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“What your child's favorite toys say. What color does your child choose when drawing? Expanding children's vocabulary
The influence of color on the psyche and health has long been identified by psychologists as very significant for an adult, and even more so for a child. Parents need to be very responsible in choosing the color scheme for the children's room, as well as the toys that the baby interacts with daily. Some colors can speed up development, while others are quite capable of causing irreparable damage to the psyche of the crumbs.
As a rule, pastel-colored toys are of little interest to children, give them all the brightest! But bright colors are different, so the task of parents is to be aware of their influence and choose the safest educational toys for their child.
warm shades
Warm shades, such as yellow, scarlet, orange, will develop concentration and motor activity in the child. That is why the most good decision will buy mobile toys of such colors for the child. It can be robots or radio-controlled cars, a railway, a furby.
Also, these colors are perfect for rattles, mobiles, pyramids for babies, as they will train their attention.
Excessive red color should be avoided in toys, which negatively affects the psyche and can lead to irritability and even aggression. The red color must necessarily be combined with other colors that will complement it and smooth out the harmful effects. One of those colors is yellow.
Source: instagram @growingfootprints
Cold shades
Cold shades (blue gamma) stimulate creative activity in the child, help develop memory, flexibility of thinking and imagination. Creative kits, business boards, the first puzzles are worth buying in blue and blue shades.
At the same time, in the children's room and toys for the child, you should avoid too deep blue and purple colors, which are rarely found in nature and can depress the baby. No wonder that blue is considered the color of alienation and inner anxiety. At the same time, pale blue will be a neutral color for any child, it can be safely used in the interior and decor of a nursery.
Yellow and green colors
Green color is associated with calmness and nature, helps the child to feel relaxed. Light shades of green will only have a positive effect on the baby, it is suitable for educational toys that do not require rush and action: logic games, board games. Avoid khaki and dark marsh shades in the interior of the children's room, focus on light green, grassy and light green.
The combination of yellow and green colors is ideal for the child's psyche, however, not many manufacturers risk using them in pairs, since they are not bright, which means they may not attract the attention of the crumbs the first time.
Black and white
When else to enjoy flowers and bright colors, if not in childhood? Do not deprive the child of this pleasure by buying toys in black, pure white and black shades. If surrounded by crumbs won't be enough bright colors, this can lead to apathy, neurosis and even physical exhaustion.
colorful toys
You should not choose too contrasting toys that combine, for example, blue and red, orange and blue, pink and purple, green and red, black and orange. From this, the child's brain will only be overloaded with unnecessary information and get tired faster.
Berendeeva Daria
The purpose of the work: to determine the influence of a favorite toy on the development of a child and the formation of his character. Based on your observations and the opinions of psychologists, take a different look at classmates, explain one or another of their habits, qualities of character and behavior.
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INTRODUCTION
In the second grade, we wrote an essay "My favorite toy." Before that, they discussed which toy can be called a favorite. Opinions in the class turned out to be different: for some, this is a toy to which you can complain, entrust your childhood secrets, punish, pity, comfort. For others, it helps to overcome the fear of being alone when the parents go somewhere. For others, overcome the fear of the dark. The guys said that they remember this toy in moments of childish grief, take it out of the corner and repair it, paint on worn eyes and lips, sew new outfits, sew on ears and tails, take it and want it to be preserved as long as possible.
I also have a favorite white teddy bear. My grandmother gave it to me when I was 1 year old. (Appendix. Photo No. 1) Since then, I have not parted with him. Later I named him Bagel. I can’t sleep without him, and when I’m sad, I cling to him very tightly, and I feel calmer. When I got sick, Bagel was always with me and helped me get well soon. But for some reason my sister's favorite toy is a plush dog. Nastya loves to sleep with him very much. (Appendix. Photo No. 2)
Before, it seemed to me that a soft, fluffy animal must be a favorite toy. And after talking with the guys, I found out that they choose not only soft toys, but also plastic, wooden, metal, board games and even a computer. I was a little surprised. I wanted to understand why the choice of children is so different and what does it depend on? How do children choose their favorite toy? And also find out how they affect the development of the child, and whether there are any among them that can harm him.
Thus, purpose of my research:determine the influence of a favorite toy on the development of a child and the formation of his character.
Tasks :
1 Explore a brief history appearance of the toy.
2 To study the opinions of psychologists and teachers on the influence of a favorite toy on a child's character.
3 Conduct a survey of classmates in order to identify their favorite toy and favorite color.
4 Conduct an observation and determine whether the favorite toy influenced the character of classmates.
Research methods:analysis of scientific-theoretical and psychological-pedagogical literature, observation.
MAIN PART.
THEORETICAL PART.
Chapter #1 " FUN, BALUSES, TARARUSHKI.»
Toys are the embodiment of the innermost world of childhood, when everything around seems alive, magical and promising a miracle. As A. Sinyavsky wrote, "without toys, the world would crumble, fall apart." After all, if for a moment you imagine that all the toys suddenly disappear from the face of the earth, you get a very scary picture, just the plot of a horror movie. The rattle in the hands of a baby will melt, millions of dolls will evaporate before the eyes of the housewives, children in the yards will be left without balls, cozy plush toys will disappear .... The whole world would then become gray, boring and bleak. It is not for nothing that toys in the old days were called "fun", "balusters" and "gibberish", which is translated as funny, fabulous, funny. And toys are eyewitnesses and witnesses of the history of mankind. After all, if you follow the changes in the doll, you can see how the person grew up. Handicrafts will tell about the relationship of man with nature, about his understanding of beauty and even about the national character. Army of soldiers - about the battles of all ages. Cars, boats and planes - about the development of technical thought. Mechanical toys are evidence of the mind and ingenuity of the human creator. Toys never cease to amaze us. They are full of surprises and surprises. Most of them used to be quite different from what they are today. The doll, for example, was a Goddess. The ball is a sacred object. A rattle with a whistle is a formidable tool in the fight against evil spirits, evil spirits.
At different peoples had their own signs and customs associated with toys. For example, in African tribes, girls were given decorated dolls. It was believed that the more beautiful the doll is, the more beautiful its mistress will be. For boys, dolls were made with a spear in hand, and the stronger the doll was, the more courageous its little owner should grow up. The ancient Slavic dolls did not have a face. (Appendix. Photo No. 3). Our ancestors believed that if the doll is very similar to a person, then an evil spirit can move into it. But at the same time, there should have been a lot of toys in the huts. In Rus', the peasants believed that the more and harder the child plays, the greater the prosperity in the family and the more prosperous life. Despite different traditions, in all cultures it was believed that toys should be given only from a pure heart, and gifts made with hidden hostility can invite all sorts of misfortunes and misfortunes to the one who presents them.
But although the toy is a very ancient invention of mankind, only since the 19th century, domestic and foreign researchers - V.V. Abramenkova, V. Loseva, A. Lunkov, V. Mukhina, G. Landreth began to seriously study the issue of the character of the child. Until now, disputes have not ceased, which toys have the best effect on the development of a child's personality. But, all psychologists agree that a favorite toy has a huge impact on the formation of children. They argue that if you look closely at what toys a child prefers to play with, then you can reveal or explain certain qualities of his character in a slightly different way. Indeed, it is usually not by chance that a child chooses his favorite toy, and almost always in his behavior there are features characteristic of it.
Chapter #2 " HOW THE TOYS WERE EDUCING THE KINGS.
On an excursion to the "Museum of Russian Toys", we were told and shown the toys of Russian tsars-emperors. Perhaps this is a coincidence, but if we trace their fates and compare them with what they played in childhood, this will once again confirm that toys greatly influence the character of people.
At the most famous of the Russian tsars-emperors, Peter the Great
(Appendix. Photo No. 4) there were a lot of toys, but most of all he loved the military. As an adult, Peter won many military victories. He founded the glorious Russian fleet, which began with boat , (Appendix. Photo No. 5). The future emperor also amused himself with them in childhood.
And the future Tsar Peter III was very unlucky. He was brought up in excessive severity, often punished. Only at the age of 14 did he have his first toys. Then the teenager who brought up and as an adult, decided to remain a child forever.
The last Russian emperor (Appendix. Photo No. 6) had a railway as his favorite toy, which exactly copied the real one. Maybe this was the reason why Nicholas II began to build railways throughout Russia.
The Great Empress Catherine II herself developed didactic games and selected toys for her grandchildren. She believed that they have a great influence on the development of a child's personality.
The life of Russian tsars-emperors, the stories of my friends, the opinion of psychologists once again convinced me to try to find the answer to the question and find out whether the favorite toy really influences the formation of the character of children.
Chapter #3" TELL ME WHAT YOU PLAY AND I WILL SAY WHO YOU ARE.
The development of the emotional world of a child is unthinkable without the existence of toys in it, as they help to explore the world around them, form and realize their creative abilities, express their feelings, teach them to communicate and know themselves, and, according to scientists, also determine the fate of a little man!
After much research and observationPsychologists have developed a classification of the dependence of the main character traits of a child on his favorite toy.
Among the toys considered by the researchers, most of all are figurative ones that carry the image of a living being - a person or an animal. They are close and understandable to the child. After all, playing with them brings joy, contributes to the development of his imagination. And all this has a positive effect on the formation of the character of the child, helping to develop certain qualities in him. He voluntarily or involuntarily identifies himself with his plush, plastic, rubber or rag friend.
1 The influence of a favorite toy on a child's character.
Hare is grey.Children whose favorite toy is a plush hare are soft and obedient, kind and sweet, do not offend others, but at the same time defenseless, easily obey the will of others, hardly defend their opinion.
Bear is clumsy.Children whose favorite toy is a teddy bear usuallyresolute, good-natured, strong, a little clumsy. But at the same time they can be quick-tempered, uncontrollable in anger.
Chanterelle -beautiful, seductive and prudent, prone to deceit, scams, using others for their own selfish purposes. As you know, in life, such qualities usually do not lead to anything good.
Hairy horse.A favorite horse will teach a child: to be hardy, fast, healthy, beautiful, efficient, will develop cheerfulness and willingness to share what you have with others. As an adult, he will certainly become an excellent professional in his field, will be a faithful and reliable person.
Beauty Barbie.One of the favorite toys of all girls is the Barbie doll. She is the first beauty, the queen of all dolls. She will teach her mistress tidiness, the ability to choose outfits, good manners, etc. But the price for these qualities is sometimes very high. Firstly, older Barbie fans are very sensitive to the discrepancy between the appearance of the doll and their own. The girl looks in the mirror - it seems to be good, but not Barbie! As a result - a complex about his appearance. By the way, the British, recollecting themselves, are now bringing the image of the British analogue of Barbie - the Cindy doll - to the appearance of a moderately well-fed fifteen-year-old teenage girl.
Tiger gives the child the qualities of a leader. Such a toy helps to become more daring and active, striving to play the main role in everything. It is useful to give a plush tiger cub to timid and insecure children.
Panther or leopard endow with healthy aggressiveness and strength, develop endurance and the ability to adapt even in the most difficult team.
Squirrel gives energy, which in adulthood will lead to the acquisition of material well-being. This toy will help correct children who are dismissive of things, love to break and dirty them.
monkey gives flexibility and is especially useful for children involved in gymnastics, ballet or dance sections.
lion cub gives physical strength and courage, helps relieve stress and solve problems in personal life, helps capricious and shy children.
Wolf helps to develop inner strength, teaches you to quickly control the situation and quickly assimilate new information. This toy will be a good gift for children who have poor memory, slow reaction and weak will.
Dog develops the ability to be true to one's word, to fulfill the requirements of elders, as well as the ability to support friendly relations. Such a toy helps to overcome isolation. As a rule, these children are affectionate, attached to their parents.
Cat On the contrary, it develops the ability to be cunning, the ability to hold on independently, to stand up for oneself, to have one's own view of the world.
Elephant develops the mind and curiosity, the ability to foreign languages.
Giraffe promotes equanimity and strengthens the psychological defense of the child, useful for nervous and touchy children.
Constructor, chess and other board gamesform perseverance, spatial thinking, develop intelligence, imagination, ingenuity and labor skills. Usually such children study well, read a lot, but at the same time they are closed and lonely.
Balls, sports toys- develop dexterity, coordination, muscular strength, eye. Such children, as a rule, are active, restless, and do not always study well.
Cars - develop physical activity. Children are usually restless. In the future, they are fond of technical innovations, as a rule, they choose a profession related to working with their hands.
military toys-develop motor skills, motor activity. But children who prefer such toys are prone to aggression towards others.
Computer and PSP Children are not very mobile, they do not really like to read, they hardly express their thoughts. Subsequently closed, uncommunicative.
Homemade clay or wooden toysdevelop technical thinking and artistic taste. They give the greatest scope for imagination, creativity, are not harmful to health and bring them closer to nature.
From this it follows that almost every toy is able to instill in the child both positive and negative qualities.
2 The influence of the color of a favorite toy on the character of a child.
In order for the conclusions to be as accurate as possible, psychologists advise taking a closer look at what color toys the child chooses. The colors in which we perceive the world have not only an external, emotional impact on us - they deeply affect our character. Since ancient times, each color has been given a certain meaning. And modern psychologists often use the Max Luscher color test, the results of which can fully reveal the character of a person. For example:
Children choosing red color, open, active, difficult to educate.
Pink color personifies refinement, tenderness, weakness, timidity, sentimentality, disposes to daydreaming and develops the imagination.
Yellow - the color of science. Children who choose yellow toys are predisposed to creativity, loneliness, abstract thinking, as usual, freedom-loving, liberated, original and original personalities grow out of them.
Children choosing Orange color, usually cheerful, energetic, easily excitable, but their energy often does not find a worthy application.
Green - the color of health and spiritual tension. People of this color strive for leadership and superiority, have strong views and beliefs.
People who choose blue walk the path of freedom. They are distinguished by carelessness, carelessness, optionality and a tendency to frequent lifestyle changes.
Children who prefer blue toys beautiful, reliable friends, balanced and not fussy, love to read and think, devoid of selfishness. Philosophers grow out of this type of people.
Brown color, usually, closed children prefer. They are trying to create their own special, closed from everyone, reliable little world, into which only well-tested people can “penetrate”.
Black - the color of darkness, gloom, hopelessness, difficult life trials and tribulations.
Grey- it is a symbol of secrecy, anger, fenced off. "Gray" children are quiet, timid, withdrawn, hard to endure getting into a new school.
White color symbolizes purity, innocence, freshness and clarity. A person of this color strives to follow the path of truth, duty and honor.
It became interesting for me to find out how my favorite toy influenced the character of my classmates, and whether the conclusions of psychologists would coincide with my observations of my friends.
PRACTICAL PART.
I developed a questionnaire, which had 4 questions, and conducted a survey of my classmates (Appendix. Photo No. 7).
1 Last name, first name, age.
2 What is your favorite toy?
3 What is it made of?
4 What color is it?
The survey involved 20 people.And here's what I got (Appendix. Photo No. 8): 8 people's favorite toy is a teddy bear. 2 people prefer to play plush cat. 3 children answered that their favorites are cars and chess. Lego was chosen by 2 people, a computer by 6 students and military toys by 2 people. One person each chose a tiger, a Barbie doll and a jump rope. As for the color scheme, (Appendix. Photo No. 9), 7 people chose white and brown, 1-orange, pink -2, blue and red-1, gray chose 1 person.
Chapter #1 " CONCLUSIONS FOR THE CLASS AS A WHOLE.”
Among the toys chosen by the children there are many figurative ones that carry the image of a living being. According to psychologists, this has a positive effect on the formation of the character of children, helps them develop certain qualities and imagination, and gives them joy. The child voluntarily or involuntarily identifies himself with his plush, plastic, rubber or rag friend.
As can be seen from the diagram, the most popular toy was the teddy bear. According to psychologists, the beardevelops the ability to maintain friendly relations with love and kindness to others, but if you have to make decisions, act quickly. Indeed, our class is the most friendly in the school. 55% of children have soft toys as their favorite.
Scientists say that the more of them a child has in the house, the more calm and balanced he will grow up. Recently, Israeli scientists have conducted research on the influence of soft toys on the child's psyche. The result was a conclusion: plush friends can alleviate the stress caused by physical injury or mental turmoil. Soft toy helps to bring out of a state of shock and depression a child who has witnessed hostilities. This is how psychologists helped children cope with unpleasant memories and overcome fear after the militants seized a school in Beslan. It is also good that not a single child chose military toys. This once again confirms the conclusion of psychologists and my observations that the guys in our class are non-aggressive and very friendly. This opinion is in line with color choice. Because The most popular color of favorite toys was white - the color of kindness, truth, love of life. The bad thing is that a large number of 30% of guys prefer a computer, which real life they prefer virtual. This already sets them apart from the rest, makes them more reserved than the rest of the guys.
Chapter 2 "CONCLUSIONS FOR EACH STUDENT."
Teddy bears chose 5 my classmates. All of them, both girls and boys, are very good-natured, smiling, gentle, sometimes quick-tempered, but quick-witted. The colors that they have chosen characterize these children as cheerful, energetic, but easily excitable, sentimental, dreamy. They always fulfill the requirements of their parents and teachers, they like to be on duty in the classroom, they study well. The opinions of psychologists completely coincide with my observations.
Computer- Here my observations do not quite coincide with the opinion of psychologists. These boys are very active, during the breaks they prefer outdoor games. All of them are not very friendly. They have few friends, but all time-tested friends, as a rule, are classmates. They are wary of others. These kids don't read much.
Lego- Boys who prefer constructors to other toys are fully consistent with what psychologists have written. They are balanced and unfussy, like to read and think, study well, reliable friends.
Cat . Andrei and Liza, whose favorite toy is a cat, always keep themselves independent, they know how to defend their opinion, they have their own view of the world. They try to achieve their goal, and even go to the trick for the sake of it.
Tiger- gives the child the qualities of a leader. Nadia is the leader among girls. Everyone wants to be friends with her. She plays sports and always wins. At the same time, Vika is very soft, kind, friendly.
Barbie doll- Lisa, the Barbie toy is also very suitable. She likes to dress fashionably, read fashion magazines, she wants to be praised. She is dreamy, but really does not like being criticized or disagreeing with her opinion.
Rope-
CONCLUSION.
A study I conducted on the influence of a favorite toy on a child's character, based on classifications developed by psychologists and my observations of classmates, showed that 92% of classmates have a character consistent with what the scientists wrote. This allowed me to take a different look at my friends, to explain some of their habits, qualities of character and behavior, actions. I really want my work to be useful to others: teachers, parents, and the children themselves. Based on the results of the study, I suggested to my teacher Larisa Vasilievna that the children be transplanted so that they could pass on the good qualities of their character to each other and help correct the negative ones. So, if you put Masha and Lena R. next to each other, then their friendship will help Masha become more balanced, calm. Lena N. can teach Pasha diligence and perseverance. And Vika could help Nikita E. develop such qualities as trust and mutual respect. I would also like to give some advice to parents. They can use them when choosing toys for their children. (Appendix. Photo No. 10). After all, a child will carry his favorite toy or memory of it throughout his life, and perhaps give it to his children along with the feeling of closeness and warmth that they felt together.
Teddy bear-7h. Kovpiy Karina, Koreshkova Xenia, Mironova Anya, Sold Katya, Pavlova Katya, Sahakyan Larisa.
Tiger-1h. Sokolova
Cat-Sapronchev, Ershova
E-book-Zverev Maxim
Lego- Ryzhov Anton
Cube - Rubik - Churnosov
Phone-Avakyan, Elizbarashvili, Nepomniachtchi, Safarov
Rope-Porhunova
Turtle-Udalov Vlad
Doll-monster-Kolosova
BIBLIOGRAPHY.
1. Beilina A. F. Frebel: games and gaming tools // Preschool education, 1995, No. 3, pp. 56-58.
2. Vasina E.N. A new technique and means of developing the child's self-awareness // Shk. technologies. - 2006. - No. 5. - S. 146-149.
3. Mukhina V.S. A toy as a means of a child's mental development // Vopr. psychology. - 1988. - No. 2. - S. 123-128.
4. Nesterova I.V. The influence of figurative toys on the nature of children's play activities preschool age// - M. : MGPPU, 2006. ;
5. Uruntaeva G.A. The role of toys in the mental development of the child. -M. : Academy, 1997. - 85 p.
1. Introduction. Page 1
2 main part.
Theoretical part.
Chapter number 1 "Fun, balusters, gibberish." Page 2
Chapter 2 How toys were raised for kings. Page 3
Chapter 3 Tell me what you play, and I will tell you who you are. Page 3
1 The influence of a favorite toy on a child's character. Page 4
2 Influence of the color of the favorite toy on the character of the child. Page 5
Practical part. Page 6
Chapter No. 1 Conclusions on the class as a whole. Page 7
Chapter 2 Conclusions for each student. Page 7
3 Conclusion. Page 9
4 Bibliography. Page 10
5 Appendix Page 11
ADVICE TO PARENTS:
1Do not buy aggressive and “immoral” toys for your child. Children get used to the image of the toy that they have in their hands.
2Toys should be varied. There shouldn't be many of them.
3 When buying a toy, think about what it will teach your child.
4 Don't buy toys just to please your child.
5 Don't take away your child's favorite toys as punishment.
6 Do not criticize the negative qualities of his favorite toy in front of the child. On September 7, 7, take part in the "DESTRUCTION-WAR-TOY" campaign. On this day, it is customary to exchange military paraphernalia for sweets and soft toys.
Nona M., yellow
Ksyusha Sh. red
Nikita K-robot, lego
Anna Popova
Methodological development on the topic "Toys"
I have been a speech pathologist for 31 years. From my work experience, I know how necessary for the success and effectiveness of the correctional process is the interaction of all specialists of preschool educational institutions. Therefore, my task is not only to plan my own work, but also to plan the work of an educator - a direct participant in the correctional and developmental process, to consolidate the knowledge gained by children in speech therapy classes. I help educators of correctional groups of senior preschool age organize preliminary work in preparation for speech development classes. Of no small importance is the systematic work on the development of non-verbal processes in children with ONR (attention, memory, thinking, general, fine and articulatory motor skills, breathing and voice).
I systematized didactic material on all lexical topics for educators, including games and game exercises in all areas of the correctional and developmental program.
I invite speech therapists and educators to get acquainted with one of my methodological developments on the topic "Toys".
The games and game exercises contained in it will help organize the work of educators on the instructions of a speech therapist during the week. Tasks are selected according to the degree of increasing complexity on the material of one lexical topic and are aimed at the development of all components of speech. You can use only those games and game exercises that children need, depending on their age and speech characteristics. This material can be used during various regime moments.
Thanks to an integrated approach to overcoming OHP by preschool teachers, there is a positive trend in the development of children.
Theme "Toys"
Children's vocabulary expansion:
Cognitive part]
Fix the general concept of "toys" in the dictionary.
Tell children about toys, including Russian folk toys.
Talk with children about folk crafts, that toys are made by craftsmen.
Consider them in illustrations and in kind (in a group).
Consider the material from which the toys are made - clay, wood, ceramics ...
color, shape, size, parts of toys, show and tell how they are played; (accompany all actions with speech).
Develop the ability to analyze, compare, highlight the characteristic, essential features of objects
b). Children should know:
What toys are there at home and in kindergarten?
How should you treat your toys and other children?
What are these toys made of?
What parts does the toy consist of, what material is it made of.
How to play with this or that toy;
To be able to match nouns (names of toys) with definition words (adjectives) - a round ball ...
Be able to write simple and complex sentences.
Be able to come up with riddles about toys.
What are your favorite toys and why?
Be able to write a descriptive story.
Be able to compare objects (by purpose, color, shape, classify them.
To learn to combine objects in pairs, to draw conclusions.
Develop observation skills and improve the ability to practically apply the acquired knowledge.
Lexico - grammatical structure of speech
Word formation:
1. Formation of nouns with diminutive and augmentative suffixes
“Call it affectionately” (you can play with the ball): ball - ball; mirror - mirror; bear - bear, bear.
“Finish the sentence”: Olya assembled a large pyramid, and Yulia a small one ...
2. Formation of plural nouns in the nominative and genitive cases
"One - many": doll - dolls ...
“I have - we have - no” Wooden pyramid - wooden pyramids - no wooden pyramids.
3. Agreement of numerals, pronouns, adverbs with nouns.
4. Comparison of sets using the concepts of more, less, the same.
5. Formation of adjectives from nouns:
"Which? Which? Which one?”, “Tell me which one? (what it is made of)”, (formation of relative adjectives): wooden toy (what kind) - wooden (matryoshka, pipe); clay toy (what kind) - clay (whistle); ceramic toy (what kind) - ceramic (doll).
6. Agreement of nouns and adjectives:
Name the toys. Name all wooden toys (plastic, soft, yellow, large). Match items to the features: plush, favorite.
Recognition of an object by signs and actions. Selection of signs and actions to the subject. Who what? What is he doing? Which?" Which? (what? what? what)
7. Form signs from action: play-playing, start-clockwork, sing - singing ...
8. Formation of adverbs from adjectives: “How” (easy - easy, interesting - interesting);
9. Formation of related words:
“Pick up related words”: game, play, toy, toy, game ... doll, dolls, doll, puppet ... (from the subject dictionary)
10. The formation of complex words: “Explain the words” (for each palm of a word, we connect them, highlighting the presence of two bases in them): multi-colored, multi-story.
11. Formation of prefixed verbs from nouns: cleaning - clean up, collect.
12. Selection of antonyms “Say the opposite”: big - small, little - a lot ...
13. Selection of synonyms: “Say it differently”: spinning top - spinning top, jumping - jumping, spinning - spinning ...
Connected speech
1. "Say according to the model: I - He - She - They":
I wash my toy - (He is washing the toy. - She is washing the toy. - They are washing the toys).
2. Prepositional case management and practical assimilation of prepositions.
"Where is the toy hidden?"
Toy workshop (preposition "without": a car without a wheel).
"What doesn't happen?" a car without a wheel, a doll without a nose, a sailboat without a mast, etc.
Who was given to? (given to Vanya, mother).
What are they playing with? (preposition "with": with a car, with a ball).
Put the toys away, (prepositions "in", "on": in a box, on a shelf).
3. Extension of the sentence by definitions
“Dress up the sentence” (children complete the sentence one by one, adding a new word).
They bought me ... a ball. They bought me ... a new ball. They bought me ... a new multi-colored ball. Etc.
4. Development of colloquial and descriptive speech of children.
We “describe” your favorite toy according to the plan (using a mnemonic table):
What is this? (name of the toy);
What color, size, shape?
What material is it made from?
How many parts does it consist of?
How can you play with her?
Why did you like it?;
"Recognize the toy by description" (based on the mnemonic table). You can offer several toys for description and guessing.
A). The adult talks about the toy, and the child calls it.)
b). The child talks about the toy, and the other children guess which toy he is talking about. Who guessed, he guesses the next toy.
5. We compose stories on the topics: “My favorite toy”, “A fairy tale about any toy”, “How do you play with a doll, a typewriter?”, “How to make a boat?”, “If I were a ball.”
6. Retelling the fairy tale "Straw Bull" (you can use pictures; pay attention to the sequence of events)
Development of mental functions:
1. Development of phonemic hearing:
“Conversation in a “doll language” (repeat syllable chains from close sounds after an adult; an adult covers his mouth with a screen (a piece of paper):
pa-pa-ba ba-pa-ba ba-ba-pa ta-da-ta
yes-ta-da ta-ta-da da-da-ta da-ta-ta
You can highlight syllables louder and longer (with stress, use different intonations: ta-da-ta? ta-da-ta!
“Guess what sounds” Visual material: screen drum, hammer, tambourine, pipe, bell, harmonica.
An adult shows the children a toy drum, a bell, a hammer, calls them and asks them to repeat. The teacher offers to listen to how they sound. Then he sets up a screen and behind it reproduces the sound of the indicated objects. "What does it sound like?" he asks the children.
"Where did you call?" - determine the direction of the sound. This game requires a bell or other sounding object. Selected leader - child who closes his eyes. An adult stands away from him and calls softly (rattles, rustles). The child should turn to the place where the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself.
The child repeats rhythmic patterns after an adult - tapping, slapping, stomping
2. Improving the skill of syllabic analysis:
“Clap your hands as many times as there are syllables in the word”, “Jump as many times as there are syllables in the word”, “Step the word”.
We are playing with pictures. An adult reads the beginning:
We play with pictures
We call them by syllables,
Show your palms
And give them a little pat.
Then he invites the children to name the toys or the pictures on the board and clap the number of syllables in their names with their hands.
"Count the syllables" (speech outdoor game). An adult, together with the children, pronounces the beginning:
The children stood on their toes
The syllables in the word are counted.
(An adult pronounces the words, and the children accompany each syllable with a movement: they rise on their toes and fall on their heels).
Ball, ball, ball, ball
Cube, ku-beek, ku-bi-ki Dom, do-mic, do-mish-ko, do-mi-ki
3. Games for the perception of color, shape, size:
“Recognize toys by touch” (“Magic bag”). (The child is invited to touch any toy with his eyes closed and name it, explain by what signs he guessed)
“Recognize the object by its part (the cabin is a machine, the ring is a pyramid.)”
Name the Parts:
machines: cab, body ...
puppets: head, ...
"Name": Everywhere find and name objects of yellow, blue and red colors.
"Collect" (cut pictures, puzzles, cubes).
4. Classification of objects
"What is redundant and why?":
Doll, sand, spinning top, bucket, ball (sand);
drum, matryoshka, bow, typewriter (bow);
pyramid, ball, bread box, elephant (bread box)
Why is this item redundant?
4th extra:
apple - ball - plum - orange
machine - pyramid - carrot - matryoshka
5. Games for the development of attention, thinking, memory:
"There is - was - will be." Board - (wood) - (train, cube, doll furniture); fabric - (threads) - (dress for a doll).
"Do as I say." Purpose: this game pursues the development of understanding of verbal instructions, the education of attention. Learn to correctly perform simple tasks in the named sequence (take the bear and put it on a chair, roll the ball and give it to me.) -
"Remember the Toys"
Lay out in a certain order familiar to children and new toys. Carefully consider everything, determine which of them are new, and name them. “Try to remember the order in which the toys are laid out. Now take the toys, but as soon as I give the signal "Played - the toys were put away," put them in the order in which they stood.
"What's gone?" (An adult arranges toys on the table (shelf). Asks the children to remember the sequence of toys. Then he removes one (two) toys when the children close their eyes. Asks them to answer the question: “What is missing? Where was the toy? - What has changed on the shelf?”
“Arrange the toys correctly” The adult names 3-4 toys, and the child arranges them in the suggested sequence and names which toys he arranged.
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6. Problematic issues:
Why don't adults play with toys?
Why they call it that: tumbler, truck, jump rope.
Yes-no (when asking questions, guess the subject by the answers “yes”, “no”).
7. Riddles. The game "Guess the riddles - name the riddles."
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DISTANCE COURSE 2nd CLASS (YEAR 1)
IITRIMESTER
Subject: Let's play! (lessons 26-34)
By the end of this topic, the childshould be able to : - count from 1 to 10;
Name some toys in English;
Talk about what toys he and his friends have, how many of them, whether they like them;
Write the words that are in the boxes at the end of each lesson;
Distinguish singular and pl. nouns in English.
Childmust know - question words ( Who, What, Where, how);
Verb forms “ to have" And " to be" in present time.
Childshould have an idea O present simple tense and auxiliary verb " do- does”.
Each lesson includes exercises for reading . Before reading, you should pay attention to the tasks given to the text, as this helps to extract the necessary information from what has been read.
Basic grammar
“TO HAVE” - “HAVE” (+ textbook p.61)
Affirmative form:
I (I) have He (he) has
You (you, you) have She (she) has
We (we) have It (it: about animals and objects) has
They (they) have
Interrogative form:
Have you got a …? Has he got a ….?
Have we got a ….? Has she got a ….?
Have they got a ….? Has it got a ….?
Answers to the question:
Yes, I have. Yes, he has.
Yes, you have. Yes, she has.
Yes, we have. Yes, it has.
No, I haven't. No, he hasnt.
No, you haven't. No, she hasn't.
No, we haven't. No, it hasn't.
No, they haven't.
In the structure “I have got / He has got"The indefinite article is used"a/ an", when it comes to units. the number of nouns.
For example: I got a doll.
They have got toys.
The use of the indefinite articlea/ an”.
(+ textbook pp. 21, 74)
Words that answer the question "Who?" or "What?" are called nouns.
Before nouns that can be counted and that are mentioned for the first time, the indefinite article “a/an” is used in the singular.
Article “a” is used with nouns that begin with a consonant.
- a sister
- a teacher
Article “an” is used with nouns that begin with a vowel.
- an aunt
- an engineer
Plural of nouns (+ textbook p.64)
Most nouns have two numbers: singular and plural.
The plural of nouns is formed with the ending – s, / - es.
The endings are pronounced like this:
[s] - after voiceless consonants (acat – cats)
[z] - after voiced consonants and vowels (adog – dogs)
[iz] - after hissing and whistling (abox – boxes)
Plural indefinite article before nounsNot used.
Auxiliary "todo" in present time.
Affirmative form:
The present simple tense on the example of the verb “tolike”
In the 3rd person singular, the ending is added to the verb – s(with pronouns he(He),she(she) ,it(it)).
affirmative form:
You like She likes
We like It likes
Interrogative form:
Do you like? Does he like?
Do we like? Does she like?
Do they like? Does it like?
Short Answers:
Yes, I do or (I like) Yes, he does (he likes)
Yes, we do (we like) Yes, she does (she likes)
Yes, they do (they like) Yes, it does (it likes)
No, I don't. No, she doesn't.
No, you don't. No, he doesn't.
No, we don't. No, it doesn't.
No, they don't.
(+ textbook pp. 81-82)
Lesson #26. Development of lexical skills. Introduction to the concept of plural nouns.
Basic vocabulary of the lesson: a toy- toys
a ball-balls
a doll-dolls
Main structures: I have got/He has got….; Has he/she got….? I like….
1. Exercise 1 p.55 (entry No. 52). Listen and repeat after the speaker.
[t] , [oi] a toy (3), my toy, his toy, her toy. I've got a toy. Has he got a toy? Yes, he has got a toy. Has she got a toy? No, she hasn't got a toy. Have you got a toy? Yes, I've got a toy.
[
O:] a ball (3), my ball, her ball. Have you got a ball? Yes, I've got a ball. Has she got a ball? No, she hasn't got a ball.
[
O] a doll (3), my doll, her doll. Has she a doll? Yes, she has got a doll. Have you got a doll? No, I haven't got a doll.
[
i] it (3), I've got a toy. I like it. I've got a doll. I like it. I've got a ball.I like it.
2. Based on listening, do exercises 2, 4, 5 p.55. Look at the pictures, say what the children have and what they don’t, say what toys you have, whether you like them.
3. Exercise 3 p. 55. Listen and learn the poem "Toys". (entry #53)
|
I've got a doll |
Listen and repeat (the poem is read line by line with pauses
4. Letter combinations. ER
6. Development of writing skills: exercises 9,10,11 p.57
7. Workbook: Lesson #26 (pp. 28-29)
Lesson number 27. Teaching the skill of reading with the extraction of information.
Main vocabulary: cat
a kitten
Main structure: “have got/ has got” in affirmative, negative and interrogative sentences; "I have got a cat, but I haven’ t got a dog.»
Repetition of the English alphabet.
1. Exercise 1 p.58 (entry No. 54). Listen and repeat after the speaker.
[æ] ,[ t ] a cat (3), my cat, his cat, her cat. Have you got a cat? No, I haven't got a cat. Has he got a cat? Yes, he has got a cat.
[
K] , a kitten (3), my kitten, her kitten, his kitten. Has he got a kitten? No, he hasn't got a kitten. Has she got a kitten? Yes, she has got a kitten. I've got a kitten, but I haven't got a cat. I like my kitten.
[d] ,[O] a dog (3), my dog, his dog, her dog. Have they got a dog? Yes, they've got a dog. Have you got a dog? No, I haven't got a dog. I have a cat. We haven't got a dog, but we have a cat.
[p] ,[a] puppy (3), a puppy (3), my puppy, his puppy, her puppy. Has your dog got a puppy? Yes, my dog has got a puppy. I haven't got a kitten, but I've got a puppy. I like my puppy. His name is Spot.
2. Exercise 2, 3 p.58. Based on listening, say what animals the people in the picture have, which of them has a cat, But no dog, etc.
3. Exercise 4 p.59. Development of monologue speech skills: Do you have any animal? Who do you have and who do not? Do you love your animal? (5 offers)
4. Exercise 6 p. 59. Development of dialogic speech skills: learn to ask if your interlocutor has any animal, be able to respond to the question posed.
5. Listen and learn the song “ABC” (recording No. 55)
Task number 55. Now you know all the letters of the English alphabet. Learn to sing a song called the Alphabet. Listen:
|
A B C D E F G Now I know the alphabet. |
Listen and repeat.
Sing with us (song sounds).
Sing to the music (music plays).
6. Development of reading skills. Exercise 8 p.59. Letter Uu in open and closed syllable.
7. Development of writing skills: exercises 11, 12, 13, 14 p. 60
8. Workbook: Lesson No. 27 (pp. 30-31)
Lesson #28. Introduction of new vocabulary. Improving grammar skills.
Main vocabulary: one, two, three, four, five
Basic grammar: number of nouns, use of the indefinite article
Main structure: How many …has he got?
1. Exercise 1 p.62. Listen and remember the poems. (Entries No. 12.44)
Task number 55. Now you know all the letters of the English alphabet. Learn to sing a song called the Alphabet. Listen:
Listen and repeat oh to the music (music plays).
2. Exercise 2 p.62. Listen to the recording (No. 56), repeat.
Task number 56. Learn to count from 1 to 5. Listen and repeat: one, two, three
[
O:] four (3)
[ai ], [v ] five (3), one, two, three, four, five. Five, four, three, two, one.
A toy - toys, one toy, two toys, three toys, four toys, five toys. A ball - balls. One ball - four balls. One doll - five dolls. A dog - dogs. One dog - two dogs. One puppy - three puppies. One kitten - four kittens. A cat - cats. One cat, two cats, three cats, four cats, five cats. I've got a cat. My cat has got five kittens. My friend has got a dog. His dog has got five puppies.
[e] many (3), many toys (3), many dolls (3), many balls, many kittens, many puppies. His dog has got many puppies. Her cat has got many kittens.
4. Exercise 5 p.63. Development of monologue speech skills: tell us about your toys.
5. Exercise 8 p. 63. Development of dialogic speech skills: learn to ask each other about toys
6. Exercise 7 p.63 (entry No. 57). Listen and learn the song "What do you have?"
Task number 57.
|
What have you got? I've got a puppy, |
7. Development of reading skills: letter combination wh – [ w].
8. Development of writing skills: exercises 11,12,13. page 64
9. Learn frame p. 64 (plural)
10. Workbook: for lesson 28 (pp. 31-34)
Lesson number 29. Activation of lexical skills. Improving the skills of dialogic speech. Introduction of cardinal numbers from 6 to 10.
Main vocabulary: five, six, seven, eight, nine, ten
Main structures: How many….? I like…./ I don’t like….
1. Exercise 1 p. 65 (entry No. 18) Recall the poem “Hi, Pam!”
|
Hello Pam! |
2. Exercise 2 p.65 (entry No. 58) Listen and repeat after the announcer.
Task number 58. Let's learn how to count from 6 to 10. Listen and repeat:
[
i], [ ks ] six (3), six toys, six balls, six kittens, six puppies. How many toys have you got? I've got six toys.
[ e ], [ v ] seven (3), seven toys, seven dolls, seven balls. How many dolls has she got? She has got seven dolls.
[ ei], [ t ] eight (3), eight toys, eight dogs, eight cats. How many cats have they got? They've got eight cats.
[ai] nine (3), nine toys, nine kittens, nine puppies. How many kittens has her cat got? Her cat has got nine kittens. How many toys have you got? I've got eight toys, and you? - I've got nine toys.
[ e ], [ t ] ten (3), ten toys, ten dolls, ten balls. How many toys have your brother and sister got? They’
ve
got
ten
toys.
3. Exercise 3,4 p.65 Be able to name numbers.
4. Exercise 5,6 p. 65. Be able to ask the question “How much ....?” (“How many (cats, dolls)?”) Be able to ask how many toys you (they, he) have and answer the question.
5. Exerc. 7 p.66. Tell what toys you have, how many of them, which ones you like, which ones you don’t like.
6. Development of reading skills. Exercise 8 p.66 Long sounds,
7. Development of writing skills. Ex.9 p.66, ex. 10.11 p. 67
8. Workbook: Lesson 29. pp. 34-36
Lesson number 30. Introduction of new vocabulary. Development of listening skills. The introduction of the sample "likes - does not like."
Basic vocabulary: to play(play)
to run(run)
to jump (jump)
with(With)
Basic structures: Let’ s (play)! Let's play!
I like to play with my cat.
Do you like to run?
1. Exercise 1 p.68. Entry #59. Listen and repeat.
Task number 59. All children love to play, don't they? Let's learn to talk about it.
[
ei] play (3), like to play, I like to play (3). We like to play. They like to play.
[w],[i], [ ð] with (3), with a ball, with a puppy, with a kitten, with toys, with my sister, with my brother. I like to play with my toys. I don't like to play with my sister.
[dg], [ a ] jump (3), to jump (3), like to jump. Do you like to jump? Yes, I like to jump. Do they like to jump? No, they don't like to jump.
[ r ], [ a ] run (3), to run (3), like to run, want to run. Do you like to run? Yes, I like to run. Do you want to run? Yes, I want to run. They don't want to run, they want to jump.
[ e ] let's (3), let's play, let's run, let's jump. Let's play with my dog. Let's play with your cat.Let's play with her kitten.
2. Exercise 2 p.68 Look at the pictures and say what these children like to play with.
3. Exercise 3 p.68 Development of dialogic speech skills. Ask a friend what (with whom) he (she) likes to play. Use structure Do you like to play with …?
4. Exercise 4 p.68. Invite a friend to play. Use the structure: Let's … .
5. Exercise 6 p.68 (entry No. 61). Listen and learn the poem "I love to play."
|
I Like to Play I like to jump |
6. Development of listening skills. Exercise 5 p.68 (entry No. 60). Listen to what Katya says about her toys. Tell me about yourself as a model.
Hi! My name is Kate. I've got many toys - three balls, two cats, four puppies, nine dolls, one dog and five kittens. I don't like to play with my dog - I like to play with my dolls.
7. Development of reading skills: soundea – [ i:]
8. Development of writing skills. Exercise 10 p.70
Ex. 11,12 p. 70
9. Workbook: Lesson No. 30, pp. 37-38
Lesson #31.Development of monologue utterance skills.
Basic grammar: introduction of the concept of present simple time.
Working on structures: He/ She likes… . Does he/she like? I like. I don’ t like.
1. Exercise 1 p.71 (entry No. 62) Listen and repeat.
Task number 62. Your friends love to play too, don't they? Learn to talk about it. Listen and repeat:
[
u:] too (3), I like it, too.She likes it, too. He likes it, too. I like you too. I like to play with my toys. My sister likes to play with her toys, too. I like to play with my dog. My friend likes to play with his dog, too. I like to play with a doll. My sister likes to play with a doll, too.
I don't like to play with a ball, and my brother doesn't like to play with a doll. I don't like to play with dogs, and he doesn't like to play with cats.
2. Exercise 2 p.71 look at the picture and say what these children like and do not like to play with.
3. Exercise 3 p.71. Tell me who your friend likes and dislikes to play with.
4. Development of reading skills: Exercise 7 p.72
5. Development of writing skills: Ex.9,10 p.73-74
6. Learn the frame page 74
7. Workbook: Lesson No. 31 pp. 38-40
Lesson #32. Introduction of new vocabulary
Main grammar: He likes/She likes
Does he/she like?
Basic vocabulary: hide- and- seek- hide and seek
hop- scotch- classics
leap- frog-leapfrog
tag– baubles
1. Exercise 1 p.74 (entry No. 63). Listen and repeat
Task number 63. Learn the names of several games that English boys and girls like to play. Listen and repeat:
[ai] hide (3), [ i: ] seek (3), hide-and-seek (3), to play hide-and-seek. They like to play hide-and-seek. Do you like to play hide-and-seek? Yes, we like to play hide-and-seek, too.
[t], [æ] tag (3), to play tag (3). Does Abby like to play tag? Yes, she likes to play tag.
[
O]hop(3),[tS] scotch (3), hop-scotch (3), to play hop-scotch (3). Does Betty like to play hop-scotch? Yes, she likes to play hop-scotch. Do your friend like to play hop-scotch? Yes, my friend likes to play hop-scotch.
[ i: ] leap (3), frog (3), leap-frog (3), to play leap-frog (3). Does Billy like play leap-frog? Yes, he likes to play leap-frog.
2. Exercise 2 p. 74 Look at the pictures and say what games these children like to play.
3. Exercise 5 p. 75 Development of monologue speech skills: Say what games you like to play, what you don’t like. Tell me about your friend.
4. Exercise 6 p. 75 Invite your friends to play. (Let's play tag!)
5. Exercise 4 p. 75 (entry No. 64) Listen and learn the poem “We love to play” .
|
We Like to Play
|
6. Development of reading skills: exercise 8 p.76
Exercise 9 p.77 Read about Bab and Bet and talk about them.
7. Development of writing skills: Exercise 10, 11, 12 pp. 77-78
8. Workbook: Lesson No. 32 (pp. 40-43)
Lesson #33.Repetition of the theme "Let's play!"
Development of listening skills. Activation of the studied vocabulary in speech.
1. Exercise 1 p. 78 Mindfulness game.
2. Exercise 2 p. 78. Use structures: “Have you got …?” “How many…?”
3. Exercise 3, 4 p. 79. Say, looking at the pictures.
4. Exercise 5 p. 79 Repeat entries No. 53, 55, 57, 61, 64
Task number 53. Learn the poem "Toy". Listen to the poem:
Task number 57. Learn the song "What do you have?" (to the motive of the song "What's your name?"). Listen to the song:
Task number 64. Learn the poem "We love to play." Listen to the poem:
|
We Like to Play hide and seek we like to play |
5. Exercise 6 p. 79. What games do you like to play? Your friend? (5-7 offers)
6. Exercise 7 p. 79 Invite your friends to play.
7. Exercise 8 p. 79. Entry No. 65. Listen to the sound letter, understand.
Task number 65. Listen to the audio letter and say what it is about:
Hello my friends!How are you?
My name is Fred. I'm from Great Britain. I'm a pupil. I've got three sisters and two brothers. My sisters and brothers are not pupils. They like to play. They've got many toys. We've got two dogs and a cat. The cat has got five kittens. My sisters like to play with the kittens. My brothers like to play with the dogs. I don't like to play with the dogs or with the kittens. I like to play tag, hide-and-seek, leap-frog and hop-scotch. Do you like to play? What games do you like to play?
Bye. Fred
8.Ex.9 p.79 Reply to this voice message. Tell about yourself.
9. Development of reading skills: Exercise 10, pp. 79-80
10. Exercise 12 pp. 80-81
11. Learn frame p.81-82
12. Workbook: Lesson 33. (pp. 43-45)
In this section, you should pay attention to - exercises No. 2.3 p. 83; No. 4, 6, 7 p. 84;
Exercise 9 pp. 86-89 know all the phrases;
be able to translate from Russian into English;
Be able to write the words exercise 11 pp. 91-92
- Where is he from?
- Has he got a grandfather?
- What is his mother?
Is his father a doctor?
- Who is an engineer?
Has Mike got a sister? What is her name?
- Have they got a dog or a cat?
Tell about yourself, be able to write a letter to a friend about yourself (according to the model)
Topic "What toys do you have?" (Lessons 35-43)
By the end of this topic, the child shouldknow :
Color names ( red- red,green- green,blue- blue, blue,yellow-yellow,white- white,black- black,gray- grey,brown- brown);
Animal names ( a bear-bear,an elephant- elephant,a monkey- monkey)
adjectives (big- big,little- small,nice- Cute,funny- funny, amusing
Verbs (give- to giveto take- take)
colloquial clichés: “I’d love to…”, “Not at all”;
Grammar structure: It is = It’ s (red);
Demonstrative pronouns: this- this, this, this
that- that, that, that
these- these
those- those
The concept of "definite article"
The child mustbe able to :
Ask a question: What color is the (toy)?” ("What colour?");
Ask about toys, animals (pets);
Tell about your toys;
Write the words that are given in the boxes at the end of each lesson.
Basic grammar
Definite article "the”
The definite article is used with singular and plural nouns: the toy – the toys.
The definite article indicates what is meant definite, specific subject(human, animal): 1) we know what (about whom) we are talking about;
2) we mention it in the speech for the second time.
For example : It's a doll. Give me the doll. Give me the pink doll.
Article not used before names ( Ann, Sam), last names ( Mr. Smith), city names ( Moscow) and countries ( Russia).
Demonstrative pronouns
This – this, this, this V the only number. If one item is located close to us, then we use the demonstrative pronoun ‘this’
These – these. Used for nouns in plural. If some items are on close to us, then we use the demonstrative pronoun ‘these’
That- that, that, that. Used for nouns in the only number. If one item is at some distance from us (or far away from us), then we use the demonstrative pronoun ‘that’
Those– those. Used for nouns plural. If items are located on some distance from us (or far from us), then we use the demonstrative pronoun ‘that’
Lesson number 35.
The purpose of the lesson: increase the volume of the monologue statement.
Basic vocabulary: this/ that(this/that), numerals (1-10), structureI’ d love to…(I would like to),very much(very much).
1. Exercise 1 p.94. Entry #71. Listen and repeat.
, [e], , a red ball - red balls, a red cat - red cats, a red dog - red dogs, a red kitten - red kittens. My red cat has got a redkitten. His cat has got a kitten. It's red, too.
, a green ball, six green balls. Have you got a green ball? No, I've got a red ball. My sister has got a ball.
[
h:
] a bird (3), a bird - birds, three birds, eight birds. How many birds has she got? She has got four birds. Have you got birds? I've got a bird - it's red and green.
2. Exercise 2 p.94. Based on listening, say what toys (what color) the children have in the picture. Use pattern (structures: “I’ve got a ...”, “He has got a …”, “It’s/…”)
3. Exercise 3 p.95. Ask how many birds these children have in the picture. Use: “How many birds have you got? How many birds has he got?”
4. Exerc. 4, 5 p. 95. Development of monologue speech skills: look at the picture, tell me what color these toys are, how many there are, do you have such toys?
5. Exerc. 4.5 p.95. Entry No. 72. Grammar: demonstrative pronouns (singular) (see grammar explanation)
It's fun to bethis
It's fun to bethat
To jump like a dog
To me like a cat.
6. Development of reading skills: exercise 7, p. 95, exercise. 8, page 96
7. Exercise 9 p. 97 Entry No. 73. Listen, repeat, learn, make up a dialogue according to the model:
fred:Hello Ted!
Ted:Hi!
fred:Do you want to play tag?
Ted:Oh, I'd love to! I like to play tag very much.
fred:Let's play, then.
Ted:O.K.
8. Exerc. 11, p.97, ex. 12.13 p.98
9. Workbook: Lesson 35.
Lesson number 36.
The purpose of the lesson: development of dialogic speech skills.
Basic structures: I’ d love to… (I would wanted) /I like to play very much.(I love to playLet’ s play then(Let's play then).
1. Exercise 1 p.98 Entry No. 74. Listen and repeat.
, [e] yellow (3), it's yellow, a yellow ball - yellow balls, a yellow bird - yellow birds. Have you got a green ball or a yellow ball? I've got a yellow ball. My friends have gotmany balls, they are yellow, red and green. The birds are green, the ducks are yellow.
blue(3). It's blue. They are blue. A blue toy, blue toys, six yellow toys and three blue toys. I don't like blue toys. She doesn't like yellow toys. My brother has got many toys. They are red, green, yellow and blue. The balls are blue and yellow.
[d], duck (3), a duck (3), a duck - ducks, ten ducks, I've got ten ducks - they are yellow.
2.Ex.2 p.98, Ex. 3 p. 99. Look at the pictures, do the tasks: count, say what color.
3. Exercise 4 p.99. Read the questions and answer them; act out the dialogue.
4. Exercise 5 p. 99. Read Bob's answers, ask questions, ( structures: I'd love to, I like to play very much. Let's play then)
5. Development of reading skills: ck[k]
ir[w: ]
Exercise 7 p.100, exercise 8 p.100-101
7. Development of writing skills. Ex. 10, 11,12 pp. 102-103
8. Workbook: Lesson No. 36
Lesson #37
The purpose of the lesson: development of monologue speech skills. Structure Is it (white)?
1. Exercise 1 p.103. Entry #75. Listen and repeat.
white (3), a white cat - white cats. The cat is white. The cats are white. It's white. They are white.
[æ]
black (3), a black dog, black dogs. The dog is black. The dogs are black. It's black. They are black.
brown (3), a brown puppy, brown puppies. The puppy is brown. It's brown. The puppies are brown.
gray (3) kitten, gray kittens. The kitten is grey. The kittens are grey. They are grey. Is the bird grey? No, it's not gray - it's white. Is the duck brown? Yes, it's brown. Are the birds grey? No, they are not - they are white. Are the ducks brown?Yes, they are brown.
2. Exercise 2 p. 103. Say what color the toys are in the picture, how many there are. Ask what color they are, use: Is it…? / Are they…?
3. Exercise 4 p. 104. Look at the picture, read the text, complete it.
4. Exercise 5 p. 104. Entry No. 76.
stand up!
Hands to thesides!
Bend left!
Bend right!
5. Development of reading skills. ck – [ k]
wh – [ w]
Ex. 6 p. 104
Ex. 7 page 105
Ex. 8 p. 106 Read and say which of the stories matches the picture. Illustrate the story about Ann. Retell.
6. Development of writing skills. Ex. 9, 10, 11 p.107
7. Workbook: Lesson 37
Lesson #38
The purpose of the lesson: repetition of colors, introduction of structure "What colour…?" Introduction of demonstrative pronouns “this / that, these / those (see grammatical explanation at the beginning of the topic)..
1) Ex. 1 page 108. record number 77. Listen and repeat.
[ð],
this (3), this dog, this cat.
[
k]] color (3), what color (3), what color is the.. What color is the duck? What color is the bird? What color is this? What color is this cat? What color is this dog?
[ð], [i:] these (3), these dogs, these cats. What color are these? What color are these cats? What color are these dogs?
[æ ] that (3), that doll, that ball. What color is that? What color is that doll? What color is that ball?
those (3), those toys. What color are those toys?
2) Exercise 2, 3 str. 108. Development of dialogic speech skills. The introduction of demonstrative pronouns in plural. (‘these/those’) (see grammar explanation). Practicing the use of demonstrative pronouns.
Use structs “ Is this (red)?”
“Are these yellow?”
“Is that green?”
“Are those (blue)?”
3) Exercise 4 p. 108 - Ask a friend about toys, tell about yours.
4) Ex. 6. p. 108, entry No. 78 Song "Colors", listen, repeat, sing, learn.
I see green, I see yellow
I see that funny fellow
I see white, I see black
I see this, and that, and that.
5) Development of reading skills. Ex. 7 page 109
Ex. 8 p. 109 - development of reading skills with highlighting information: read, say what games boys like to play, learn dialogue; make up your own dialogue.
6) Development of writing skills. Ex. 9, p. 110, exercise 10 p. 111.
7) Workbook: For lesson number 38.
Lesson #39
The purpose of the lesson: Introduction to the names of animals.
1) Ex. 1 page 111. Entry No. 79. Listen, repeat.
bear (3), a bear - bears, a brown bear - brown bears. What color are these bears? They are white. What color are those bears? They are brown.
[e] elephant (3), an elephant (3), an elephant - elephants, a gray elephant. What color is this elephant? It's grey. Is that elephant white? No, it's a gray elephant.
[
a], monkey (3), a monkey - monkeys, one monkey, five monkeys, eight monkeys. Is this your monkey? no,
it’
s
his
monkey.
2) Exercise 2 p. 111. Name the animals and say what color they are. For example: “This bear is brown. That bear is white.”
3) Exercise 4 p. 112. Game for attention. Look at the picture, close the book, say which animals you remember.
4) Entry No. 78, 80. ex. 6, 7 p. 112. Song "Colors". Listen, repeat, sing, teach.
I see green, I see yellow
I see that funny fellow
I see white, I see black
I see this, and that, and that
|
I see green, I see yellow |
5) Development of reading skills. Exercise 8 page 112
6) Repeat demonstrative pronouns in singular. ('this/that').
Ex. 10 p. 113. (entry no. 81)
This is Jack
And that is Jill.
This is Bell
And that is Bill.
This is Al
And that is Dot.
This is Pussy
And that is Spot
7) Development of writing skills. Ex. 11, 12, 13, page 114
8) Workbook: Lesson No. 39
Lesson #40
Main vocabulary of the lesson: adjectives big, little, nice, funny
1) Ex. 1 page 115. Entry No. 82. Listen and repeat.
Toys can be big or small, funny or cute. Learn it in English. Listen and repeat:
[
i] big (3), a big elephant, a big bear, a big ball, a big doll - big dolls, a big dog - big dogs. My sister has got a big doll. I like to play with my big ball.
[
i] little (3), a little toy, a little bird - little birds. She has got eight little birds. Does your sister like to play with big dolls or with little dolls?
nice (3), a nice duck, a nice doll, a nice duck - nice ducks, a nice doll - nice dolls. She likes to play with her little doll - it's very nice.
[
a] funny (3), that funny fellow, I see that funny fellow. A funny monkey, funny monkeys, a little funny monkey. What color are those funny monkeys?
2) Exercise 2 p. 115. Use listening.
3) Exercise 4 p. 115. Development of dialogic speech skills. Ask about toys.
4) Exercise 5 p. 115 Development of monologue speech skills. Tell me about your toys.
5) Exercise 6, exercise 7 p. 116.
Ex. 8 p. 117. Development of reading skills with reading comprehension and highlighting the necessary information.
6) Ex. 9, 10, 11 pp. 117-118 Development of writing skills.
7) Workbook: For lesson number 40.
Lesson number 41.
Basic grammar: introduction of the concept of the definite article.
Main structure: "Give me please"("Give me, please”). « Take, Please” (“Take it, please”).Introduction of Structures “Here it is” (for singular), “Here they are” (for plural) (= “Here!”)
1) Exercise 1 p.118. Entry No. 83. Listen and repeat.
[
i] give (3), me (3), give me (3). Give me a toy, please. Give me the toy, please. Give me those toys, please.
take(3). Take a doll, please. Take that doll, please. Take these yellow ducks and those blue birds, please. Please take these little kittens and those big cats.
2) Ex. 2, 3, 4 p.119. Development of dialogic speech skills based on entry No. 83.
3) Entry #84
Hand up!
Hand down!
Hands on hips!
Sit down!
Ex. 9 p. 120. Development of reading skills with the allocation of specific information. Text retelling.
5) Ex. 10 p.120. Entry #85 Listen, repeat, learn. Make up and act out your dialogue.
baby:Sally, give me that doll, please!
Sally:Here it is.
baby:Thank you very much.
Sally:Not at all. And you give me those balls, please.
baby:Here they are.
Sally:thanks.
baby:Not at all.
6) Development of writing skills. Ex. 12, 13, 14 pp. 121.
7) Workbook: Lesson No. 41
Lesson #42
The purpose of the lesson: generalization of the topic “What toys do you have?”
1) Development of listening skills.
Exercise 1 p. 122. entry No. 86.
In the story you will meet a new wordanimals - "animals".
I've got a friend.His name is Bob. He is four, and I am five. My friend and I like to play. I like to play leap-frog, but Bob doesn't. He likes to play hide-and-seek, but I don't. Bob and I like to play tag and hop-scotch.
Bob has got many toys. I've got many toys, too. We've got three big gray elephants, five little brown monkeys, ten little yellow ducks, two black dogs, one little white dog, many cats, kittens and birds.
Now we want to play with the toy-animals. Bob wants to play with the little monkeys - they are funny and nice.
I don't like to play with little toys - I like to play with big toys.
Now I want to play with the big elephants and big dogs.
Teacher questions:
How old is Bob?
Does Bob like to play leap-frog?
Do they like to play tag?
What toys have they got?
Does Bob like to play with big or small toys?
2) Exercise 2 p. 123. Look at the picture, then close it and say what is drawn on it, what color and how much.
3) Exercise 3, 5 p. 122. Development of dialogic speech skills. Use the vocabulary of this topic.
4) Exercise 4 p. 122. Development of monologue speech skills.
5) Recall entries No. 72, 76, 78, 80, 84
Task number 72. Listen to the poem "It's funny" and memorize it:
Task number 78. Listen to the song "Colors". Learn the 1st verse.
Task number 84. Listen to the charging commands, follow them and try to remember them:
|
Hand up! |
6) Development of reading skills. Ex. 9, 10, pp. 123-124
7) Development of writing skills. Ex. 11, 12, 13 pp. 124-125.
8) Workbook: For lesson number 42.
Topic: Where are your toys? (Lessons 44-54)
By the end of this topic, the child should know:
Prepositions denoting location ( in- V,on- on the,under- under,near- about, nearby);
Lexical units ( a table- table,a chair- chair,a box- box,a bag- bag);
Animal names ( a giraffe- giraffe,a crocodile- crocodile,a tiger- tiger,a hare- hare,a Fox- fox,a horse- horse,a cow- cow);
The verb "to put" - put, put;
Features of the use of the modal verb "can" in the affirmative, interrogative and negative forms.
The child must be able to:
Use structures indicating the location of items ( to be in / to be under / to be on / to be near);
Ask general questions Do you like…? Does he like…? Can they jump? Is it on the ….?);
Write the words that are given in the boxes at the end of each lesson.
Basic grammar of the topic.
Modal verb "can” (“be able, be able”)
Verb Features"can":
in the 3rd person singular (with pronouns he, she, it) Not the ending -s is added;
after the verb “can” No particles “to”
Compare: I like to skate. I love to skate. I can skate. I can skate
He like s to skate. He loves to skate. He can skate. He loves to skate.
Formation of the affirmative form of the verb “can”.
I can (skate, read, run). He can (skate, read, run).
You can (skate, read, run). She can (skate, read, run).
We can (skate, read, run). It can (jump).
They can (skate, read, run)
Formation of the interrogative form of the verb “can”.
The verb “can” comes first in the interrogative sentence and does not require the auxiliary verb “to be” or “to do”.
Can you skate? Can she skate?
Formation of the negative form of the verb “can”.
To form a negation, the particle “not” is added to the verb “can”.
You cannot skate. She) cannot jump.
Brief answers
Yes, you can. No, you can't.
Yes, she) can. Yes, she) can't
Lesson #44
Basic vocabulary: a table(table), prepositions (on- on the,under- under), verbput(put)
1) Exercise 1 p. 127, entry No. 87. Listen and repeat.
table(3), a table - tables, a big table, a little table. He has got a big brown table. Have you got a big table or a little table?
[
O] on the, on the table. The doll is on the table. The toys are on the table. Is the cat on the table? Yes, it's on the table. Are the kittens on the table? No, they are not on the table.
[
a] under (3), under the table. The dog is under the table. The monkeys are under the table, too. Is the bird on the table or under the table? It's under the table. Are the toys on the table or under the table? They are on the table.
put(3), put it, put the, put them. Take the doll and put it on the table. Put the bear on the table. Take the doll and the bear and put them on the table.Put those toys on the table.
2) Ex. 2 p. 127. Look at the picture and say where the toys are. Sample: " The doll is on the table.”
“The ducks are under the table.”
3) Ex. 3 p. 127. Use the verb “to put”.
Sample: " Put the table on the table.”
4) Ex. 4 p. 127. Sample: “ Take the doll and put it on/under the table.”
5) Exercise 5 p. 128. Development of listening skills. Entry #88. Listen to the story and say where Rita's doll is.
My friend Rita has got many toys; birds and ducks, bears and elephants, dogs and cats, kittens and puppies. They are white, black, red, green, blue, gray and yellow. She has got brown monkeys, too. She has got big toys and little toys. Her toys are very nice. And her toy-monkeys are very funny. The toys are under the table.
Rita has got a doll. It's big, and it's very, very nice. The doll is not under the table - it's on the table.
Rita likes her doll and she likes to play with it.
Where is the doll?
Answer additional questions:
Has Rita got many toys?
What toys has she got?
Where are her toys?
Is her doll nice?
Does Rita like to play with her doll?
6) Development of reading skills: exercise 7 p. 128
Exercise 8 p.129 - development of reading skills with the allocation of specific information; retelling.
7) Development of writing skills. Ex.9, 10, 11 pp. 130-131.
8) Workbook: Lesson No. 44.
Lesson number 45.
Main structure: a sentence with a question word « Where"("Where"); “ Where is the ball?”
Basic vocabulary: a chair(chair),a box(box),a bag(bag).
preposition introduction near(near, next to); repetition of prepositions in, on, under.
1) Exercise 1 p.131. Entry #89. Listen and repeat.
[
EZ] chair (3), a chair (3), on the chair, under the chair. Where is the bear? It's under the chair. Where is the ball? It's under the chair, too. Where are the toys? They are on the table. Where are the kittens? They are under the chair.
[
O] box (3), a box (3), a box - boxes, one box - many boxes, on the box, in the box, into the box. Put it on the box. Take your toys and put them on the box. A white box. Is your box green or grey? What color is that box? The box is on the chair.
[
i] in (3), in the, in the box, in the table. Is the kitten in the box or on the box? It's in the box. Are the puppies in the box or on the box? They are in the box, too. Take your toys and put them into the box.
[æ - æ - æ] bag (3), a bag - bags, a big bag, a little bag, a gray bag, a nice bag, in the bag. Are the toys in the bag? into the bag. Put the toys into the bag.
[
ih] near (3), near the table, near the chair, near the box. Where is the ball? It's near the table. Where are the toys? They are near the chair. Is the puppy in the box or near the box? It's near the box.
Put the toys into the box. Put the box into the bag. Put the bag into the table, please.
2) Ex.2 p.131, ex. 4 p. 132. Use the structure: “Where is the white puppy?”
“Where are the gray kittens?”
3) Exercise 5 p.132. Entry #90. Listen, repeat, recite.
Where Is the Ball?
Oh, where is the ball?
Oh, where, oh, where?
Is it in the box
Or under the chair?
Oh, here is my blue
and yellow ball
Under the table
near the wall.
4) Exercise 6 p. 132. Practicing the use of previously studied verbs in speech:
- to take : Take the doll.
- to put: Put it on the table.
structure : Where is the doll?
The doll is on the table.
- to give : Give me the doll, please.
structure : Here it is.
5) Development of reading skills. Ex. 7, p. 133.
Ex. 8 p. 133. Development of reading skills with highlighting the main information.
6) Development of writing skills: Ex. 9, 10, 11 pp. 134-135.
7) Workbook: For lesson number 45.
Lesson number 46.
Basic vocabulary: a giraffe(giraffe),a crocodile(crocodile),a tiger(tiger).
Phrases: “I'm sorry."("Regret”)/ “I don’t know.”("I don't know").
1) Exercise 1 p. 135. Record No. 91. Listen and repeat.
, [
α
:] giraffe (3), a giraffe (3), a giraffe - giraffes, yellow and brown giraffes. Is that your giraffe? Yes, it's my giraffe. Are those his giraffes? Yes, they are. Where are her toy giraffes? They are in the box. What color is her giraffe? It's yellow and brown.
[
O] crocodile (3), a crocodile (3), a crocodile - crocodiles, green crocodiles. Does he want to play with those crocodiles? Is the crocodile near the chair or under the chair?
tiger (3), a tiger - tigers, big tigers. This tiger is yellow, and that tiger is brown. Where is the yellow tiger? Where are the brown and yellow tigers?
2) Exercise 2 p. 135. Practicing the use of learned prepositions and new vocabulary.
For example: " The tiger is under the table.”
4) Exercise 5 p. 136. Development of reading skills and monologue speech:
Answer questions on the text. Sample questions: *Has she got many toys?
*Does she like to play with her monkey?
*Is her monkey little?
*Where is her monkey?
Tell us about your favorite toy (according to the model)
5) Ex. 6 pp. 136-137. Development of reading skills.
Ex. 7 p. 137. Development of reading skills for speed.
6) Ex. 8 p. 137. Entry No. 92. Listen, repeat, read, compose your dialogue according to the model.
Mother:
Jack, where is your toy tiger?
Jack:
I'm sorry, Mom, I don't know.
7) Ex. 10, 11, 12 pp. 138. Development of writing skills.
8) Workbook: Lesson No. 46
Lesson #47
Basic vocabulary: a hare(hare),a Fox(fox).
1) Exercise 1 p.138. Entry number 93. listen and repeat.
[
eh] hare (3), a hare - hares, a white hare - white hares, a gray hare - gray hares. What color are the hares? These hares are white and those hares are grey.
[
O] fox (3), a fox - foxes, one fox - three foxes, ten foxes. Is the red fox in the box? No, the red fox is not in the box.
2) Ex. 2 p.139. Repetition and training in the use of previously studied prepositions, new lexical units, structures “ Where is / Where are…?”
3) Exercise 3 p. 139. Development of monologue speech skills based on questions.
4) Exercise 4 p.139. Development of dialogic speech skills.
5) Ex. 5 p. 139. Developing the ability to describe a picture using previously learned vocabulary and structures.
6) Ex. 6 p.140. Entry No. 94. Song "I have a lot of toys." Listen, repeat, read, teach, sing.
I've Got Many Toys
I've got a hare
I've got a bear
My toys are here
My toys are there
7) Ex. 7 p.140. Development of reading skills.
Ex. 8 p.140. Rules for reading the ending of the plural of nouns -s. (Repetition)
[s] - after voiceless consonants ( “ cats”);
[z] - after voiced consonants and vowels (“ birds, tables”);
- after -x, ch (“boxes”)
* Has Vova got a dog?
* What color is his dog?
* Does Vova like to play with his dog?
* Does Rex like to jump or run?
* Does Vova want to have a cat?
Tell me what Vova writes about his dog.
8) Development of writing skills. Write a reply to Vova's letter. Use the sample ex. 9 p.141.
9) Ex. 10, 11, 12 pp. 141-142 - in writing
10) Workbook: Lesson No. 47.
Lesson #48
Basic grammar material: introduction to the modal verb “ can” (be able, be able) in affirmative and negative forms (see grammar note at the beginning of the thread). can / cannot / can ’ t
Verb “to see”(see)
Introduction to speech phrase “ how old are you?” ("How old are you?")
1) Exercise 1 p.142. Entry #95. Listen and repeat.
see (3), I see green, I see yellow, I see this and that and that.
[æ] can (3), can see, I can see. He can see. She can see, I can see an elephant. He can see a tiger. We can see toys in the bag. Can jump, can run, can hop. My dog can run and jump. I can run and jump, too.
[
α
:] can't (3), I can't, she can't. I can't see. She can't see. I can't see your toys. You can't see my toys. He can't see those birds.
can't run, can't jump. They can run but they can't jump. We can see the hare, but we can't see the fox.
You can enter the following verse:
I can jump
I can run
I can play
It’ s fun.
2) Ex. 2, 4 pp. 142. Practicing the use of affirmative and negative forms of the verb ‘can’.
3) Exercise 5 p. 143. Development of monologue speech skills. Use “I can….”
4) Ex. 7 p. 143. Development of reading skills.
Exercise 8 p. 144. Developing reading skills with full reading comprehension. Task: Read and match the question and answer.
5) Exercise 9 p. 144. Entry No. 96. Listen to the dialogue, repeat after the speaker, learn, act out, compose your dialogue according to the model.
Mimi:
How old are you, Mary?
Mary:
I'm seven. And you?
Mimi:
I'm eight. And how old is Rita?
Mary:
I'm sorry, I don't know.
6) Ex. 11, 12, 13 p. 145 - in writing
7) Workbook: For lesson number 48.
Lesson number 49.
Basic grammar material : verb "can” (“be able, be able”) in interrogative form.
Basic vocabulary : a horse(horse),a cow(cow)
1) Exercise 1 p.145. Entry #97. Listen and repeat.
Can you run? Can he jump? Can monkeys jump? Can giraffes run? Can you see that bird?
[
O:] horse (3), a horse - horses, one horse, five horses, ten horses, many horses, big horses, brown horses. Are the horses grey? No, the horses are brown. Can horses run? Yes, they can.
cow (3), a cow - cows, a big cow, a nice cow. They've got a nice brown cow. Can you see those cows?
2) Ex. 2 p. 146. Activation of the studied vocabulary in speech. Practice using structure “ Can horses run?” “ Yes, they can”.
3) Ex. 4 p. 146. Think and describe the animal. For example: " It's very big. It's grey. It's from Africa. It can run.”
4) Ex. 5 p. 146. Development of dialogic speech skills: make up a dialogue, use these questions.
5) Exercise 6 p. 147. Entry No. 98. Song “I have a lot of toys” (2nd verse). Listen, repeat, teach, sing.
I've got many toys
I've got a horse
I've got a fox
I've got a brown cow,
I've got a duck,
I've got a bird
I'm playing now.
6) Exercise 7, 8 p. 147. Development of reading skills.
Ex. 9 p. 148. Developing reading comprehension skills. (Read, find answers to the questions posed.)
7) Development of writing skills. Exercise 10 p. 148. Describe the picture using the studied vocabulary: animal names, colors, prepositions of place. For example: “The gray cat is near the table. The green crocodile is in the bag.”
Ex. 11, 12 p. 149 - in writing
8) Workbook: For lesson number 49.
Lesson number 50. Repetition.
The purpose of the lesson: generalization of material on this topic.
1) Ex. 1 p. 149. Repetition of entries No. 90, 94, 98 Task number 90.
Listen and repeat (read with pauses).
Sing along with us (the 1st verse of the song sounds).
Task number 98.
|
I've got a horse |
Listen and repeat (read with pauses line by line).
Sing along with us (the 2nd verse of the song sounds).
Sing to the music (music plays).
2) Ex. 2 p. 150. Be able to ask a friend what kind of toys he has; Where are they located.
3) Ex. 4. p. 150. Game for attention. Look at the picture, close it, tell me what toys and where Pinocchio put it. Sample: “My green crocodiles are on the table. My brown bear is under the table.”
4) Ex. 7 p.150. Tell us about your animal, what it can do. Ask a friend about his animal.
5) Ex. 8 p. 150. Development of reading skills. Read it right, fast, out loud.
6) Exercise 9 p. 151. Read the dialogue, answer the question.
7) Ex. 10, 11 p. 151, ex. 12, 13 p. 152 - in writing
8) Workbook: For lesson number 50.
1) Repeat entries No. 86, 88
Task number 86. Listen to the story and answer the teacher's questions. In the story you will meet a new word animals - "animals".
I've got a friend. His name is Bob. He is four, and I am five. My friend and I like to play. I like to play leap-frog, but Bob doesn't. He likes to play hide-and-seek, but I don't. Bob and I like to play tag and hop-scotch.
Bob has got many toys. I've got many toys, too. We've got three big gray elephants, five little brown monkeys, ten little yellow ducks, two black dogs, one little white dog, many cats, kittens and birds.
Now we want to play with the toy-animals. Bob wants to play with the little monkeys - they are funny and nice.
I don't like to play with little toys - I like to play with big toys.
Now I want to play with the big elephants and big dogs.
It's fun to play with toy-animals!
Exercise № 88.
Listen to the story and say where Rita's doll is:
My friend Rita has got many toys; birds and ducks, bears and elephants, dogs and cats, kittens and puppies. They are white, black, red, green, blue, gray and yellow. She has got brown monkeys, too. She has got big toys and little toys. Her toys are very nice. And her toy-monkeys are very funny. The toys are under the table.
Rita has got a doll. It's big, and it's very, very nice. The doll is not under the table - it's on the table.
Rita likes her doll and she likes to play with it.
Where is the doll?
2) Ex. II , III page 154
3) Repeat poems: entries No. 72, 81, 90
Task number 72. Listen to the poem "It's funny" and memorize it:
Listen and repeat (the poem is read line by line with pauses).
Task number 90. Listen to the poem "Where is the ball?" and learn it.
Listen and repeat (read with pauses).
Sing along with us (singing song).
Sing to the music (music plays).
Task number 80. Listen to the 2nd verse of the song "Colors" and learn it.
Listen and repeat (read with pauses).
Sing along with us (the 1st verse of the song sounds).
Sing to the music (music plays).
Task number 98. Listen to the 2nd verse of the song "I have a lot of toys" and learn how to sing it.
|
I've got a horse |
Listen and repeat (read with pauses line by line).
Sing along with us (the 2nd verse of the song sounds).
Sing to the music (music plays).
5) Ex. V pp. 155-157. Read correctly.
6) Ex. VI pp. 157-161: be able to read these phrases; understand their meaning; be able to translate from English into Russian and from Russian into English.
7) Ex. VIII pp. 161-163. Know how to write these words.
8) Task number 99. Listen to the dialogue, repeat, read on your own.
Task number 99. Listen to what Fred and Dan are talking about and repeat after the announcer (the dialogue is recorded with pauses for repetition).
fred: Hello Dan!
Dan: Hi!
fred: Let's play Zoo.
Dan: O.K.
fred: What do you want to be?
Dan: I want to be an elephant.
fred: A white elephant?
Dan: No, I want to be a big gray elephant. I like elephants. They are very nice. And what do you want to be?
fred: I want to be a monkey. I like to jump and run.
Dan: O.K. Then jump like a monkey!... Oh, you are a funny little monkey!
fred: And you, elephant, run! Oh, you are a nice big elephant!
Dan: It's fun to be a monkey!
fred: It's fun to be an elephant!
Dan: It's fun to play Zoo!
9) Task number 100. Listen, repeat, read, answer questions. - how old is Sally? Has she got many toys? Has Rita got many toys? What does Sally want to have? Has Sally got a kitten? What color is her kitten?
Task number 100. Read the letter after the announcer
Hello Santa Claus! My name is Sally. I am five. How are you? I'm fine, but I haven't got many toys. My friend Rita has got many toys: ducks, elephants, bears, birds, monkeys. She has got many balls, too - red, green, blue and white.
I've got two dolls. They are nice, but they are very little. And I want to have a big doll. Please give me a very big nice pink doll. Put it on my table, please. I haven't got toy-birds or toy-monkeys. I want to have them, too. Please give me two brown funny monkeys and one little yellow bird. Put them under my little table, please.
But I've got a little gray kitten. Her name is Pussy. She is very nice and funny. She likes to run and jump. I like to play with my kitten.
Have you got a kitten to play with? If you haven't got a kitten, take my kitten.Goodbye and thank you.
love. Sally
10) Listen, repeat, read independently. Entry #101
Task number 101. Read the letter after the announcer (recorded with pauses for repetition).
Hello, my friend from Africa!
My name is Vova. What is your name? I'm six. And you? How are you?
I've got a dog. He is very big. His name is Rex. He is brown and black. I like to play with Rex. Rex doesn't like to jump. He likes to run or to sit under the table. Rex likes to play with me, too. I love my dog. I want to have a cat, too.
Have you got a dog? If you have, what is its name? What color is it? Is it big or little? Do you like to play with it?
I want to know about you and Africa. About elephants, monkeys and crocodiles in Africa.
Bye. Your friend - Vova
11) Listen, repeat entry No. 102. Read, act out this dialogue, make up your own dialogue according to the model.
Task number 102. Read the dialogue of two boys behind the announcer (recorded with pauses for repetition).
Mike: Oh, how many toys I've got! They are nice. I like them. I want to play... But where is my green and yellow ball?
Bell: Here it is.
Mike: Oh thank you. And where are my toy giraffes?
Bell:, solve puzzles - perform with parents. Read the text and retell, answer the questions. Literature
... lessons... " To topics who... 25% B - by 33% C - by 26 % H - by 58% 6) Ability to reversibility ... 16% B - by 25% C - by 8% H - by 34 % 9) Ability for spatial representations. B - 0 C - 4 - ... G.N., Stolyar A.A. Let's let's play: Math games for...
What your child plays with can determine his fate. Is it worth taking away the boy's lipstick and Kalashnikov assault rifle?
Guy Seregin
So far, the question remains open: does the child choose toys based on his own, as yet hidden, preferences, or do these preferences arise precisely because toys of this particular type are most often bought for him.
Psychologists generally give an affirmative answer to both options. From their point of view, a person forms an idea about the world around him and his place in it quite early: by the age of five or six, his worldview has actually been formed. This is referred to as "imprinting". It is because of imprinting that most people are so conservative. Here's how it all goes.
The newborn is born a perfect alien and trustingly accepts the terms of the new game. “Ah, that’s how interesting everything is arranged here! The dog says “aw-aw”, the kitty says “meow-meow”, and dad says “Give me poison and five minutes of peace.” White pillows float across the sky, fir trees grow in the forest and bears live, the janitor Uncle Petya smells funny, and girls need to be beaten on the head with a shovel, because they are fools and sneaks. Five or six years of knowledge about the world flows into our head in a wide stream, after which we say: “Well, enough, I understand all your strange rules, now let's play for real!” From now on, all new ideas will be difficult to integrate into a solid system of basic, imprinting knowledge. The role that children's toys play in this basic knowledge is enormous. It is their children that are used as models for checking incoming information. Rolling a bunny on a train or shooting fire-breathing wet slingshots with a laser slingshot, the child creates scenarios of his actions in any possible situation in the future. So all this multi-colored rubbish with broken legs in his room is a huge laboratory in which the child constructs his biography.
Theoretically (bear in mind, we do not give guarantees!) You can influence this process by acquiring the toys for your child that will lead him in the direction you want. To make it clear the direction, we drew arrows from each toy in the direction of who your child can become if he is fond of this particular thing. Note that we have shown humanity: in general, we have several positive scenarios for the development of events, and there is only one unpleasant verdict.
typewriter
Love for everything that is on wheels and can quickly do “whack-whack” appears for a reason. This is a response to the internal protest that the child experiences because of the need to exist in such a miserable, slow and clumsy body. This body does not know how to fly, it needs to poop, then pee, and if it crashes into a wall from a running start, then it will cry for a long time. Besides, it's so small, and all the adults around are healthy and cool. The news that we can improve our stunted bodies with machines excites the child: from now on, he can crawl on the floor for hours, rolling a rat-sized dump truck in front of him and making sounds of a roaring engine (very similar). Famous American child psychologist John Holt advises parents of little motorists to pay more attention children's sports . Such a "physical inferiority complex", if the cars themselves can not cope with it, can lead to a number of psychological problems in adulthood. For example, to the manic desire to pump up a mountain of muscles or pump your virtual superdouble up to level 80. By the way, love for cars since childhood is purely masculine. Girls are much calmer about toy cars, because most of them are not too worried about the lack of their own power, but calmly sit on their dad's arms and show with their fingers what needs to be done, who to get out of the closet and what to drive away.
Weapon
It doesn’t matter if the sword is made from a mop, a bow made from birch or a real flamethrower made from the best Chinese plastic. In any case, this is a magic wand for instantly destroying problems. Nervous mothers are very fond of telling on TV how stupid it is - to give children weapons, even toys, and to develop aggression in innocent crumbs. You can calm them down: Aggressive kids don't need guns.. Aggressive children fight with their fists and the first objects that come to hand, not imagining that the stool in their hand is a flaming magical Excalibur. Most of all, toy weapons are loved just by children who are not aggressive, but have a rich imagination, which instantly takes them from the nursery to distant planets, to criminal areas or to a bloody past, where they play the fight for survival. Like cars, pistols and machine guns indicate that the child is not very sure that he would win in such a fight if it happened for real. In the future, he will not get involved in problems, but he will be happy to watch them from the side, arguing how all this could be wonderfully solved.
Soldiers
Looking at how your son arranges his regiments of many thousands (from epic warriors on the right flank to the “Dead Head” division in the rear guard, next to the Indians), do not rush to proudly think that your future Suvorov is growing. Most likely, you have a future accountant. To shoot this entire horde in a minute from a plastic cannon, it takes an hour to arrange it. But that's the beauty of it. The tendency to systematize facts, to collect and collect, to distinguish objects according to the smallest details and group them according to various characteristics, speaks of a consistent mind, striving to accumulate information. These qualities are also useful in science, but they are especially in demand in jurisprudence, statistics, financial management, etc. True, keep in mind that without sufficient motivation (for example, in the form of a bunch of parental money spent on his education), such a systematizer is quite may be satisfied with a career as a caster of serial blanks in some mossy factory. If only they turned out so delightfully neat.
Doll
This is one of the most complex, important and even somewhat dangerous toys for a child. Boys usually rarely like to play with them, especially because from infancy they are taught that this thing is only for girls, and it’s a shame for a man to mess with dolls. However, if your son froze admiringly in front of the bar with Barbies or baby dolls, do not rush to run for valerian.
“Girls who play with dolls are mistakenly believed to be driven by maternal instinct,” writes child psychology researcher and author of Windows on the Child’s World, Violet Oaklander. “A girl talking with a doll is primarily engaged in introspection, the study of her essence and the nature of man in general.” A doll is a model of a person, including the child himself. And that is why girl dolls arouse less interest among boys with their obvious sexual non-identity.
But the boy conducts similar psychological manipulations with soldiers, brave astronauts and brave cowboys. Therefore, it is very desirable that he had male dolls not of the smallest size in the children's room. By reviving the doll and endowing it with a part of consciousness, the child, in addition, learns the most important function of our species - communication with their own kind, contact and transfer of information from person to person. “It is by communicating with the doll that the child formulates the norms of behavior, emotional assessments, his first general ethical theses,” Ocklander continues. “A doll is an all-seeing and all-hearing, all-understanding object, which at the same time is completely submissive to its owner.” Simply put, a doll for a child is a god, a slave, a friend, and at the same time it is his own reflection. Unlike a living person - a brother, friend or parent, she does not have her own will, which makes her an indispensable object for all kinds of psychological training.
By the way, domestic animals can partially perform the functions of dolls, especially dogs, which, for all their inhumanity, have sufficient intelligence to become a suitable interlocutor for everything.
Teddy bear
Or a bunny, a dog, a horse - it doesn't matter. First, children who prefer an animal model as a confidant, and who do not like dolls, demonstrate a fairly developed sense of species self-identification. They are suspicious and even hostile towards everything that looks like a person, but is not a person. This important mechanism is built into most living beings by nature in order to regulate sexual contacts with similar but unsuitable species for reproduction. An object that is similar in appearance to "one's own", but has a number of "foreign" characteristics, causes rejection, fear or disgust. By the way, this indicates a healthy desire to continue their kind. Such children are often embarrassed to look at monkeys, they are disgusted by clowns., are afraid of people with physical disabilities or members of other races. Dolls seem to them an unpleasant parody of a person, so they avoid playing with them. Secondly, important feature toy (and live) animals are their softness and fluffiness, which are very important for children, for whatever reason, often experiencing fear. The touch of the soft we perceive as soothing and protective, transporting us to a distant primitive infancy, when we escaped from dangers by clinging tightly to the luxurious manes or wool of our mothers.
Constructor
Do not rush to buy literature about juvenile geniuses, having looked at the Notre Dame assembled from Lego and the working Ferrari, screwed together from those terrible iron plates with holes, with which you yourself in childhood only shot from a slingshot at pigeons that had the imprudence to fly past yours. window. Most teenage geniuses would be very skeptical about the prospect of sitting for half a day screwing, according to the instructions, part A into hole B. No wonder the designer is a favorite toy of autistic children, who are most admired when a pyramid is obtained from five circles, but who are capable of falling into hysterics if someone slips a circle of the wrong diameter into it and spoils the entire logical and only true composition. The pleasure that everything goes according to plan, the satisfaction from the expected results of painstaking work is characteristic of conservative children who can brilliantly show themselves in those professions where discipline, accuracy, corrosiveness and strict adherence to the protocol are important. A child with pronounced creative abilities is more likely to build an ugly tower out of multi-colored cubes, cover it with ketchup, immure a cat in it and try to set fire to this whole structure in order to send it to the moon.
non-toys
At the age of two, when the concept of private property is still inaccessible to the child, he plays with anything. The most important thing in a subject for him is novelty and unusualness. But already at the age of three, the child learns the concepts of “mine” and “alien” and begins to consider his toys as a legitimate part of himself. He prefers to play with them and only raids foreign properties if there is something terribly interesting there - like dad's new laptop, which will probably float perfectly in the bath if you pour a lot of shampoo into it. But some children, to the desperation of their parents, continue to reject toys, entertaining themselves with household items. Having fainted for the hundredth time at the sight of flour scattered on the floor with a pattern of mother's birth control pills beautifully laid out on it, parents usually drag the baby to see a psychotherapist, who explains why this happens: from a deep distrust of others. The child suspects that rubbish is slipped into him, as if he were small and weak (hand on heart, this petty skeptic is right in some respects), and the parents, of course, keep the coolest things for themselves. On the one hand, such a denial of property can make a child a future fighter for freedom and brotherhood throughout the world. But it is also possible that a pathological kleptomaniac will grow up. So often invite guests to your child so that when he sees how aliens capture his airplanes and clockwork frogs, he understands their value.
Until the age of five or six, you can not purposefully show him paintings by other artists at all, not even teach him the basics of technology, because he will always have time to become an imitator and copyist, and absolute freedom of self-expression is much more important in children's creativity. If the child chats when he draws; if he accompanies the damage to the paper with reasoning like “And then ours fly up - tra-ta-ta! Wow! Killed and falls”, then everything goes right, fantasy is born, images replace each other, the young demiurge creates imaginary worlds. Even if these worlds end in big brown streaks all over the page, refrain from critical remarks. You just don't see what kind of boiling of life is happening there, inside, under all these blots and squiggles.
