Organization of foreign language lessons in kindergarten - Курсовая работа

TABLE OF CONTENTS INTODUCTION 1. Possibility of preschool English 2. The problem of linguistic abilities of a child 3. Goals and objectives of foreign language teaching preschoolers 4. Number of pupils in a group, the frequency and duration of sessions 5. The game as the leading method of teaching preschoolers 6. Guidelines for teaching preschoolers 6.1 Learning pronunciation 6.2 Tutorials transcription 6.3 Training pre-school children to read and write 6.4 Learning vocabulary 6.5 Recommendations for the Organization of foreign language lessons in kindergarten CONCLUSION THE LIST OF LITERATURE INTRODUCTION Over the past 5-6 years, the number of people studying English has dramatically increased. It is clear that without knowing English language a modern man can not do without. Changed and the age of the man. If technique relies primarily on schoolchildren, now parents seek to the earliest teaching foreign language. Besides, this preschool age is considered to be as the most favorable for this activity by the psychologists. The changed situation creates an ever-increasing need for community educators. The lack of results leads to rather sad consequences. People can hardly speak the language basics, consider themselves to be able to teach preschooler as young children, this knowledge is enough. As a result, not just useless time is lost but also damages the further advancement of children in this area: the need to retrain themselves always heavier than teach and correct bad pronunciation is harder than put sounds with zero . But even when at the kids place come people are good at language, it is not always possible to achieve the desired result: teaching kids is a very complex case which requires very different methodical approach than teaching schoolchildren and adults. Faced with methodically helpless lessons, kids can acquire an aversion to a foreign language for a long time, despairing in their potentialities. 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. The main tasks of the study are: -to identify opportunities for preschoolers in English. -Open the main aims and objectives of learning a foreign language. -Open the main methods of teaching foreign language. Subject of research is that learning a foreign language. The object of study is the game, as the leading method of teaching preschool children foreign languages in domestic and foreign technologies. The work consists of a theoretical and practical parts. In the theoretical part we identify opportunities in pre-school children learning English, open the main aims and objectives of learning a foreign language, also disclose the main methods of teaching foreign language pre-school children. The practical part of this work are approximate pronunciation exercises to teach preschoolers, mastery of transcription, reading, writing, foreign language vocabulary and the advices on organizing the lessons are given Theoretical significance of this work is that its results could contribute to the further introduction of learning foreign languages in nursery and solve many problems of children in a foreign language. The practical value of this exercise is that these recommendations and many tasks and exercises can be used by teachers of foreign languages in nursery and primary school. 1. Possibility of preschool English Readiness for pre-school education in recent years for learning foreign language is increasingly reduced. Typically, a child of four years is considered quite prepared for school, some parents want to give a child to a group for three years children . What age is the most suitable to begin training? It is known that from an early age in mastering a foreign language speech is truly unique. Even K.D. Ushinskij wrote: Child becomes accustomed in a few months, so to speak a foreign language, nor can it in few years [2;10]. Unique predisposition to a speech (as well as most-favoured-nation treatment in mastering a foreign language is age between 4-8-9 years), the natural mechanism of learning speech plasticity as well as a certain independence of the mechanism of action of hereditary factors linked to membership of a particular nationality,-all this gives the child an opportunity under appropriate conditions have foreign language. Successful mastering a foreign language speech makes it possible for children because children (particularly pre-school) are more flexible and faster than in later stages, remembering the age material; the existence of a globally operating model and naturalness of communication; the so-called language barrier, the fear of causing discomfort to braking communication in a foreign language even if you have the necessary skills; experience relatively small voice communication in the mother tongue, etc. So, for how many years you want to start learning a foreign language? According to the author tutorial how to teach children to sp