Ағылшын тілін оқыту әдістемесіне арналған нұсқаулық

Л.Б. Асқарова, С.Д. Рахимжанова, А.С. Волкова

ENGLISH

Əдістемелік нұсқау

Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша мектепалды дайындық тобы мен сыныбы педагогтеріне арналған

Методическое руководство

для педагогов предшкольных групп и классов

по Типовой учебной программе дошкольного воспитания и обучения

Алматыкітап баспасы 2017

ƏОЖ 373.2 (072) КБЖ 74.102

А 88

Асқарова Л.Б. жəне т.б.

А 88 English: Əдістемелік нұсқау. Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша мектепалды дайындық тобы мен сыныбы педагогтеріне арналған = English: Методическое руководство для педагогов предшкольных групп и классов по Типовой учебной программе дошкольного воспитания и обучения / Л.Б. Аскарова, С.Д. Рахимжанова, А.С. Волкова. – Алматы: Алматыкітап баспасы, 2017. – 116 с.

ISBN 978-601-01-3158-3

ƏОЖ 373.2 (072) КБЖ 74.102

© Асқарова Л.Б., Рахимжанова С.Д., Волкова А.С., 2017 © «Алматыкітап баспасы» ЖШС, 2017

Introduction

- This teaching complex was developed for preschool English teachers in accordance with the Standard Educational Curriculum for preschool education approved by the Ministry of Education and Science of the Republic of Kazakhstan dated August 12, 2016.

- to form basic skills of listening and speaking in English through games and creativity;

- prepare sound foundation for successful transition to further study of English in primary school;

- create a comfortable environment for the communicative and psychological adaptation of young learners to acquiring English;

- develop the memory, attention, thinking, and imagination of preschool learners; - expand children’s vocabulary and view through learning new English words.

The content of the complex covers the programme content and reflects three learning strands defined for young learners: Listening, Speaking and Use of English.

The material presented in the ABC Book and the Activity Book covers the following topics:

-All about me -My school

-My family

-The world around me

-Where do the roads go?

-Why you need to know customs and traditions? -Healthy and tasty

-How to be healthy

Modern approaches and strategies of teaching English as a second language aim at developing the skills of the students based upon the requirements prescribed by the programme:

Listening skills

-begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly;

- begin to recognize with considerable support a few basic personal questions spoken slowly and distinctly;

- begin to recognize with support simple greetings, recognize the spoken form of a limited range of basic and everyday classroom words;

`- begin to recognize basic intonation distinguishing questions from statements; - begin to recognize the sounds of phonemes and phoneme blends.

Speaking skills

- begin to make basic personal statements and simple statements about object;

-begin to use intonation to signal questions in basic exchanges; -pronounce basic words and expressions with some mistakes;

-respond to very basic supported personal questions using short answers; -begin to produce words in response to prompts;

-exchange simple greetings and say “please, sorry and thank you”.

Reading

-rесоgnizе some very high-frequency words from local environment.

Use of English

-use cardinal numbers 1 – 10 to count; -begin to use a few colours;

-use common singular and рlurаl nouns to say what and whеrе things are;

-use basic adjectives and colours to say what someone /something is оr has; -use determiners “а, аn, this, these” to indicate what something is;

-use interrogative pronouns“what, where, how” to ask basic questions; -use demonstrative pronouns “this, these” to indicate things;

-use personal subject pronouns to identify things;

-use imperative forms of соmmоn verbs related to classroom routines;

- use basic present simple forms (positive, negative) to give basic personal information.

The present complex “English for preschoolers” consists of the following components: -The ABC Book

-The Activity Book

-The Teacher’s Book -The Audio CD

-The Set of flashcards

The ABC Book

The ABC book is developed in accordance with the requirements of the methodology of teaching English to small learners.

The authors of the book took into consideration the peculiarities of children of this age group, their physiological and psychological features, so the structure of the book contains such tasks that suggest reasonable change of activities by involving them into listening, singing, dancing, speaking, jumping, etc.

The ABC book consists of eight thematic units. It contains skill-based tasks for listening and speaking. At the end of the book there is a pictured alphabet to assist children to memorize the alphabet.

The Activity Book

The Activity Book provides additional tasks to memorize the material presented in the ABC Book. The tasks suggest drawing, colouring the pictures, pasting stickers, tracing and other activities that are very interesting for the young learners.

The Audio CD

It includes all listening materials introduced in the ABC Book and Activity Book. The audio texts are supported with listening, pronunciation and phonics activities, as well as songs and read-along stories. The listening material is also recommended to be practised at home.

The Teacher’s book

The Teacher’s book provides methodical guidance and support for using this complex in the classroom. It introduces long-term and short-term planning. You can find answers for the tasks, the instructions for the suggested project work and the scripts for audio texts.

The Set of flashcards

The aim of this Set is to present, practise and recycle the new vocabulary. The Set of flashcards provides the material for the number of activities with the young learners during lessons. There are 2 dices (the activity with them are described in the lessons contents), flashcards with the characters of this book (to be used during the roleplaying of different exercises; there are perforated holes for a string to be put around the neck), flashcards on various theme vocabulary in the Set. Some games with flashcards are described in Games Bank at the end of this Teacher`s book or in the lessons` content. Sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play, with parents and siblings. This Set can be used for the following activities: memory games, drilling, identification games, TPR activities (Total physical response).

Long-term plan

Units

Topic of the lesson

Learning objectives

Hours

Unit 1. All about me

Lesson 1. All about me

0.L3begin to recognize with the considerable support simple greetings.

0.S6 exchange short simple greetings.

0.S1 begin to make basic personal statements.

Lesson 2. All about me

0.L3 begin to recognize with the considerable support simple greetings.

0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.S4 respond to the very basic supported personal questions using short answers.

0.S6exchange short simple greetings.

Lesson 3. All about me

0.L3 begin to recognize with the considerable support simple greetings.

0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

0.S1 begin to make the basic personal statements.

0.S3 pronounce the basic words and expressions with some mistakes.

0.S4 respond to the basic supported personal questions using short answers.

Lesson 4. All about me

0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

0.L2 begin to recognize with considerable support a few basic personal questions spoken slowly and distinctly. 0.L3 begin to recognize with considerable support simple greetings.

0.L5 begin to recognize simple sounds of phonemes. 0.S1 begin to make basic personal statements.

0.S3 pronounce the basic words and expressions with some mistakes.

0.UE2 use the cardinal numbers 1–10 to count.

Unit 2. My school

Lesson 1. My school

0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

0.L3 begin to recognize with considerable support simple greetings.

0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce basic words and expressions with some mistakes.

0.S5 begin to produce the words in response to prompts. 0.S6 exchange short simple greetings.

Lesson 2. My school

0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

0.L3 begin to recognize with considerable support simple greetings.

0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce the basic words and expressions with some mistakes.

0.S5 begin to produce the words in response to prompts. 0.S6 exchange short simple greetings.

Lesson 3. My school

0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce basic words and expressions with some mistakes.

0.S5 begin to produce the words in response to prompts.

Lesson 4. My school

0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

0.L2 begin to recognize with considerable supporta few basic personal questions spoken slowly and distinctly.

0.L4 begin to recognize the basic intonation distinguishing questions from statements.

0.L5 begin to recognize simple sounds of phonemes 0.S1 begin to make basic personal statements.

0.S3 pronounce basic words and expressions with some mistakes.

0.S4 respond to the very basic supported personal questions using short answers.

Unit 3. My family

Lesson 1. My family