique is most common due to the greatest effectiveness of such training. The teacher combines methods and tasks of different techniques, introducing variety into the lessons and adapting the overall program according to the interests and abilities of the children.

It is obvious that it is much more difficult to interest children in learning than adults. For them, lessons need to be conducted dynamically, actively, so that their attention is constantly turned on and directed to the tasks. The gaming methodology was created and practiced on these principles. The game is the most entertaining and favorite hobby for young students. This technique can be adapted to all language levels, any age and characteristics of children. They are among toys, familiar things, with a friendly, active teacher. Speak and understand English is taught in playful and audio form, with the help of cartoons, songs, fairy tales, games and other activities. Materials and ideas can be developed in Russia, as well as in the UK and the USA.

The next, very important issue that worries teachers is the issue of group size. Z.Ya. Futerman, speaking about foreign language classes in conditions kindergarten, insists on working with a whole group (25-30 people), citing the fact that children are accustomed to each other, as well as the greater effectiveness of mass games in the learning process. The teacher conducted an experiment that did not show an increase in the effectiveness of classes when divided into two subgroups. However, I.L. Sholpo questions these conclusions and writes that, perhaps, in a kindergarten, the habit of children towards each other is really so strong that it turns out to be a decisive factor, however, if we are talking about other structures where unfamiliar children are united in groups, then classes with a group 25 people turn out to be ineffective, and even 15 people in a group is a serious test for a teacher. Sholpo I.L. recommends forming groups of no less than five and no more than ten people, explaining that general conversation, (as established by psychologists), organized joint activities are possible in a group consisting of no more than 8 people. But, given that in winter children often get sick and miss classes, you can enroll up to 10 people in a group.

The next controversial issue is the duration and frequency of classes. Z.Ya. Futerman argues that classes for five-year-olds should not last more than twenty minutes, and for six-year-olds, twenty-five. This statement is also based on the results of the experiment, however, I.L. Sholpo believes that his results are related to the previous condition: with a group size of 25-30 people, neither the teacher nor the children are able to study longer. Work experience of E.I. Negnevitskaya in groups from 5 to 15 people and the experience of I.L. Sholpo in groups of 7-10 people show that with such a number of children, the duration of the lesson from thirty-five to forty-five minutes (depending on age) does not tire the children, and they retain that reluctance to leave and complete the lesson, which, as is quite right believes Z.Ya. Futerman, essential for effective learning. It is only important to change the type of activity every five minutes, move from an outdoor game to a conversation at a round table; then - to dance, exercises; after that to singing songs, etc.

The usual frequency of classes, says I.L. Sholpo - two to three times a week. Classes once a week are extremely unproductive; children have time to forget material that has not received reinforcement for so many days.

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7 best methods for teaching a child English

Modern techniques allow children to learn foreign languages ​​easily and without much effort. But before choosing a teaching method, you should pay attention to the child’s temperament and his hobbies - the choice of the right approach will depend on this.

1. Classic technique. A method that has long been firmly established among both Russian and foreign teachers. Some will consider this to be ordinary cramming (which, by the way, is not as useless as it seems), while others will say that this is the basis, the basis, without which you will not go far. Basing classes on this technique, one cannot exclude the possibility of combining it, for example, with games, without which it will be difficult for children to perceive the material: young children are restless, their attention is unfocused. If your child likes written assignments, he will definitely like the clear structure of the lesson and the even delivery of the material.
2. Methods of rational reading. The main difference from the previous technique is visualization. This is a more suitable method for preschool children. Both tactile and visual images are important to babies. These can be cards, cubes, coloring books - anything on which you can place an image with an explanation (word translation). By practicing this method, a child can master up to 500 words in a month.
3. Game technique. Your children will definitely like the method, because in this case you can learn while playing. The versatility of the gaming method lies in the fact that you can start practicing it from as young as a year. And the older the child, the more complex and larger the game becomes. Thanks to this method Children develop writing and speaking skills.
4. Project methodology. You can start practicing this method from the age of five. Its essence is simple: the teacher selects a specific topic and conducts several classes on the chosen topic. The problem chosen by the teacher should be close and interesting to children in order to interest and involve all participants. Of course, this technique is perfect for children who already have basic knowledge of the language and who will be happy to apply their knowledge in practice. It is especially important for a child to see the result of his own work at the end of the project: this pleases and stimulates the kids.
5. Cambridge method. This technique was developed by specialists from the University of Cambridge back in the late forties of the 20th century. The basic rule: classes are taught only by native speaking teachers, so you are “immersed” in the language environment. All material is explained using vocabulary already known to children; the Russian language is practically excluded in such classes. The teacher uses everything possible methods conveying the material, both verbal and non-verbal, which is why live communication results. Children are easily receptive to new things, so do not be afraid if the child does not know the language at all - after all, we ourselves once learned our native language in this way.
6. Oxford method. It is worth saying that this technique is designed for children of middle and high school age. The main rule here is to first learn to speak, then think in the language you are learning, while reducing communication in your native language to a minimum. This method is a mixture of traditional teaching methods and game elements. No cramming or monotonous repetition after the teacher. The teacher works with children, looking for mistakes and solutions to problems together. This forces children to think logically and analyze. The effectiveness of the technique also lies in its intensity. However, if the teacher does everything correctly, it will not be difficult for the child to perceive the entire volume of information, and the classes will not be unnecessarily overloaded and tiring.
7. Mixed methodology. It all depends on the teacher. He himself analyzes the character, temperament and knowledge of the child and selects an individual method, combining various methods - he talks, starts games, shows educational books, cartoons, learns songs and rhymes, gives interesting tasks and much more. The kids will never be bored, because every day something new and exciting awaits them. The main advantage of this method is a personal approach to each child. Parents will not need to rack their brains choosing exactly the right method for their child - the teacher will do everything himself. And the result will not be long in coming.

You just need to choose the right key, and then the result will not be long in coming. If you choose the right method that is suitable for your child, he will not only catch up, but will also very quickly surpass you in his knowledge of the language. And success will come when the child begins to enjoy learning a foreign language.

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Please tell me where in Moscow is the best place to buy cartoons and children's films in English? At first I was going to just buy undubbed cartoons, but I discovered that they cost 1000 rubles each. little thing.. Then I decided to buy English-language cartoons dubbed into Russian and put English instead of Russian. But one friend explained that this trick will only work with expensive versions - on cheap DVDs the English is worn out. This is true? Where then can you buy the “expensive versions” cheaper? I was going to Gorbushka, but now I don’t even know where.

English for kids. Free open English First lessons in Moscow, St. Petersburg and Novosibirsk. Section: ...I find it difficult to choose a section (children's books in English). Tell me, please, are books in English for children sold in Moscow?

I really need information about early development methods in English (I’m going for an interview with the English). Which technique is most effective? The language immersion method is easy! Early development. English for kids.

I use Meshcheryakova’s method (very effective for preschoolers), but there are many methodological nuances (I teach English for kids. Which method is most effective? You can also use the video course on DVD “English with Piggy and...

Please recommend a good English tutor for a 3-year-old child. I am an English teacher myself. language - of course, it is possible to study with such kids, but there will not be very many results. And at school the child will still start learning everything all over again and from completely different ones...

English memorization methods words How do you remember English spelling? words? English for kids. Which technique is most effective? And then the baby will learn not only to repeat English words after you, but also to understand. I, just not at 2.5 months, I started speaking with...

We, adults, learn English for a long time and painfully. We are looking for a suitable method, trying to wrap our heads around the rules of a different linguistic system, “re-educating” our articulatory apparatus for other sounds.

It is much easier for a child to learn English from scratch: children literally absorb it! Those grammatical structures that we diligently learn are instantly “absorbed”. Without analysis, which we are not yet capable of, but just like that.

The child can speak both two and three languages. The main thing is to constantly work with him. Therefore, dear adults (present and future parents), we are preparing to raise English-speaking children! And we will help you with this.

So, on the agenda (table of contents of the article):

How to start learning English with your child on your own: the “immersion” technique

Recently, our entire country was conquered by a baby named Bella Devyatkina. This girl, at only 4 years old, speaks 7 (in addition to her native) languages: English, German, French, Spanish, Italian, Chinese and Arabic.

In fact, a child can master more languages, because, as Masaru Ibuka wrote in the acclaimed book “After Three It’s Too Late”:

“...a child’s brain can accommodate an unlimited amount of information...”

So, if in a family the mother is Russian, the father is English-speaking, and the nanny, say, is German, then the child will speak all three languages ​​without any difficulties. And there will be no “mixing” of languages ​​(as many skeptics say). Just the mother will be with the baby for "The Forest Raised a Christmas Tree", and dad for ABC songs. 🙂

But Bella's parents are Russian! How then is this possible? It turns out that she Since childhood, her mother spoke only English to her(that is, the conditions for bilingualism were created artificially). After her parents noticed her interest in languages, they hired native-speaking tutors for her - and so the child turned out to be a polyglot.

And this example is far from alone. Masaru Ibuka in his work also talks about such bilingual children (by the way, read this book - it is amazing).

If you speak English perfectly and you feel confident enough to speak only it, then no theory and articles like “where to start learning English with a child from scratch” will not need. Just speak to your baby in English. That's all.

Note: in this case, you will not be able to speak Russian with your preschooler. Other family members speak Russian to him, but you ONLY speak English.

But What should parents do who are not so confident in their English? Indeed, in this case, training using the “immersion in a language environment” method will be impossible (unless you hire a native speaker as a nanny). We will answer this question in the article.

At what age should you start learning English with your child?

A whole discussion has arisen between teachers regarding this issue: when is the best time to start, is it worth learning English with kids or not? Our answer is yes, it is worth it. But the main thing is to wait until the child completes the process of forming his native language. That is, he will have clear sound pronunciation and properly developed coherent speech. Since each child develops differently, it is impossible to give any exact time frame. But minimum ≈ from 2.5 years(Not earlier).

How to learn English with a child on your own - where to start?

The best thing send your child to a special language nursery, if possible. Then you won’t have to take on such serious responsibility, and besides, the child will have that same “separation of languages” in his mind (Russian at home, English in the nursery). And you yourself can support your child’s interest and progress with games, cartoons, songs, etc.

If you still want to learn English with your child on your own, then you can motivate him with an “English doll”. Buy a doll (you can use a glove doll) and introduce her to the baby, saying that she doesn’t understand anything in Russian. In order to communicate with the “English woman,” he will have to learn a new, but very interesting language. Well, then you play with this doll, watch cartoons, learn songs and poems... all this will be discussed below.

For example, characters from Sesame Street are perfect as a doll.

What language skills can be developed in preschoolers?

Of course, no grammar, spelling, etc. A child of preschool age can:

• perceive speech by ear,
• speak for yourself
• read (together with the parent, and then study/look at the book on his own if it interests him).

That is the child will master all the same skills English as well as Russian at this age.

By the way, you don’t have to worry too much about “speaking” and correct pronunciation of English sounds. It is we, adults, who are rebuilding our articulatory apparatus after the Russian sounds that are familiar to us. A The child will learn the correct pronunciation much sooner.

To develop this skill It's best to sing songs and learn Nursery Rhymes behind an English-speaking announcer: children's “monkeyism” and unique children's hearing will do their job. If there are still any shortcomings, then simply correct the baby, but without any complicated explanations.

We invite you to find out for yourself English sounds. Read the articles:

How to teach English with children from the very beginning: 5 concrete ways

1. Watch cartoons in English with your child. Do you think he won't understand? You are wrong :) Children at this age have incredible linguistic intuition. They may not understand the words, but the emotions in the voices of the characters and on their painted “faces” will help them, the music will help them, etc. You will be surprised, but after watching a cartoon, he may begin to repeat words from it and hum songs.

Also use special Russian-language cartoons to learn the language.

2. “Learn” English words and phrases with him(the first word is in quotation marks for a reason). These are not lessons or training sessions. It's yours everyday communication with your child, during which you speak English vocabulary to him.

- Mom, look - a car!
- Yes, it really is a machine. Do you know how it would be in English? Car! This is a car.

Main rules:

• Words need to be used in the context of the situation: during lunch we talk about food, while walking around the zoo we talk about animals, etc.
• Accordingly, we master only those words that are related to the child’s current life: family, colors, clothes, animals, fruits, etc.
• Any word must immediately be visually reinforced: for the word “dog” – this is a toy, a picture/photo or a shaggy and barking dog next to you :)

This visual image will help you learn new words with ease.

Another: so that your child immediately “masters” English grammar (again in quotes), tell him whole phrases. After all, if you tell him individual words, he will repeat the words, and if you tell him whole sentences, he will begin to use sentences.

- Dog!
– This is a dog!

Also, to learn new words, you can use various games, handouts (coloring books, assignments, etc.), while working with which the child will have great pleasure!

3. Learn children's songs and rhymes with him. You can find them on the sites below (or search in Yandex and Google). It is best to present the poem itself to the child in the form of a small “dramatization”, because many poems have a certain plot behind them and are easily acted out (live or on dolls).

The kid may ask you to translate the verse into Russian - you translate it, and then again act out the “performance” in front of him. The main rule: DO NOT ask your child to repeat after you. Yours the task is to interest him in this incomprehensible language. Many children can at first just listen and listen and listen, and then suddenly start “scaling” these poems by heart :)

For example, the song “Old Macdonald had a farm” has been played out in many different cartoons. Lyrics available .

Stages of working on a poem:

• First, you yourself study the content of a poem or song, practice your pronunciation (sounds in words, intonation, rhythm).
• Then you practice reading it expressively and think of a visual support for the child: a performance with toys, some kind of dance... in general, turn on your imagination!
• Now you can present your work to your child’s judgment. After this, discuss the performance with your child: what he understood, what moment he liked the most.
• Then invite your child to “join” your production and prepare a joint performance for other family members. But for this, the child will have to learn this rhyme (this will create motivation).
• You can also find (or invent) a finger or sign game based on this rhyme. Then you can periodically invite your child to play it in any suitable situations (of course, if he wants to).

4. Read books in English with your child. You can start when he already knows individual words. Simple stories will be quite understandable to children, and pictures will explain the incomprehensible.

If a book really interests him, he will take it on his own and look at it, study it (this will create motivation to learn to read). In addition, the child will “photograph” words with his eyes and remember them appearance. It turns out, your task is to interest him in reading.

Systematic learning to read begins only at 4-5 years old according to the principle from simple to complex:

An amazing website will help you teach your child to readwww.starfall.com . For example, go to this section and learn with your child to read words with the short sound / a / (æ). Each sound is pronounced in a cheerful child's voice and is accompanied by explanatory animation. Just a find!

Where can you find books to read in English:

And remember that still An e-book can't compare to a real one., which you can touch and then leaf through with enthusiasm. So be sure to buy some colorful English books for your library!

5. Play fun games with your baby! And he won’t even notice that during this game you are teaching him something. When the child is very young, organize joint games. For a grown-up “student,” you can offer online games for learning English. Below you will find a list of both.

Learning English words for children - games

The classic way to learn new vocabulary is vocabulary cards(that is, word + translation + picture). By the way, there is a whole one on our blog.

Examples of vocabulary cards from Lingualeo. The full list is available.

But it will be even better if you create them together with your baby. Together you will select pictures, glue them to pieces of paper or cardboard, etc. Then, already during preparation for the “English language games”, the child will learn something. What to do next with the cards? Here are some options:

1. Cards can be used to play pantomime. First, you tell the baby an English word (and show it on the card), and the child must represent this word with gestures. Then you can play “reverse” pantomime - the child (or you) depicts the animal, action, object that he pulled out, and the rest of the participants guess.

2. Game “Show me”. Place several cards in front of the child, and then call out one word from this list - the child must touch the desired card.

3. “Yes-No game.” You show the cards and say the words correctly or incorrectly (when showing a hippopotamus, say “tiger”). The child answers “Yes” or “No”.

– Is it a tiger? – No!!!

4. Game “What’s missing”. Lay out a row of cards (4-5 pieces). Look at them with your baby and say the words. The child closes his eyes, and you remove one word. Tell me what's missing?

5. Game “Jump to...”. You lay out the cards on the floor in a vertical row and give the child the task of jumping to a certain word (great if the baby is bored).

These are just a few mechanics using cards. By turning on your imagination, you can come up with even more variations of games. And we will move on. What other games can I use?

5. Game “Is it. ...?”. You gradually draw an object, and the child tries to guess it. For example, draw half a circle, and the child guesses:

– Is it a ball? Is it the Sun?
– No, (continue drawing)
– Is it an apple?
– Yes!🙂

6. Another version of the game “Is it. ...?” - a card with a hole. Cut a hole in a piece of fabric (or a sheet of paper) and place it on a vocabulary card. Move the hole around the picture, and the child guesses what is hidden there.

7. Magic bag. You put different objects in a bag, and the baby takes them out and names them. An even more interesting option: he puts his hand into the bag and guesses the contents by touch.

8. Game “Touch your…nose, leg, hand…” (generally parts of the body).

“Touch your mouth,” you say, and the baby touches his mouth.

9. Games will help children learn English colors easily. For example, you give him items different colors and ask them to find and select things of a certain color from them (by the way, the same task can concern words starting with a certain letter, etc.).

10. Another example of playing with colors– “Find something.... in the room.”

“Find something red in the room!” - and the child looks for something of the specified color.

11. How to learn verbs. Perform some action with your baby and talk through what exactly you are doing:

- “Fly! We are flying,” and pretend that you are flying.
– “Let's sing! We are singing!” – and hold an imaginary microphone in your hands.
– “Jump! Jump!” - and you happily jump around the room.

Don't forget about role-playing games. For example, play “shop”. The child’s task is to buy groceries from an English-speaking saleswoman (that’s you). Before this, you remember words and phrases that will be useful to him in the store, and after that the child acts out this situation. This game can be played under any imaginary conditions.

And definitely act out plays, fairy tales etc. For example, invite your child to make a video or film! The girls will definitely be delighted. 🙂

Useful sites. Learning English from scratch for children: games, alphabet, videos, printable materials

When your child is older, you can invite him to play online games. Particularly when you need free time to do housework.

1. Online games for children: learn the English alphabet and words

www.vocabulary.co.il

This site was already mentioned above when talking about the game “Hangman”. It has a huge number of online word games. For example, Whack a mole helps you repeat the alphabet in a fun way: you need to hit the letters with a hammer and collect the correct sequence of the alphabet.

We aim and hit the desired letter with a hammer

Or the game Word paths, where children must assemble words from available letters with a certain vowel sound. As you can see, the games are designed for different ages, which means the site will help your children for many years.

www.eslgamesplus.com

Another great site with online games for kids. For example, this game, where hidden behind the emoticons:

1. verb,
2. picture for this verb.

The task is to combine. With each attempt, the words are spoken out. Playing is a pleasure.

A game Pirate Waters Board Game also deserves special attention. First, choose a topic that the child already knows (for example, body parts). Then you throw the dice (to do this you need to click on the image of the cube) and walk along the board. You are asked a question, and you choose an answer. If it is given correctly, you roll the dice again.

If you encounter a pirate, start over. In this case the child will repeat the correct construction several times while the game is running. The only drawback is that there is no voiceover of the correct answer (which would develop auditory skills). Therefore, advice: for the first time, play with your child in order to:

1. help him understand the conditions of the game (then you won’t be able to drag him away by the ears),
2. teach him to pronounce the correct answer on his own every time (so that the constructions are stored in memory).

www.mes-english.com

This site also has printables (+ opportunity to make your own worksheets), and videos and games. Let's focus on games. For example, there is a great online vocabulary game. First, go to the Vocabulary column and listen and memorize the words. Then we go to the Question and answer section and listen to the question and answer:

– What’s this?
– It’s a Lion!

And then to the Question only column, where you and your baby need to answer.

supersimplelearning.com

This site also has cartoons, songs and games. For example, interactive alphabet games, which are suitable for beginners. Select a set of letters and a level (first Level 1).

Next, click on a letter (for example, “a”) and listen to the pronunciation of this letter (or rather, the sound, of course, but kids don’t need to know such difficulties) and the word starting with it. All this action is accompanied by a funny picture.


The voice acting and animation of the game are simply excellent!

At the next level you are asked to choose a letter based on the word you hear. At the third level - only by sound.

learnenglishkids.britishcouncil.org

Another super useful site (it’s not surprising - it’s the British Council). For example, word games, where you need to match a word and a picture. Or Trolley Dash game, where you need to quickly buy all the products on your shopping list (tested: very exciting!)

www.englishexercises.org

A large number of tasks (online and for downloading). For example, you need watch the video and fill in the blanks in the right words (for older children).