Summary of an English lesson for young children (2–3 years old) “My toys. Where to start teaching English to little ones. Useful materials for parents and their children English classes for children 3-5 years old
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Learning a foreign language in early preschool age is possible, but it is fundamentally different from the methods used in schools. English in kindergarten or at home for 3-year-old children should not be taught, but gradually introduced into everyday life. Practice shows that the most optimal approach is when a 3-4 year old child learns a foreign language according to the bilingual principle - that is, as a second native language.
The necessary conditions
To successfully study a foreign language with a young child, the following conditions must be met.
- At least one family member speaks English fluently. As a last resort, you can hire an English-speaking nanny, but this may later be fraught with psychological problems for the child - he will be at a loss if mom or dad does not understand him when he tries to speak with them in English.
- Do not mix languages - if a child pronounces a phrase in English, then you also need to answer him in English. Under no circumstances should you include words or combinations thereof in another language into sentences in one language.
- Create a language environment whenever possible, at least at home - often turn on television channels in English, watch cartoons, place posters at home with the alphabets of both languages, use inscriptions and signed pictures. This will help the child develop language abilities, master the melody of English, form correct pronunciation and the perception of fluent speech by ear. Under no circumstances should English remain a strange means of communication for a child only with his mother or nanny.
You should not be overzealous with songs and music - a child at this age has difficulty perceiving words when singing in any language. The only exception is playful children's songs.
How to learn English with a baby?
English for young children is simple and easy to learn. The main rule for parents to remember is that your child will have two native languages. Accordingly, English should enter the daily life of the family. There is no need to organize special classes or set aside separate time for learning songs and looking at pictures. The child should hear the background sound of the language as often as possible, for which family members should ideally speak it periodically. You can find friends who are learning or knowing English and turn on the speakerphone during Skype conversations. There are special online services for communicating with native speakers, where people from different countries help each other improve their language knowledge for free. But it's all about the atmosphere that will help the child learn new knowledge. He himself will not speak English if you don’t study with him.
The main methodological techniques for achieving results are as follows.
- Learn children's play songs, for example “Left and right”, “Head, shoulders, knees and toes”, “Fingers` family” and others. You can do exercises with your baby by singing these songs.
- Read simple stories from picture books to him, showing the characters and their actions. At the same time, it is worth emphasizing the names of the characters and their actions: “This is a mouse. A mouse runs to the hole. This is a cat. Cat runs, he wants to catch a mouse." At the same time, it is possible and necessary to show the child what “run” and “catch” are with the help of gestures and pictures.
- New words can be introduced in large quantities, but choosing those that are often used in Russian. These will be the names of animals living in the house, toys, furniture, clothes, favorite things and activities of the child. You definitely need to show the object, name it, then after a couple of minutes ask to give it, find it, wash it, put it away, or do something else. This way, words will be organically added to the vocabulary and easier to remember.
- It is very useful to watch cartoons in English. But before showing the cartoon to your child, watch it yourself, analyze what new words are found there, and before watching it together, unobtrusively introduce them to your child. Heroes and their names can be studied with the help of pictures, their actions and feelings can be taught in a playful way.
The same intonation in the same situations will significantly help the understanding and assimilation of new vocabulary. If you always called your child to eat in Russian with the same phrase, then call him in English with the same intonation and the same words. If he doesn’t understand the first time, show him with gestures that it’s time for him to “to eat.” In the same way, other everyday verbs are introduced into use: wash, drink, get dressed, wake up, sleep and others. Learn and often repeat in a playful way the questions: What is it? What are you doing? Where is (something)? Do you like (something) and others. When choosing questions and vocabulary, you should focus on the main Russian phrases you use in everyday life. This will make it easier for both you and the baby.
It is worth considering that children are very sensitive to the state of adults, and if you yourself speak English with tension, having difficulty finding words, the kids will not feel comfortable and may refuse to learn the language altogether.
Lyudmila Bykova
Summary of an English lesson for young children (2–3 years old) “My toys”
Summary of an English lesson for young children (2–3 years old) on the topic “My toys”
Purpose of the lesson: We continue to introduce children to toys, develop interest in their bodies, and also create motivation for children to attend classes.
Training tasks:
1. We develop the ability to listen and understand English speech using non-translation methods of semantization.
2. We introduce everyday vocabulary into children’s active and passive vocabulary.
Active dictionary: a block, a doll, a brush, eyes.
Passive vocabulary: Take/Give, close your eyes, open your eyes, red, blue, many, here, there
3. We repeat vocabulary from previous lessons: hands, feet, nose, wash
4. Introduce the grammatical construction has got...
Developmental tasks:
1. Develop fine motor skills;
2. Develop memory, concentration, thinking;
3. We learn colors, the concept of quantity “many”, the concept of the spatial arrangement of objects “here”, “there”.
4. We develop the communication skills of young children: establishing contact, greeting, saying goodbye, stimulating a response during the conversation.
Educational tasks:
1. We create interest in learning English;
2. We instill a culture of behavior in society: greetings and farewells;
3. We form a positive attitude towards cultural and hygienic procedures;
4. Develop neatness and the habit of putting things and toys back in their place.
Equipment: doll, toothbrush, blocks, clock, audio recording Baby Beetles ""Go! Stop!”
Progress of the lesson.
1. Greetings ie: We say hello to mothers and children. First we ask the names of the mothers, then the children. The child must understand the question and can only say the name.
Hello! Hello, Mummies, hello, kids! I'm glad to see you again! What's your name? I’m Mummy Dasha/I’m Anya.
2. We play “Where are yours?”
Where are your ?
We try to establish eye contact with each baby:
Look! They are my hands! Where are your hands? Show me your hands, Anya! (we take the child’s hand). Here they are! Look! I can clap my hands! (clap). Let's clap our hands! Clap! Clap! (clap together with moms). Very well, darling! Can you clap your hands, Anya? Show me, you can clap your hands! (mothers and children clap together). Great! (thumbs up). We can clap our hands!
Look! They are my feet! Where are your feet? Show me your feet, Anya! (touch the baby’s feet). Here they are! Look! I can stomp my feet! (we stomp). Let's stomp my feet! Stomp! Stomp! Very well, darling! Can you stomp your feet, Anya? Show me, you can stomp your feet! (we all stomp together). Great! (thumbs up). We can stomp your feet!
Look! It's my nose! (touch your nose). Where is your nose? Show me your nose, Anya! (touch the baby's nose). It's my nose! I can sniff! (snort). Can you sniff? Sniff, Anya! (we snort together).
3. “We love to wash ourselves” - This is the way.
“In the morning, all the children get up and wash themselves. Shall we wash ourselves too?” Mothers, together with the teacher, sing a song and accompany with a massage those parts of the child’s body that they sing about.
Wash our face, wash our hands
This is the way we wash our hands
Everyday in the morning (three hands touching each other, simulating washing)
Wash our face, wash our nose
This is the way we wash our nose
Everyday in the morning (massage the nose)
What is it (showing a toothbrush? What is it? It’s a brush! Do you like to brush your teeth in the mornings and evenings? Show me how you do it! Like this! Let’s listen to the song. Let’s brush our teeth together!
Brush our teeth, brush our teeth
This is the way we brush our teeth
Everyday in the morning (we open our mouth wide in a smile and imitate brushing our teeth.
4. Role-playing game. Meet Dolly The Doll.
Material: doll with cube
We knock on the table. Listen! (gesture to ear). Somebody is knocking on the door. Knock-knock (knock). There's somebody behind the door (point to the door).
Teacher: Who is it? Do you know? (turn to the parent, who shakes his head negatively and raises his shoulders). No, I don't. Do you know? (to the child)
Teacher: I don't know either (shakes his head and spreads his hands). Who is it?
Let’s see (palm to eyebrows and look into the distance)
A doll comes in
Teacher: Oh! It"s a doll! Come in, Doll! (with a cube)
Look! The doll has got the hands! (show the doll's hands). Where are your hands? Show me your hands, Anya! The doll has got the nose! (touch the doll’s nose). Where is your nose? The doll has got the eyes! (show the doll's eyes). Where are your eyes? Look! The doll can close her eyes! (close the doll’s eyes). And...the doll can open her eyes! (open the doll’s eyes). Can you close your eyes, Anya? Close your eyes, Anya! Great! Open your eyes!
Let's turn to the doll. Little Doll, what's your name?
Dolly: My name is Dolly!
Teacher: Look! What is it? Do you know? (we ask parents and children).
Parents: I don’t know (shaking their heads along with the children).
Teacher: The doll has got a block (point to the cube). Take the block! (we give the block to each child in turn)/Now give me the block! (we ask for the cube back using a gesture or simply take it away).
Dolly: I have got many blocks! (dumps out of bag). Many!
There are a lot of cubes on the floor. We give each one a cube. We turn to each child in turn and point to the block in his hands and to the blocks on the floor: There is a block here. There are many blocks there.
4. Song game A doll with a bloc k.
There are a lot of cubes on the floor in 2 contrasting colors (red and blue)
Teacher: Dolly wants to play. She is going for a walk with the cube. Shall we repeat after Dolly? Let's play a game with Dolly and her block! Follow Dolly!
Parents: Let’s (mom!
The Doll is going to walk
She takes a red block (a blue) (in the hands of a doll and a child a cube of the named color)
Tap, tap, tap (imitation of gait)
Hearing the sound of clock (point to the clock)
She drops a red block (“drop” the cube out of fear)
5. Cleaning time! It's time to tidy u p!
Look! The room is messy! (we look around the room with our hand, paying attention to the toys on the floor). There are many blocks on the floor! Let's tidy the room! We sing a song and, together with our parents, collect the cubes into a box (bag).
(Sung to: "Mary had a little lamb")
Now it's time to tidy up
tidy up, tidy up
Now it's time to tidy up
And put our blocks away.
Leave a few cubes. We ask the child to pick up the cube and put it in its place.
Let's put the blocks on the place! (into the box). Anya, pick up a block! (the child picks up a cube from the floor). Put the block into the box (puts it in the box).
6. Let's dance! Let's dan ce!
We perform the movements together with the doll.
Dolly Doll, Dolly Doll, turn around
Touch the ground (touch the floor)
Jump up high (we jump)
Touch the sky (reach up)
Slap your knees
Sit down, please (let's sit down)
Pat your head (pat yourself on the head)
Go to bed. ("let's go to bed")
Wake up now (“wake up” and get up)
Take a bow (we bow)
Show your shoe (show the shoe)
I love you! (the doll hugs the children)
7. Farewell to cookies loy
Well done! The doll is glad that everyone did so well! Let me pat your head! (comes up to each child and strokes the head).
Look! Dolly Doll is sleepy (sitting sad). Doll must go! Kids! Wave Goodbye (wave). Bye!
8. Game to complete the lesson ""Go! Stop!"
Kids and Mummies! Let's play a game. The Go signal sounds (let's go to the music of Baby Beetles "Go! Stop!"). The music stops and we say Stop!
9. The ritual is forgiven nia
Kids! You look so sleepy! Let's wave Goodbye! Let's say Goodbye!
Lyudmila Bykova
Target classes: introducing children and parents with the teacher, each other, the room. Adaptation to conditions, creating motivation to visit classes for children: favorable atmosphere, gaming interest. Meet the heroes of the lesson speaking only English. language.
Training tasks:
1. We develop the ability to correlate words and objects (actions called English language.
2. Enter into active and passive dictionary children everyday vocabulary.
Active Dictionary:I'm,Hi!Bye!Mummy,Teddy,hands.
Passive dictionary: What's your name? Where are? Who is it? Look! Listen!
3. We teach how to greet and say goodbye English language.
4. We form initial skills when working with pencil: we teach how to hold a pencil correctly and draw a line.
Developmental tasks:
1. Develop fine motor skills;
2. Develop memory, concentration, thinking;
3. Developing communication skills young children: establishing contact, greeting, farewell.
Educational:
1. We create interest in English classes;
2. Let's introduce with a culture of behavior in society: greeting and farewell;
3. We form a positive attitude towards cultural and hygienic procedures;
4. We cultivate responsiveness and empathy for toys.
Equipment: toy bear, massage balls, soap bubbles, colored pencils, hedgehog stencil without needles, toy fish
Progress of the lesson.
1. Acquaintance. I'm glad to see you!
We greet mothers and children in Russian and English! Hi mummies! Hi kids! We take turns asking the mothers’ names and children in Russian and pass the ball to establish contact.
How else can you ask a name?
What's your name? We ask mom to answer question: Moms only say their first name. Then we ask baby: answers with the help of mom.
2. Articulation exercise “Fish” (practicing sounds [w] – What’s your name)"Let's play! Look what I have! Fish! Fish can blow bubbles! Now you and I will be fish. Sponges with a tube! The bubble grows and bursts (lips relax)».
3. Playing with our hands with children - Where are your hands?
We try to establish eye contact with everyone baby: Look! They are my hands! Where are your hands? Show me your hands, Anya! (take your hand and show). Here they are! Look! I can clap my hands! Let's clap our hands! Clap! Clap! Very well, darling! Can you clap your hands, Anya? Show me, you can clap your hands! Great! (thumbs up). We can clap our hands!
4. "We love to wash ourselves"- This is the way.
“In the morning, all the children get up and wash themselves. Shall we wash ourselves too?” Mothers, together with the teacher, sing a song and accompany with a massage those parts of the child’s body that they sing about.
Wash our face, wash our hands
This is the way we wash our hands
Everyday in the morning (three hands touching each other, simulating washing)
Wash our face, wash our nose
This is the way we wash our nose
Everyday in the morning (massage the nose).
Wash our face, wash our face
This is the way we wash our face
Everyday in the morning ( "we wash" face).
5. Exercise "Hedgehog"
Target: we develop fine motor skills, teach ourselves to listen to foreign speech, and develop empathy for toys.
Look! (showing a spiky massage ball). It's a hedgehog. Showing the spines. These are prickles. We pretend that we have injected ourselves. Hedgehog is prickly. Expressing regret that no one wants to pet him because of his thorns in Russian. Poor Hedgehog! Shall we pet the hedgehog? (we voice the request to stroke in Russian). Let's pat Hedgehog! Let's pat! Now the hedgehog will pet us! We read the rhyme and stroke ball: Hedgehog, could you pat my hand? I know you are tricky. But I want to be your friend.
6. Pencil drawing "thorns" using a hedgehog stencil.
Target: Draw lines with a pencil.
It's a hedgehog. Oh! Where are the prickles? A hedgehog has no spines. Let's make them for him! Let's make prickles! Comments when drawing: These are paints/pencils. Take a blue/red/yellow color. We help the child grasp the pencil correctly.
Draw a red color. Let's draw a line. What a beautiful picture! Well done!
7. Meet Mishka.
Material: a bear with a bag containing soap bubbles.
We knock on the table.
Listen! (gesture to ear). Somebody is knocking on the door. Knock-knock (knock). There's somebody behind the door (point to the door).
Teacher: Who is it? Do you know? (first to mothers - I don't know with a negative head gesture, then to the child - we wait for the word No or a head gesture).
Teacher: I don't know either (shakes his head and spreads his hands). Who is it?
Let's see (bear comes in) (palm to eyebrows and look into the distance)
Teacher: Oh! It"s a bear! We are glad to see you again. Come in, Bear! (with bag).
Teddy: Hi! I'm Teddy! What’s your name (teacher?
Teacher:Hi, Teddy! I'm (put hand to chest) Lyudmila Sergeevna.
Teddy: What's your name? (first to the mother, then to the child). Are you Sasha? No? Are you Masha? I'm Anya (teacher help). Are you Anya? Very good! Anya! Nice to meet you! (the bear shakes the child’s hand).
Teacher: Look! Teddy has got a bag. (point to the bag).
Do you know what’s in the bag? (children)
I don't know (mothers). I don't know either (teacher).
What's in your bag? (teacher to the bear pointing to the bag).
Teddy: Have a look! Bubbles!
Teacher: Bubbles? That's great!
We hand out soap bubbles to the mothers and blow them all together. Let's blow bubbles! Catch it!
We sing the song Bubbles all around to the tune "Twinkle Star". We accompany the song with gestures.
Bubbles All Around
(Sung to: Twinkle, Twinkle Little Star)
Bubbles floating all around ( "catch" bubble)
Bubbles fat and bubbles round (make a circle with our hands)
Bubbles on my toes and nose (touch nose and feet)
Blow a bubble, up it goes! ( "we blow" bubble)
Bubbles floating all around. ( "catch" bubble)
Bubbles falling to the ground. (we sing slowly and bend over, touching the floor with our hands).
8. Teddy Bear Simulation Game
Teddy offers the children dance: Kids, let's dance! We perform movements in time with the words songs:
Teddy Bear, Teddy Bear, turn around (spinning)
Teddy Bear, Teddy Bear, touch the ground (touch the floor)
Teddy Bear, Teddy Bear, jump up high (jump)
Teddy Bear, Teddy Bear, stretch to the sky (reach up)
Teddy Bear, Teddy Bear, slap your knees (slap your knees)
Teddy Bear, Teddy Bear, sit down, please (sit down)
Teddy Bear, Teddy Bear, pat your head (pat ourselves on the head)
Teddy Bear, Teddy Bear, go to bed ( "let's go to bed").
bear thanks you for playing(comes up to each child and strokes his head):. Anya, let me pat you. Sasha, let me pat you.
Look! The bear is tired. Teddy is sleepy. Let's say goodbye to him. Let's say: Bye!
Look! Teddy is waving goodbye! Kids, wave goodbye to Teddy! (wave) Wave! Let's say bye together! Bye (we wave). Bye!
9. Farewell ritual. Kids and mummies! It's time to say bye! Wave goodbye! Bye, kids and mummies!
List of used resources:
Nigmatullina E., Cherkasova D. Because. Self-paced course children from 2 to 6 years old English language.
http://www.everythingpreschool.com
In the first years of life, the child actively absorbs all information coming from outside. At the age of 3 years, the ability to imprint is activated - that is, the baby begins to build complex connections of objects and persons in memory and tries to build the first logical chains. Therefore, English for children from 3 years of age is a pressing issue for parents who want to provide early education in the language of international communication.
Such a process will be effective for a three-year-old child only if parents actively encourage the preschooler to receive information in English at home. This is done in a playful way, with the help of foreign language addresses and light exercises. Let's take a closer look at the various methods and available teaching tools in the article.
Methods of teaching English to 3-year-old children: a detailed analysis
There are several generally accepted methods of teaching English to 3-year-old children. Among them, the most effective are:
Zaitsev's training system
Regular classes are conducted using special game cubes. They are different in weight, colors, and make different sounds. Words and syllables in English are printed on the edges of the cubes. This is how the child learns to reproduce simple vocabulary from memory and becomes familiar with the phonetics of foreign speech.
Read also:
Doman system
This program involves viewing colorful cards with pictures and words. By naming and repeating after the teacher or parents the names of drawn objects, 3-year-old children actively use their visual memory.
Flashcards and blocks for learning English can be easily found in most bookstores in the literature and games section for preschoolers.
Learning through play
Of course, for 3-year-old children this is the most effective method of teaching English. Without focusing on what the child is currently doing, you can achieve high results in a short time. Until the age of 5, children perceive everything through play, so it is worth using it for the benefit of the development and growth of the child’s knowledge.
Of course, today there are many language centers that accept young children for training. However, even classes with a teacher in a group should be supplemented with simple exercises and games at home so that the process goes correctly and quickly. Even the busiest parents can do this:
English classes for children 3 years old: instructions for parents
Moms and dads can follow these simple guidelines to ensure successful English lessons for 3-year-old children:
Look at books with colorful pictures with your child, commenting on the drawing and asking him to name colors (objects, characters) in a foreign language
Gradually adapt everyday addresses, greetings and farewells to English
Examples:
Good morning!("Good morning!")
Good night!("Good night!")
My sweety("My sweet")
Honey("Expensive")
Good for you(“Lucky you!”), etc.
Try to always praise your child for success in English words
Examples:
Excellent, baby!- “Great, baby!”
Good- "Fine"
High Five- "High five!"
![](https://i1.wp.com/tap2eng.ru/wp-content/uploads/2018/11/x46578.png.pagespeed.ic.44L6s5jWRA.jpg)
When offering different dishes to choose from, focus on their English names and ask your child to repeat them after you
While observing even such simple rules that complement English classes for 3-year-old children, we should not forget about the main “tool” for influencing the acquisition of knowledge – games.
10 games for children 3 years old in English
Playing is every child’s favorite pastime. Through it he learns about the world, relaxes, has fun and rejoices. Among the games for 3-year-old children in English, you should choose simple ones that do not cause as much mental and psycho-emotional stress in the child as possible. Ease of completing tasks and ease of learning new things is the key to success!
Parents can choose any of the following games:
1. Hide and seek, counting counters in English
Ask your child to count to 10 in English before doing anything (finding you in an apartment or house), or finding a “missing” magic object. He can figure out who goes first in a board game with a simple number count in English.
2. Edible and inedible
While throwing the ball, name the objects in English, alternating examples with edible treats and inedible objects. Invite your child to answer “Yes” or “No” in English – Yes or No?
3. Describe a picture, toy, weather, object
The child should use as many English words as possible when describing something.
4. Board games
In the children's section of bookstores today there are many options for “board books” for kids in English. Bring them back from your trips, ask your acquaintances and family friends to bring them from abroad. This develops logic and speeds up the development of the English language!
5. Choose a picture
You will need cards (possibly speech therapy, without signatures in Russian) with images of colored objects, geometric objects. Encourage your child to group them into groups by color, naming them in English.
6. Name the syllable
Oral game. Say English words out loud to your child, omitting the endings, so he can finish them himself. Rhyming rhymes (such as children's limericks) are best suited for these purposes.
Of course, this list can be supplemented with colorful and interesting mobile applications. But remember that simply giving a 3-year-old child a tablet or smartphone and going about his business is not an effective method! You must play and analyze what you saw and heard with him, then learning English will be successful.
![](https://i0.wp.com/tap2eng.ru/wp-content/uploads/2018/11/x123.png.pagespeed.ic.JpRnnqbdmF.jpg)
7. Try on the role.
Invite your child to play the role of a father or mother who lives far, far away from here and can only speak English, and let the toy be a child.
8. Clap your hands.
Challenge your child to clap his hands every time he hears a syllable or letter, and then say as many words as possible with them.
9. Drawing a friend from London.
The child draws a boy or girl who could only live in London and become his friends. And then he describes them in English, telling them what they are interested in and what they do on weekends. This activity will appeal to children who love to draw and do crafts.
10. We sing and dance.
Find a couple of children's English songs and learn them together with your baby, and then perform them in a duet, complementing the performance with fun dancing.
Teaching English to children 3-4 years old – goals and objectives
Before starting homework or lessons in a circle, it is appropriate to determine why children 3-4 years old need to learn English. Make a short list of goals and objectives so that you can focus on them in the future when selecting lesson material.
The list might look like this:
Learning English is interesting and useful for overall development
English in the future will expand the horizons for a child’s study and work
In just a few years, the baby will be able to take part in international competitions and competitions.
At the age of active communication, my child will be able to communicate via the Internet with peers from different countries
Learning a foreign language will help my child get used to the learning process and treat knowledge with respect and interest
After compiling a list of goals for teaching English to children 3-4 years old, it is worth drawing up a detailed lesson plan.
English lesson plan for children 3 years old per week (table)
The weekly English lesson plan for 3-year-old children from Tap to English is an example for parents. The content of the classes is selected separately from open sources - the Internet, books, applications, and so on. The most important thing is to try to include as many useful and exciting games into the process as possible and to “switch” the baby from one activity to another in a timely manner so that he does not get bored.
Day of the week |
Time of day |
Lesson structure |
MONDAY | MORNING | Working with cards Learning 2-3 new words |
DAY | Watching a cartoon in English Parsing a picture book Working in a mobile application for children |
|
EVENING | Review of words learned in the morning Learning a song or short poem |
|
TUESDAY | MORNING | Repeating a poem or song learned the day before Watching a cartoon in English |
DAY | Game (optional) Cartoon in English |
|
EVENING | Review of words learned yesterday morning Learning 2-3 new words |
|
WEDNESDAY | MORNING | Repeat words Repeat a song or poem Game (optional) |
DAY | Working with cards (optional) Learning 2-3 new words Repetition of words learned in 3 days |
|
EVENING | Cartoon in English | |
THURSDAY | MORNING | Repeat words learned the day before Learning a new song or poem in English Game (optional) |
DAY | Working in the mobile application Repeat a song or poem |
|
EVENING | Cartoon in English Repetition of words learned yesterday |
|
FRIDAY | MORNING | Working with cards Drawing on the topic (using English words) |
DAY | Repeat a song or poem Review of words learned during the week Cartoon in English |
|
EVENING | Cartoon in English | |
SATURDAY | MORNING | “Performance” in front of the family with any poem or song studied during the week |
DAY | Going to a park, cinema or festival, watching a film about Great Britain or English children with further discussion in English | |
EVENING | Rest | |
SUNDAY | MORNING | Learning 2-3 new words |
DAY | Cartoon in English | |
EVENING | Rest |
It is worth noting that this is a sample lesson plan: each child is individual. Someone has sufficient perseverance and will take part in each of the points of the plan with interest. And for some it will be difficult to do this every day. Each parent makes decisions on the duration, content and frequency of classes independently, based on knowledge of the character traits of their child.
And most importantly, in teaching English, as in everything else, be guided by ONLY FOR THE CHILD AND HIS INTEREST. Don't try to achieve your own goals at his expense. The child involved in the process will not experience dissatisfaction and frustration before, during and after the lesson.