English language 1st grade: what a child should know and be able to do for successful learning

Exercises in English for children on the topic “Greetings, introductions”

It’s not enough just to offer your child new vocabulary to learn; a good teacher will definitely reinforce it through exercises and conversation. Try to do a number of exercises with your child; do not hesitate to emotionally pronounce all phrases of greeting or introduction , because not only memorization, but also correct pronunciation largely depends on this.

Exercises:

• Task No. 1: It can be written or oral. All that is required is to insert the necessary thematic word or phrase into the missing places so that a full-fledged dialogue is obtained. Then the dialogue needs to be acted out.
• Task No. 2: Here the child should correctly “react” to any English cue with the necessary thematic word or phrase.
• Task No. 3: A simple task that is completed orally. Here you just need to translate the phrase into English (or remember some equivalent).

Task No. 1

Task No. 2

Task No. 3

Dialogue in English for children on the topic “Greetings, introductions” with translation

Dialogue is one of the most popular and effective forms of work in English lessons. It is good because it literally immerses the student in foreign vocabulary, forcing him to find the necessary phrases, train his memory and get out of any situation.

Dialogue is much more effective than a monologue (speech from one person), because here the vocabulary is closely related to the emotional state of a person and his interest in the interlocutor. Dialogues should be acted out, imitating a setting or place (for example, a store or school), since this technique forces the child to work on associations, which means that knowledge settles deeper in memory.

Dialogues:

Dialogue No. 1

Dialogue No. 2

Dialogue No. 3

Translation:

Dialogue No. 1:

• Hello! My name is Edru (Andrey). What is your name?
• Hello! My name is John. Nice to meet you, Andrew!
• I'm glad to meet you too! How are you doing?
• I'm fine! Thanks for asking! And how are you?
• I `m alright too! Sorry, but I need to run! It was nice to talk to you!
• It was nice talking to you too. Bye!
• Bye! See you!

Dialogue No. 2:

• Hello!
• Hello!
• What is your name?
• My name is Dima, what's your name?
• My name is Lisa, I’m from Russia, where are you from?
• I'm from England, what do you do?
• I'm a teacher and who are you?
• And I'm a doctor. Sorry, I'm in a hurry now, but here's my phone number. Call me! Bye!
• OK see you later!

Dialogue No. 3:

• Good morning dear friends!
• Good morning Jim!
• Let me introduce myself, my name is Alice!
• Nice to meet you, Alice!
• Oh, I'm very pleased too!
• How old are you, Alice?
• I'm 20.
• And where do you live?
• I live in Kyiv. Sorry, I have to go now.
• It was nice talking to you!
• Good luck!
• Mutually!

Phrases for dialogues

Hello! (first English lesson in 2nd grade)

First lesson in 2nd grade in English

UMK “ English ” Kuzovlev V.P.

Lesson
progress I. Greetings .

Hello boys and girls! A'm glad to see you. My name is Anna Olegovna.

I think you understand what I said. Is not it? You guessed it right. I said: “Hello, boys and girls! My name is Anna Olegovna.” Well done! Today you will also learn to greet each other in English and say your name.

Today we are starting to study a new subject for you, “foreign language.” And who knows why it is called “foreign”? That's right, this is the language of another, different country. Soon you will learn to speak English, read and write English. And I will help you with this. We will take you into the fascinating world of the English language. There you will meet the heroes of many English and American fairy tales, cartoons and television shows and learn to communicate with them. You will learn a lot about the countries they live in and the writers who created these characters.

II . Getting to know English-speaking countries.

Do you know in which countries people speak English? Let's get on a plane and take a little tour of some of them.

Let's fly! Let's fly! (slides 2- 7)

Why do you think you need to learn English?

Absolutely right! If we study a foreign language, we will be able to better know the country where English is spoken. But to speak English correctly and beautifully, you need to practice a lot.

Who remembers how I greeted you at the beginning of the lesson?

Absolutely right - HELLO.

Now we will listen to the song, and you will tell me what familiar words you heard.

( Hello
song )
Do you know that you have been speaking English for a long time? - Don’t believe me? - Let me prove it to you!

Look carefully at the pictures and say what you see in them.

Now think about what these items are called in English? - That's absolutely right! (internet, notebook, mail, businessman, champion, hamburger, football, crossword, smartphone). And there are a lot of such examples!

On our journey through the country of the English language, we will be accompanied by Mike and Helen, who live in the UK. They will help us learn their native language. (p. 7 exercise 1 textbook). Let's read their names in Russian, and then listen to how they sound in English. It looks like it, doesn't it?

Helen and Mike can't wait to meet us! So let's introduce ourselves to them! To tell another person your name in English, you need to use a short phrase - “I am Katya”, which means I am Katya. Let's practice.

What do you think is the first question you will ask a stranger? - Of course, you will ask what his name is! The question “What is your name?” in English it sounds like this: “What is your name?” To answer it, you need to say: “My name is...” Let's now learn how to answer this question. (the teacher takes turns asking a question, the students answer)

Game "Dating".

Guys, stand in a circle. I will take turns saying my name and throwing the ball to you. The student I threw the ball to will have to say his name. But don’t forget that we meet in English.

Now see how you can write their names using transcription signs. These signs will help us pronounce words correctly. Often in the English language there are words in which some letters are not pronounced, or several letters are pronounced as one sound. And in order to pronounce words correctly, these signs were invented. There are 44 of them in the English language. In our lessons we will study all these signs, and you will always pronounce words correctly.

• And so, let's begin to get acquainted with these sounds.

(

reading the memo p. 109 part I. textbook).

• Let's compare Russian sounds and English ones. How are they similar and how are they different? Do you understand everything? You can also work on your pronunciation at home using this cheat sheet.

V. _ Introducing the English greeting.

Remember how fairy tale characters greeted us and listen to how Mike and Helen greet us. (Ex. 3 p. Read after them. Now greet them and tell them your name.

VI . Summarizing. Reflection. Homework.

I think you did a good job today. What did you learn today? What have you learned? Did you enjoy our trip? In the next lesson we will continue our flight. But for our flight to be successful, you will have to prepare for it. Repeat at home the sounds you made today and write the signs in your notebook. And the flight will take place!

Good bye! See you next lesson! Goodbye! Until the next lesson! I was glad to meet you. (slide 19)

Phrases in English for children on the topic “Greeting, introduction” with transcription and translation

Transcription and translation will help your child (or a beginner in learning English) not only remember vocabulary well, but also pronounce it correctly with intonation and stress. Use the proposed list of phrases and practice their pronunciation, focusing on transcription, Russian pronunciation and, of course, translation.

Greetings

Vocabulary

Theme "Welcome"

Theme "Dating"

Work program in English for 1st grade according to Baranova’s educational complex

Work program in English for 1st grade according to the educational complex of K. M. Baranova “Starlight English” ("Starlight Starter")
EXPLANATORY NOTE The work program in English is intended for working with 1st grade students in a comprehensive school. The work program is designed for 99 hours of the school curriculum with a load of 3 hours per week. The duration of the program is 1 year. The work program was developed on the basis of the Program for the subject “English Language” by R. P. Milrud, Zh. A. Surova for grades 2-4 (collection “Manual for teachers of secondary schools with in-depth study of the English language” Publishing House “Prosveshchenie”, 2014. ) The program was developed in accordance with the provisions of regulatory and policy documents of the Ministry of Education of the Russian Federation, based on the mandatory minimum content of general education in a foreign language and the English language program for primary grades, recommended by the Ministry of Education of the Russian Federation. When drawing up the work program, the targets and value bases of the gymnasium’s activities, the level of training of students, the capabilities of the teacher, the level of educational, methodological and logistical support of the gymnasium were taken into account. Course objectives The integrative goal of teaching English to primary school students includes the development of elementary level communicative competence in elementary school students in the forms of listening, speaking, reading and writing available to them, that is, the main four types of speech activity. Studying English in primary school has the following goals : 1. educational (formation of communicative competence at an elementary level in oral (listening and speaking) and written (reading and writing) types of speech activity); 2. educational (formation of social skills in students using the English language, studying the culture of peers from other countries, familiarization with age-appropriate foreign folklore and children's fiction, broadening their horizons and developing intercultural ideas); 3. developmental (development of intellectual functions and universal learning skills of junior schoolchildren, increasing their speech capabilities, strengthening educational motivation in learning English and expanding cognitive interests); 4. educational (cultivating the moral qualities of the personality of a junior schoolchild, strong-willed self-regulation, tolerant attitude and respect for representatives of other cultures, a responsible attitude to study and assigned work, a sense of patriotism). Taking into account the set educational, educational and developmental goals of studying the subject “Foreign language” in primary school, the following tasks : 1. to form in younger schoolchildren an attitude towards a foreign language as a means of interpersonal and intercultural communication on the basis of mutual understanding with those who speak and writes in the target language, as well as as a means of cognitive activity through oral communication, reading, listening and writing; 2. develop at an accessible level the systemic linguistic ideas of primary schoolchildren about the language being studied, its functioning in oral and written speech, expanding the linguistic horizons of students and ensuring the assimilation of lexical and grammatical means; 3. create pedagogical conditions for introducing younger schoolchildren to a new world of communication in the target language, overcoming the language and cultural barrier and creating motivation for mastering new communicative and social skills; 4. to cultivate the personality qualities of primary school students, their moral and value orientation, emotional and sensory sphere, as well as cognitive abilities, thinking and creativity in the course of mastering language knowledge on a communicative basis; 5. include younger schoolchildren in a new social and communicative experience through educational games, dramatization, folklore, music, modeling life situations, discussing age-appropriate problems, educational cooperation and project activities; 6. teach elementary school students universal cognitive strategies and ways of working with the components of the educational and methodological set, multimedia applications, educational information on the Internet, symbolic-graphic representation of knowledge, as well as educational cooperation. GENERAL CHARACTERISTICS OF THE EDUCATIONAL SUBJECT Studying English in primary school is of an active, activity-based nature and this corresponds to the age characteristics of a primary school student, for whom active interaction with the outside world is a natural form of cognition. This means that mastering a foreign language is integrated with other activities of a child of primary school age, including games, educational tasks, artistic creativity, drawing and coloring, modeling from available materials, competition, etc. Of great importance for the successful mastery of English in primary school is its connection with other subjects included in the primary school curriculum. This not only increases motivation to learn English, but also expands the cognitive capabilities of younger schoolchildren. The course provides for the development of all aspects of speech activity: In the first grade, teaching children English is based on the principle of advanced development of oral types of speech activity, listening and speaking. The main attention is paid to the development of spoken language and replenishment of vocabulary. 1. Teaching listening is based on texts of a different nature: songs, rhymes, texts of dialogues. The tasks are varied, taking into account the different levels of students' preparation: listen and show the picture, repeat after the speaker, listen and learn the rhyme, listen and circle the desired object, listen, color and write, listen and answer questions. 2. In the process of learning to speak, monologue and dialogic speech skills develop; 3. Learning to read occurs on the basis of the phonetic method, based on teaching sound-letter relationships. First, students listen to the word and correlate it with the picture, then the listened word is correlated with its letter image. Thus, words are memorized based on hearing and vision. The problem of explaining the difficulties of English spelling is removed. The textbook provides for frequent changes in types of work, alternating types of activity is provided: performing educational tasks, dynamic exercises, quiet periods (coloring, drawing, making crafts in accordance with the material being studied) and changing types of speech activities (listening, speaking) within one lesson. The educational complex provides tasks and exercises that allow students to use all channels of information perception. Thus, for visual children, different types of visual aids are provided: colorful textbook illustrations, a booklet with handouts, pictures cut out from a workbook, posters and a video. The texts of the teaching materials are recorded on discs with sound and musical design, which meets the needs of auditory children; for kinesthetic children, songs and rhymes accompanied by movements are offered. This way, every student has a chance to absorb most of the information. The textbook has a modular structure. Each module consists of 8 lessons that have a clear structure and sequence of exercises. The uniformity of the module's lessons makes the work of the teacher and the student easier, since students quickly understand the usual settings, know what they are required to do, and pay full attention to the content of the assignments. In addition, the textbook has a separate section, My Alphabet, designed for 14 lessons. This section introduces primary schoolchildren to the English alphabet and contains tasks aimed at developing initial writing skills. PLACE OF THE SUBJECT IN THE CURRICULUM The volume of the program according to the curriculum is designed for 99 hours per year, 3 hours per week. PERSONAL, META-SUBJECT AND SUBJECT RESULTS The presented program ensures the achievement of personal, meta-subject and subject results. Personal results. Personal results of mastering an academic subject are understood as a system of value relations of students to themselves, other students, the educational process itself and its result. The personal results of studying English in primary school are: 1. Formation of a person’s civic identity; 2. Formation of goodwill, respect and tolerance towards other countries and peoples; 3. Formation of readiness and ability for self-development; 4. Formation of a general idea of ​​the world as a multilingual and multicultural community; 5. Awareness of language, including foreign, as the main means of communication between people; 6. Getting to know the world of foreign peers. Meta-subject results. Meta-subject results of mastering a subject are understood as methods of activity that are applicable both within the educational process and when solving problems in real life situations. Meta-subject results of language learning are: 1. Development of the ability to interact with others; 2. Development of communication abilities, expansion of the student’s linguistic horizons; 3. Development of the cognitive, emotional and volitional spheres of a primary school student, the formation of motivation to learn a foreign language; 4. Mastering the ability to coordinate work with different components of the educational and methodological set. Subject results. The subject results of mastering the academic subject “Foreign Language” are formed on the basis of the following requirements of the Federal State Educational Standard for Primary General Education: 1. Acquisition of initial communication skills in oral and written form with native speakers of a foreign language. 2. Mastering the initial linguistic concepts necessary for mastering oral and written speech in English at an elementary level, expanding your linguistic horizons. 3. Formation of a friendly attitude and tolerance towards speakers of another language. In accordance with the Model Program for a Foreign Language, developed within the framework of the new standard, subject results are differentiated into 5 areas: communicative, cognitive, value-oriented, aesthetic and labor. In the cognitive sphere: the ability to compare linguistic phenomena of the native and English languages; the ability to recognize grammatical phenomena that are absent in the native language, for example articles; ability to systematize words; ability to use linguistic conjecture; ability to act according to a model; ability to use reference material; ability to use a bilingual dictionary. In the value-orientation sphere: the idea of ​​English as a means of expressing thoughts, feelings, emotions; introduction to the cultural values ​​of another people through works of children's folklore. In the aesthetic sphere: mastery of basic means of expressing feelings and emotions in a foreign language; developing a sense of beauty in the process of getting acquainted with examples of accessible children's literature. In the labor sphere: the ability to follow the planned plan in one’s educational work; ability to maintain a dictionary. As a result of mastering the basic educational program of primary general education, students achieve personal, meta-subject and subject results. PROGRAM CONTENT The content of the foreign language course is: 1. basic types of speech activity, including listening, speaking, reading, writing and corresponding communication skills; 2. language skills in using lexical, grammatical, phonetic and spelling means of the language; 3. sociocultural awareness and intercultural communication skills; 4. universal cognitive actions and special learning skills. The formation of students' communication skills is the main content line of the implementation of the educational program. Communication skills are inseparable from language skills, without which the process of communication in a foreign language becomes impossible. Students' language skills are formed in the created educational and communicative environment and serve the purpose of teaching communication in the foreign language being studied. They are integrated with the communication skills of schoolchildren. The formation of communicative skills involves a parallel study of the culture of native speakers of the foreign language being studied and the formation of sociocultural ideas in younger schoolchildren. The interconnection of the content lines of the educational program in a foreign language ensures the unity of this academic subject. Mastery of types of speech activity is carried out in their close relationship, however, the specifics of teaching a foreign language in primary school presuppose oral advance, since the formation of reading techniques and spelling skills occurs more slowly compared to elementary speaking and we understand simple speech by ear. By the end of a foreign language course in primary school, mastery of different types of speech activity occurs at a more even pace. In thematic planning, the content of foreign language teaching has been expanded in all sections (subject content of speech, communication skills and language means), which allows you to study a foreign language more intensively and in depth at the rate of 3 hours per week. Subject content of speech. The subject content of students' speech in oral and written form is developed in accordance with the educational, educational, educational and developmental goals of the teaching and educational process for younger schoolchildren, meets their age characteristics, cognitive interests and capabilities, as well as the requirements of the Federal State Educational Standard for primary school education. The subject content of students’ oral and written speech in its productive and receptive form includes the following topics: Acquaintance . With classmates, teacher, textbook characters. Greetings, farewells, colors (using typical phrases of speech etiquette). My briefcase . Classroom, educational subjects, school supplies. Classroom activities. Rules of conduct at school. Numbers 1-5. My house . Parts of the house, pieces of furniture and their location. My toys . Numbers 6 – 10, names of toys and their sizes. My face . Parts of the face, sizes, emotions. My food . Food, preferences. My animals . Animals and their actions. My feelings . Feelings and sensations. Communicative skills by type of speech activity In speaking 1. Dialogue form Be able to conduct: 1. etiquette dialogues in frequently occurring situations of everyday, educational and intercultural communication; 2. question-answer dialogues (requesting and receiving information); 3.situational and everyday dialogues (discussion and organization of joint actions). 2. Monologue form Be able to use: 1. typical communicative types of statements (description, message, story, characterization (characters)). In listening Perceive and understand by ear: 1. the speech of the teacher and classmates in educational communication; 2. short messages, stories, fairy tales in audio recordings. In reading 1. Connect letters into syllables, syllables into words. 2. Read in order to extract and understand linguistic and thematic information: aloud limited texts based on previously studied language material; aloud and silently limited texts that supplement previously studied thematic material; silently limited in volume texts containing additional language material and new information. In writing Be proficient in: writing techniques (calligraphy and spelling); basic written speech skills based on a sample (congratulations, note, short personal letter). Language tools and skills in using them. Calligraphy and spelling. English alphabet. Sound-letter correspondences. Basic letter combinations. Transcription. Apostrophe. Basic rules of reading and spelling. Writing active vocabulary words. Phonetic side of speech . Clear pronunciation and aural differentiation of all phonemes and sound combinations of English speech. Compliance with the basic norms of English pronunciation: long and short vowels, pronunciation of voiced consonants at the end of a syllable and words without deafening, pronunciation of consonants without softening before “narrow” vowels. Diphthongs. Aspiration. Emphasis on a word or phrase. Unstressed pronunciation of function words (articles, conjunctions, prepositions). Intonation highlighting of semantic groups in a sentence. Rhythm and intonation in declarative, exclamatory and imperative sentences, general and special questions. Intonation of enumeration. Intonation of interjections and introductory words. Lexical side of speech . Approximately 200 units of productive and receptive vocabulary in accordance with communicative situations accessible to primary school students based on age-appropriate topics. The most common, simple and stable phrases, evaluative vocabulary, phrases of speech etiquette, accepted in the culture of English-speaking countries. International words. Lexical ideas about simple ways of compounding words (ice cream) and conversion (drink - to drink). The grammatical side of speech . Approval (narrative), motivation and question as the main communicative types of proposal. General and special issues. Interrogative pronouns: What, Who, When, Were, who, How. The order of words in the affirmative and question sentence. The place of denial in the sentence. Simple sentence. Simple verb predicate (I Like Water). Composite nominated predicate. Compound verb predicate (I Want to Play). The incentive sentences in the affirmative (Go Home Now!) And negative (Donmet Come Late!) Forms. Impersonal sentences in the present tense (it is spring). Simple common offers. Simple sentences with homogeneous members. Grammar forms of exposure (Present Simple, Present Continuous). The verb to be in the functions of the verb-binding. The verb to do as an auxiliary verb. The main modal verbs (Can, May). Verb structure like: Like Reading. The only and plural nouns (rules and exceptions). Article (certain, vague and zero). Nouns in the possessive case. The formation of a positive, comparative and excellent degree of adjectives in terms of rules and exceptions. Personal pronouns in the nominative and object cases. Attressive, interrogative, index, uncertain (Much, Many, Little, Few, NO) Pronoun and cases of their use. Adverbs of time (Never, USALLLY, OFTEN, COMETIMES, YESTERDAY, TOMORROW), degree (MUCH, VERY, LITTLE), the image of the action (Well, Slowly, Quickly). Quantitative (up to 100). Prepositions (in, on, at, with, into, to, from, of, unde, by. Imn Front of, BeHind, Between). Thematic planning Thematic content of modules in the UMK “Star English” (“Starter”) 1. Hello! Acquaintance, greeting and farewell, colors 2. My Schoolbag . Numbers 1 - 5, name of school subjects and games 3. My home . Parts of the house, furniture and place of their location 4. My toys . Cose 6 - 10, the name of the toys and their dimensions 5. My face . of the face, dimensions 6. My food . Animals, their actions 8. My Senses . Feelings and sensations in each module are interesting and exciting sections . 1. Craftwork . Drawings, manufacture of simple crafts. 2. OUR School . New vocabulary on interdisciplinary subjects. 3. Go Green . Creative tasks on the environment. 4. Portfolio . Individual tasks, independent work of students 5. OUR World/ My World . Acquaintance with the culture and way of life in other countries, the study of your country 6. Story Land . Russian tales in English 7. CheckPoint . Repetition and consolidation of the module additional sections to the modules 1. Fun Time! Repetition of vocabulary of all modules 2. Season's Greetings

Cards in English on the topic “Greeting, introduction” with translation

Flashcards are a type of visual aid that is very helpful in learning a language. Cards can be large (which can be hung on the board) or small (for completing individual and group tasks).

Visibility #1

Visibility #2

Visibility #3

Visibility #4

Games in English on the theme “Greeting, getting to know each other”

Most of all, children love to play; surprisingly, play is one of the most effective forms of teaching a child English. Games using thematic vocabulary help the child:

• Recall previously learned words
• Actively use English vocabulary in speech
• To ask questions
• Anwser the questions
• Practice speech and pronunciation
• Interested in English lessons

What you can play:

Game No. 1

Game No. 2 and No. 3

Features of teaching English in 1st grade

There are different points of view on whether it is necessary to learn a foreign language from the first grade. And, despite the fact that the mandatory part of the basic curriculum does not provide hours for such study, many educational institutions, especially those specializing in in-depth study of foreign languages, find such an opportunity through extracurricular activities.

And, indeed, the experience of such schools shows that an early start in learning a foreign language has a positive effect on further successful learning, developing pronunciation skills, providing basic vocabulary and speech patterns necessary for communication at the everyday level. But foreign language lessons from the first grade will be effective only if they are correctly structured taking into account the age-related developmental characteristics of first-graders, their leading activities and the correct choice of forms and methods of teaching.

The following requirements apply to all lessons in first grade, including foreign language:

• To prevent fatigue, poor posture and vision, it is necessary to perform physical exercises every 15 minutes (dynamic, breathing exercises, finger exercises, exercises for the hands, eyes, etc.)
• Lessons for a first-grader child should be interesting, bright, memorable, built within the framework of a systematic activity approach.
• The use of visual demonstration, visual illustrative, handouts, and story lessons contributes to the assimilation of the program, the development of memory, thinking, and speech.
• The style of communication between the teacher and first-graders is of particular importance. Among first-graders there are children who experience various kinds of communication difficulties in a group: hypersocial children; children who are afraid of the classroom environment; are embarrassed to answer, etc. All this requires the teacher to have a friendly and patient approach to organizing teaching and educational work. An authoritarian style of communication between a teacher and first-graders is not allowed. For a first-grader, it is important for the teacher to have a kind, positive attitude towards him, which should not depend on the child’s real success.

When conducting English lessons in the first grades, the teacher must take into account the age characteristics of the students; accordingly, the teaching methodology in the first grade and in high school is fundamentally different.

Here are just a few features that distinguish 1st graders from 5th graders:

• predominantly right-hemisphere thinking;
• gaming activity as a leading, educational activity is just being formed;
• weakness of voluntary attention and memory;
• short-term “operative” memory;
• an urgent need for the co-presence of a “significant” adult;
• fast fatiguability;
• lack of long-term motivation...

So why is this age - 7 years old - the most favorable for introducing children to a foreign language?

The answer is that at this age children have advantages that are important to use, since they are subsequently lost. Children of this age develop an interest in understanding their speech experience and searching for linguistic patterns and systems; they easily remember and reproduce small amounts of language material.

The goals and technology of education must be consistent with the active development of the child’s mental functions: thinking, attention, memory, perception and imagination.

Particular attention should be paid to the oral introductory course, that is, training should be conducted on the principle of oral advance. Before starting to read, a child must accumulate a large amount of speech material, which he can then read meaningfully, otherwise double complexity will arise - the sound and graphic image of a new word, and in addition, children will be forced to learn the language word by word, word by word, - But speech does not consist of words! Speech consists of phrases and entire speech patterns.

Therefore, the first thing you need to start learning a foreign language with is listening, learning to understand natural-sounding speech by ear.

The teacher plays a huge role here. After all, it is he who is the source of foreign speech. And the teacher needs to speak only in a foreign language, explaining the meaning with the help of gestures, facial expressions, clarity, emotional coloring of speech, i.e. using untranslated semantization.

We should not forget that according to the requirements of the Second Generation Standards, extracurricular activities must be carried out in a form different from the lesson. Therefore, one of the main goals of teaching a foreign language in the first grade is to create positive motivation and instill interest in learning the subject. And here we should not forget that the main activity for seven-year-olds remains a game, with a motive, purpose and result, during which the formation of the main components of educational activity occurs. It is a specially designed set of exercises using visual aids and toys and story-based activities (something that evokes an emotional response in children) that help students involuntarily learn large volumes of vocabulary. It is convenient to use computer presentations, short cartoons, and videos to introduce and activate vocabulary and speech samples.

A very powerful means of developing positive motivation is to involve first-graders in club activities.

This could be some elements of theatrical performance, extracurricular activities where children can demonstrate their acquired knowledge of English in front of their friends and parents. In our school for primary school students there is a theater studio in English, which is compulsory to attend. There are evenings of entertainment, a week of theater, during which children show performances in English to their parents. And even without a theater studio, a creative teacher can organize extracurricular activities for his students.

And in the classroom, explanations of the rules should be excluded, since first-graders have not yet developed the skill of analysis.

So, in a foreign (English) language lesson the following requirements must be met:

• teaching a lesson by a teacher in English;
• mandatory practice of phonetic skills;
• creating positive motivation;
• physical breaks and mandatory exercises with students lifting and moving;
• use of games and story-based activities;
• frequent change of activities;
• verbal assessment with positive attitudes;

Taking into account the peculiarities of working with first-graders, special attention should be paid to the structure of the lesson, in particular the organizational moment, which is designed to help the child in the formation of universal educational actions. The teacher instructs students in detail what and how to do; patiently accustoms them to fulfill basic requirements; outlines the sequence of actions step by step.

Greeting is an integral part of the beginning of the lesson.

First, the teacher greets the whole class, and the class responds, then it is advisable to act out mini dialogues. To motivate communication in a foreign language, you can use toys or pictures as a guest. At this stage, be sure to include student-student dialogues. This can be done, for example, in the game All around the buttercup (a round dance when the leader, with his eyes closed, chooses a partner for communication).

You should also pay attention to joint goal-setting of the lesson with students.

This is quite difficult to do in first grade, when children do not yet know how to read. And here, plot and clarity can help. For example, students can choose from a number of pictures those on which the topic has not yet been studied. In this case, the goal will be We'll learn about...Using the plot of the lesson, you can help the guest tell/remind/teach...

Phonetic exercises are another necessary element of starting a lesson.

There is no point in explaining the rules of articulation. Phonetic exercises are best done with the help of songs, rhymes and rhymes.

All stages of the lesson must be logically interconnected. The plot can also help make transitions from one stage to another. This could be a fairy tale lesson, a travel lesson, a reception lesson.

For the main part of the lesson, you should select such methods and techniques for working with children that ensure the active practical activity of each student. To strengthen vision and develop fine motor skills of the hand, you should alternate types of activities, conduct physical exercises in a timely manner, and do not overwork first-graders with writing and lengthy drawing. Game forms of activity should be dominant during teaching in the 1st grade.

The introduction and activation of vocabulary should also be carried out in the plot (we are going to visit, we have a guest), with the help of visual aids - pictures, toys.

There should be no directed memorization; memorization is carried out in the game.

All types of Guessing Games work well here: What is Missing, Guess the word, Touch and Guess, Competition “Look and remember”.

For reinforcement, you can use Miming Games, Drawing dictations, all games based on TPR (Total Physical Response), such as Simon says, Nick and Andy.

It is imperative that students feel the need to communicate with each other in a foreign language; they need to be encouraged to do this, allowing them to play the role of a teacher, a presenter. It is good to practice questions and answers using a ball. In this case, new couples and participants work.

As already mentioned, during the lesson there should be 2 physical breaks and exercises for the eyes. It is also better to conduct them accompanied by English songs and rhymes.

The purpose of the final part of the lesson is to sum up the work of students (class) and to form positive motivation for students to engage in learning activities.

Since the educational achievements of 1st grade students are assessed verbally, it is imperative to praise them for their work and ask whether they liked the lesson. Forms of summing up can be varied. You can briefly repeat the main material studied, you can ask questions like Do you know... Do you like... Or based on the plot of the lesson Does Teddy know/like... As a reward, you can give a small gift - a sticker, a picture in the form of a smiley face.

And in conclusion, I would like to remind you that the main goal of schoolchildren studying a foreign language is the formation of communicative competence. And in order to achieve such a big goal, you need to start small, sow a small seed of interest in learning a foreign language in the mind of a first-grader and create all the conditions for it to bear fruit in the future.

Author: Propletkina Marina Viktorovna English language teacher MBOU SOSHDS “Linguist”, Simferopol

Assignments in English on the topic “Greetings, introductions”

Every lesson should include some written work, so encourage your student to complete one or two exercises. It’s good if you prepare and print out the assignments in advance (this will save you time on explanations and allow your child to quickly understand the essence of the assignments).

For example:

• Task No. 1: You need to connect an English phrase and its exact translation with one line (they are mixed in the task).
• Task No. 2: You see a dialogue in front of you, you need to fill it in where words are missing.

Task No. 1 Task No. 2

Riddles, songs in cartoons in English on the topic “Greeting, introduction” with translation

In English lessons, you should definitely use multimedia supplements (videos, cartoons or songs). This is a fun way to diversify the lesson and attract the child's attention, because all children love cartoons.

Pay attention to these video files:

• Cartoon song “How are you?”
• Super Song "Hello"
• Hello from kids
• Cartoon dialogue on the topic “greeting”
• How to introduce yourself? (cartoon)

Basic words and expressions to learn

• Acquaintance.

Hello!/Goodbye! What's your name? – My name is... How are you? – I'm fine, thank you. How old are you? – I'm seven. I'm a boy/girl.

• Teacher commands and simple phrases.

Yes/No. Stand up. Sit down. Open your book. Close your book. Clap your hands. Look. Listen. Thank you. You are welcome.

• Family.

This is my family. This is my mum / mother / dad / father / brother / sister. I have a mother / father / brother / sister / cat.

• House.

– What is it? – It's a house / farm / playground.

• Body parts.

I have eyes / ears / a nose / a mouth / legs / hands.

• School.

I have a book / copy-book / pen / pencil / rubber / ruler / bag. This is my pen / book / ruber. My pen is green.

• Colors.

– What color is it? – It's red / yellow / green / blue / orange / pink / black / brown / gray / white / purple.

• Animals.

I have got a cat / dog / parrot / rabbit / hamster / tortoise / canary / snake. It is a monkey / elephant / crocodile / bird / duck / tiger / giraffe. This is my cat. He/she is small and white. He/she has a nose and four paws. He/she can run, jump, and scratch.

• Toys.

I have got a ball / doll / plane / car / train / ship / kite / teddy bear / drums / guitar / robot. This is my plane. It is red and white.

• Room.

I have a bed / table / chair / TV. This is my room/house. My room is big/small. My chair is white/brown.

• Body parts.

I have eyes / ears / a nose / a mouth / a tongue / legs / hands / teeth.

• Cloth.

I have got a jacket / jeans / a sweater / trousers / a jumper / a skirt / a shirt / a dress.

• Skills.

I can run / jump / play / climb / swim / eat / drink / dance / sing. I can't fly.

• Food.

I like apples / bananas / candies / biscuits / bread / juice / milk / eggs / cheese / chocolate / tea. I don't like fish / coffee / vegetables.

In addition to the school curriculum, your child will definitely enjoy international English language programs as a supplement.

We have selected several of them.

Tips for self-studying the topic in English “Greetings, introductions”

Adviсe:

• To make the lesson interesting for your child, try to actively use the vocabulary that he has memorized earlier and do not introduce complex new words.
• Dramatize as many dialogues as possible , because with practice, the child will be able to remember the phrases better.
• Make dialogue dramatizations realistic, for example, play out meeting old friends or meeting someone at school.
• Saturate the lesson with visuals, audio and multimedia files.
• Try to arrange a dialogue with a native speaker - this can be either a real conversation with a foreigner or an imitation of it. You can also stage correspondence on social networks or using a postal letter.