Features of the I LOVE ENGLISH method

Features of V.N. Meshcheryakova’s technique. According to the school curriculum, teaching foreign languages ​​begins at school, i.e. at the age of 6-7 years. And it is well known that best time to begin studying them is the age when the imprinting mechanism is still active, i.e. preschool age. It is at this time that learning a foreign language can take place in the most natural way, through gaming activities, and the knowledge acquired and practiced at this time remains for life.

Particularly relevant is early teaching of listening, from which speech training in general should begin. Unfortunately, in most programs offered, listening is given a secondary role, and many students simply ignore these tasks. Effective training listening skills in live, fluent English on CDs, as well as in the teacher’s speech when immersing preschoolers in a language environment in the classroom is possible if the teacher uses the I LOVE ENGLISH manuals. When creating them

Took into account the interests of children of this age (audio materials are musical and playful in nature);
- used native speakers from different countries(UK, USA, Australia);
- adhered to the principle of transferring the goal to the process (tasks are designed in such a way that English is a means for completing some other task);
- took into account the opportunity for parents to participate in the learning process (the manuals include “Notes for Parents”).

A side effect of early learning to listen is that children begin to speak English early and a lot. Thus, speaking is a natural consequence of children repeatedly listening to interesting audio lessons, and not the result of tedious drills. One of the clear advantages of such teaching of speaking is the fact that children who begin to speak after a long stage of listening (which is as close as possible to the natural path in language acquisition) do not need to produce English sounds. They have good pronunciation immediately and often begin to think in the language even before they begin to speak.

The next stage of learning using the I LOVE ENGLISH manuals is functional reading, i.e. reading with information extraction. Children learn to read only from well-known language material. It is also not an end in itself, but a way to complete other tasks. Practice shows that children learn to read not by rules, but by analogy. Therefore, to optimize the process of learning to read, we offer color reading technology, described in detail in the third part of the manual.

Children begin to master writing simultaneously with the process of mastering reading. However, traditional forms of knowledge control, such as dictations, are unacceptable at this age. The foundations of writing are laid in a playful way. Children solve crossword puzzles, make words from letters, etc.

Description of methodological principles according to the author's methodology for teaching English to children by Valeria Meshcheryakova.
Currently, interest in foreign languages ​​and, in particular, in English has increased significantly. Many adults, having realized in practice how difficult it is to master a foreign language in adulthood, are looking for an opportunity to give their child the basics of foreign language speech at a time when his brain still has the ability to imprint entire language blocks into memory.

Our task is to create in the child’s brain an image of the basic structures of language. Since at this age the speech mechanisms are not yet fully formed, and the imprinting mechanism is at work, the most effective way seems to be the natural way of creating an image of language in a child - through repeated listening to the structures being practiced (the audio complex plays a large role in this). When developing the program, we took into account the psychophysiological characteristics of children.
First of all, we focused on the involuntariness of memory and attention, the ability to imprint, and play as the main activity. Based on the analysis of age characteristics, we formulated the following methodological principles.
1. The principle of comfort;
2. Immersion in the language environment;
3. The general development of the child through a foreign language, the disclosure of his creative abilities;

The natural path to language acquisition;
Minimax principle;
The principle of activating the main channels of perception.

In our opinion most of principles echoes the concept of education by O.A. Kurevina - L.G. Peterson. "The concept of education: a modern view." Let's take a closer look at them.

1. The principle of comfort.
The more comfortable the conditions in the lesson, the more intense the acquisition of foreign language speech. Any stressful situation can destroy the child’s desire to communicate with you, and therefore, there will be no need for him to use speech. In order for children to feel comfortable in class, they must: not get tired; be relaxed; stay interested. To ensure that children do not get tired throughout the lesson, they need active activity and a frequent change of games and tasks. When conducting classes, we strongly recommend that children sit not at desks, but on chairs arranged in a semicircle in free space. This allows children to freely stand up during class to participate in outdoor games.
(For example: Unit I, lesson 3-1, paragraph 8 - see information in the manual Unit II, lesson 4-2, paragraph 4 - children act out a dialogue, see information in the manual).

In addition to games, each lesson includes 2-3 breaks - warm-ups.
(For example: Unit I, lesson 1-3, paragraphs 4,8,11)

When reciting poems and singing songs, you should accompany them with movements.
(Unit I, lesson 1-2 – song This is a bear...)

Or at least gestures
(for example: Unit I, lesson 3-1 - rhyme Rain).

Considering the fact that in most children at this age involuntary attention prevails over voluntary attention, we consider it advisable to frequently change types of activities. This makes lessons as rich as possible and gives the teacher the opportunity to concentrate directly on the educational process, without being distracted by restoring discipline. A change in activity is considered not only the transition from sitting to active games and vice versa, but also the alternation of various tasks and demonstration material.

On average, each lesson consists of 12 – 16 points. With a lesson duration of 40 - 45 minutes, this means changing activities every 2-3 minutes. However, starting from the involuntary nature of children's attention, we pay great attention developing the ability to concentrate. This is facilitated by the presence of a large number of educational games in the program.

For example: Unit I, see information in the manual

Rule #1. Speak only English! At the very first lessons, this rule must be stated: “Guys! In English class we must speak only English! Sometimes I will be allowed to switch to Russian, but no more than for one minute. And if you want to say something in Russian, come to me after class, I’ll listen to you.” Later, this rule is reminded periodically if necessary: ​​“Don’t speak Russian!”, “This is the English lesson!” Don’t speak Russian at the English lesson!”, “If you want to speak Russian, speak Russian after classes!” Practice shows that by the 3rd school week, communication in Russian practically disappears, and by the end of the first quarter, most children have a psychological ban on speaking Russian in class, which stimulates the need to express thoughts in English.

Rule #2. The driver commands! As a rule, this is a teacher, but if you are playing school and have already said the phrase: “I’m not the teacher!” I'm a little girl! You are the teacher now!”, sit like a mouse and pretend to be a student. There cannot be two drivers in the game! From this moment on, the problem of continuing the game rests entirely on the shoulders of the new driver-student in the role of teacher. The only right you have is... see information in the manual

Rule #3. Don't take long pauses. Children cannot stand emptiness, and if there is a pause in the lesson, they will definitely fill it with themselves. If a child does not answer a question immediately, you should not persuade him to “think about it.” The teacher must use a series of leading questions to find out what exactly caused the child difficulty in answering (see “ladder of knowledge”), and if he still cannot “talk” to him, it is better to turn to other children or give the correct answer himself.

Rule #4. Voluntary participation in the game. Getting a child to play is just as difficult as getting him to study. The teacher should remember that interest in the game can be maintained only if a positive emotional background is maintained in the lesson. How can you get children to obey the rules and follow you closely throughout the entire learning cycle? To do this, you need to know what motives are the source of activity and interest of students. We identify 6 main motives that can intensify the activities of students in this age group. see information in manual 2.

Immersion in the language environment. The Kurevina-Peterson principle of activity implies the “discovery” of new knowledge by the child. The main activity of a child in foreign language lessons is speech activity. Therefore, we can say that when teaching foreign languages, the “discovery of new knowledge” refers to the ability to achieve mutual understanding by means other than native speech. Each new act of mutual understanding can be regarded as a “discovery.” Only immersion in a language environment, up to a complete ban on the use of their native language, can stimulate children to make these discoveries.

Starting from the 3rd school week, lessons are taught almost entirely in English, with the exception of those few moments when the use of the native language helps to create the necessary emotional tension (for example: Unit II lesson 7-3 - see information in the manual). Remember that for children you are a native speaker. In order for a child to have a desire to talk to you, you need to let him understand that you are primarily concerned not with the form of the statement, but with your mutual understanding with him. For example, if a child answers the question: “What’s there on the table?” , answers briefly: “A bear!”, be sure to express your approval with a nod of the head, a smile or a short “Yes!” After all, the main thing (!) is that he understood your question and, by the way, answered it correctly (in short form). There was an understanding! Focus on this, but after that be sure to give the full correct answer: “There is a bear on the table!” Non-translational semantization contributes to creating an atmosphere of complete mutual understanding in the classroom.

The teacher must remember that translating from one language to another makes it difficult to create an image of the language and slows down the child’s reaction. We offer the following methods of translation-free semantization: see the information in the “Ladder of Knowledge” manual. Let us consider the problem of mutual understanding schematically. Complete mutual understanding occurs if the question is accepted and the response to it is adequate. In this case, the student and the teacher are, as it were, on the same rung of the ladder of knowledge (Fig. 1).

Now imagine that the teacher does not receive an answer to his question. This suggests that the child has not yet reached the level at which the teacher expected to see him (Fig. 2) and the teacher needs to go down a certain number of steps to achieve mutual understanding. And here the teacher is tempted to slide down to the very bottom of the ladder - phonetic practice, i.e. simply invite the child to repeat the correct option (Fig. 3).

The English language manual for children from 3 to 6 years old is the zero level in the “I love English” educational set and consists of a disk and a coloring book. At the end of the manual guidelines, translation of song lyrics (for parents) and a dictionary (also for parents). At this level, children learn to perceive English speech by ear, follow the teacher’s commands, play and sing songs in English. Classes are conducted in the form of music and games.

"I can sing"- musicals, author - V.N. Meshcheryakova

The English language guide for children aged 4 to 7 years is a continuation of the zero level in the “I love English” educational set and consists of a disk and a colorful book for the child. At the beginning of the book there is a dictionary (for parents), and at the end there is the text of audio lessons in English. At the end of each academic semester, you can stage musicals with your children in English, the scripts of which are given in the teacher’s manual.

"I can speak", author - V.N. Meshcheryakova

The English language manual for children from 5 to 7 years old is the 1st stage in the “I love English” educational set and consists of a disk, a book with audio lessons and a workbook. Children continue to develop their listening skills and begin to speak English, using approximately 250 words and 40 colloquial phrases. Over the course of a year, children learn 30 songs and rhymes. Children also develop communication skills, activity and independence.

"I can read", author - V.N. Meshcheryakova

The English language guide for children aged 6-10 years is the 2nd stage in the “I love English” educational set and consists of a disk, a book with audio lessons and a reading book. Children continue to improve their listening and communication skills in English and begin to learn to read using the original color reading technology on familiar language material studied at previous levels. Children learn to read English with ease.

"Clumsy and Gracie", author - N.A. Poddubnaya

The set consists of a reading book, a workbook with board game and a disc with very beautiful songs and well-read fairy tales. The book was created on the lexical material acquired by children at the “I can speak” and “I can read” stages. This book develops the reader's curiosity, the ability to think, compare with personal experience and form your own opinion about what you read. At the end of the book there is a script for the musical.

"I can write", author - V.N. Meshcheryakova

The English language manual for children aged 7-11 years is the 3rd stage in the “I love English” educational set and consists of a disk, a textbook and a workbook. At this stage, children learn the basics of writing in English and, of course, continue to work with listening, colloquial speech and reading. The audio lessons at this level contain a large number of new grammatical structures.

, author - N.A. Poddubnaya

The set consists of a reading book and a disk. This book combines entertaining texts with interesting tasks where new vocabulary is presented using color reading techniques. The reading and writing in this book are aimed at developing critical thinking. At the end of the book you will find a dictionary and a script for a musical that you can perform with your children at the end of the school year.

Meshcheryakova Valeria Nikolaevna is the author of the unique course I love English for teaching English to children aged two to ten years. This technique is fundamentally different from that given in modern secondary schools. The peculiarity is that learning takes place through various games with the maximum possible immersion in the language environment, where the perception of information by ear, listening, performs one of the most important functions in the learning process.

Effective and progressive

Children study in this program with special interest and desire due to the fact that during classes they sing songs, read poems, role-play skits and completely “lose” the entire lesson. Valeria Meshcheryakova’s methodology ensures that children easily perceive new information in the classroom. A thoughtful approach to homework: young students (and their parents) need to listen to audio lessons lasting ten to fifteen minutes every day. Audio texts were recorded by native speakers, so they allow students to develop their understanding. All materials of this technique work to accumulate significant passive vocabulary and on the development of linguistic sense.

An important difference between this English and what the school teaches is, firstly, that it is not the language itself that is studied and comprehended, but speech itself. Secondly, learning begins with listening and speaking in the very first lessons without learning rules or vocabulary.

Another unusual feature of this technique is the absence of corrections of children’s speech errors by the teacher during lessons. Instead, multiple repetitions of information blocks are introduced to master the correct version of speech. This is done to prevent the emergence of psychological and language barriers.

Meshcheryakova’s methodology “English for children”: stages of learning

The technique is suitable for teaching children aged from two (three) to nine (ten) years and is interesting and quite effective. It must be said that training leads to real and successful results.

Meshcheryakova’s I love English method consists of several sequential and interconnected steps in learning and mastering:

• The zero stage, mainly based on listening and memorizing, is I can sing.
• The first stage, improving listening comprehension and forming English speech, is I can speak.
• The second stage, improving previous acquired skills and teaching reading, is I can read. Comprehension of reading occurs using a unique technique of color reading based on previously studied material, as a result of which this process is mastered with ease.
• The third stage, improving all previous skills and teaching writing, is I can write.
• The fourth stage - I can analyze - teaches you to analyze speech during its formation.

We will analyze some of the main stages in great detail in order to understand what Valeria Meshcheryakova’s methodology is.

Listening

The very first and introductory step for those children who are learning a language from the very beginning is the zero level I can sing. Assimilation and learning take place through singing, namely through patterned repetition and memorization of phrases. This happens even without an initial understanding of the translation of words. Understanding itself happens in the background. The child learns to understand the meaning of foreign speech unconsciously (passively) by frequent and regular listening to audio lessons. And active language learning is achieved already in face-to-face classes with a teacher, who transfers the accumulated “passive” vocabulary into the “active” category. At this age, a person can easily master the language(s) in this way, that is, with the right approach and organized training.

English Meshcheryakova defines the goal of this stage - the child’s mastery and perception of speech by ear. Lessons are conducted with children in musical and playful forms. The material used in the methodology is texts with colorful, bright illustrations and recorded songs performed by native speakers.

English according to Meshcheryakova’s method provides for the assistance and participation of parents in the learning process. Their actions are very important. Adults need to provide children with daily access to listening to audio recordings. What should you pay attention to (both parents and teachers studying with this system)? At this stage, phonetic errors that the child makes due to an immature speech apparatus are not corrected by adults, clearly and noticeably to the child. In this case, mentors try to repeat correctly defined sounds or words as many times as possible in order for the children to remember the only correct option. When speaking, gestures and facial expressions are used as much as possible to comprehend the speech in the child’s mind.

Speech formation

The next stage is the first and basic one - I can speak, since the formation of oral speech is one of the main tasks in comprehending the language. At this stage, the child begins to use phrases, words, and clichés that have already been memorized and “imprinted” into consciousness (at the previous stage through repeated repetition and listening) when constructing his speech.

He conducts a similar lesson in the form of a game, and the child constructs his speech more or less meaningfully. Meshcheryakova’s methodology ensures that children achieve comprehension already at this stage thanks to well-thought-out and prepared materials and correct presentation of information:

• Visual support for audio recordings in the form of a synthesis of a book and a coloring book contains an illustrated picture for the lesson, in which the child completes the necessary tasks. The main task of the little student undergoing training is to collect these completed coloring sheets from lesson to lesson in order to assemble a whole book.
• Language information blocks on the disk are repeated many times for the purpose of unconscious and involuntary memorization. During the lesson, the teacher deliberately recreates situations in which these structures are used and reinforced.
• Simple and timely tracking of a child’s knowledge acquisition. Every fourth lesson is a control lesson, during which the teacher evaluates the completed tasks with “pros” and “cons” so that the child understands how successful he is in completing certain tasks.
• It must be said that the audio lessons themselves are well thought out in terms of content and do not overload children's consciousness and attention. One lesson lasts for ten to fifteen minutes. Throughout the week, the child listens to a specific lesson once every day. But the more, the better. Listening is possible even with incomplete concentration, but in the background, as if by the way. And before the test lesson, he works with the tasks in his coloring book for a maximum of fifteen minutes.
• A few words should be said about motivation. Meshcheryakova’s methodology involves a kind of assessment and approval by the teacher correct execution assignments by the student through drawn pictures (in the form of hearts and flowers). The incentive system is well thought out: even diplomas have been developed for excellent achievements. The child can also receive a gift from fairy tale hero, which he dealt with when completing assignments for the lesson he had completed.

Question of priority

It happens that Meshcheryakova’s teaching method is not the first method that parents and their children have used and used. In other words, they already have a certain information base. But there is also a desire (or need) to continue learning the language using a different, for example, more effective I love English system. according to Meshcheryakova’s method, it involves studying and mastering knowledge and skills necessarily linearly, sequentially and in stages (0, 1, 2, 3, 4). However, you can continue to apply your existing knowledge and start learning from the I can speak level, subject to the only and necessary condition - daily listening to audio lessons.

Reading training

The I can read level develops the child’s skills correct reading without memorizing and cramming various countless rules for pronunciation of certain letters or letter combinations. Meshcheryakova’s technique (“English for Children”) represents a lightweight and unique color reading technique.

Children and teachers work according to a manual in which all words, phrases and texts are highlighted in certain colors and in different fonts. During the learning process, children easily understand and subsequently read these “markers.” No linguistic or semantic distortion occurs during such reading. In the process, the child sees the correct graphic spelling of the word, but at the same time he identifies the corresponding sound-letter pronunciation through color without confusion with the transcription. This technique allows you to immediately start reading correctly for both children and parents who do not know English, but provide control over the completion of tasks.

Meshcheryakova’s method does not provide for the study of the alphabet at this level. This is considered inappropriate and untimely: any one is introduced when there is a need for it. The explanation is that letter names not only do not help, but often prevent children from learning to read correctly and fluently in English. Why is knowledge of the alphabet useful? As a rule, for correct spelling and for searching for new language units in the dictionary. And even at this stage (in order to understand the meaning of the word) a dictionary is not needed yet.

Work in the lesson according to the manual is carried out orally with the teacher recording individual points and exercises on the board. As homework, the child completes written exercises covered in class, and also independently works with additional exercises to consolidate the material studied. It is necessary to emphasize that the wording of the homework is given in the manual in Russian for the purpose of full understanding by all participants in the learning process (students and their parents) of what needs to be done. This is created intentionally for functionality, because reading words and texts in English is only now being comprehended and comprehended at this stage (I can read).

Learning in the game

English according to Meshcheryakova’s method is taught in a playful way. Lessons are structured in the form of regularly and frequently changing games. This allows you to make the learning process interesting and exciting, since the child’s main activity in understanding the world around him occurs directly through games. Curiosity and excitement create harmonious conditions for memorizing, repeating, assimilating and consolidating information. Children's positive emotions and encouragement activate their mental cognitive processes as a result of development. In addition, the game is a kind of imaginary and artificially created situation that motivates to use the acquired knowledge at the right time. The teacher's task is to create such necessary conditions for development English speech and the need to use the material covered.

Play is the engine of the development process. Being an excellent learning tool and sharpening the child’s mental activity, it makes the lesson interesting and attractive.

Role of the parent

Meshcheryakova’s method involves, as mentioned earlier, regular and daily listening by children to audio lessons (which were recorded by native speakers). Successful language acquisition requires an appropriate environment, and audio recordings are a kind of this environment. Regular listening to these lessons (short in time) ensures success in mastering this technique. Moreover, the dependence of learning results on the regularity of home listening is linear. In other words, the more a child listens to an audio lesson, the more he understands it. The more understandable, the more he likes it. The more he likes it, the more pleased he is to listen to it again and go to English class. And vice versa.

It would be great if parents help their child create some kind of ritual for listening to lessons (for example, before going to bed in bed or on the way to/from school). Creating some additional motivation on the part of parents would also contribute to more effective learning of a foreign language.

Listening to this audio material is generally an interesting and exciting activity; children like it. However, there are a couple of mistakes that parents make, as a result of which their child will want to stop listening to audio lessons and English classes:

1. Direct action replacement commands: “Instead of watching cartoons, it’s better to go study English.” This is a very rude and tactless effect on children's consciousness and psyche. Most often, this causes internal protest and reluctance to develop further in this direction. In its own way, this is a kind of negative program that a parent created in the subconscious of his child.
2. Rare and irregular (or no) listening to audio lessons. In face-to-face classes with a teacher, it becomes difficult for children who do not listen to lessons at home or do so rarely. Any difficulties in a child cause a loss of interest in activities.

The role of the teacher

The teacher in the classroom is a key figure in a successful and effective learning process. It is not enough to know the material and a foreign language. You need to have a lot of qualities. If we take the age limit for children using this method, then the teacher needs to be a speaker, a psychologist, an actor, and a mass entertainer, so that the learning process is as successful and useful as possible. In addition, a teacher is a person who loves and understands children, who knows how to speak one language with them, but at the same time communicates with them and teaches them another, foreign language. That's how interesting and difficult everything is! With a teacher who conducts lessons in an accessible manner, with love and interest, children happily go to class and master the material without much difficulty, this happens automatically. A lot depends on the teacher!

It goes without saying that a teacher must be proficient in different methods and techniques of teaching his subject. Regarding our topic, all this was wonderfully developed and thought out by the author of this course program, V. N. Meshcheryakova. The methodology is unique and differs in many ways from the school teaching course. Accordingly, there are a lot of nuances that a teacher needs not only to know, but also to fully master all the subtleties. For this purpose, there is a teacher training program separately developed by Valeria Nikolaevna’s center, which professionally develops and certified explains how classes need to be conducted in order to teach English correctly using Meshcheryakova’s methodology.