this part of the work an approximate pronunciation exercises to teach preschool-age children using playing technique are given.
There are a huge number of variations in pronunciation learning preschool-age children using playing technique. One game in the country. Every sound is a resident of this fantastic country or delivers any sounds, or busy with any work of producing sounds, for example: '' this is early in the morning, Mr .Reed wakes up and jump out of bed. As cold in the House! That's because most cool overnight fireplace. Mr .Reed shivers from cold. Find the cusps of upper teeth. When Reed shivers, the impact of these cusps Tip: [d], [d], [d]! But suddenly he hears from bath such sounds: [t t t t]! This drips water from the tap, which he closed the evening. Tip of the tongue hits bumpy for upper teeth as drops on the bottom shell: [t], [t], [t]!follow for teacher sounds, not letting the idea that they are trained by pronunciation. Each lesson to added new sounds-heroes, the new adventures of sounds. The conditions necessary to ensure that children continue to enjoy told history: the base remains intact tales conditional points for fidelity where pupils are zealously, recalling teacher refers to correcting errors; on the other hand the story every time is something new, so the tale does not bother, and continues to be of active interest.
Of particular interest are the exercises to learn the pronunciation of sounds that do not have analogs in Russian, for example: [k].
When we are making this sound language like frog, wants to jump out a breath. But it does not permit the lower teeth for which he is a tip. Hard stressed language into the lower teeth … usually half of children incorrectly puts language because no motor habit. But this problem is easily corrected, '' Mr .Reed from the window of his house wanes, to see what kind of outdoors weather and bails out, but is for the windowsill. Lower teeth is a windowsill, and lips during tales have harped on the curtains. Except for hanging is holding If you are not the lower teeth catches on language-sill, Reed will be rolled out of the box and hurts.tale is like a snow ball, surrounded by new heroes and subjects, but a tale shall not only grow and shrink, otherwise it becomes too long and cumbersome and bore children who require frequent changes. Spent and not too complex sounds gradually switched from fairy tales, along with their related anecdotal moments. This happens gradually , starting this episode becomes shorter, sets out in more concise, schematic form, without the details, and then completely disappears. However, from time to time, is coming back to already spent points, because without training spent sounds easily forgotten, and the pronunciation is in English.
Better mastery of phonetic language is also coming from accompanying the process of delivering sound movements of hands and the whole body, in fact, a child, according to the American teacher Elizabeth Klejr, learns all of your being. Benefits of physical activity for the assimilation of language material noticed for a long time, so that there is such a great number of '' finger games '' English and Americans.
.2 Teaching preschoolers transcription
examination of transcription at an early age is one of the most controversial. Not all believe it is both possible and necessary.
Logically, the transcription icons - symbols of sounds - should be absorbed before letters. In addition, such a course from the transcription of audio via helps students to easily overcome the inherent differences between English pronunciation and spelling.
Children transcription allows them to lead a glossary and actively use it much earlier than is possible with study mentions: indeed, in a letter to each sign transcriptional is the only sound.
Of course, language course for pre-school children should be predominantly oral. You can navigate To transcription when foundations Phonetics in academic and children ready to literacy.is it possible to assimilate the transcription in the age of five, if even schoolchildren and adults, know its really bad. Probably why American textbooks for early learning a foreign language teaching is not a phonetic transcription of signs and symbols. In this technique, using phonetic symbols, all instruction is easier to write phonetic characters does not constitute a challenges, as well as phonetic symbols correspond to write English letters. For example: a - a - [] [ei], a [], a-[a:], e [e], e [I], er-[], [I], I-o [ai]-[] o, [u], o-[l], oi-[I] OU [au], u-u []-[u], u-[u:] u [ju]. Therefore, students quickly learn writing those characters being written using these characters. After this, we came to the conclusion that it can be productive only in a foreign, because on the one hand the guys of course faster writing, but later they will have to go to school and enjoy ordinary dictionaries where pronunciations written transcription characters. Therefore, it can be concluded that this is an essential part of learning Ruby pre-school learning a foreign language and this part of the training you need to pay attention..L. Sholpo offers original teaching transcription using manual-colored '' Hello, Mr. Tongue! '' . It is a logical continuation of the game and makes learning study Phonetics pronunciation keys easy, interesting and fun experience.
The principle underlying the allowance is very simple. Every sound is represented by the three pictures. The first is a subject that the teacher associates with that sound. The second picture was with the stylized, Schematic of the same subject. This is how the transition form in which the visible features, first as a specific picture and abstract phonetic symbol. And finally, the third picture shows himself a transcription icon.
This idea is based on the study of ancient Egyptian hieroglyphs in transition and hieratic For example, the character ' ' pitcher ' first look like a detailed image of the jar containing even the pattern; then as its outline, then both the schema and finally turned into the hook-it is an example of which is hard to find some similarities with the object. The same happens in a coloring book. Thus, the child there is a link between a fairy tale about sounds told by the teacher mnemonic image and transcription, which allows it to remember most easily and quickly.
Here are some stories now in short, with which you associate a picture of the Sound [u]
Mr Reed is lying on the floor and got bored. And he decided to start charging from boredom. "Up!" - and he is inclined upwards. '' Down! "- and again placed on the carpet.
Sound [^] (A) in the yard of Mr. Reed lived Duckling. He was quite small, but the mere catching carried. Open your mouth and swallowed them up. Black fly were too big, so it was hard to swallow. [ŋ] is a deep sound, he lives deep in the neck.
Sounds [I] Mr. Reed while charging, separated the button. He chose her sew. Picked up a needle … But poorly managed to sew up the tongue, so all time and crying: [I]! A thread took too long. In the end needle overeat letters put on weight Vaughn it became the thicker!
Sound [i:], Mr Reed sew on button and include a TV set. A circus show on TV. Mr Reed immediately ceased to Tut. Acted Clown, who played the harmonica. It will stretch, scale down. And his mouth to ear, even srw up knots.
Sound [e]
But not always has her mouth to ear. When we say [e] slightly open and sound live near the lips. As dog, Mr. Reed is guarding the house.
Sound [b]
On the previous page we got acquainted with [e]. And what's happened here? He was in a hurry to guests ... and stumbled. Stumbled, rolled was upside down. Wanted to say its habitual [e] ... but how much can you say, standing on his head? That's sound is an - short and indistinct?
Sound [a] Drove as Mr .Reed and his friend Stekol′chik into the forest. Walking through the Woods and took to the clearing. And there was a big Green Frog and catching the mosquito. Tongue as a frog, wants to jump out, catch a mosquito. But frog's nothing has happened. It is time for a rear double catches on tussocks and couldn't jump up to mosquitoes. [ k]! [ k]! [ k]!
Sound [r]And mosquitoes and are not afraid of frogs. Fly yourself , tease frog, language it shows: '' [---], all, all! ''day of mosquitoes, so a frog tease evening and itch can no longer, ohripli. Want to say '' w-w-w '', '' p-p-p ''. But language still show: [w] [w] [w].
Sound [p]
This frog blew and how to jump from all forces! Kicking it became tangled, but not before on mosquitoes and still jumped fell its side. Side, lie not angry-angry, and says so displeased by: [p]!is important to maintain motivation study transcription, immediately find a practical use in game situations: for example, received a mysterious message or you want to decipher inscriptions on '' the pirate map ''. And, of course, immediately make vocabulary, which draw objects, animals and sign icons.following techniques to make shaped perceptions of sounds is proposed in article by Vereninova j. b.: '' when describing and making vowel sound is more emotional assessments, as if it has been the subject of animate. These assessments can be both qualitative and comparative plan. In turn, each may contain estimates for vowel ('' fast '', '' proud '', etc.), as well as multiple color presentation ('' green '', '' pink '', etc.). Assessment of the plan are to find comparisons with different objects and phenomena of nature, animals, etc. ("Borodino '').
So, in our view more successful is teaching pronunciation through a fairy tale. Composing his tales of the following guidelines:the sounds slowly, going from simple to more complex.with each sound built in three phases: a) presentation of sound with a detailed description of the action of the tongue, the speech; b) docking, practicing sound, the guys talk about the speech, teacher) reproduced only repeating the sound and started to give game, but on speech. Connect audio from playing his spell, as based on onomatopoetic and similarity. For example, in a fairy tale sound [f] is associated with a broom, because the movement of teeth and lips reminded the Sweeper sex . the tale only English words that include familiar sounds, or those who are close to the Russian and do not require explanation.
So summing up all over, once again present the guidance to be used in lessons, phonetic language: partywork on sound, even at a very young age.
Gaming approach to Phonetics; inclusion is an engaging storyline, workout in the game played out as a teacher with students.sound-conducting movements of hands and body.emotional relationship to the sound.
.3 Training pre-school children to read and write
the development of different techniques to teach children to read there have been two main directions:word approach, i.e. reading, based on the perception of the entire words without the exploded his letters and syllables;sound approach, method based on the selection of sounds in the word.
The advantage of any of the methods is not proven, but how can you catch from your reading further, we are closer to the second track.
Secondary school Teacher in the Azov district ZadonskayaT. I. Izogin offers interesting teaching kids to read by playing '' Country '' Bukvlandiya. Each letter in that country is not just the letter, and any fairy tale character, based on the inherent children shaped memory and associative thinking, teacher, together with pupils Menlo Park images-legends of all letters and letters, combining all the fabulous storyline.
Here are some examples of fabulous stories: '' there are two thieves were crucified Bukvlandiya c and g they pranksters and bullies, every time they meet humpbacked grandma was a little girl I, e, u, or small snail begins with brigand hissing like a snake: [s] [s] [s] and prankster g, begins to buzz like a hornet: [d], [d], [d]. The police of a Hunter and u want to punish the militiaman pranksters and all the consonant letters agree. But with a brigand and a prankster g with a u and consonant letters are hidden from them, putting on a mask of Trinity-gnome, plaintively showing: [k], [k], [k] and [g], [g], [g].interesting example of learning to read words from non pronounced consonants can be found in the book '' Kids ` stuff, this book covers a variety of drills to teach children reading, writing, etc. in the book to write a few words from non pronounced consonants, then read to children letting their fantasies and come up with a history of sleep, why these consonants. The teacher first allows installation that these letters are sleeping, and that is why they sleep, invent already children.
This book is an example test that defines how much learned to understand transcription characters and read. This work will involve children and older. We know that children 5-6 year old loves to paint and draw, so all you need to do for children, that is right, then read the word in a transcription sign associated with this sound and paint color (corresponding to the transcriptional character) limited scope corresponds to the word. As a result, the child will enjoy the received picture mystery. In this example is a pretty big picture, but if you prefer, a teacher might reduce the number of scopes and keywords.the phonetic symbols to which we referred in '' Learning transcription '', we propose that in ordinary characters.
Find a Word. Teacher pronounces a word, and students will find it in the list of multiple words. Who's faster?
Pick a label to the image. Teacher divides people into multiple commands. Each team produces ten pictures and ten inscriptions. Three, the team that quickly takes text to pictures, receives a prize.
' Confusion '. Night wind is confusing the plates at the Zoo or in cages a store on products, etc. need to clean up.you acquire their mother tongue, first of all, wants to learn to read, then the English language this motive is not a host: too small as long as the vocabulary of children. Therefore, you should rely more on the desire to write children's vocabulary, your name, write a letter to the doll, which speaks only English, or English children of the same age; read the English label, the names of these chocolate and candies.complexity of the English spelling has a large number of teaching theories of literacy in English-speaking countries.
Reading and writing goes hand in hand, email is the main activity of that concept and folding words from cards, magnetic whiteboard or patterned cloth. Start learning letter should have letters, font styles that match the style of transcription characters. This is d, t, l, n, b, p, m, w, f, v, h, k, g, s, z, r, i.e. most consonants.
Please note that the most difficult for children are those letters, font style, which coincide with the Russians if designated their sounds. Here we can help special games.
Read the word in English and Russian. Are words that are made up of letters that are common to the two languages. Some will have meaning in both languages (WHAT CDS, MOUTH, MAT), others only one.
Sports relay. Two groups Compete. Each receives '' waybill '' commands written in English, for example: ' Run to the wall! ' and so on number corresponds to the number of participants to each in turn gave the word, and action. Winning team that finished first.reading all the above, with regard to letters, we asked ourselves, and how to teach children to write about? Reading in five years, taught many children, and we know how they teach, but much harder to teach children the letter.this paper we offer teaching letter children in kindergarten, as described in the book '' HBJ HANDWRITING '', author Betty Johnson. This technique involves teaching children how to four or five or six years of age. Teaching letter was tested in the following cities: Los Angeles, Philadelphia, Houston, Kansas City, etc.
Primarily this method focuses on teaching children notions related to the direction and coherence as: left, right, up, down, over, around, at first, then, in the end, after the red, yellow and green. Students learn to identify the same or different kinds of objects, the position and size of items. This method is called a "Stroke and Letter Formation ', it uses simple vary colors by point check box and the system switches to teach children to write in block letters. Green, yellow and red dots are helping children identify the starting position (green), where the line is interrupted or suspended (yellow) and the place from which to write the letter ends with (red). Arrows indicate the direction work together with green, they help children to determine the direction of the line, in order to begin learning the letter you want to do some exercises to consolidate in children following associations: green - yellow - beginning of the road; stopping, but followed by continued; red roads. To achieve the desired result, we offer some of the exercises described Betty Johnson. For example, play in traffic rules, using a large picture of traffic lights, explaining children that the red color means, that path is closed, and yellow warns that you need to wait, and green indicates that the path is free and you can move forward. Thus, children will be a set of data. You can then use the following tasks, which will help children to draw a line from red to green dot, with the following exercises will help consolidate the concept of children such as: guidance from top to bottom , from left to right; as well as being able to define the shape of the object , and miscellaneous items , high and low , to determine position: top, bottom, middle , in a circle , define the shape of a circle, as well as row labels and letters (high, low, '' ) . Once students understand what all this means you can start to write lines and letters particular interest is the discipline of children to recognize the top bottom and staging lines is offered to children of piecing together with these lines, as shown in Figure . Children should call lines on the basis of a form object (the star, circle, square). Then, children are invited to draw the lines high and "tailed ' animals. But we are certain that they'll be, therefore, propose to use pre-made dolls of colored paper that children could hang. Previously the children it is recalled that superior animals shall be placed on the bottom line to the top or the head it should abut the ceiling (top line) and legs to stand on the bottom line. Low animals should paws ' stand ' at the bottom line, and head rests in the middle line, because they are low. In turn, the tailed beasts should sit on the bottom line (' head ' or ' the Hill '), and the tail is down below. This exercise will prepare children to writing letters.
In the next exercise, children are encouraged to talk about animals and compare them with letters, determining what letter is similar to what animal. Then guys call letters are high, low and '' tailed''.following exercise, you guys write straight lines in the line starting with a green point to red , so the kids go to write the first letter-l . In the following exercises students draw circles and straight lines in the line , and then go to writing letters b and c .
.4 Learning vocabulary
preschoolers Explore for the vocabulary means that any word you enter must firstly be communication relevant to child health; secondly, to semantic and grammatical relationship with other words. As stated by E. I. Negnevickaya, '' just after typing a shift to action it '', and '' speech Act means building speech ''. But the speech is already in the grammar. Consequently, the development of vocabulary in isolation from the grammar.
In terms of exploring grammar following natural path of development meant that by imposing a the material, it is necessary to consider the communication needs of children, and his relative difficulty.studied the different material about requirements for selecting vocabulary and his organizations, we've made this conclusion that a huge role when the lexical units are associative links, so if a new vocabulary '' … you give is not isolated to scattered words in the text, not words and share student song immediately with a group of words denoting a piece of reality … '' and '' … a couple words of proven Association (foe - a friend table-Chair, etc.) is much better than a pair of unrelated words, and, most importantly, better than these same words, figures in isolation. (Negnevickaya E.I., Shahnarov A.M. language and children s. 77).
I.L. Sholpo offers some rules to guide the introduction of a new language should not be at the same time: more than 10 words.input the words must be several pairs of sustainable associative relationship.vocabulary that semantic group must be motivated and is caused by the communication needs of children.the group is made up of words semantically the same part of speech, it must be linked with a repetition of the words of another group, belonging to another part of speech to a shortcut item is an object-specific subject matter.need to consider the order of words within the Group: some words are consecutive, other '' hooks '' for them associatively.ask children '' to ''. A new vocabulary to establish themselves in the mind of the child gradually, through judicious step by step exercises.
Here are examples of some of the exercises on finding out the words:'s faster? Teacher refers to objects in the room, pictured on the walls of the patterns hang, colour, part of the body. Children up to the subject (s) faster, clip art, finding an item for that color, and so on, and won.. When you play Lotto that children love, a teacher takes not of the image, and text boxes that indicate items drawn on pictures from students. The teacher asks, "Who has a cat? Who has a wolf? ''. The picture on the card is needed, says: ' I have '. Lotto should be topical.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.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.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: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.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.selecting vocabulary must be taken into account:communicative importance for children; an objective difficulty.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
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.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
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.