Interactive English lessons for beginners. Individual English lessons. How the textbook is structured

Using games in English classes with preschoolers in kindergarten

Description: This development is intended for English language teachers working with preschool children. This material can be used by teachers in English classes in kindergarten.
Introduction
Play, as we know, is the main activity of a preschool child. It serves as a kind of common language for all the children. Using games as one of the methods of teaching a foreign language greatly facilitates the learning process, making it closer and more accessible to children.
At every minute of the lesson, it is necessary to maintain children’s interest, to evoke joy, delight, and admiration through outdoor games, toys, and magical transformations.
The game is suitable for any type of lesson and type of learning, allows you to optimize the process of memorizing educational material, creates a genuine communication situation, and contributes to the development of children's communicative competence.
The game is not an end in itself, but is used in combination with other learning technologies.
Practice shows a positive impact on the educational process of all types of games: didactic, active, creative. Each game performs its own function, contributing to the accumulation of language material in the child, consolidation of previously acquired knowledge, and the formation of speech skills. Games are one of the methods of health-saving technologies.
Games are used for various purposes:
when introducing and consolidating knowledge of vocabulary and models of a foreign language;
for the formation of skills and abilities of oral speech;
as a form of independent communication for children in a foreign language.
Practice shows that the formation of communication skills in preschoolers through learning English in the form of games contributes to the development of the ability to cooperate with each other, actively listen, develop auditory perception, and obey rules

1. Gaming activities as the main component of English classes
“When a child plays, he always strives to go forward, not backward. In games, children seem to do everything together: their subconscious, their mind, their imagination “work” synchronously.”
(A.N. Simonova)

I, like every teacher, want my children to successfully learn English and engage in classes with interest and desire. Parents of children are also interested in this.
And I set myself a goal - to promote the formation of cognitive interest in preschoolers in English classes by using game methods as a means of activating cognitive activity in English classes.
In preschool age, the leading activity is play, in which the child learns about the world around him. Using gaming technologies in English classes, you can achieve several goals at once:
expand and consolidate the studied lexical and grammatical material;
develop children's speech skills;
develop memory, attention, intelligence, imagination of children;
create an atmosphere of search and creativity in the classroom;
develop creative activity, initiative, creativity of children;
teach cooperation in diverse groups;
relieve emotional stress and monotony.
The game builds a strong interest in further learning the English language, as well as confidence in successfully mastering it. But I would like to note that the game has not only motivational functions.
A game is a type of social practice, an effective reproduction of life phenomena outside of a real practical setting. Game activities in English classes not only organize the communication process, but also bring it as close as possible to natural communication. The task of the teacher, according to the statement of Anatole France, is “to awaken the curiosity of children in order to satisfy it in the future.”
Games must correspond to the level of preparation of children and be necessary for completing certain lexical material. With the help of the game, pronunciation is well practiced, lexical material is activated, and listening and speaking skills are developed. With its help you can relieve psychological fatigue; it can be used to mobilize the mental efforts of children, to develop their organizational skills, instill self-discipline skills, and create an atmosphere of joy in the classroom.
The use of game moments in the classroom helps to activate the cognitive and creative activity of preschoolers, develops their thinking, memory, fosters initiative, and allows them to overcome boredom in teaching a foreign language. Games develop intelligence and attention, enrich the language and consolidate children's vocabulary, and focus attention on the nuances of their meaning. A game can make a child remember what he has learned and expand his knowledge.
At the beginning of the lesson, I conduct phonetic games “Tongue on a walk”, “Pass the sound”, “Breeze”, “Last sound”, “Sound”, “Words” or role-playing - when a guest comes to class and the children get to know him, using previously studied speech patterns “Hello! How are you?
In the middle of the lesson I also use a selection of games that are appropriate to the theme of the lesson and the age of the children. There can be any games here - didactic and role-playing, active, business, etc.
Phonetic games occupy a large place in the collection of games. And the first place here is given to fairy tales-exercises on articulatory gymnastics. Everyone has one of these in their piggy bank, or even more than one. The heroes of such fairy tales are Tongue, Bee, Snake, Breeze and simply magical animals. What these fairy tales have in common is that they are all excellent helpers for practicing the pronunciation of difficult sounds, and their undeniable advantages are the ability to compose a fairy tale based on the characteristics of the group as a whole and taking into account the individual characteristics of children, as well as the ability to take into account the urgent needs of learning. Gradually, the role of the storyteller can be transferred to those children who are better at difficult sounds, and an element of competition can be included.

Games for older groups

Game “Let’s lay the table” on the topic “Food. Meals"
Children are asked: “Let’s lay the table.” A table with toy fruits, vegetables, food, etc. is placed in front of the children, and an assistant is selected. The assistant carries out the teacher’s commands:
Take a banana. Put the banana on the table.
Take a cheese. Put the cheese on the table.

Game “What can you do?” on the topic “Animals. "Animals"
Children are invited to imagine themselves as some kind of animal and to the question “What can you do?” they must answer: “I can run/jump/swim/fly”

Game “Fox” on the topic “Animals. "Animals"
(cockerel runs out)
Cockerel: Hello! I am a cock.

Cockerel: I am a cock! Who are you?
Children (crow the cockerel): Run away! (Run!)
Cockerel (running away in fear): Goodbye!
(A bunny appears in the clearing)
Bunny: Hello! I am a cock.
Children (welcoming him): Hello!
Fox (sneaking up to the cockerel): Hello! Who are you?
Bunny: I am a cock! Who are you?
Fox (in a sly voice): I am a fox.
Children (crow to the cockerel): Run away! (Run!)
Bunny (running away in fear): Goodbye!

(If the fox catches the cockerel or the bunny, the game continues with other characters)

Game “Hey Mr. Snowman” on the topic “Body parts. Parts of the body" and "New Year in England. New Year's Day in England"
Children collect a snowman while singing.
I went walking
through a winter wonderland
and spied a frosty snowman
who needed a hand.
Hey Mr. Snowman, what do you need?
"I need BLACK EYES. Put them on me."
Hey Mr. Snowman, what do you see?
"I see an ORANGE CARROT. Put it on me."
"I see a BLACK TOP HAT. Put it on me."
Hey Mr. Snowman, now what do you see?
"I see some BROWN STICKS. Put them on me."
Hey Mr. Snowman, now what do you see?
"I see a GREEN SCARF. Put it on me."
Hey Mr. Snowman, now what do you see?
"I see some PINK MITTENS. Put them on me."
Hey Mr. Snowman, now what do you see?
"I see some BLUE BUTTONS. Put them on me."
Hey Mr. Snowman, now what do you see?
"I see some YELLOW BOOTS. Put them on me."
Hey Mr. Snowman, now what do you see?
"I see the coolest snowman ever. Me!"

Game "Find the baby for mom and dad" on the topic “My family. My Family" or "Animals. "Animals"
The teacher draws the children's attention to the car that brought the guests and says: one day a calf, a kitten, a puppy and a foal ran away from their mother and got lost; Alarmed mothers went by car to look for them. Kitten, he was the smallest, stumbled and meowed. How did he meow? (Choral and individual answers). The cat heard him and called: “Meow-meow.”
The teacher invites one of the children to take a cat from the back of the car (find it among other “moms” and “dads”), together with this toy go to the table on which there are pictures depicting a kitten, foal, calf and puppy, and choose baby cat. While completing the task, children learn the words – Mother (mom), Father (dad)
Similarly, children perform three other tasks - choosing the desired picture.

Game “Feathers. Feathers” on the topic “Colors. Colors"
Children attach colored feathers to the bird, naming the color.
"White feather, white feather, what do you see?" (place the white feather on the turkey's back)
"I see a gold feather next to me." (place the gold feather on the turkey's back)
"Gold feather, gold feather, what do you see?"
… and it goes on from there with which ever color feathers you would like to use.

Running, running, running. Running, running, running (running). Now let's stop. Now let's stop (take any pose).

Game "Locomotive"
The teacher will need a train (or any other car with a body). The teacher is a machinist (driver). Letters - passengers. At each station, the teacher announces the platform number and the passengers who must board the car. The child puts down the letters.
Ask the child to imagine himself as this letter: “Now you are the letter Z, show what kind of person you are.”

Game “Let's get acquainted - yellow -yellow” on the topic “Colors. Colors"
Goal: to introduce children to color. Learn to find a color by pattern and name.
Equipment: white sheet of paper, size A 4, yellow objects (planar and three-dimensional), a gnome in yellow clothes (“Yellow”), yellow pencils.
Progress of the game: a gnome comes to visit. The teacher introduces the children to the gnome and tells him that his name is “yellow”. He lives in a yellow country. The gnome brings children only yellow objects. Children lay out objects on white sheets of paper, examine them and trace them with a yellow pencil. The teacher plays the game “Find the Same One” with the children, where the children choose yellow objects according to the pattern.
Exercise “One, two, three, bring yellow” - children in the surrounding space find yellow objects according to verbal instructions.
In the same way, familiarization with all the primary colors takes place.

Game “Treat the gnomes with fruits and vegetables” on the theme “Colors. Colors"
Goal: to consolidate knowledge of the color spectrum in children.
Equipment: gnomes - yellow, red, green, blue, purple, orange.
Set of fruits: plum, orange, lemon, banana, red and green apple, pear, grapes:
Set of vegetables: eggplant, red, yellow, green pepper; carrots, tomato, cucumber.
Progress of the game: the gnomes came to visit. Children are offered to treat the gnomes with fruits (vegetables). What fruits and vegetables do you think gnomes like? For example, a yellow gnome loves a banana, a red gnome loves a red apple. Why do you think? Children treat the gnomes and name the colors in English.

Game "Who lives in the house?" on the topic “Colors. Colors"
Goal: to consolidate the name of flowers in English; develop logical thinking.
Equipment: pink, blue, gray houses; gnomes of the corresponding color.
Children are offered houses in which they must place gnomes in colored clothes.
Pink house - pink gnomes,
Blue house - blue gnomes,
Gray gnome - gray gnomes.
While settling the gnomes, children name the color in English.

Game "What has changed?"
Pictures on the topic or objects are laid out on the table, all children look and remember, then 1 child turns away, and the rest of the children change places of the pictures (objects). When the guesser names what has changed, he translates the word into English.

Game "What is this?"
The box contains images of various objects. The presenter distributes one picture to each participant in the game, and it is hidden from the others. Each player (in turn) must talk about the object (or animal) depicted in his picture, without naming it. It is only allowed to characterize its properties and qualities (color, size, where it is found, where it is used). The one who guesses the most images and names them in English wins.

Puzzle game
First, the baby is shown what should happen in the end. After this, the puzzle pieces are separated, mixed and offered to the child to be assembled into a whole. There are different types of such puzzles that you can make yourself. In this case, take any postcard with a fairly complex design, or a picture from a magazine (it is better to first paste it onto thick Whatman paper), cut it along broken lines into parts, which are offered to the child to assemble the whole image. If possible, you can arrange a simultaneous competition between several children for the fastest assembly. After the child has collected the picture, he names what is depicted there in English.

Game "Who has the bear?" practicing phrases“Do you have...? No, I don't have. I have a.."
All the guys stand in a circle tightly shoulder to shoulder, everyone’s hands are behind their backs, on command they will begin to pass the bear (or other toy) until the leader (his eyes are closed) in the center of the circle says “stop”. The toy remains with 1 person, the presenter must find out where it is after 3 attempts.
- Do you have a bear (a ball)?
- No, I don’t have (Yes, I have)

Game "What's missing?"
Pictures on the topic or objects are laid out on the table, all children look and remember, then 1 child turns away, and the rest of the children remove 1 object that will need to be guessed and translated into English.

Game "Zoo"
Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:
1. Appearance.
2. What does it eat?
3. What he can do.
Having guessed the animal, the children name it in English: a cat, a dog, a mouse.

Game “Traffic Light” on the theme “Colors. Colors"
Goal: consolidate the names of colors, develop attention.
It is necessary to designate the starting place, beyond the line, all the guys are at the start, the leader (traffic light) is at the finish. He shouts “Green color” (green light) - you can go, “Red color” (red light) - you need to freeze, whoever moves is eliminated, the winner becomes the leader.

Game “Recognize the animal by description” on the topic “Animals. "Animals"
Material: subject pictures with pets.
The teacher invites the children to find the animal that he describes.
Teacher: this animal has a head, ears, sharp teeth, a body, legs, and a tail. She guards the house and loves to chew bones.
The child goes out and finds a picture of a dog, shows it to the children, calling it in English.

Game “Three little chicken” on the topic “Animals. "Animals"
1 little chicken with yellow feet
1 little chicken with tail so neat
1 little chicken stands up tall
Mummy hen does love them all. (the hen hugs the chickens).
(the poem is repeated with movements).

Game “Snowball” on the topic “Animals. "Animals"
The teacher throws a ball to the children and says a word in English.
1) they translate
2) depict this animal

Game "Translator"
The teacher throws the ball to the child, says a word in English or Russian, he translates it and throws the ball back to the teacher.

Game “Snowmen and Sun”
Children are snowmen in masks, the teacher is the sun. On command – Run! -snowmen run away from the sun onto chairs.
Lyrics:
Snow, snow
Snowmen – grow! (snowmen grow - get up from their haunches, raise their arms up)
Sun, sun
Snowmen – run! (snowmen run away).

Ball game “Hello! Good-bye!” on the topic "Dating"
Children throw the ball, say to each other - Hello!\Good-bye!

Game “Show me where the nose is?” on the topic “Parts of the body. "Parts of the Body"
The teacher calls the children one by one to the toy and asks questions. The child shows and names a body part in English.
-show me, please, nose.

Game “Wolf and Hares” on the topic “Numbers. Numbers"
The wolf sits in the center, sleeping. The hares sing: What's time, Mr. Wolf? Wolf calls out the number. The hares, counting, approach the wolf. Having counted to the number named in English, the wolf jumps up and begins to catch hares.

Game “Journalist” on the topic “Dating” or “Numbers. Numbers"
One child becomes a journalist, interviews other children:
-how old are you?
-I'm 5.

Game "Labyrinth"
The teacher draws a labyrinth in advance in which children will encounter drawn animals, numbers, etc. Children move a pencil along the path, count or name the objects they encounter in the maze.

Game “Let’s jump”
The teacher gives the children a number and tells them what they must do. For example:
-jump 3 times! (jump 5 times!)
-sit down 3 times! (squat 3 times).

Game "Name the Number"
The teacher draws some numbers on the board. Then they are called in Russian and English. Children close their eyes, the teacher erases the number, the children guess and name in English.

Game "Broken Phone"
Children speak into each other's ears the English word that the teacher named.

Game "Who is the oldest?" on the topic “My family. "My Family"
Children arrange pictures (depicting family members) into circles in ascending order. The largest circle is grandparents, the smaller ones are mom and dad, etc. then called in English.

Game “Say the word” on the topic “Parts of the body. "Parts of the Body"
The teacher names a part of the body, the children say what they do with this part of the body. For example: hand - hand - clap, take objects. Leg - foot - walk, jump, etc.

Games for middle and senior groups

These games can be used in both middle and senior groups. The teacher, by adding additional words to these games, can complicate it for the older group.

Game “1,1,1,” on the topic “Numbers. Numbers"
One, one, one -
I can run - run in place
Two, two, two -
I can jump two - let's jump
Three, three, three
Look at me - everyone gets into a funny pose.

Game “Feed the Beast” on the topic “Animals. Animals" and on the topic "Food. Meals"
Animal faces are glued to waste paper baskets. Children throw balls or toy fruits (called food in English), products into their mouths and name the animal in English that they fed.

Game “Smileys” on the topic “Food. Meals"
There are photos of fruits printed on the page, next to each photo there is an empty column, children draw happy or dissatisfied emoticons in it, and say I like... I don’t like....

Game song:“Walking, walking” fits any theme
Walking, walking. Walking, walking (walking in a circle) - Hop, hop, hop. Hop, hop, hop (we jump).

Game: “Guess, who? “ on the topic “Animals. "Animals"
The teacher shows the house to the children. Children take turns opening the windows and naming the animals they see there. Similarly, such a game can be played on any topic of the lesson, changing the pictures in the windows.

Game “Gluing a Monster” on the topic “Body Parts. Parts of the body" or "Numbers. Numbers"
The teacher presents the children with a variety of paper legs, arms, heads and torsos, glue a monster, name body parts, count the number of limbs.

Game with the ball “Touch” on the topic “Parts of the body. Parts of the body"
The teacher names a part of the body and throws the ball to the child, and he must touch this part of the body to the ball.

Game "What can you see?"
Prepare a card with a small hole in the middle. Cover with this card a picture depicting various objects, moving the hole over the picture, give the children the opportunity to answer the question: “What is it?”

Game "Sound"
The teacher will need a chair or chairs, depending on how many children are playing the game. The teacher announces the main sound, for example S. The children begin to walk around the chairs while the teacher slowly says any words in English. As soon as the teacher calls a word starting with the sound S, the children must take their place on the chairs. If a child sits last 3 times, he is eliminated.

Game "Words"
The teacher pronounces Russian and English words. Children clap their hands when they hear an English word.

Word game "Last Sound"
The teacher throws a ball with any word to the child, for example, CAT (cat). The child catches the ball, names the last sound in this word and returns the ball to the teacher.

Game “Wonderful bag” “Wonderful suck”
When organizing the game, the teacher selects objects familiar to the children. Having seated the children in a semicircle, so that all objects are clearly visible to them, the teacher conducts a short conversation. Then he asks several kids to repeat the names of the objects and answer what they are needed for.
-Now we'll play. The one I call must guess what I will put in the bag. Masha, look carefully at the objects that are on the table. Do you remember? Now turn away! I'll put the toy in the bag, and then you can guess what I put. Place your hand in the bag. "What is it?" What is this? (Child's answer: This is a...) You named the object correctly.
Other children can be called in this way.
In order to complicate the game, another rule is proposed: several toys are placed in a bag. None of the children know about them. The called child, putting his hand into the bag and feeling for one of the toys, talks about it. The bag will open if the children recognize the toy by the description.

Game “What kind of object?”
Goal: learn to name an object and describe it.
First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.” The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball).

Game “Shopping” on the topic “Food. Meals" or "Toys. Toys"
The teacher invites the children to play in the store: “Let’s play shop!” The reader and buyers are selected by the reader. A dialogue ensues between them:
- May I come in? - Come in, please.
- Good morning! – Good morning!
- Give me, please a cat. – Here you are.
- Thank you. Goodbye. - Goodbye.

Game “At the zoo” on the topic “Animals. "Animals"
The teacher invites the children to go to the zoo. On the way to the zoo, children and their teacher sing a song:
We go, go, go
To the zoo,
To see brown bear
A big gray kangaroo!
At the zoo, the teacher, pointing at the animals, asks the children questions:
- What is this? – This is a crocodile.
- Is this a little crocodile? – No, this is a big crocodile.
- There are dolphins, bears, lions.

Game "Tell me which one?"
Goal: To teach children to identify the characteristics of an object.
The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.
If the children find it difficult, the teacher helps: “This is a ball. What is he like?

Game "Build a snowman"
Goal: developing the ability to perform actions with objects of different sizes, training fine motor skills of the hand.
Move: the game uses balls of different sizes (can be replaced with flat images). The teacher invites the child to examine the parts laid out in front of them, touch them, and press them together. Then show your child the finished snowman. Draws attention to the fact that the snowman consists of balls of different sizes: at the bottom is the large one, further down is the medium one, at the top is the smallest one. Invites the child to assemble the same snowman from the balls.
The child acts independently, and the adult helps with advice if necessary. Having assembled a snowman, the child calls him Snowman in English. You can arrange a competition between several children.

Game "What's missing?"
Pictures on the topic or objects are laid out on the table, all the children look and memorize, then 1 child turns away, and the rest of the children remove 1 object that will need to be guessed and named in English.

Game "Wake up the cat"
Target. Activate the names of baby animals in children’s speech.
Material. Animal costume elements (hat)
Progress of the game: One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (makes onomatopoeia corresponding to the character). The cat’s task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.

Game "Breeze"
Target. Development of phonemic hearing.
Progress of the game. Children stand in a circle. The teacher pronounces different sounds. If children hear a sound, for example, oo, they raise their hands and slowly spin around.
The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.

Game “Little Frogs”.
Little frog, little frog (sing a song)
Hop! Hop! Hop! (frogs jump around the heron)
Little frog, little frog,
Stop! Stop! Stop! (frogs run away from heron)

Game "Owl"
Day-day-mice are running around the clearing, the owl is sleeping.
Night-night - the owl wakes up and catches mice.

Game “Show me, please”

Game “What is missing?”
Children close their eyes at the command “Close your eyes.”
“Open your eyes” open your eyes and guess which toy is missing, naming it in English.

Game “Yes-No”
The teacher or child shows the children a toy and names it incorrectly/correctly in English. Children do not/agree - Yes/No - yes/no.
-this is a cat
-no! This is a dog.

Game “Big Little”
The teacher names phrases, the children stand or squat, pretending how big or small this object is, and pronounce the phrases.
-big elephant (children stand up, stretch their arms to the sides)
-little mouse (children squat)

Game "Guess"
One child comes out, takes a card with a picture, the children ask in chorus: What do you have? He answers: I have a...

Game "Who came?" on the topic “Animals. "Animals"
Material: rope and bell.
Children sit on chairs. At some distance from them there are ropes, from which a bell is suspended at the height of the children. The teacher calls two or three children to him and agrees: which of them will be who.
The first child runs up to the rope, jumps up and rings three times.
Children. Who's come?
Child. Woof woof woof!
Children guess that the dog has arrived, naming it in English. The child pretending to be a dog sits down. Another child runs up to the bell - the game continues.

Game “My animals” on the topic “Animals. "Animals"
The teacher shows and names pictures with animals to the children, and they repeat. Then the children take out one picture at a time and say: My cat, dog, frog, etc.).

Game "Following"
Traces of paper are laid out on the floor. Children step on footprints and count them in English from 1 to 5 or from 1-10.

Game “Grumble Box”
Children take pictures of animals out of the box and name them in English. If children find it difficult, the box begins to “grow” and close.

Game "Guess Who"
The child is tied with a scarf over his eyes, he takes the toy and names it in English. Children do not agree - Yes/no.

Game “How many?” on the topic “Numbers. Numbers"
There are toys from 1-10 or 1-5 on the table. Children close their eyes on the command – close your eyes. I'm putting the toy away. Open your eyes - open - count in English how much is left.
-how many?
-eight!

Game "Merry Man"
The teacher draws a little man with many eyes, arms or legs on the board. Children count in English and erase the excess.

Game "Pass the Sound"
Children pass the ball to each other and say the sound that the teacher called.

Game "Across the River"
Children cross the drawn river using pebbles, counting them in English from 1 to 5 or 1-10.

Game “Helpers” on the topic “My Family. "My Family"
The teacher distributes pictures of family members to the children. Children name them in English and tell how they help them at home.

Game "Touch"
The teacher names a part of the body in English, the children touch it.
-touch your nose/ear/head/etc.

Game “I’ll freeze” on the topic “Parts of the body. "Parts of the Body"
The teacher shows the children Santa Claus's mittens.
-These are Santa Claus's mittens. They can freeze anything they touch. Now I will name the body part in English, and you will hide it, otherwise I will freeze it!
I say: froze your nose! (Children hide their noses). Froze your ears! (Hide their ears).

4.Games for middle and 2nd junior groups

These games are suitable for classes in the 2nd junior group, but can also be used in the middle group to consolidate lexical material and practice phonetics.

Game “Go! Go! Go!”
Go! Go! Go! (we walk)
Quick and slow (we walk quickly, slowly)
Quick and slow
Tip-toe, tip-toe (on tiptoe)
Stop! (without moving, we stand still).

Game “Bug” on the topic “Toys. Toys"
The teacher lays out a circle on the table of toys. In the center lies a ladybug toy. The teacher spins it. He stops, points at someone, then the animal is called in English.

Game “The Cube”
Children throw a dice that shows animals, numbers, colors, etc. they call what fell out.
-this is a cow/blue/etc.

Game “Show me, please”
Children show a toy, which the teacher names in English, repeat its name in English.
-show me, please a monkey/cat/frog/etc.

Game “Cat and mouse”
I am a mouse, (mice petting the cat)
You are a cat,
One, two, three
Catch me! (the cat catches the running mice).

Game "Pass the toy"
Children pass toys to each other, naming them in English.

Finger game “My family” on the theme “My family. "My Family"
Mom – mother (bends her fingers)
Daddy Father
Sister Sister
Brother Brother
This is -Family - family, mom, dad, brother, sister and me!
Conclusion

The educational goal of the “Entertaining English” program for preschool age is to teach children the basics of English phonetics, initial English speaking skills for solving basic communicative problems in English within the framework of the topics proposed by the program. Games provide great assistance in achieving this goal. Their use gives good results, increases the children’s interest in the lesson, and allows them to concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, communication during the game.
The use of playful moments in English classes helps to activate the cognitive and creative activity of children, develops their thinking, memory, fosters initiative, and allows them to overcome boredom in learning a foreign language. Games develop intelligence and attention, enrich the language and strengthen the vocabulary of preschoolers, and focus attention on the nuances of their meaning. A game can make a child remember what he has learned and expand his knowledge. Consultation for parents. Is it worth learning English in kindergarten?

Learning has become a truly exciting process for me.

It seems to me that the main thing I received during one course of study here was motivation to learn the language. Before studying at this center, I thought it was difficult and boring.

Gayane showed me that phrasal verbs and idioms are not a punishment and complication of an already complex foreign language, but what makes the English language alive and interesting.

Thanks to Gayana, her help, her individual approach to each of us, the fact that she took into account our difficulties and offered different solutions and ways out of them, I began to understand spoken English and stopped being afraid to speak myself.

From a person who speaks absolutely no English, in 4 months I became someone who can carry on a conversation. And learning the language has become a part of my life.

10.03.2019

Everything is fine! the absence of Russian in classes is cool. not expected

The balance of humor and work in the lessons is at an optimal level - classes are both interesting and productive.

07.03.2019

I am very pleased with our teacher and recommend her to everyone.

Denis is a very qualified teacher. Always friendly, punctual, attentive to every student in our group.

The classes are interesting and informative. My goal was to remember forgotten knowledge and gain new ones. We are gradually moving towards the goal together with Denis.

02.03.2019

My teacher is Cliff and I am very glad that I got into his group!

The fear of live communication has passed, in the group we often communicate on different topics and at the same time expand our vocabulary. The teacher also spends time on grammar; it is not boring and is supported by a huge number of examples.

If something is not clear, I always get a detailed answer to my question. Clif is a very sympathetic person with positive energy, so in the group we have a very warm relationship with each other.

After work, I go to English with great pleasure, because I always get a new portion of words, knowledge and good mood :) Thank you very much!

28.02.2019

Clif is a man who inspires.

I remember how worried I was when I first joined the new group. But they rightly say that a good teacher is, first of all, a good psychologist who feels your fears and opens you up, motivates you to work on yourself!

After a hard day at work, English becomes an outlet. In addition to the fact that Clif is a very versatile and interesting person (with whom you can talk about millions of topics), he approaches the work process very responsibly: we have time to take grammar, new words and talk (which is very important for overcoming the language barrier).

Our lessons have a very sincere atmosphere in which you are not afraid to speak in front of the public, to speak (even with mistakes), and it is very important for him that absolutely everyone understands the new topic.

As he says, the most rewarding thing about his job is seeing people grow before his eyes!

p.s. Our Clif group is a group of friends who watch films in English and discuss them, it’s a thousand stories from life, billions of jokes, going to movies in English, and finally, it’s a group with coconut candies during breaks. I just love these guys so much)

25.02.2019

I’ve been learning the language from Emily for ten months now.

Each new lesson with Emily is different from the previous one. It is clear that Emily carefully prepares and approaches each lesson creatively.

Emily conducts some classes in the form of a conversation club, others in the form of an educational game or quiz, others in the form of video listening followed by discussion, in others the focus may be on studying grammar, etc.

Emily tries to organize lessons so that learning English is fun, exciting, intriguing, but not boring. Emily's classes are held in a positive manner; the students in our group do not get tired, but, on the contrary, receive a boost of energy. We come to courses tired after work, we leave really intense classes as if we had rest =)

Emily is certainly talented as a teacher. During class, she pays attention to each student. You can’t just “sit back” - Emily involves everyone in the work, whether you want it or not, you have to work.

We regularly write essays on various topics to supplement homework. At the next lesson we listen to and discuss our essays. I can trace my progress in English, among other things, from these essays: how simple they were at the beginning of my studies and how comprehensive they became in less than a year of study.

Business partners began to notice my progress in both spoken and written English. Which is good news =)

Thanks Emily!

04.02.2019

Ace is convenient in terms of time, a high level of training, and an opportunity to communicate with native speakers.

I began to understand spoken language better. My knowledge of grammar has been streamlined. The most difficult topic is “Indirect Speech”. The teacher’s explanations and my own studies helped me.

Most useful:

1. Writing thematic essays.
2. Discussion of various topics during classes.
3. Listen to various fragments on topics.

The teacher is active, knowledgeable, emotional. Classes are held in an active, rich format

01.02.2019

Knows his subject impeccably, organizes lessons rationally depending on the level of development and interests of students

A teacher is a calling. Teachers are not born, they are made. And this can fully be attributed to Stanislav. He knows his subject impeccably and rationally builds lessons depending on the level of development and interests of the students.

Applies various teaching methods, visual aids, game forms, draws parallels with music/musicians. He is kind to students, but at the same time demanding. His ability to choose an approach to each person is worthy of praise. He knows how to convey the value of the English language to the student, “ignite” each student, involve him in learning the language headlong, and lead him.

And, of course, motivate and “charge” for results. Has an unconventional approach to presenting information. He often dilutes the lessons and constantly gives information in a different way (diversified), which helps you to love the language even more. Stanislav is a creative person, so in his lessons he strives to develop the creative abilities of his students. A responsible teacher who is very dedicated to his work.

23.01.2019

Design engineer

Learning goes far beyond the classroom and continues through communication at the various events that fill every week.

I chose from seven different schools, attended an interview and a trial lesson in each. I chose ACE because... I liked the well-designed format + convenient location. Training takes place in a friendly environment. Every person in the group is interesting to talk to and you are likely to learn something new.

14.12.2018

Presentation of material at a high level. the main emphasis was on conversation. for each lesson we received a large supply of spoken English

I came to school with a Beginner level, but I started studying very quickly and easily.

For each lesson we received a large supply of spoken English, which later helped a lot in real life when traveling, watching movies, translating songs, etc. , since it is a “living” language.

The school has a wonderful atmosphere. I always came to class with joy and, in addition to excellent knowledge, received a charge of good mood. The school team is professionals. They will always help if you have questions. I highly recommend this school!!!

• First of all, you need to remember that teaching a foreign language should always be presented in an easy and interesting way. Language is a constantly changing, living and mobile structure, and without a certain freedom and emancipation a person will never speak another language. Your task in teaching with children is to lay a solid and correct foundation for the child, so that in the future he will want to study the language further, as an adult. To do this, you yourself need to have a creative approach to your business and pass on your interest to your child.
• To make the lessons interesting and productive, you need to present any topic, even the most difficult one, in a playful and visual form. To do this, you can use all sorts of ways: training videos, presentations, games. You can take ready-made ones or come up with your own. The most convenient way to learn vocabulary is to use flashcards. You can also buy them ready-made in a bookstore or on the Internet, print them on a color or black-and-white printer, or draw them yourself. Only, if you print cards on a black and white printer, be sure to color them, so the effect of learning words will be much greater.
• It is also important to remember that any material after explanation needs to be consolidated and practiced. If you give your child a new rule, be sure to provide examples of how it can be used in real life. To do this, you can use small listening exercises, dialogues, and short simple videos. It all depends on the student’s level of knowledge. With preschoolers and schoolchildren, I advise taking short videos, like Super Simple songs, through which the child will be able to remember simple words and phrases. For older children, you can take educational series, for example, the Headway video series. They come along with textbooks, where assignments are given for each lesson. Tutorials and videos are divided into levels. The Beginner level is suitable for children; in the future you can try other, more complex levels.
• In order not to discourage your child from learning a language, never threaten him that you will complain to his parents if he has not completed some task or performed it poorly. Better try to understand why the child failed to complete the task you gave him. Analyze the topic again, ask the child to give examples himself so that you can see that he understands the material. If you realize that the child was simply lazy and therefore did not complete the task, be more cunning, give him some creative task in class, where he could show his imagination and at the same time repeat the rule, so that he sees that learning can be interesting, and does not consist only of boring grammar exercises. Motivate your child - tell him what opportunities he will have if he learns English: he will be able to travel around the world, find an interesting good job, etc. He himself must have a desire to learn the language, then everything will work out.
• Of course, learning cannot consist only of games and videos. You have to do exercises, read texts, and make translations. But, if you see that the child is already tired, switch his attention a little, give him a task of a different plan, for example, after a grammar exercise, let him do a listening exercise. Or promise him that if he does a good job today, you will show him a short, interesting video at the end of class. Don't forget to praise him, but not in advance, but when he really deserves it.

Individual lessons are the most convenient and effective format for learning English. An English course with a tutor is suitable for those who have limited time and cannot study English in groups.

Individual English classes in Moscow

The new generation English language center “English World” offers you to study English individually at the best prices in Moscow – !

If you have never studied a language before, we suggest you familiarize yourself with it.

Benefits of individual training:

• • Flexible class schedule (morning, afternoon or evening)
  • Individual approach and personal curriculum
  • Constant progress monitoring
  • Tutor visiting your home or office
  • Wide range of study programs: , , , preparation for international exams, special courses
  • Opportunity for ultra-intensive training

Sign up for individual English language training in Moscow Novoslobodskaya metro station

Determine your level of English proficiency on our website ()! After the online testing, call us at the center so that we can set up a meeting with your academic advisor. We will help you create a detailed training plan, focusing on your goals and objectives. By studying individually with a teacher, you can minimize the time it takes to learn English and achieve all the desired results!

We offer individual English lessons both in our office (or at a selected site) and at your home (with an on-site teacher).

We teach English to adults and children. It is very important for us that you are as motivated and motivated as possible, since learning any foreign language requires attention, perseverance and patience.

Individual English language training is provided in all programs of the English World center: (business English), English for children, preparation for the State Examination/Unified State Examination, preparation for the Cambridge exams, as well as special courses. We will select a training program that is right for you after we determine your level and know your goals and objectives.

Cost of individual English language training

We offer you to study English individually at the lowest price in Moscow - only ! A flexible system of discounts will help you save: the larger your initial one-time payment, the less you pay for each lesson. You can view current promotions and offers.

On the territory of the centerDeparture to your home or office

1 ac. hour= RUB 1,050; 16 ak. hours= 16 800 RUB 15,960- price from discount!

1 ac. hour= RUB 1,350;16 ak. hours= 21 600 RUB 20,520- price from discount!

If you want to study English together with a friend or in a married couple, then we offer you additional discount for individual training!

English tutor.

Education: ZBTHS High School, Illinois, USA (1995-1996)
Bashkir State University, Faculty of Romance-Germanic Philology, Department of English Philology and Intercultural Communication, qualification – philologist, specialty – philology, teacher (2005).
CELTA Communication Teaching, Cambridge University (2016).
Training in the methodology and specifics of individual lessons Teaching 1-2-1, International House (2016).
Advanced training course “Formation of approaches to teaching English”, University of Oregon (2015).
Methodological courses from the compilers of exams in preparation for the Unified State Exam, FCE (2015), IELTS (2015, 2016), CAE, TOEFL (2016).
Independent diagnostics in the Unified State Examination format in English (written and oral parts), result – 100 points, expert level, Moscow Center for Education, Moscow Department of Education (2018).
Certificates:
Teaching methods: TKT Modules 1-3, KAL, CLIL (highest score, 2016); TESOL, Arizona State University (2017);
IELTS 8.5 (2015);
CAE Grade A (2017).
Training for expert teachers on preparation for IELTS, with Lindsay Warwick, Norwich Institute of Language Education (Moscow, 2019).
Member of the Cambridge English Teacher Association.
Proficiency in English at the native level (Proficiency, C2).
An officially registered tutor is an individual entrepreneur.
Tutoring experience - since 2001.
Winner of special professional awards and participant in webinars of the “Your Tutor” company.
Education documents.

Classes from September 2019.
Help with school curriculum, learning or remembering a language for travel.
Comprehensive preparation for exams IELTS, TOEFL, FCE, PET, CAE, OGE, Unified State Exam (all levels - from beginner to advanced)
Removing the language barrier: “I understand everything, I can’t say it,” as well as “remember what we went through at school” and “I can speak it, but I want it without mistakes.”
Preparation for certain aspects of exams (Writing, Speaking, Listening, Reading).

Certification in English passed.

District: Novokosino. Departure: Center, South-East, South-West, South, North-West, West, North, East, MCC: East, North-East.

Plus: distance learning; English for graduate students; professional consultations for aspiring teachers on communicative methods, preparation for international and school exams, consultation on the preparation of curricula and on the organization of the educational process during individual training; preparation for entrance exams to master's programs and for passing the candidate minimum.

English language: 3000-3333 rub. / h

Unified State Exam in English: 3000-3333 rubles. / h

Unified State Exam: 3000-3333 rub. / h

Lesson duration: 90 min.