Selecting and solving teaching materials problems

Conclusion
Nowadays the problem of teaching foreign languages ​​continues to be one of the most important problems of methodological science. This is natural, because today the social order of the society in teaching foreign languages pushes the task of developing the spiritual sphere of children, increasing the humanistic content of instruction, and more fully realizing the development potential of the subject as applied to the personality of each child. Therefore, the main goal of teaching foreign languages ​​in high school is to develop the personality of the schoolchild who is able and willing to participate in intercultural communication and independently to improve in the acquired activities.
In the context of modernizing Kazakh education, the problem of teaching foreign languages from the first grade in the general education school is topical. Interest in the teaching of a foreign language for junior children has been steadily increasing in recent years.
What are the characteristics of primary school age? Are children of primary classes ready to learn foreign languages?
In his famous work "The Physiology of the Mind", V. Renfield and R. Roberts say that "starting to study foreign languages after 9 years is like marrying after 60". In the same work, they note that "the human mind has a special ability to learn foreign languages, which declines age by age."
Most modern psycholinguists and psychologists agree that a special susceptibility to the study of foreign languages is manifested, usually up to 8 years, and to begin learning foreign languages after this age is too late.
K. Chukovsky in his book "From 2 to 5" argues that children of this age are particularly susceptible to learning foreign languages and that they are pleased to learn the rules and meanings of words. It seems as if their brain at this age specializes in language learning.
However, by starting English from the second grade, teachers may encounter some problems.
Every school class is heterogeneous, because the schoolchildren, who are studying in it, differ in many parameters: the level of training, the potential ability to learn, the ability to learn languages, the ability to communicate in a foreign language in a group, intellectual abilities, motivation to learn a foreign language. Schoolchildren also differ in their priorities in the choice of the form of perception of the material, the nature of the character, interests, general development.
The second class is attended by children who have not started studying a foreign language and children who already have experience in studying a foreign language at a preschool age. Children who have studied English before the school are more receptive to language, more relaxed, more motivated, easier to communicate, work better with the book, are more willing to work in pairs and small groups. They are more successful in mastering the articulation of the English language, are familiar with the phonetic exercises, which cause certain difficulties for children who have not completed the course of study. Therefore, it is required to distribute the educational material based on the lessons, taking into account the skills and habits that have been formed in children engaged and not engaged in English in the pre-school establishment. The solution to this problem is not only in planning, but also in implementing the plan in the learning process. Child-specific lesson plans are based on an analysis of the children’s needs. The opportunities and needs of specific class members determine how the objectives of the lessons are formed, how the content, methods and techniques of work are selected, as well as methods and forms of control.
It should be noted that the level of physical development and preparedness is more important in the education of junior schoolchildren. It's no secret that 90% of children suffer from various chronic diseases. Weak health affects the assimilation of educational material. Children can be required additional physical activity. Some schoolchildren quickly become tired. In this regard, there is a need to draw up a lesson planning taking into account the physical capabilities of children.