CC BY
6
УДК 10.02.04
Isakulova B.X. teacher English language department of English Tashkent Institute of Irrigation and Agricultural Mechanization Engineers
DEVELOP INTEREST IN ENGLISH IN CHILDREN
Annotation: This article discusses the types and types of games in order to attract the attention of a child to learn English.
Key words: children, English, studying, games, cartoons, study, teach.
In today's world, there is a growing interest in the early study of English. The preschool period is considered favorable for learning a foreign language. The load on children in the primary grades is great, both intellectual and emotional, so familiarity with a foreign language at preschool age will prepare the child for learning, form the basis of communicative competence with him, lay the correct pronunciation, and contribute to the accumulation of basic vocabulary and vocabulary. Early learning of a foreign language allows for a more comfortable entry of the child into the educational process of primary school, reduces stress, has a beneficial effect on the learning process, and on the development of the child's personality, increasing the productivity of his thinking. If we rely on modern research by scientists, then by the age of 3 years the development of brain cells is completed by 80%. This is precisely the age when all the basic speech skills are formed in the child and his brain is most prone to learning and perceiving any language. Everything that a child teaches at preschool age is remembered for a long time - long-term and operational memory is well developed. This is easiest in the game. The game creates excellent conditions for mastering the language, and it is especially productive in preschool age. Therefore, when developing teachers' programs for teaching English to preschoolers, game technologies are widely used.
In addition, the systematic repetition of foreign words is necessary for the development of children's abilities: to generalize, analyze, systematize material. Early learning of English generates a steady interest in children to further study of the English language, any child gets the opportunity to go to a language school and learn the language in the future. The child develops emotions, will, imagination, memory, thinking, interpersonal communication skills, control and self-control skills are formed, the child learns to organize his activities himself, acquires the ability to collectively solve tasks. Of course, novelty and interest play a big role, but the advantage of children is also that they have a very good memory (if a child remembered something in childhood, then this is forever) - even seemingly forgotten language skills acquired in early childhood, very quickly
restored whenever there is a need for their use. Parents often admit that when their child began to learn English, they, to their own surprise, recalled much of what they had learned back in school, something that seemed long forgotten and lost. However, although children have a strong memory, they are not always able to extract information from it. Children have difficulty reproducing familiar words and expressions in a new situation. This fact often confuses parents. But you should not give up the training you just started - you just need to have patience, as over time the "operational" memory will work for the children, and they will begin to "give out" words and phrases that did not seem to be remembered at all. Proponents of early learning know that "incapable" students simply do not exist -someone who speaks their native language is able to learn another one.
New vocabulary is introduced in various ways, including in the form of pictures, storytelling, toys, other improvised material. Do not sound the alarm if the child cannot or does not want to immediately repeat the words or answer questions. If the child is silent, he still hears the teacher or the answers of other children, which means he will definitely leave this fragment of the dialogue in his memory. Repeating children after a teacher is not a guarantee that they will be more capable in languages than those children who simply listened to him, refusing to answer. At this moment, they not only "accumulated" words for a passive dictionary, which they could use in the future, they absorbed English speech, its intonation, pronunciation. There are frequent cases when children who were silent in the lesson after him even recalled those words and phrases that were not emphasized in the lesson, but the child liked them, so he remembered them and tried to apply them.
In the course of classes with children 4-7 years of age, the following principles of work should be taken into account:
- mandatory use of various means of encouragement, both verbal and material;
- the formation in children of a positive image of the teacher, which increases the reflective abilities of the child;
- imitation of teacher's speech in their native language up to 5-10%, and, as a result, bringing children's speech in English to 90%;
- systematic introduction of vocabulary according to the scheme: the first lesson - 4 words, the second lesson-reinforcement, the next lesson
- activation using speech structures, plus 3-4 new words;
- taking into account the characteristics of short-term memory of children at this stage of development, a systematic return to previously passed material and its inclusion in subsequent classes;
- compulsory training for both truncated and full speech structures, which contributes to the development of speaking skills;
- preference for group learning; the introduction of pair learning as an essential element of successful learning to speak in elementary school (this work helps to establish a favorable psychological climate in the group and remove language barriers);
- the ability to organize their educational activities, to develop a quick reaction to teams and teacher questions.
Types of work in the English class: Work on pronunciation: tongue twisters, rhymes, tales, exercises, gestures.
Work with objects: description, dialogue with a toy, games and fairy tales. Work with pictures: description, detail, dialogue, games, comparison. Learning and reciting poems, nursery rhymes, counters, tongue twisters, rhyming recitation contest, multi-genre recitation (including optimistic, sad, angry, competitions in teams and couples.
Outdoor games: ball games, "chain" with a toy, charging, physical education minutes, dances and dances, teams on the move.
Quiet games: board, lotto, puzzles, crosswords. Creative and situational games: role-playing games, interviews, everyday plots.
Story from the picture: juxtaposition, description, comparison, imagination with forecasting.
Working with video material: screening and discussion of cartoons and diafilms in English.
Children do not know how to control their perception, cannot independently analyze this or that subject. For children's memory, exceptional photographic features are characteristic, but at the same time, the preschooler does not care that everything that he perceives can be recalled later. A characteristic feature of the child's attention is that it is caused by externally attractive objects. Focused attention remains until interest in perceived objects remains.
Sources used:
1. Blagoveshchenskaya T. A. The first English lessons. - M.: Rosman - press, 2008.
2. L. Guseva. We play, we teach, we master - we want to know English. -Rostov n / a: Phoenix, 2009.
3. Zemchenkova T.V., English for preschoolers. - M .: VAKO, 2008. Ivanova M.V. English for kids. - M .: AST: Astrel, 2009
4. Sazonova I.N., Konenko E.A. Why study English with preschoolers? // Young scientist. - 2016.
