Training program. Curriculum Teaching a 5 year old child English

Private teacher Experience 16 years

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I lived and worked in New York (USA) for a long time, where I received my basic education. I speak English at a native level. My skills Expand teaching is accredited by the University of Cambridge, which is confirmed by the CELTA certificate (Certificate in English Language Teaching to Adults) - a certificate giving the right to teach English as a foreign language to adults, which is internationally recognized, enjoys high prestige and is an indicator of high quality teaching. In my lessons I do not use the Russian language (with rare exceptions) in order to fully immerse students in the language environment and use the following methods: 1) Audiolingual Method, based on the postulate of behaviorism that it is possible and necessary to study and memorize various things through constant repetition. The method involves oral presentation of material and repeated repetition of various lexical and grammatical structures under the guidance of a teacher. 2) Direct Method, also called Natural Method. It is somewhat similar to the audiolingual approach, as it involves repeated repetition and practice of various structures. However, the main difference is that the language is presented inductively, that is, the teacher does not explain the rule to students, but, on the contrary, helps them themselves to understand and derive it based on language material. It is also worth noting that in both the audiolingual and direct methods, the teacher uses exclusively English. 3) The Structural Approach, the main idea of ​​which is the hypothesis that any language consists of complex grammatical rules, and they need to be studied in in a certain order. For example, before studying the Present Continuous tense, you need to study the verb to be, with which this tense is formed. 4) The Silent Way (Silent Method), where much attention is paid to the independence of students: the teacher, as the name suggests, practically does not speak (for example, does not give detailed and extensive explanations of grammar). Instead, he acts as a facilitator who guides the students. Pronunciation is of great importance - it is given a lot of time in each lesson. The vocabulary and grammar covered are also regularly reviewed. Often, students do not even write formal tests on the material they have learned; instead, the teacher evaluates their progress from lesson to lesson. 5) Total Physical Response, which is based on the principle of “doing by learning.” It works well with younger students - preschoolers and elementary school students. During the lessons, we practice following commands and instructions, for example: “Stand up!” - “Get up!”, “Close the door!” - “Close the door!” In this way, the student remembers the simplest phrases, which become more and more complex over time. 6) Task Based Learning, where language learning is based on the completion of a communicative task. For example, a teacher gives students the task of acting out a dialogue on the topic “In a restaurant.” Students in pairs or groups perform it using only those lexical and grammatical means that they have. Then an analysis is made of what language is necessary to successfully complete the task, the teacher gives the students the necessary vocabulary and grammar, after which a similar task is performed using new language tools. 7) Community Language Learning (Community Method), where the basis is the work of students in a group; they help each other and share their existing language knowledge. The teacher again acts only as an assistant, and not as a teacher in the classical sense of the word. 8) Communicative Language Teaching (Communicative methodology) which is based on communication: the teacher with students, students in pairs or groups, the whole group together. The main task of teaching is to teach students to communicate, and not to thoroughly learn all the grammar or be able to translate texts. Communication between the teacher and students is conducted entirely or almost entirely in English. Student communication is also encouraged in any form; even if there are errors or inaccuracies in the speech, they are not as important as the communication process itself. I teach children and adults of any level from spoken English to preparation for exams such as the OGE (GIA), Unified State Exam, CAE, CPE, FCE, IELTS, KET, PET, SAT, TOEFL, YLE, TOLES and BEC. I work on contract terms with prepayment.

We studied with the tutor Maya Viktorovna Chernysheva, unfortunately not for long, there was little time left before the exam. My daughter praised Maya Viktorovna and was happy to Expand went for training. All reviews (52)

Children 4-5 years old Children 6-7 years old Schoolchildren of grades 1-11 Students Adults

Belorusskaya metro station (circular)

Victoria Yaroslavovna

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English tutor

At the student's

Conducting individual speech correction work with children. Speech therapy massage, sound production, formation Expand grammatical structure of speech and articulatory motor skills. High-quality preparation for schooling. Correction of dysgraphia and dyslexia. Professionally making a child fall in love with the English language.

We are very pleased with Victoria's work! She is a very pleasant, responsible person. He immediately endeared himself to the child. The classes are interesting and intensive. Involved Expand speech therapy massage, fine motor skills, games and other techniques. The child spoke very poorly, but now we are making serious progress. We have set all the sounds, now we are working on syllables and pronouncing complex words. We will continue to work further. I happily recommend Victoria! . All reviews (18)

Evgenia Petrovna

Private teacher Experience 13 years

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English tutor

With a tutor, with a student, remotely

Classes are conducted using a variety of teaching aids (Headway, Inside Out, Round Up, English File, English Adventure, Family Friends Expand etc.), as well as using Internet resources (multimedia, audio/video, e-books), with preschoolers we learn songs and watch/analyze cartoons and fairy tales in the original. I have experience working with children from 2 years old. I have almost 7 years of experience as an economist and business assistant-interpreter for expats in foreign companies in Moscow. I am developing a program for your business specifics - finance, accounting, management. General IELTS 8.0 overall certificate (Reading 8.5, Speaking 8.0, Listening 8.0, Writing 7.0). I have studied English and French since I was 7 years old at school and in courses. She graduated from school with in-depth study of English and French. She was a winner of regional and republican Olympiads in high school in French. She studied at the university at the Faculty of Economics, took part in the student program on critical thinking and debate. She received a training grant from the French Embassy and took part in a summer student internship in the UK as a student exchange. She was certified at the French Center and received a DELF diploma. I have been teaching for more than 10 years, conducting classes with children interested in schoolchildren, as well as teaching business English, preparing adults for communication while traveling and in business. Received a Master of Business Administration degree from the Russian Economic University. G.V. Plekhanov (took a number of courses in English). I constantly improve my knowledge using a variety of Internet resources and courses. I develop a language learning program individually, including modern technologies and the latest techniques.

I like working with Evgenia. An individual approach, a lot of additional materials, making learning the language easier and more interesting. No complaints, Expand There is progress in the study. Evgenia, thank you for your work! All reviews (18)

Nina Semenovna

Private teacher Experience 15 years

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English tutor

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English tutor

With a tutor, with a student, remotely

Passionate teacher. “In the language” from the cradle and continue to learn to this day. Target audience: children from 3 years old and primary school students Expand schools. I also teach to other age groups. We have been studying with my first students for 8 years. We started learning from the first letters of the alphabet and progressed to the most complex topics and readiness to take international exams. I lived in Budapest, Hungary for several years. She studied at the school at the embassy. Graduated from school with a gold medal, university - with honors. completed English language courses at the British Council in Budapest. International exams: - Cambridge English: Advanced (CAE), 2007 - Teaching Knowledge Test (TKT): Modules 1,2,3, KAL (Knowledge About Language), YL (Young Learners), 2016-2017; All modules were passed with the highest grade.

Introductory English lesson plan for kids(5 years)

When I had a question about the first “training” lesson for other teachers, I was simply stunned - it is much easier for me to show the lesson itself and talk about the main points than to make a detailed guide. Well, until now, everything went quite smoothly - I give demonstration lessons, teachers sit in corners with notepads and take shorthand notes, then I show them my materials, introduce them to CDs, and the teaching principles line up on their own. But when three teachers came to me at once with an interval of about two days, and to each Of these, I had to make recommendations for their first lesson, I wanted to gather a group of all hypothetical candidates and broadcast the basics of the lessons into a bullhorn. Well, or do a mass spam mailing with plans - if you want, read it, if you want, not. In general, I got tired of explaining what and how.

But the solution is always nearby, and my reluctance to systematize my experience electronically, and not in notebooks with a pencil, played against me. From now on, I began to make more methodological notes in electronic form - if something happens, it’s more convenient to send it, and revise it, if necessary. The folder itself is under the ringing name "English. Kids 10-13 years old." weighs neither more nor less, 8 gigabytes. And the lesson plans themselves are all on vague notebooks. This is no good, I thought, and launched a program to “push” myself in the field of systematization.

You can see one of the results of this good deed here. My (and now not only mine) first lesson with 5-year-olds.

Lesson topic: Acquaintance
Lexical material: Hi / I/ My name is…/ One, two, three / a cat / a dog/ a mouse / to touch/ to jump/ to run/ to sleep/ black/ brown
Equipment: Mika papit toy, bottle with multi-colored sticks, box with toys (cat, dog, mouse), cards with animals, cards with flowers (black and brown), ribbons, tape recording, dance ribbons.
Target: introduction and practice of the first lexical material (movements, greetings, animals)
Duration: 45 min.

Lesson steps:

Flight to England
-Greetings
-Check
-Introduction to toys (new vocabulary material) + practice
-Introduction of a new lex. "movement" material
-Introduction of lex. material on the topic “colors” + practice of the studied material
-Practice the learned material while listening to music
-Completion (farewell)

How to construct a greeting in a group of children studying English? Let's say this is your first lesson, a kind of “introductory” lesson. The kids are surprised, some are still shy, and some are quite shy kids themselves. To “defuse” the atmosphere, we “gather” everyone around us and say: Now we are flying to a country where everyone speaks only English. Do you know such a country? – here you can expect the correct answer only from children over 5 years old. Usually they shout - America, England! If the correct answer was not given, we say: You and I will fly to England, there we will speak only English, not a word of Russian. Well, are you ready to fly? - to the shouts of “Yes, yes” - we continue: How can you and I fly? - Options for children: By plane, by helicopter!
- You and I will fly there on real airplanes. How do airplanes start up? - and we show the children how airplanes start up, with the characteristic “Broom, broom” - at the same time we begin to run around the room in circles, accelerating - the children follow you. It’s good if there is music in the background - that is, you simultaneously turn on music for “flight” and while it plays (10 seconds) you circle around the room. Then the music stops and everyone gently “lands” around the teacher. And this is where the fun begins. On the teacher’s hand is his favorite Puppet (in our case, Mika the raccoon)

- the teacher takes a ball (soft preferably) and pushes it to the Puppet
-Hi! - Mika pushes the ball back and says - Hi! Now the teacher pushes the ball to the first child and says Hi. Helps the baby say hello if he hesitates to answer. And so with everyone until everyone says the cherished greeting. After this, the teacher again turns to Mika
- What's your name? - and pushes the ball to Mika
-My name is Mika!
- Ok, what’s your name? - I’m already pushing the ball to the child. Helps you answer by whispering a phrase.

And painted popsicle sticks in it.

For the first time, three sticks are enough. The sticks are poured out of the bottle and laid out on the floor with a beautiful movement:
One, two, three.

Then, in the same way, the teacher himself points to each stick with his finger, counting again. The guys join in, the teacher no longer just points to the shelves and names, but whispers to each of the kids to count. So everyone counts to three.

Next, take a large box (decorated with bright colors, or with beautiful stickers on the lid), and the teacher knocks on it

Knock-knock-knock! Let's open the box! What is there?
The box opens and a toy comes out - a Cat. But for now we will call her by name (the name will be a proper name, not a common noun; when it is necessary to use an article, we will deal with it a little later).

Hi Cat! Hi! – we motivate the kids to say hello to the cat, as they already know how.
Further-
-Hi, Dog!
-Hi, Mouse!

For the first time it is better to have no more than 4 animals. We arrange the animals in a row so that they do not disturb anyone.
Next, the teacher takes out cards with animals already completed:
-It’s a cat!
(Children are already familiar with the names and therefore will not associate the article with the word - it will not be part of it for them)
-Where is a cat? - addressing the children. Here it would be appropriate to ask one of the kids by name and ask him to bring or show a Cat toy. The picture card is placed next to the toy.
-Where is a dog? - the next one, asking a question about the toy - Is it a dog? - for the child to try to name her.
And so on with all the toys and cards until the toys are in an orderly row with the cards in front of them.

The next step is movement.
-Stand up!- The teacher raises his index finger up, then touches his nose:
-Touch, touch, touch! I"m touching! - the guys repeat the action after the teacher.
So that the word “touch” does not become permanently attached to the “nose,” we run to the wall and touch it too, saying “touch, I"m touching!” and not forgetting to ask the guys - Are you touching?

Next, we take the animal cards already familiar to the pockmarks and place them in different corners of the room. And now the most interesting part: team racing. The teacher commands:
-Touch the cat! - everyone runs up together (if there are a lot of children, make sure there is no crowding) and touch the cat with their finger. The teacher himself also touches the card and adds: I"m touching. I"m touching the cat. Even now you can ask children: Are you touching? Are you touching the Cat - in this way we will connect two new lexical units at once - a verb and a noun. We are not thinking about I yet - we will deal with it a little later, it will be separated as an independent unit at a subsequent stage.
Let's run around - a break. The next step is mixing-game. Kids absolutely love various kinds of “mixing”. We sit in a circle again, the cards are again in the hands of the teacher. The teacher takes four cards and again clearly and clearly names all the animals. Then he turns them over and does mixing - that is, right on the floor, saying - I "m mixing! - mixes the cards.
-Where is a cat?
-Where is a dog? - the game simultaneously develops attentiveness and memory. There is no need to explain the rules in advance; children, having made a mistake once, usually try to remember everything as best as possible the second time.

Next are the colors. The colors are chosen according to the color of the animals. There is nothing wrong with the fact that in the first lesson the children will learn the difficult word brown at first glance, since our dog is brown. Therefore, we cut large pieces of cardboard in the colors brown (a dog), black (a cat) - For the first lesson, 2 colors will be enough. We demonstrate the colors and clearly name them. And further-
-What else is brown in the room? - the teacher himself gets up, pretending to be looking for brown. - Micka, is it brown? - turns to Micka, pointing to the yellow box. Mika counters-
-Oh, no! It's not!
-Where is brown?
-It’s brown! - Mika touches a brown board (curtain, table, whatever) - I’m touching brown!
The restless teacher again pretends to be looking for something brown, but now the children, jumping up, are also looking for and touching brown things (you must first check that there are enough of them in the room). We do the same with black things.

Next, having “touched” enough black and brown things, everyone sits down, the teacher takes the toys and shows cards of the learned colors.
-Is Cat black? - children answer approvingly (black, black), yes (when using the word yes, it is advisable to always nod your head - A cat is black. Is Mouse black? No! (negative shake of the head). We encourage the children to repeat - A cat is black, a dog is brown.

To secure the colors well, you can use the “ribbons” technique. After the “revision” of flowers and animals, we demonstratively take some beautiful box full of black and brown ribbons (as the number of colors learned increases, we add new ribbons) and scatter them across the floor with beautiful movements.

Mika cries:
-Oh, what a mess! Let's pick all ribbons up! Black! Give me black!
Having understood the word black, the children collect all the black ribbons into a box. Then the same thing happens with the brown ones until the room is clean and all the ribbons have been collected.

Movements.
The most favorite part is the physical education minute.

The teacher points a finger at himself - I. The guys repeat - it’s time to “go crazy.” Then the teacher starts jumping:
-I "m jumping! - also on the word I, pointing at himself with a finger. Everyone jumps. Next-
-I"m running! - everyone is running. Counter questions - Are you running, Misha? Are you running, Masha?
-I’m sleeping! - the teacher yawns and goes to bed. Micka, are you sleeping? – and Mika answers in a whisper:
-I'm sleeping…

We fasten: we take long ribbons (at least 2 meters long), tied into a knot in the manner of a “carousel”, like here:

Everyone takes the end of the tape and everyone begins to repeat the same actions, but in a “carousel”, clearly naming all their actions. Everyone especially likes “running” in such a thing in a smaller format, just like on Maslenitsa. :)

And finally, music. The song should be selected taking into account the actions completed. Since this is the first lesson, and there are often many more actions in the song, you can simply not focus on them in the song: not say them, but simply perform them. The song could be like this:

Walk around the Circle
Walk around the Circle
We all fall down!
Jump around the Circle
Run around the Circle
Sleepy-sleepy-sleepy
I'm so sleepy
I'm sleeping

No emphasis on the unfamiliar walk and circle (this is the task of the following lessons) - we just walk in a circle, holding on to the ribbons.
And finally - farewell.
-Oh, it's time to fly back Home. The teacher “starts” the engine, the children understand that it’s time to fly home, the same “flight” music turns on as it was at the beginning. Everyone ends up in Russia again:
-Well, guys, now we can speak Russian again. And now the last thing - it’s important to be able to say goodbye correctly in English, let’s say goodbye to Mika:
-Goodbye, Micka!

And Mika approaches everyone, saying goodbye to everyone individually :)

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 figure out English sounds yourself. 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. This is your daily 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 their 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 objects of different colors and ask him 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 some free time to do things around the house.

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).

Winner of the All-Russian competition « Most requested article of the month » JANUARY 2018

Hello! Hello. I"m + (name) Mickey, pencil Say hello to me. Say goodbye to me.
Good bye What's your name? This is Mickey. Follow me. Show me (red)

In this lesson children:
1) say hello and goodbye in English: “Hello!”, “Good-bye!” ("Bye!")
2) understand by ear the question “What”s your name?”;
3) count to five in English; learn to name colors (red, green, blue, orange and yellow)
4) answer the question “What"s your name?", using the construction "I"m (Dima)."
5) understand “classroom English” (“Good!”, “Good for you!”)

Lesson materials:

The lesson begins with the song: Hello Song (cassette - song 1) page19 (Teacher’s Book)
The teacher invites everyone to say hello: Say hello to me! Hello Dasha, hello Dima, etc.

Guys, let's get to know each other better! I’ll ask you What’s your name? (What’s your name? What’s your name?), and you say your name, and we’ll get to know each other. Just don’t forget to say I’m...Dima first.

Color palette memory game.

Let's play in the Memory Game. (Let's play a memory game)
Children first name the colors in order after the teacher and try to remember. Then the teacher suggests closing your eyes: So, close your eyes! (close your eyes). And he removes one card - then asks to open it: Open your eyes! (open your eyes) and guess which color is missing. What color is missing? (Which color is missing?) Who is correct
guesses - gets a card with that color.

Listening to a song about the colors red and blue. (chant 4) page 19

Exercise "Colors"
Colorful butterflies
Purpose: to introduce color.

Rules of the game:

Game of colored cards. (Playtime)
Children gather in a circle, the teacher hands them cards and asks them to show a certain color: “Please, show me the red (green/blue) card.” The one who has this card raises it up. The teacher praises the correct display of “Great!” (fabulous)
Then you can exchange cards. Let's change these cards! (Let's switch cards!)
We draw, we color.

The teacher asks to sit down at the table: “Please, sit down to the table!” Let's draw"
(please sit down at the table! Let's draw"
When coloring a picture, you can ask questions: “What color is it?” What is color?

Welcome to planet Baloons!


Song Thank you.

End of class

Unit Phrases Vocabulary Receptive Language

1. My family Touch mum. Mum, dad, baby, family, Bambi. Look! This is my family.
sister, brother. Yes. No.

1) count to five in English;

3) ask a question about a person (Who is it?)
4) understand by ear the expressions “Yes.”, “No.”, “Stand up!”, “Sit down!”, “Hands up!”, “Hands down!”, “Hands to the sides!”, “Bend left!", "Bend right!", "Hop!".
5) Name the colors.

Lesson materials:
Cards of family members: mom, dad, brother, sister, baby (Mum, Dad, Brother, Sister, Baby)
Cards of different colors: red, green, blue, orange and yellow.

The teacher shows the cards and offers to guess the color - asks the question: What color is it? (What is color?)
After the children have fixed the name of the colored cards, we move on to new material. (My Family)
You are invited to look at the picture: Please look at the picture. What can you see? (Please look at the picture. What do you see?)
Children first name what they see and then repeat new words after the teacher.

The teacher once again shows cards with family members and names them one by one. Then he asks the children to close their eyes “Please, close your eyes” / removes the card / “Open your eyes.” Who's missing? (Who is missing?) You can return the card to its place, you can give it to the person who guessed right. (Well done! Excellent!)

Playtime.
Well done! Look at me and do the same!
Now I will say the words of the English exercises, and you perform the movements.

Hands up! Hands down!
Hands on hips! Sit down!
Stand up! Hands to the sides!
Bend left! Bend right!
One, two, three, hop! (When you say these words, you need to jump on one leg.)
One, two, three, stop!
Stand still!

Listening to Song 5 p. 23

Exercise "Colors"
Colorful butterflies
Purpose: to introduce color.
The picture shows a meadow. In the meadow you will see several butterflies resting on the hedge. Between every two butterflies, there is one colorless (transparent) one.

Rules of the game:

Between every two butterflies, there is one colorless one. Replace the colorless butterfly with a colored one, whose color is a combination of the colors of the resting butterflies located on either side of the colorless one (for example, a yellow and red butterfly form an orange one)
Continue playing until all the colorless butterflies are replaced by flying butterflies

Let's draw a family.

After the children color and name the colors, ask them to count all family members. Let's count how many people can you see? One – mum, two-dad, three – sister, four – brother, five – baby.

Welcome to planet Baloons!
The teacher names the colors, the children must help catch the right ball.
Please, catch me a red balloon!
Song Thank you.

End of class

Song “Goodbye Mickey” (chant 3) p.19

Unit Phrases Vocabulary Receptive Language

1. My family Touch mum. Mum, dad, baby, family, Very Good. Listen and repeat. Touch mum.
sister, brother. Yes. No. Let's sing.

In this lesson children will learn:
1) count to ten in English;
2) name family members in English;
3) assign color names.
4) Learn to perceive commands by ear.

The lesson begins with the song: Hello Song (cassette - song 1)
Hello, everybody! Good to see you again. Let's begin our English lesson.

The teacher distributes pictures of family members to the children. Children sit in a circle on chairs. The teacher recites the poem at a slow pace.

THIS IS THE FATHER

This is the Father who brings us our ...bread.
(The child who has a picture of his dad picks up the picture.)
This is the Mother who puts us to ... bed.
(The child who has a picture of his mother picks up the picture.)
This is the Brother who plays with his ...ball.
(The child who has a picture of his brother picks up the picture.)
This is the Sister who plays with her ...doll.
(The child who has a sister picks up the picture.)
And this is the baby - the smallest of all.
(The child who has a baby rings the rattle.)

Playtime “Colors”

We decorate the rug. (choice level 1), where children choose a color themselves - pronounce it in English and paint over any empty cell.
After all the cells have been painted over, the teacher names the color in English for each child and invites them to paint the cell. Please find red/blue/green
Now, let's count. How many colors? Children count how many cells they have painted.
One-red, two-blue, three-green, etc.

Teams Run! Jump! Swim! Turn around! Hop! Stop!
Play in teams with the children, reinforcing each with the appropriate movement. If children do not understand commands, explain their meaning. Children follow commands when signaled by an adult.

Listening to Song 5 p. 23 (repeat)

Game Please show me...

Place pictures of already known family members on the table. Invite the children to the request Please show those and Mum! show a picture with mom, and when asked Please show those and Dad - with dad, etc. Make sure the children have mastered the material well and add new brother and sister cards. Play with new cards and play with a new expression. Invite the children to act as a presenter - to practice the expression Please show...

Let's draw a family.

Blanks with a picture of a family. The teacher first asks to find all family members and show them. Let's find and show Mum on your picture.
After the children have painted all the family members, ask them to repeat the expression This is a family!

Dance game.
Welcome to planet dance!
Where children will consolidate their knowledge of the Jump, Pull, Push, Dance commands.
Song If you are happy.

End of class

Song “Goodbye Mickey” (chant 3) p.19