Пятница 27 июля 2012

Опубликовано в печатной версии журнала. Вып. № 4.

В проекте нового закона «Об образовании» впервые предложено рассматривать дошкольное образование как обязательный уровень, как первую ступень общего образования.
Иностранный язык сегодня занимает заметное место в образовательных программах для дошкольников. Представляем вашему вниманию один из современных УМК для дошкольников, уже ставший популярным
в российском и международном педагогическом сообществе как тщательно разработанный для малышей, с учётом их возрастных особенностей построенный на увлекательной игре с целью познания, с ориентиром на воспитание и развитие личности в процессе обучения иностранному языку.

редактор: Natassa Manitsa

Natassa Manitsa holds a BA in Educational Psychology from the University of Athens, Greece and a Diploma in Translation and British Studies from the Institute of Linguists, London, England. She has worked as a teacher, a teacher trainer, a director of studies, an author and translator for more than 15 years. She has travelled extensively, delivering seminars and workshops all over Europe and the Middle East.
For the last five years she is the Head of the ELT Consultants Department in Express Publishing and the Chief Editor of the ELT Teacher’s Corner site of Express Publishing — http://www.teachers-corner.co.uk

ключевые слова: pre-school children, SPICE development, motivation, self-esteem and confidence, safe and secure environment

Here’s a poem by Miroslav Holub:

A boy’s head

In it there is a spaceship
and a project
for doing away with piano lessons.

And there is
Noah’s ark,
which shall be first.

And there is
an entirely new bird,
an entirely new hare,
an entirely new bumblebee.

There is a river
that flows upwards.

There is multiplication table.
There is antimatter.
And it just cannot be trimmed.

I believe
that only what cannot be trimmed
is a head.

There is much promise
in the circumstance
that so many people have heads.

What’s in a child’s head and how can we use the instincts, skills, needs and desires a child has to best enable him or her to learn English?

Children and parents

Do you agree with these statements?

  • acquire their mother tongue without lessons. They naturally pick up language. (They possess a “language acquisition device”), and follow a certain order in which they can use grammatical structures.
  • are creative with language and understand more than they can say.
  • like to imagine, talk, move, and have fun.
  • need a secure, friendly and supportive environment to learn.
  • The best teachers, I think you’ll agree, are parents / primary carers.
    Almost all children are verbally competent in their own language by the age of six.
    So perhaps teachers can learn from what parents do.
    What do they, the parents, do that we can learn from?

  • Provide a language-rich environment in which the child is supported and invited to contribute.
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