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Статья на английском языке на тему "Как заинтересовать детей в изучении английского языка"

Имашева Гульнар Касымхановна Имашева Гульнар Касымхановна

How to interest children in studying of English
I am a teacher of a foreign language. Worked at school and in kindergarten.
I want to share with some areas of work with children of different age. A problem of increase in learning efficiency all demands from us teachers of a foreign language of use new pedagogical technologies, methods, acceptances. For teachers it isn't enough to know language, the most important permanently to maintain interest at children. Trying to obtain the solution of this task, we use various acceptances, methods of various pedagogical technologies. These are of course game technologies, health the preserving technologies, use of ICT, use of songs in English, dramatization, learning of verses, thereby the teacher tries to obtain automatism of knowledge of this or that material. Verses and songs, videos surely contact a certain subject.
For example:

  1. when studying the alphabet, we watch the video

Qq-Rr-Ss, Tt-Uu-Vv
Ww--Xx, Yy-and-Zz,
Now I know my A-B-C
Come on now and sing with me.
Qq-Rr-Ss, Tt-Uu-Vv
Ww--Xx, Yy-and-Zz,
Mother will be pleased with me
Now I know my A-B-C.

  1. when studying forms of the verb to be, we use reception of learning of forms on motive of a song «Влесуродиласьелочка»

I am We are
You are You are
He is She is They are

  1. when studying structure of Where is, we study various rhymes, songs:

Where is my ball
Where, oh where
In the sofa or on the desk
In the yard or in the tent
Where is my ball?
Where, oh where
Oh, here it is, under the chair

  1. when studying time of Present Continuous we learn rhymes, songs

One and two and three and four
I am playing on the floor
I am playing with the ball
And a pretty little doll

Are you sleeping (2)
Brother John (2)
Morning bells are ringing (2)
Din din don (2)
Bells are ringing (2)
Din din don (2) Merrily come to school (2)
Dindindon (2)

In training in foreign languages game technologies are of great importance. We use games at each lesson. Games we use the most various: mobile, language, grammatical, phonetic, we use various board games, didactic games.
Also we try methods and methods of training of our mentors who used language games in the work:
1.Induced information –reception of deliberate creation of distinctions in volume of information
2. Opinion gap – reception of use of distinctions in the points of view
3. Information transfer – code conversion of information
4. Ranking – ranging reception
5. Questionnaires – reception of use of questionnaires
I used the 5th acceptance in the work, its benefits are that method can be used in all classes, with any subject and answers practically all principles of communicative training. By means of Questionnaires it is possible to provide any grammatical orientation of oral statements.
During the work with various organizations of education helps me, especially with work with preschool children and at the initial stage at school, "revival" of these or those grammatical units. When passing rules of the reading (opened and the closed syllable) we use the changed tales of singers (vowels), conductors (concordant) and the composer of R. The verb to be turns into the King of Be, at first the teacher provides the picture or a photo, and on a concluding session I am helped by pupils of the senior classes. "On a visit at Ms. Grammar" - a concluding session where all sentence parts, punctuation marks "live" and in the same place children meet the King of the English verbs to be. The king leaves the business card on which all forms of the verb Be are represented.
Also the teacher carries out monitoring on identification of combinations of letters hard to pronounce, on such cases at us a combination of letters - th – turns into charming Mrs. of Th. Pupils get acquainted with her family (at introduction of the subject "Family"), the photo or the picture of Mrs. of Th is provided. The family album of Mrs. of Th, is made out randomly. It very much is pleasant to children. With preschool children we use this reception too. "We recover" a tongue, some dolls, the imagined characters, we speak by voice of characters. That children weren't tired on occupations in kindergarten the dynamic pause is used. I hang up a board with symbols"Attention" or "Rest". When children are engaged weighs symbols "!" if we are interrupted on a dynamic pause, I overturn a board ")" and we carry out a funny break. In the high classes - it is "Attention", "Funny Break".
Very often in work with children of preschool age we use the interactive equipment with practical application. There are mass of different programs helping to diversify methods and forms of activization of a lexicon by means of viewing of videos of the developing animated films in English for various subjects of tasks, on fixing of such subjects as "Colours", "A family, "Domestic and wild animals", "Account" etc.
Always to be in a tone and we try to keep interest of children in a foreign language that that brand new, nonconventional methods, for example a technique of the Japanese teacher Makoto Shichid. I like reception "A memory chain" , "A memory grid, "Mandala".
These are various a flash – cards, cards are a fundamental component, and, according to the author, their quantity is more important than quality. We try not to show to children the same card more than 3 times because the monotony quickly bores children. All these receptions develop memory of the child and very well influences quality of storing of material. The mandala is the difficult geometrical image taken by Shichida's technique from Buddhist and Hindu religious doctrines. Now this acceptance is widely used in psychotherapy for understanding own "I". Mandalas are really beautiful images with bright patterns, and children with pleasure play with them and therein train lexical units on the subject "Colours".
Widely we use on occupations with kids in kindergarten – igrovizor, benefits which help to diversify individual work and to save time and distributing material.
I will tell about one method "The Focused Tasks", this method is used as a step of preparation for situational, speech communication and to role-playing game.
The focused tasks are systematized and divided into 6 groups:
1. "Guess" - aurally, to the touch, imitation
2. "Comparison" - search of pair images, comparison, clarification of the related relations
3. "Mosaic" - disaggregation of the basic scheme, drawing up texts from fragments
4. "Opinions" - comparison of opinions
5. "Decisions" - creation of a logical chain
6. "Projects" - dialogue recovery, actions planning

I worked on the 2nd Comparison group at studying of a subject so far "with My family, each pupil receives a card on which members of "his" family are written.

For example: You are Victor Ivanovich
You have got two daughters: Lena and Olga.

Lena: Your name is Lena. You have a sister, her name is Olga. Your father`s name is Victor Ivanovich

Olga: You are Olga. You have a sister Lena. Your father`s name is Victor Ivanovich.

It is one family. The quantity can be any. Pupils are purposefully brought to the dialogical speech. Using type questions – Have you a sister? And answers: Yes, I have a sister etc
Audition, speaking, reading and the letter is types of speech activity which have to be created at pupils to provide an opportunity to carry out communication in oral and written forms.
Each teacher of a foreign language has methods of work, receptions, cunnings, but all have one purpose – to lay the foundation of communicative competence necessary and sufficient for their further development and improvement it is aware of studying of this subject. Language - whether it is native or foreign - serves as the means of communication, means of reception and information transfer about surrounding reality under natural conditions to social life, and as that it also has to be considered at his studying.