Do I need additional attention for students learning English in grades 2-4? The answer is clear, yes. Unfortunately, in the classroom, the teacher cannot always take into account the individual characteristics of students: memory, hearing, logical thinking - after all, each child is individual and all students are at different levels of development.

Today, more and more attention is paid to man as an individual - his consciousness, spirituality, culture, morality, as well as highly developed intellect and intellectual potential. Therefore, the teacher faces several problems: how to constantly maintain students’ interest in learning a foreign language, how to direct students’ activities in a communicative direction as part of the educational process, what needs to be done to create and maintain active motivation in children to learn a language? I believe that extracurricular activities will help solve these problems, to some extent. Extracurricular activities in a foreign language, in their content and purpose, will help solve various problems (practical, educational, educational), will help to introduce students to useful activities, and develop their spiritual qualities.

On the one hand, the work carried out by the teacher outside the classroom is aimed at developing students’ ability to communicate, deepening their knowledge of the subject, strengthening interpersonal relationships, expanding students’ vocabulary, and obtaining additional linguistic and cultural information about the countries of the language being studied. And, of course, extracurricular activities conducted by an English teacher should help increase motivation to learn a foreign language. Motivation is inextricably linked to student activity. Activity occurs under certain conditions. The student must feel the need to learn English and have the necessary prerequisites to satisfy this need. The student's interest depends on his success in mastering the language. And, if a student sees that he has made some progress in mastering the language, he studies it with interest.

On the other hand, the teacher gets the opportunity to establish closer and friendly contact with students, which relieves difficulties in communication and helps to intensify the creative activity of students. The success achieved by students in extracurricular activities helps them to assert themselves. Success, self-affirmation, and encouragement of achievements are a necessary condition for further motivation of students in academic and extracurricular work in a foreign language.

And of course, extracurricular work will help the teacher eliminate those gaps in students’ knowledge that are sometimes simply impossible to cope with in class due to lack of time. After all, if a teacher does not cover a certain amount of new material in a lesson, then by the end of the school year, even with proper planning adjustments, it will be very difficult to cope with all the material not covered. Proper planning of extracurricular activities will provide an opportunity to deal with problematic issues in an unobtrusive and interesting way. By selecting material for extracurricular activities that is close to program topics, the teacher will thus ensure continuity of students’ classroom and extracurricular activities.

Extracurricular work is widespread (a large number of students can be involved), accessible, interesting and as close as possible to the real conditions of communication in the target language. Carrying out events in a meaningful and interesting form creates favorable conditions for the development of linguistic and sociocultural competence, the formation of personal qualities of students. At the same time, it is very important to organize events on the principles of student-centered education to solve all these problems.

Among the various forms of extracurricular work, the most acceptable for younger schoolchildren are matinees, quizzes, competitions and, of course, weeks

foreign language. When preparing the week, the teacher must take into account the variety of genres: poems, songs, dramatizations, fairy tales, dialogues. This will give the student the opportunity to demonstrate his skills to classmates, teachers, and parents in an area where he can fully unleash his creativity and get satisfaction from what he does.

Carrying out any extracurricular activity is the implementation of a plan outlined by the teacher. Given the current role of the teacher as an organizer of student activities, the ability to plan is one of the most important, since it is the teacher who must prepare the event taking into account the age characteristics of his students. At the same time, when planning an event, the teacher must take into account the desires and interests of his students.

List of used literature:

1. G.G.Kulinich. Subject weeks and open English lessons: grades 2-4. - M.: Vako, 2010. -224 p. (English teacher's workshop).

2. O.A. Zaikova. Fascinating English. Grades 3-9: extracurricular activities. - Volgograd: Teacher, 2010. -126 p.

Holiday scenario

The meaning of the holiday for children. A holiday is an extremely important event in a child’s life. Children look forward to it and prepare for it with great desire and pleasure.

The purpose of the holiday. A holiday is a kind of report on the work done, an opportunity to show others what results have been achieved in learning English.

Objectives of the holiday: To give children the opportunity to express themselves and show their parents the knowledge that they received in class.

The beginning of the holiday.

Scene I

1. Children come out (they march).

Come along, come along.
Sing, please our song!
Come along, come along.
Ding-ding, ding-ding dong!

The children go up to the stage.

Teacher (addressing the guests): Our dear mothers, fathers, grandparents, all our guests! Today is a wonderful day. Today is our holiday.

We are glad to see you and want to invite you to take a trip to the fabulous city - Englishtown.

But first, our children would like to greet you.

Scene 2

2. Children recite together.

Children standing raise their right hand and make movements with it to the right and left.

Hello everyone! Yes, indeed.
Yes, indeed. Yes, indeed.
Hello everyone! Yes, indeed.
Yes, indeed, my darling.

(Children sit down.)

Children read the poem How to say hello.”

Even if you are silent
Even if beech,
Say: "Good afternoon"
If you meet a friend.

It was a bad evening
With wind or rain.
All the same, when I come home,
You say: “Good evening!”

It's during the day when it's light
And you're not in a hurry.
If you are in a hurry, say: “Hello!”
As if, by the way.

Look: it’s light again,
Blue in the sky.
Good morning has come.
Say: “Good morning!”

Teacher: Well, let's go on our journey.

The children get up.

The locomotive whistle sounds. Children pretend to be a steam locomotive.

1. Puff-puff, puff-puff, on we go
When we hear the whistle blow.

Oo-oo-oo-oo-oo-oo,
Oo -oo- oo-oo-oo-.
Puff-puff, puff-puff, puff.

Teacher: Our first stop is at the “Bukvlyandiya” station, our friends live here - the literals. Let's guys say hello to them.

Children sing The ABC's song.

1. A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X, Y and Z. Now I know my A B C's, Let me try them back-words, please.

We continue our journey and go to visit our peers from England. Our children want to be friends with children from England, but first they need to get to know each other.

Scene 3

3. Children, lining up in two teams, get to know each other.

What is your name? (2)
Now tell me, please.
What is your name?
- My name is Helen (3).
That's my name.

How old are you?(2)
Now tell me, please.
How old are you?
- I am six. (3)
That's my age.

Where are you from? (2)
Now tell me, please.
Where are you from?
I am from Russia. (3)
That's I am from.

Teacher: Probably, many children like to go to the Zoo. Do you like going to the zoo? (Addressing the children). England also has a zoo. The most famous zoo is located in Regent's park. This is where we are going now.

Scene 4

At the zoo.
Guess where to see it
In the city of a tiger cub, tiger?
Or a mountain goat
Only at Zoo.

I gave the banana to the monkey.
Glad monkey, monkey,
And the seal is a glutton, seal,
He immediately asked for fish.

There lies in the shade under the linden tree
Fat hippopotamus, hippo.
He has excellent weight.
I wonder what he eats?

It’s a pity I didn’t know what to treat you with
Crocodile, crocodile.
Offered him candy -
He was offended by this.

Not ordered to approach
To my baby elephant, elephant.
He is terribly mischievous:
He pours water on everyone.

Teacher: Now, let's get acquainted with the animals.

I am a little puppy.
I am happy and gay.
Bow-wow, bow-wow. (Runs and barks)

I am a fox.
My name is Gay.
I have a red bushy tail! (Shows his tail)

I am a Lion. R-R-R.
My name is Clyde.
My jaws are big and wide.

Children sing a song: a comic song - “Once upon a time there was a dog.”

Once upon a time there was a dog named a dog,
A cockerel named a cock came to visit her.
Then a pig named a pig came to them.
She was big, which means very big.
Then a cat named a cat appeared.
She caught a rat named a rat.
Then a bear came to them, a big and brown bear,
He called the little bunny to him - “Come here, little hare!”

Teacher: Do you like poetry (asks the children), let’s try to find a rhyme in the couplet “Wild animals in the apartment.”

1. Having knocked over the cans on the floor,
Sitting in the corner...(a monkey).

2. Having attached a bow to the trunk,
Polka dances...(an elephant).

3. For some reason he climbed onto the closet
And got stuck there...(a giraffe).

4. Grass, hay and oats
Eats with appetite…..(a horse)

5. A bulldog was walking down the street,
In English he…..(a dog)

6. Who chews like gum
Grass? Guess! It's... (a cow)

Teacher: Now, complete the sentence with a familiar animal name.

Big like.....

Long necked like.....

Funny how.....

Guess the riddles.

1. Who goes to bed in the fall,
Does it rise in the spring? (a bear)

2. Red ball
Leap for the gray wolf! (a fox)

Teacher: The British really like to spend their free time in parks, where they can sit on the grass, play sports games, and talk calmly with their friend. There are quite a lot of parks in England. These are Regent's Park, Hyde Park, St. James' Park. We will also relax in one of the parks in London.

Teacher: You will see a short dramatization.

Scene 5

“About two cats and a bird”

Characters:

A bird: bird

Two cats: two cats.

Two cats enter.

Cat 1: I am a cat. I am big.

Cat 2: I am a cat. I am little.

Both cats holding their paws:

We are hungry. We want to eat.

A bird jumps out. She jumps and gallops, not noticing the cats:

I am a bird. I am a plump. I am beautiful.

The cats attack the bird, but collide with each other.

The bird flies away:

Cat 1: I am sorry.

Cat 2: Excuse me.

Teacher: We walked around the zoo for a long time, we got hungry and thirsty. Let's go to the store with you and buy some food and drinks.

Dialogues “Drink Seller”.

Ch.: Hello! I want to drink.

Shop-assistant: Do you drink milk?

Ch.: No, I don’t.

Sh.: Do you drink water?

Ch.: No, I don’t.

Sh.: Do you drink juice?

Sh.: Do you drink orange juice?

Ch.: Yes, I do. Give me orange juice, please.

Sh.: Here it is.

“In the store”

Sh.: Can I help you?

Cus.: I want some sweets, please.

Sh.: Here you are.

Cus.: It’s your money.

Sh.: It’s your change.

Cus.: Thank you very much.

Sh.: Welcome, have a good time, bye.

Teacher: Today is wonderful weather, the sun is shining, we are in a good mood. Let's sing the song of the lion cub and the turtle. (Children sing)

I'm lying in the sun.
I'm looking at the sun.
I'm lying, I'm lying,
And I'm looking at the sun.

Hippo-po is walking here,
Crocodile-dile's swimming near,
Only I'm still lying
And I'm still looking at the sun.

Teacher: Guys, look, our Lenya is sick, he has a sore throat. Let's take him to the clinic.

Scene 6.”Hospital”

1. “In the doctor’s office.”

Characters:

Patient (knocking at the door); May I come in?

Doctor: Yes, come in, please. Hello!

P: Hello, doctor.

D: Please, sit down. What is your name?

P: My name is……

D: How old are you?

P: I am not well, doctor. I have an angina.

D: Have you got a temperature?

D: Open your mouth and show me your tongue. Let's listen to your heart. Here is your tablet.

P: Thank you, doctor. Good bye!

Scene 7

Teacher: And now we will go to the “Teaser” station and play a game. First, using a counting rhyme, we will choose a cat.

One banana, two bananas, three bananas.

Five bananas, six bananas, seven bananas.

(The rest of the guys are mice. You are mice).

Children form a circle and sing a song, the cat is in the middle of the circle.

We are mice, mice, mice.
We are very, very nice.
You are cat, you are cat.
You are very, very bad.

Cat, cat, and go away!
Little mice want to play.

The mice begin to jump in a circle and back on one leg. The cat tries to catch them. The one he caught becomes a cat.

Scene 8. In the store

Teacher: And now it’s time to get acquainted with the tin soldiers.

The release of the tin soldiers.

One, two, three, four.

One, two, three, four.
We are standing on the floor.

Student: Make a line! Count off!

(Turning their heads to the right, the soldiers say one by one)

The first, the second, the third, the fourth, the fifth.

Student: Let's march! (on site)

One, two, three, four.
We are marching on the floor.
We are marching on the floor.
Stop! Hop! Stop!

Student: Turn to the right! March to your seats.

(Children march and head to their seats.)

Scene 9

Teacher: And now the children want to show you how they do exercises and invite you to the Land of the “Strong and Dexterous.”

Hands up! Hands down!
Hands on hips! Sit down.
Hands up, to the sides!
Bend left! Bend right!
One, two, three! Hop!
One, two, three! Stop!

Scene 10

It's spring, the sun is shining, it's warm, flowers will appear soon.

Children recite poems about spring and flowers.

1. Spring is coming!
Spring is coming!
Flowers are coming, too!
Snowdrops, violets, tulips
Birds are coming, too!

2. I like flowers that are bright.
I like flowers that are white.
I like flowers with a smell.
I like flowers very well.

Joy will knock on the door,
With the wind we will let spring into the house.
The greenery will swirl like a whirlwind,
We'll be picked up on the fly.

A bright wave spread across the greenery,
She brought golden splashes.
Little suns
They bloom together here,

In honor of spring they arranged
Festive fireworks.
We know - that flower, of course,
We are all with you -
This is a dandelion, that is, Dandelion.

(Flower girls dance and sing).

We are coming to you.
We are growing for you. La-la-la (2).
We are happy today.
We are happy today. La-la-la.
We can dance. We can play.
We can dance, we can dance.
We can play.

Scene 11

Now our dear guests, the children, will tell you riddles, and you will have to give the answer in English.

1. She is not a duck.
She says: Cluck-cluck.

2. She says: moo-moo.
She gives milk to you.

3. He doesn't like milk.
He says: meou, meou.

4. She is yellow.
She says: quack-quack.

5. He likes bones.
He barks: bow-wow.

List of used literature

1. I.V.Anukhina. Entertaining English for children. St. Petersburg: Publishing house “Rech”, 2004. - 96 p.

2. A. Vasiliev. English with mom. Lessons in rhymes. St. Petersburg: Publishing house “Lingua”, 2003. - 80 p.

3. R.A.Dolnikova, L.G.Fribus. Collection of songs for teaching materials. How can we teach children to speak English? St. Petersburg: Publishing house “Karo”. 2002.- 24 p.

4. A.V.Konysheva. English for Kids. - St. Petersburg: Publishing house “Karo”, 2004. -160 p.

Scene 12

Teacher: We invite you to the theater and invite you to watch the fairy tale “THE TURNIP”(

Galina Marushina
Sketch for Teacher's Day in English

Mbou Secondary School No. 43, Cheboksary Marushina G. F.

Kate: Quiet class, empty desks, the bell will ring soon.

Slowly people gather one after another.

Buranovskie grandmothers (girls enter)-1

Arthur Pirozhkov (Petya enters)-2

Guchi-Guchi-Prada-Prada (Sasha Frolov enters)-3

Village (Sasha Andreev enters)-4

Hello, how are you? (Frolov and Andreev)-5

Kate: At this time, someone suddenly, having mixed up the offices,

I jumped in, turned up the volume and heard these words...

Who are you? Let's say goodbye! (Valera)-6

Kate: The fuss before class, because English is ahead.

Merry Muzyaka-8

Kate: A clattering sound is heard in the corridor. Galina Fedorovna is on her way...

Clatter of heels-9

And I'm going all like this to Dolch and Gabana (Lena enters)-10

Lena: Hello, my children! Good morning mygirls!

I’m so glad to see you, my cheerful guys!

Backing track Rap (students)-11

Students: Good morning, Good morning, Good morning to you.

Good morning, dear teacher. We are glad to see you!

Kate: And as always, after the bell rings, there is a powerful hand at the door,

And the creaking of the door from around the corner. Oh God, who is this?

Door creaking-12

Gentlemen of Fortune (Lesha Kuzmin enters)-13

Hey fat-14

Lena: And now, my dears, it’s time to answer you at the blackboard.

Funeral March-16

My heart stopped-17

Hipsters: Connected by one chain-18

Katya says

Bum-boom-boom-19

Kate: Everyone is sitting at their desks. Whose eyes are burning?

At this time someone is sleeping. No matter what you ask, he remains silent.

Lena: Well, is Sasha ready to answer about PRESENT PERFECT ACTIVE time?

And my advice to you is this: don’t listen to all these tips.

Ramstein-20

Lena:And where did you get this verse, everyone? mixed languages ​​in the world.

You can’t tell the difference between so many years, German and English speech!

Crying child-21

Lena: And your games are all on the computer, and at home after 10!

Completely forgot about the lessons! And how can I convey everything to you?

Time, non-childhood time (dance)-22

Kate: And at this time it is very wise to check each other's thoughts.

Some are also in class during a lesson, and some have already been in flight for a long time.

Natural blond (Petya)-23

Clouds (Sasha Andreev)-24

Who created you like this (Sasha Frolov)-25

I'm a merman, I'm a merman (Lesha Kuzmin)-26

Ocean (Smirnova S. A.)-27

I'm free (Orlov G.V.)-28

Ay-ay-ay, girl (Lesha the engineer)

Sea-sea (Vorobeva E.I.)-29

Ba-ra-ba-ra-be-re (Molaeva E.V.)-30

Kate: But the students’ feelings do not subside.

Notes are flying and eyes are shooting.

Only you (Petya)-31

You draw love (Christina)-32

She's not yours-33

Lena: So, Marina, are you ready? We'll have to help out the class again.

You are my pride and support! You can give any answer without hesitation.

Applause-36

Let me go -37

Leave gracefully-38

I'm leaving, I'm leaving beautifully-39

Titanic-40

Lena: And here's another lesson at 9 "A" it was not in vain (music)

Although I didn’t have enough time, it doesn’t matter!

After all, today is your holiday Teachers!

Kate: And tomorrow will be a new day and new things to do!

Lessons, meetings, answers at the board.

Notebooks and meetings...

All: (in unison) And your Favorite Students!

Beautiful melody-42

Thank you, skillful teacher,

For teaching me to be

A stronger, smarter person,

Thank you, favorite teacher

For acting like a friend,

And taking time to show me,

Lessons hard to comprehend.

Thank you for your caring

And lots of other stuff;

For all the things you gave me,

I can't thank you enough.

Publications on the topic:

“WE ARE TEACHERS” There are people on Earth who have a wonderful profession and this is not said in vain. It’s not in vain that everyone looks with admiration - After all, we are TEACHERS.

Forms of working with preschoolers to learn English. In the modern world, it is becoming more and more difficult for a person to cope without knowledge of English.

Summary of an integrated lesson for a teacher-speech therapist, teacher-defectologist with children 6–7 years old with visual impairment “Teremok” Summary of an integrated lesson for a teacher - speech therapist, teacher - defectologist in a preparatory group for children with visual impairments. Fairy tale:.

English language club “English language lovers” Explanatory note Studying foreign languages ​​has always been and is a means of obtaining additional information in all areas.

In December, during an English class with children, a preparatory group for school, a lesson dedicated to the New Year holidays was held. Children.

Some psychological aspects of preschoolers learning a foreign language (using the example of English) Teaching preschoolers a foreign language is currently particularly relevant. This is determined by various reasons, including increased.

Razilya Yusupova
"Kolobok-Snowbun". Fairy tale script in English for preschoolers

“Kolobok - a Snowbun” - fairy tale script in English.

Target:

To promote the disclosure of the child’s creative potential and artistic abilities;

Learn to beat staging, aimed at dialogical activity;

Form motives for studying English language.

Characters:

Kolobok- Kolobok

Bear- a bear

Hare - a hare

Wolf - a wolf

Child - Willy

Leading:- Guys, you all probably know the tale of Kolobok: “I left my grandmother, I left my grandfather...”. Our the fairy tale is also about Kolobok, yes in a new way.

Once upon a time there was a Kolobok, not simple, not golden, not made of dough, but made of snow. He lived and lived in an icy hut. I ate snow porridge for breakfast, ice cream for lunch, and ice caramels for dinner.

Here Kolobok rolls along and sings his merry song (on Kolobok appears on stage)

Kolobok:

Hello, hello, can you clap your hands?

Can you stretch up high?

Can touch your toes?

Can you turn around?

Can you say “Hello”?

Leading:- So Kolobok rolled until he fell under the Fox’s feet (fox comes out)

Kolobok: -Hello.

Fox: -How are you?

Kolobok: -I'm good. How are you?

Fox: - I’m great. What's your name?

Kolobok: -My name is Kolobok. What's your name?

Fox: -I am Foxy. Kolobok, Kolobok, I'm hungry. I can eat you.

Kolobok:- No, no.

Leading: -Once! – and took a small bite from Kolobok.

Fox:- Oops, no, no. Kolobok is not yummy. It is a Snowbun. Run away.

Fox: -Who are you?

Hare: - I’m a hare. Who are you?

Fox: - I’m a fox. I'm hungry. (the hare reads a poem)

A fox was walking, Kosoy was sitting,

I ate a bun with sausage.

A fox started asking:

“Give me a bite!”

And hare paws to the side:

“You ate the pie!

Run away, you are my friend! (children participate in the circle game “Make a circle”)

Time to make a circle.

Make a circle, big, big, big.

Small,small,small.

Make a circle, small, small, small.

Hello, hello, hello.

Round and round.

Round and round.

Make a circle, round and round.

Hello, hello, hello.

Make a circle, up, up, up.

Down, down, down.

Make a circle, down ,down, down.

Leading: The Fox got offended and ran away. And Kolobok rolled towards the Bunny.

Kolobok: Hello

Hare: What is your name?

Kolobok: I am Kolobok. What is your name?

Hare: I am a hare. I am hungry. I can eat you.

Kolobok: No, no.

Leading: Once! And the hare bit Kolobok on the side.

Hare: No, no. Kolobok is not yummy. It is Snowbun. Run away Kolobok. Help me, Docter.

Leading: Bunny ran to look for Doctor Aibolit, and Kolobok rolled on.

Who is this coming to meet Kolobok?

(The bear comes out)

Kolobok: Hello.

Bear: Who are you?

Kolobok: I am Kolobok. Who are you?

Bear: I am a bear. I am hungry. I can eat you.

Kolobok: No, I am Snowbun.

Leading: Once! And he bit Kolobok.

(the bear starts to growl)

Bear: R-r-r, Kolobok is not yummy. Run away, Snowbun.

Leading: And let’s roar, but no one can hear him. Let's take pity on the bear and sing him a song about bears. (all children sing the song “Teddy bear”)

Teddy bear, teddy bear

Teddy bear, teddy bear

Touch the ground.

Teddy bear, teddy bear

Teddy bear, teddy bear

Leading: Kolobok rolled towards the wolf.

Wolf: Hello. Who are you?

Kolobok: Hello. I am Kolobok.

Wolf: I am hungry. I can eat you.

Leading: Once! – and took a small bite from Kolobok.

Wolf: Kolobok is not yummy. It is Snowbun. (coughs and leaves)

Leading: Kolobok rolled towards the cat.

Cat: Hello. How are you?

Kolobok: Hi. I am good. How are you?

Cat: Oh, I am hungry. I can eat you.

Kolobok: No, no. (the cat takes a bite and spits it out)

Cat: E-a, e-a,o. Run away, Snowbun.

(mice appear)

Cat: Little mouse, little mouse

Where is your house?

Mouse (1) : Little cat, little cat

(2) I am a poor mouse

I have no house.

Cat: Little mouse, little mouse

Come to my house.

Mouse (1) : Little cat, little cat

(2) You can eat me! (at the last words the mice scatter in different directions)

Leading: And you and I, let’s take pity on Kitty and play a game with him.

(the game is played in the circle “The Hokey Pokey”)

You put one hand in

And you shake, shake it

You do the hokey pokey

And turn around, everyone turn around

(two hands, one foot, two feet, head, backside, whole self)

Leading: Kolobok rolls, rolls, and hears the cry of a child. (child reads poetry)

Why do you cry, Willy?

Why, Willy? Why, Willy?

Kolobok: Hello.

Kolobok: How are you?

Willy: I am not so good.

Kolobok: Oh, let’s play (the game “Guess whose sound?” is played)

Leading:. And then Willie called all the animals, they made friends with Kolobok and danced merrily (the game-dance “Hello, knock, knock” is played)

Hello! (Hello)

Hello! (Hello)

Hello! (Hello)

Hello! (Hello)

Knock, knock, knock.

SCENARIO FOR THE PRODUCTION OF THE TALE “Little Red Riding Hood” (Little Red Riding Hood)

Purpose of the production: to instill in students an interest in dramatizing fairy tales in English;
familiarize yourself with regional studies material;
activate the skills of dialogic and monologue speech.
Tasks:
1. Develop skills and understanding of speech, teach students to pronounce and understand the text:
work on memorizing text material.
2. Develop listening skills and understanding of information through various tasks.
3. Cultivate interest in the English language, increase motivation to study it.
Participants: 4th grade students.
SLIDE 1
Student: A-English will be useful in life.
N-On vacation..how to explain?
G-Clap your eyes and stand.
L-Just smile and blink?
Student: And-and pretend. that you understand.
Y
S-You stand and read the signs.
K-Explained with some kind of gesture.
And-And you think.talked?
Y
Student: I-Language English learn!!
W-Getting to know ENGLISH—deepen it!!
Y-
K-As a basis, you consider it!!!
Student: Everyone loves fairy tales. Do you like fairy tales?
Student: And fairy tales in English?
SLIDE 2
Student: Love fairy tales as much as we love them. Fairy tale Little Red Riding Hood. Characters: Little Red Riding Hood, Mom, Wolf, Grandmother, Hunter.
SLIDE 3 audio tale sounds
Scene 1
LRRH: Hello. My name is Little Red Riding Hood.
Mother: Little Red Riding Hood! Where are you?
LRRH: I am here, mummy!
Mother: Today is your grandmother’s birthday. Take a cake, apples, a jar of honey to her!
LRRH: Ok, mummy!
Mother: Don’t speak to anyone on the way. Don't stop in the wood.
LRRH: All right, Mother! Goodbye!
Mother: Goodbye, darling!
SLIDE 4

(Mom leaves. Little Red Riding Hood walks through the forest to her grandmother to the music)
LRRH: How nice it is in the wood! There are many flowers here!
SLIDE 5
(Wolf meets Little Red Riding Hood) (tada-da-da sound)
Wolf: I am big and grey. I live in the wood; I want to eat Little Red Riding Hood.
Wolf: Hello Little girl.
LRRH: Hello Mister Wolf!
Wolf: How are you? Where are you going?
LRRH: Fine, thank you! I am going to my grandma. It’s her birthday today.
Wolf: Where does your granny live?
LRRH: She lives in the little house in the wood.
Wolf: Well! Goodbye!
LRRH: Goodbye Mister Wolf!
(audio tale SLIDE 6 sounds)

SLIDE 7
(Little Red Riding Hood leaves, and the wolf runs to her grandmother and knocks on her door)
(grandmother cleans the house and sings a song), (knock on the door)
Granny: Who is there?
Wolf: It's me, Little Red Riding Hood!
Granny: Come in, dear!

SLIDE 8
(The wolf attacks Grandma and she runs away)
Little Red Riding Hood knocks on the door and the wolf dresses up as Granny)

SLIDE 9
(Little Red Riding Hood approaches the house and knocks on the door)
LRRH: Knock, knock, knock!
Wolf: Who is there?
LRRH: It's me, Little Red Riding Hood.
Wolf: Come in darling! I am glad to see you!
(Little Red Riding Hood comes closer)
LRRH: Happy birthday, granny! Many happy returns to you!
Wolf: Thank you, darling!
SLIDE 10
(Happy birthday music plays, Little Red Riding Hood examines the wolf. Little Red Riding Hood looks closely and says in surprise)
LRRH: Oh! What big eyes you have, granny!
Wolf: The better to see you, my dear!
LRRH: What big ears you have, granny!
Wolf: The better to hear you, my dear!
LRRH: What sharp teeth you have, granny!
Wolf: The better to eat you up, my dear!
(The wolf attacks Little Red Riding Hood)
LRRH: Help! Help!
SLIDE 11
(The hunter enters to the song and arrests the Wolf)
SLIDE 12
Granny: Oh, thank you very much!
Hunter: It’s nothing!
LRRH: Thank you!
Grandmother to the audience: That’s the end of the story.
SLIDE 13
Student: English is an international language,
It is desirable for everyone to know him.
We will learn to speak freely,
To visit different countries.

SCENARIO FOR THE PRODUCTION OF THE TALE “Cinderella” (“Cinderella”)

Target: ensuring the aesthetic and intellectual development of students.
Tasks:
1) improving the grammatical structure of a student’s monologue and dialogic speech, effective communication and verbal expressiveness.
2) creating positive motivation and the need for practical use of the English language.
3) development of students’ creative potential and their ability to work in a team.
4) development of students’ memory, thinking, attention, imagination.
5) development in schoolchildren of a sense of rhythm, tempo, and sense of space.
Design:
- scenery on stage
- presentation on a projector in the background of the stage;
- musical accompaniment (excerpts of works);
- costumes.
CINDERELLA
-Cinderella
Characters:
Cinderella- Cinderella
Father
Stepmother
Stepsister1- stepsister 1
Stepsister2- stepsister 2
Fairy - fairy
Prince
King
Queen
Two guards Scene 1.
An image of the room is projected onto the screen.
The music of A. A. Burenin’s lyrical dance sounds. Cinderella sweeps the floor. Father enters.
Cinderella (runs up to her father): Good morning, Daddy! I love you!
Father (pats Cinderella on the head): Good morning, dear! How are you?
Cinderella (smiles): Fine, Daddy, fine. And you?
The music of the folk song “Barynya” sounds. The stepmother enters with her daughters.
Stepmother (raising her head arrogantly): We’ll go to the ball today. You, Basil, go away! Cinderella, clean this mess and I want a party dress.
An image of Cinderella working is projected onto the screen.
Stepsister1 (preening in front of the mirror): And I want a dress.
Stepsister2: (stomps his foot): And I want a nice dress.
Stepmother (throws things on the floor): Cinderella, clean this mess! You can't go to the ball until you do this all (gives her a long list of household chores).
Stepsister1 (giggling): No, you can’t go to the ball….
Stepsister2: …. until you do this all!
The music of the folk song “Barynya” sounds. The stepmother and daughters leave.
Cinderella (reads aloud): Clean the house, wash the blouse, make food... Oh, it’s not good (cries).
Music by Vladimir Dashkevich from the film “Winter Cherry” is playing.
Scene 2.
An image of a fairy is projected onto the screen.
Cinderella is crying. A fairy appears.
Fairy: Why are you crying, dear, why? Please don't cry!
Cinderella (crying): I can’t go to the ball, because my dress is very old.
Fairy: I can help you. Look at me! Close your eyes. One-two-three!
(waves the magic wand) Sounds are made to demonstrate the effect of magic.
Cinderella spins around and takes off her old apron. The fairy dances and brings shoes to Cinderella and she puts them on.
Cinderella (looks in amazement at her new beautiful dress): I can’t believe this dress is mine! Thank you, fairy, you are so kind.
Fairy (threatening Cinderella with his finger): But at twelve o’clock you must be here... or your dress will disappear.
Cinderella (joyfully): Oh, yes, it’s clear.
Cinderella “gets into” the carriage.
An image of a carriage heading to the palace is projected onto the screen. The bells are sounding.
Scene 3.
Music sounds - Waltz by G. Sviridov. The ball begins, the king, queen, prince, and guests come out.
An image of a hall in the palace is projected onto the screen.
Queen (addresses guests): The ball is on. Let's dance and play.
King (addresses guests): Let’s have a lot of fun today!
Solemn orchestral sounds sound. Cinderella appears in a ball gown. Everyone looks at her with admiration.
Queen (addresses the king): Look at that girl!
King (admiringly): She’s so nice and slim!
An image of the prince and Cinderella is projected onto the screen.
Prince (approaches Cinderella): Hello! Let's dance! You are my dream!
Music sounds - Waltz N2 in B minor by Chopin. The Prince and Cinderella are dancing. The clock strikes 12.
Cinderella (scared): It’s twelve o’clock and I must run. Bye-bye. I had a lot of fun (Runs away, losing one shoe)!
The music of Georges Diran Garvarenza “Eternal Love” is played. The prince picks up his shoe, sighs and sadly leaves the stage. All other guests of the ball also leave the stage.
An image of a palace staircase and a shoe lost on it is projected onto the screen.
Scene 4.
Morning. Music by Elena Golubo from the film “Three Nuts for Cinderella” is played. An image of the room is projected onto the screen. The prince appears on the stage with his guards. The stepmother and daughters come out yawning and stretching. Cinderella sets breakfast on the table. Dad comes out with a newspaper.
Prince (addressing stepmother and daughter): We know you were at the ball. Try on this shoe.
Stepsister 1 tries to put on the shoe.
Stepsister 1 (irritated): Oh, it’s very small!!!
Stepsister 2 tries to put it on too.
Stepsister2: Oh, it’s too small!!! (pushes his eyebrows and gets angry)
Prince (notices Cinderella): But who is that girl? Come here, please! Try on this shoe, pretty miss!
Stepmother (shakes her head indignantly): But she didn’t go to the ball!!!
Father (to the prince): Give her the shoe! Her foot is small.
An image of the prince kneeling in front of Cinderella is projected onto the screen. Cinderella puts on a slipper, and the fairy brings her a second one.
Prince (gets down on one knee in front of Cinderella): I’m happy that I’ve found you! I love you, and I’d like to marry you.
Cinderella (joyfully): Oh, yes, my Prince, I love you too.
Mendelssohn's waltz sounds.
Cinderella takes off her old apron. She's wearing a beautiful dress.
An image of a happy Cinderella in a wedding dress and a prince are projected onto the screen.
The music of M. Dunaevsky “Wind of Change” is played. All the fairy tale characters come out to bow. The presenter introduces each participant in the performance to the audience.

Target:

• Formation of basic ideas about the culture of countries, the language being studied, broadening the horizons of children.

Tasks:

Roles:

• Grandmother (grandmother)
• Grandfather (grandfather)
• Gingerbread girl
• Hedgehogs (hedgehogs)
• Hear (hare)
• Wolf (wolf)
• Bear
• Butterflys
• Fox (fox)
• Bees (bees)

Attributes and costumes for a fairy tale:

• Apron, headscarf and glasses for grandma
• Beard, glasses and cap for grandpa
• An elegant dress and gloves for a gingerbread girl, on her head there are many small braids braided with thin satin ribbons, a basket decorated with the same ribbons
• A vest with plastic apples attached to it, a hedgehog mask for the main hedgehog, hedgehog masks or hats for the other hedgehogs, sticks with fabric knots for all the hedgehogs.
• Bunny costume, basket with two carrots
• Wolf costume
• Bear costume, small barrel of honey
• Fox costume
• Elegant colored dresses for butterflies, wings with elastic bands and satin ribbons on the head, chiffon scarves for dancing
• Bee Costumes
• Two artificial Christmas trees
• House, two chairs for grandparents

Audio materials for the fairy tale:

• Song “Hello, hello” (collection of songs “Super Simple Songs”) (a greeting song for the beginning of a fairy tale)
• Song “Walk, walk” (collection of children's songs in English) (song of the gingerbread girl)
• Song performed by Lily Bebe “Nonsense” (hedgehog dance)
• Song “Who,s afraid of the big bad wolf?” (collection of songs “Songbirds” disc No. 1-2, song No. 29), (common game with a wolf)
• Anastasia's song “Once upon in December” (butterfly dance)
• Song “Happy birthday” collection of songs “Songbirds” disc No. 3-4, song No. 1 (gingerbread girl’s song for the fox)
• Song "Pinocchio" (collection of songs "Super Simple Songs")

Children in costumes enter the hall and sit on both sides of the hall. Introductory speech by the teacher.

Scene #1

On the stage there is a house, a chair for grandfather with a book on it. There are dishes for grandma on the table in the house. The music “Hello, hello!” sounds, the children stand in a semicircle in front of the house and sing a song.

Song "Hello, hello!"

After the song, grandfather and grandmother go into the house, the gingerbread girl with a basket goes backstage. Grandfather sits on a chair with a book in his hands, grandmother begins to “cook” the food.

Grandfather (grandfather): “Hello, I am grandpa. I am clever." (opens the book and “reads”)

Grandmother (grandmother): “Hello, I am grandma. I'm kind." (“cooks” food)

Grandfather (grandfather): “Hei, grandma, I am hungry!” (strokes his stomach with his hand).

Grandmother (grandmother): “I am cocking the pie, wait a minute.”

Gingerbread girl comes out from behind the scenes

Gingerbread girl: “Hello, grandma!” (hugs grandma)

Grandmother (grandmother): “Hello, Gingerbread girl!”

Gingerbread girl: “Hello, grandpa!” (hugs grandfather)

Grandfather: “Hello, Gingerbread girl!”

Gingerbread girl: “May I go to the forest?

Grandfather (grandfather): “Yes, you may!”

Grandmother (grandmother): “Be careful!”

Gingerbread girl: “Bye-bye, see you!”

(grandparents go to their places, and the gingerbread girl walks around the hall and sings the song “Walk, walk, walk!”, performing the movements that are sung in the song. Turn the house the other side towards the audience, move the Christmas trees along the edges of the carpet, put a chair -a stump for the gingerbread girl.)

The Gingerbread Girl's Song

Scene #2

Gingerbread girl:

"I am Gingerbread girl

I like to play, I like to run.

After these words, the gingerbread girl sits on the “stump” and looks around. A hare jumps into a clearing with a basket containing two carrots.

Hear (hare): “Good morning, how do you do

I am hearing, who are you?”

Gingerbread girl: “I am gingerbread girl.”

What do you have?

Hear (hare): “I have two carrots.”

Gingerbread girl: “Give me one carrot, please!”

Hear (hare): “Take it, please!”

Give the hedgehogs sticks and bags

Scene #3

One hedgehog runs out into the clearing in small steps (apples are attached to the hedgehog’s back)

Hedgehog (hedgehog): “Good morning good morning

Good morning to you.

Good morning good morning

I am fine, how are you?”

Gingerbread girl: “I am fine, thank you!” Give me one apple, please!”

Hedgehog (hedgehog): “Take it, please!”

Gingerbread girl: “Thank you, let’s be the friends!”

Hedgehog (hedgehog): “Come to me my little friends

Let's have some dance!

Hedgehog dance

(after the dance, collect the sticks from the hedgehogs)

Scene #4

A wolf runs out into the clearing

Wolf (wolf): “Hello, hello! I am the wolf. I'm bad.

Gingerbread girl: “Hello, mr. Wolf. How are you?

Wolf (wolf): “I am not fine, I am hungry!”

(the gingerbread girl takes one apple from the basket and gives it to the wolf)

Gingerbread girl: “Take one apple!”

Wolf (wolf): “Oh, thank you. You are a good girl. Let's be the friends! "

Gingerbread girl: “O’key, let’s play!”

General game with a wolf “Who,s afraid of the big bad wolf?”

After the dance, the children sit down, distribute scarves to the butterfly girls, arrange flowers

Scene #5

A bear with a barrel of honey comes out into the clearing to the music

Bear (bear): “I am bear, I am not sad,

I am very funny.

Very, very, very much

I like to eat honey!” (“eats” honey from a barrel)

Gingerbread girl: “Give me some honey, please!”

Bear: “Take it, please!”

The bear gives a barrel of honey to the gingerbread girl, she tastes it and “falls asleep” on the stump. Butterflies fly up and stand in front of the sleeping gingerbread girl

1Butterfly: “Sleep my baby, do not cry”

2 Butterfly: “I shall sing a lullaby!”

3 Butterfly: “Put your nose into your pillow!”

4 Butterfly: “Shut your eyes and sleep, sleep, sleep!”

Butterfly dance

After the dance, the butterflies “fly away” to their seats with scarves (collect the scarves after they sit down)

Scene #6

A fox runs out into the clearing, sees a sleeping gingerbread girl, and sniffs her basket. The girl wakes up.

Fox (fox): “M-m-m, it smells so tasty!” (sniffs the basket)

Gingerbread girl: “Hello, Fox!”

Fox (fox): “I am the fox a little one,

But today I am not fine.”

Gingerbread girl: “Why?”

Fox (fox): “I have a birthday today,

Sing me a song!!!"

Song Happy Birthday

The gingerbread girl sings the song “Happy birthday to you” to the fox, and at this time the fox takes the basket and runs backstage. Having finished the song, the gingerbread girl sees that her basket is missing, sits down on a tree stump and cries.

Gingerbread girl: “Help me, please!” (addresses animal friends)

Hedgehog (hedgehog): “I am busy.”

Hear (hare): “I am busy.”

Wolf (wolf): “I am busy.”

Bear: “I am busy.”

Bees fly out to the music

Bees: “I am bee, I am brave and bright

I am ready for the fight,

I am not afraid of fox,

Who likes to eat the hens and cocks!”

The bees fly behind the scenes, “catch” the fox and bring her to the clearing.

Lisa apologizes and asks for forgiveness.

Fox (fox): “I am sorry, I am sorry. Let's be the friends, let's play!!!"

General game-song “The Pinocchio”

After the song, the children stand in a semicircle to bow and introduce their roles.

Children leaving for the group.

Video lessons

Self-analysis of the teacher

This performance was staged with the children of the senior group of MADOU-TsRR-kindergarten No. 366 “Gems”. An experimental platform for early teaching of English to children has been formed on the basis of the group. When choosing a form of joint activity, I gave preference to a theatrical production, since older children remember the simplest dialogues of a song well and play theatrical games with pleasure.

The goals and objectives of this activity are:

• Introducing children to foreign language speech activities;
• Forming a positive interest in learning English by satisfying the child’s cognitive and play needs;
• Formation of basic ideas about the culture of countries, the language being studied, broadening the horizons of children

Tasks:

• Strengthen the skills of constructing basic speech patterns in English;
• Strengthen basic language skills (conduct a dialogue, monologue);
• Promote memory development through learning simple rhymes and songs;
• Promote the development of curiosity, thinking and imagination;
• Develop interest and desire to communicate in English, getting joy from it;
• Practice children in listening to each other’s foreign language speech;
• Foster a sense of collectivism and mutual assistance;
• To develop a tolerant worldview of children through playful exploration of world space and culture using the English language;
• Learn to convey an image through musical expressiveness (in dance, in song);
• Develop the ability to improvise to music, activate children’s singing and motor reactions;
• Enrich children's musical experience by exposing them to a diverse musical repertoire.

This fairy tale is the final event at which the children had to show everything they had learned during the year. I think that the children showed a fairly good level of mastering the English language, they spoke freely, entered into dialogues, and sang songs. I believe that the goals set were achieved at an average level. Sometimes words were forgotten (I think from excitement), music was turned on at the wrong time (technical issues were not worked out). The group also has frequently ill children who were practically not present at rehearsals, and there are also children for whom remembering a phrase in English is a huge problem. But they were not left without roles, they participated in general dances and songs (a differentiated approach to children was used). During the fairy tale, children did not remain in a static position for a long time (participation in general games and songs with movements), which can be attributed to the use of health-saving technologies. I am satisfied with the results of the children and my work also because the children really liked the fairy tale, we watched the video several times, played games and sang songs from the fairy tale. The children also changed roles and we showed the fairy tale to the children from our kindergarten. The guys played a fairy tale for a long time using a table theater, repeating their words and dialogues. And the most important thing is that we learned the words and songs in our free time and did not ask any parent to “learn the words” at home. For the parents, everything that happened in the hall (except for the costumes, of course) was a surprise.

At the preliminary stage of work, together with the children, we made decorations, hats and masks, sewed scarves, and we worked on memorizing songs, games, and words.

All the “artists” received sweet incentive prizes after the performance, which they were very pleased with!