Organization of foreign language lessons in kindergarten

Cat in the bag. It "turn away. Teacher shows children any toy and asked: "Is it a cat or a dog? ''. Steering is responsible. The remaining children immediately responded to the guessing their friend or not.

Cat in the bag 2. Child are tied around your eyes and give into the hands of any subject wean (potatoes), examines him and asks: "Is it an orange? Is it a …? '' once for properly named, with the remainder have responded.

Guess what? Teacher draws in advance for a sheet of paper. Then a second sheet of paper in two, three times more than the subject. This worksheet is carved in the middle of a bullet hole in the form of a circle. The sheet should be transparent, preferably dark colour. Task of player, leading sheet with a hole through a worksheet object and looking for a hole, to define what it is. For example: '' Is it a…? '' What, where? This exercise described in the book '' Kids ` stuff '', the purpose of this exercise is to consolidate studied words, and colors. Children are invited to box with items that they already know. All items in different colours. Teacher brings other empty boxes, each of which corresponds to a specific color, red, blue box etc. Children in turn choose not looking up , subject, name it and put it in the box corresponding to the color object, calling a color boxes. So, we can draw conclusions:

Compiling the texts for the lesson, it is necessary to consider the children to love and onomatopoeic, sound-conducting and based on this property age, promote a taste for the unknown language, enter them in the atmosphere.

For successful learning vocabulary:

a) known to children than isolated words, and groups of words associated semantic or Phonetic Association;

b) formation of motive to become familiar with the words this semantic group; in the vocabulary through ) games rather than rote memorization of words in the list; g) inclusion of new words into the relations existing between the known words and their children;

d) the agreed understanding lexical and grammatical material operations that allow you to enter it into the voice.

When selecting vocabulary must be taken into account:

his communicative importance for children; an objective difficulty.

When teaching preschoolers to place great emphasis on the use of Visual illustrations, but when it comes to the role-play, simulate execution or illustration poems and songs, it's better to have imaginary objects.

6.5 Recommendations for the Organization of the teaching of English in kindergarten

From the very beginning of the training needed to develop a specific style of work with children in English, enter the rituals, the most common situations. Such ritual (salutations, goodbye, short charge, the use of English formulas of politeness) allow you to customize the children in the foreign language to communicate, to ease the transition into English show children what occupation began, ended that follow a certain stage.

The key to successful training is intensifying by the activities of children and their involvement in foreign language communication. You must continually re-order speech action (order of questions, downloads, articles, etc.) to children reacted to the meaning of words and not memorized sound mechanically. If you must do the leading games, active participants in different children at least once every child have provided training for speech.

To prevent fatigue, loss of interest in children, the teacher should every 5-7 minutes to play with classes, with verbs in English.

If classes are held in the kindergarten, with the whole group of children, a major difficulty: how to organize game to 5-7 people have played, and the rest followed closely by not distracting. It is important to give the teacher some recommendations:

-more frequently change leading to the rest of it was interesting watching the game: they understand that at any moment will be among players;

-to ask children to provide players with assistance if they cannot handle the game job;

-ask the children choir evaluate players (Yes, no, that's right, wrong);

-maximum '' to adapt for the stage '' situation that children watched with interest as it will end.

CONCLUSION

The purpose of this work is to reveal basic options, shared the idea of organizing the teaching of foreign languages to children of pre-school age.

In order to achieve the goal were studied works both domestic and foreign authors on the subject.

Readiness of children to learn a foreign language is sentenced to five years. Teaching lessons need to take into account the age and individual patterns of linguistic abilities of children and their development. Training foreign language teachers should be understood as part of the overall development of the child's personality, connected to its sensory, physical, intellectual education.

Teaching a foreign language must be communicative in character, where a child learns a language as a means of communication, i.e. not just eat some individual words and speech patterns, but learning to construct expressions known models in accordance with emerging it communication needs. Communication in a foreign language must be motivated and focused. You must create a positive psychological fitting on another language. The way to create a positive motivation is the game. Games in the lesson should be isolated and sporadic. A pass-through's methodology, combining and integrating the other activities in the process of learning the language. The methodology is based on an imaginary game situations and the adoption of a child or a teacher of a particular role.

Learning a foreign language in the kindergarten to the upbringing and development of children by subject-based and practical proficiency as a means of communication. Learning a foreign language called humanitarian and development of the child's personality. This is facilitated by the acquaintance with the culture of language; raising awareness of comity, benevolence; a person of a specific sex or age, and personality. Learning a foreign language should also make a contribution to the development of independent thinking, logic, memory, imagination of the child, his emotions, his linguistic-cognitive abilities

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