Teaching pronunciation

Learning vocabulary. Preschoolers Explore for the vocabulary means that any word you enter must firstly be communication relevant to child health; secondly, to semantic and grammatical relationship with other words. As stated by E. I. Negnevickaya, '' just after typing a shift to action it '', and '' speech Act means building speech ''. But the speech is already in the grammar. Consequently, the development of vocabulary in isolation from the grammar.

• Learning vocabulary. Preschoolers Explore for the vocabulary means that any word you enter must firstly be communication relevant to child health; secondly, to semantic and grammatical relationship with other words. As stated by E. I. Negnevickaya, '' just after typing a shift to action it '', and '' speech Act means building speech ''. But the speech is already in the grammar. Consequently, the development of vocabulary in isolation from the grammar.
• In terms of exploring grammar following natural path of development meant that by imposing a the material, it is necessary to consider the communication needs of children, and his relative difficulty.

Conclusion

• To conclude, the purpose of may course work is to reveal basic options, shared the idea of organizing the teaching of foreign languages to children of pre-school age.
• During writing my course work, I realized that in order to achieve the goal were studied works both domestic and foreign authors on the subject. I used different kinds of methodological books, internet resources. Readiness of children to learn a foreign language is sentenced to five years. Teaching lessons need to take into account the age and individual patterns of linguistic abilities of children and their development. Training foreign language teachers should be understood as part of the overall development of the child's personality, connected to its sensory, physical, intellectual education.

References:

• 1. Agurova N.V. Gvozdeckaya NA English in kindergarten. -M., 2003.[pp.22]
• 2. Lev Vygotsky HP Game and its role in mentally retarded children. 2000.[pp.12]
• 3. Gal′skova N.D., Gluhareva E.A. German in kindergarten. -M., 2007.[pp.34-39]
• 4. Leontiev A. Psychological determinants of early learning a foreign language//foreign languages in school.2005.[pp.45]
• 5. Negnevickaya H. Foreign language for little children: past, present and future//foreign languages at school 2001. [P. 20-26]
• 6. Negnevickaya E.I., Lenskaya Z.N. NIKITENKO, E.A. English language training for children 6 years to 1 year of high school: technical recommendations: 2 hours-m., 2003[pp.32]
• 7. Z.N. Technology of study vocabulary in the course of English for children 6 years in the first year of high school//foreign languages in school. 2001. [P. 52-59, 71]
• 8. Smirnova A.I., Kronidova V.A. Practical Phonetics English: a manual for first year students of English. 2005.[pp.32]
• 9. Futerman Z. Foreign language in kindergarten. 2004.[pp.32]
• 10. Hanova O.S. English classes in kindergarten. 2006.[pp.89]

Thanks for your attention!