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To determine the influence of speech games and stories on children for involving them
in speech sphere.
Developing preschool children’s attention, formation their moral abilities
Upbringing children’s communicative competence, interest to learning language.
Teaching foreign language at kindergarten calls for complex accomplishment of
educational, practice, developing aims.
Also learning foreign language develops children’s mental skills, their morally-esthetic
world perception.
Parents often want their children to study and know English language and they
understand the necessity of it in modern life. But often we can hear a question « Is my child
able to learn foreign language? ». Successful learning and development of the language is
one of the main person’s ability. Any person is able to speak foreign language but it mostly
depends on correctly chosen method of education.
The main thing of teacher’s activity is creation of success for each child. The situation
of success in teaching is one of the origins of the strongest internal pre-school children’s
force that gives necessary energy to overpass the problems in learning English effectively.
Rubbed through the situation of success once, children’s psychological state can change
absolutely. So the teacher can help less successful child to overpass lingual barrier, to begin
speak English and work in collectivity.
Working with these children you should know:
- make good atmosphere at English lessons;
- lend effective help to pre-school children who have some problems in doing something;
- change methods and devices at English lessons for overpassing children’s passivity;
- help pre-school children to overpass the fear of making mistake, rising up the situation of
success and free choice;
- orient children to such important value as family, person, Motherland, labor, culture, world,
knowledge including the main sides of activity;
- form physical development, to addict healthy life.
The child should be present the material the way that he can imperceptibly join a
communication environment and feel surely among more capable children. For this purpose
it is necessary to organize interesting, enticing OEA. One of types of such OEA are the speech
games representing, figuratively speaking, reproduction participating real activity of people
in practice, creating conditions of universal communication. Efficiency of such education is
caused with explosion of motivation first of all and increasing of interest in language.
Speech game promotes motivation of speech activity as pre-school children get into
such situations in which there is a requirement something to tell, to find out, to ask, to prove,
to share something with the interlocutor. In speech games there is an opportunity for timid
children to communicate, speak, overcoming the uncertainty. In usual daily communication,
as a rule, leadingchildren show an initiative, and modest and shy children mostly keep silent.
In such games each child receives the role where he can actively communicate with the
interlocutor.
Joining in speech games at English lessons, children can present themselves in any role
in a certain situation; try to behave according to this role and rules of the game. Speech games
can be interpersonal (relatives, friends), social (the doctor, the seller), psychological
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(positive, neutral, negative characters). The roles which are executed by children also
promote that they study to communicate, to discuss the questions, to understand and estimate
the feelings of surrounding people.
Of course, it is possible to suggest children to show the sketch, mechanically learning
words and sentences. But as experience shows, children can't repeat the text for a long time
and at the same time not to lose interest in this work. More capable pre-school children
remember words and the offered phrases quicker. But for less capable children this work will
seem monotonous and uninteresting when looking at more capable contemporary - they will
feel restrained. Therefore it would be advisably to finish usual sketch with an interesting plot,
with an unexpected outcome — it can be also a game of tag, and cheerful end which will
make children laugh and will adjust them for further positive work, and mutual
communication with contemporaries.
One of such games is game "Ill-mannered guest". This speech game can be held after
studying of words on the themes "Clothes", "My house". Two persons participate in the
sketch. The first child plays a role of the ill-manned sloven. The second child - the owner of
the house:
Кnосk аt the door . А hostess ореns the door.
Hostess: Hello!
Guest: Hi!
The guest wears his coat on the wrong side, his hat is aslant, his boots are on different feet.
Hostess: What’s the matter?
Guest (slightingly): I’m OK.
Hostess: Take off your scarf, boots, coat and hat!
Guest takes his clothes off and throws them down on the floor.
Hostess: Oh, no! Go to the bathroom! Wash your hands!
Guest goes to the bathroom.
Guest: I’ m washing my legs.
The hostess shakes her head unapprovingly.
Hostess: Go to the kitchen!
Guest goes to the kitchen.
Hostess: Have a meal.
The hostess gives the guest a plate with food.
Guest (looking at the plate discontentedly): I don’t like apples! I don’t like sausages! I don’t
like ham!
Hostess: But what do you like?
Guest: What time is it now?
Hostess (looking at the clock): It’s five o’clock.
Guest (shouts): Oh! I’m late! Bye!
Runs away without his clothes and knocking the hostess down.
Hostess (takes the guest’s clothes and runs after him): Take your clothes!
This sketch develops not only the dialogical speech of children, but also brings up
virtuosity, moral and esthetic standards of behavior in society and as result of such work -
genuine pleasure of children, desire to continue learning English.
