methodology

1. Introduction to subject
methodology of teaching English
in preschool and primary
education
1. Main peculiarities of teaching preschool and
primary learners.
2. Games contribute to the implementation of
important methodological problems
3. Intellectual and moral education of children.

2. One of the most famous and successful courses in
teaching English as a second language to pre-
school children in the Czech Republic has been
Helen Doron Early English (6.5.2012), which
considers teaching English at this age as natural
as the acquisition of one’s native language.
Moreover, also psychologists claim (When to
start teaching English to a child 6.5.2012) that it
is good to start learning a second language as
soon as possible because till the age of seven all
the percept is stored in the same area of one’s
brain.

3. The optimal length of each lesson ranges between
20-30 minutes. Children are usually divided
according to their age; one group are 3-4 years
old children (their tuition is predominantly
restricted to action-based activities), the second
one is 5-6 years old children (their tuition can
also include some drama techniques).
Sometimes, when just a few children attend the
English lessons, children are divided according
to their knowledge.

4. Moreover, the Research Institute of Education in
Prague published the Methodological guide of
teaching English in a kindergarten in 2010. This
guide suggests that teachers when teaching
English should follow the natural developmental
specifics of children of this age. In addition, the
guide contains 10 rules of the things that should
be kept when teaching English, which is as
follows: 1. ability to understand; 2. exploitation
of games and movement; 3. indirect teaching; 4.
development of imagination; 5. activation of all
senses; 6. changing of activities; 7.
reinforcement; 8. individual approach; 9. use of
native language; 10. use of positive motivation.

5. Activities during English lessons.
There are several teaching methods that keep
children’s attention and concentration at this
age. They are as follows: • method of practical
works; • method of drawing and conversation; •
method of singing and reading poems; • method
of total physical response.

6. Probably, the most effective method is the method
of total physical response (TPR) because one
remembers: 10% of what one has read, 20% of
what one has heard, 30% of what one has seen,
50% of what one has heard and seen, 70% of
what one has said, 90% of what one has done.

7. • it does not really take much for the teacher to
prepare TPR-based English language activities
because this approach requires basic language,
universal preschool lesson themes: • Greetings •
Family members • Numbers • Colours • Animals
• House • Body parts • Food • Fruit and
vegetables • Clothes • Weather, four seasons.

8. Many prominent educators 12 have rightly drawn
attention to the effectiveness of games in the
learning process.
In recent years, significantly changed the
priorities of primary education. Today, his main
goal - the development of a creative student's
personality.

9. Great importance to the game as an educational tool
attached AS Makarenko, "What child is in the game,
is that in many ways it will work when she grows up.
Therefore, the education of the future leader is,
above all in the game. “
Lessons from the use of games and game situations
are an effective means of training and education, as
the rest of the traditional construction of the lesson
and the introduction of the game story attracted the
attention of the entire class. The content of the game
- it's always a number of learning tasks. In the game
pupils get into a situation that allows them to
critically assess their knowledge in an active step,
causing this knowledge into the system.

10. Three aspects of relevance.
The social aspect. Under the conditions of modern
life, most parents can not provide free time to
communicate with children and their
development (working late, at the best time to
check homework.) The educational and cultural
level of the parents is low (higher education in
21% of parents of students). Hence we see that
parents, in most cases, are unable to develop the
thinking of their children.

11. The scientific aspect. In today's school observed
intensification of the educational process, the
complexity of programs designed for the use of
logical reasoning and creative abilities of pupils
of primary school.

12. The practical aspect. The game helps to develop
the visual, auditory perception systems of the
students. Make the lesson interesting and
accessible, helping to increase the activity of
children to learn skills and improve the quality
of education.

13. The game - especially the organized activities
requiring mental and emotional stress forces.
The game always involves making a decision -
what to do, what to say, how to win? The desire
to resolve these issues aggravates the mental
activity of the players.

14. Games contribute to the implementation of
important methodological problems: The
creation of the psychological readiness of
children to the speech communication; Provide a
natural need for frequent repetition of linguistic
material; Coaching students in choosing the
right version of the speech, which is preparing
for the situational spontaneity of speech at all.

15. The main aims in teaching students a foreign language are:
formation in children of primary communication skills in
foreign languages, foreign language skills to use to
achieve their goals, the expression of thoughts and
feelings arising in real communication situations;
creating a positive setting for the further study of foreign
languages;
revival of interest in the life and culture of other countries;
education of active-creative and emotional-aesthetic
attitude to the word;
development of linguistic abilities of students with their
age-appropriate structure for the older preschoolers;
decentration of personality, it is possible to see the world
from different perspectives.

16. From the opening game concepts can identify a number of
general provisions:
1. The game is an independent type of developmental activity
for children of different ages.
2. Children’s play is the freest form of their activity, which is
realized, we study the world, offers a wide scope for personal
creativity, activity, self-knowledge, self-expression.
3. The game - the first stage of the child's preschool, primary
school of his conduct, and equitable regulatory activities of
primary school children, teenagers, young adults, changing
their goals as they grow older students.
4. The game is the practice of development. Children play
because they evolve and develop so that they are playing.
5. The game - the freedom of self-discovery, self-development
based on the subconscious mind and creativity.
6. The game - the main sphere of communication between
children, it solved the problem of interpersonal relations,
human relations experience is gained.

17. There are several groups of games,
developing intelligence, the cognitive
activity of the child
Group I- subject game, as the manipulation of toys
and objects. Through toy - items - children learn
the shape, color, size, material, animal world, a
world of people, etc.

18. Group II- Game creative, role-playing, in which the
plot - a form of intellectual activity. The creative
role-playing games in training - not just
entertainment or a way to welcome the organization
of cognitive material. The game has great heuristic
and persuasive potential, it throws up something
that "seems one", and brings that to the teachings
and life resists comparison and balancing. Scientific
prediction, guessing the future can be attributed to
"the ability to imagine a game of imagination as the
integrity of the system, which from the point of view
of science or common sense, systems are not. "

19. Group III is a didactic game. Typically, they
require the student's ability to decipher, unravel,
unravel, and most importantly - to know the
subject. The more skillful didactic game is made,
the most cleverly hidden didactic purpose.
Operate the game of knowledge embedded in
student learning unintentionally, unwittingly
playing.

20. The classification of educational
games in a foreign language
Despite the fact that a child's play has been written so many, the
questions of the theory of it are so complicated that a single
classification of games still do not exist. Thus, the number of
participants in the games is divided into individual, pair, and
group. And the first target is to communicate with the text,
and the other to communicate with partners. The nature and
form of the game produce substantive, moving with a verbal
component, scene, or situational, games, competition,
intellectual (tests, puzzles, crosswords, etc.), interaction
(communication), complex, etc. By way of organization of the
game, there are computers, writing on message boards, etc. In
terms of complexity of the actions distinguish simple and
complex games, the duration of the - not long and lengthy.

21. Language games helping to learn the various
aspects of language (phonetics, vocabulary, etc.)
are divided into phonetic, lexical, grammatical,
and stylistic. Thus, the educational game - is
focused on the zone of proximal development of
the game, combining teaching with the aim of
appealing to the motive of the child.

22. The main purpose of phonetic games
Lexical games