LEARNING TO READ IN ENGLISH
IN PRIMARY SCHOOL
Bevz Elena Viktorovna
MBOU "Secondary school number 37",
english teacher
s.t. 8-906-901-83-56
I have been working as a teacher at MBOU "Secondary School No. 37" on this topic for several years. One of the important tasks in your work with children is to make the lessons interesting and exciting. To a large extent, it depends on the teacher, his ability to captivate children, provide everyone with the opportunity to express themselves most fully, to realize their abilities.
The relevance of this topic lies in the fact that there are problems in mastering the technique of reading in English in primary school, that many children cannot read in English, do not learn sounds and letters.
Reading is the main skill of a person in life, without which he cannot comprehend the world around him, it is an independent type of speech activity associated with the perception and extraction of the necessary information encoded with graphic signs (Passov E.I.)
Reading is necessary for a student not only for the practical mastery of a foreign language and the discovery of another culture, but also it is a means of self-education and creative activity.
The formation of skills and abilities in reading is one of the most important components of the process of teaching a foreign language at all its stages. Link to Internet source)
Mastering reading in English presents great difficulties for primary school students, they are often caused by the graphic and spelling features of the English language. This is the reading of vowels, combinations of vowels and some consonants, which are read depending on the position in the word. Many children do not remember well the rules for reading letters and letter combinations and read words incorrectly. Difficulties often arise associated with the psychological characteristics of children, insufficiently good development of memory, attention, thinking.
Starting from the second grade, it is very important that the processes of education and development of students follow the mainstream of modern methods. At the same time, the ability to competently teach communication in a foreign language to junior schoolchildren who are not yet fully fluent in communicative skills in their native language is a very difficult and responsible task.
The problem is that when reading, the student experiences a very strong influence of the native language. Hence, various kinds of errors arise. The task of the teacher at this stage is not only to help students master a system of symbols that is new to them, but also to prevent their possible mistakes.
There are many reasons for this: the English alphabet consists of 26 letters, 146 graphemes and 46 phonemes. Accordingly, 26 pairs of printed letters make up 52 characters, while: 4 are similar to the characters of the Russian alphabet (K, k, M, T); 33 letters are brand new symbols for students (b, D, d, F, f, G, g, h, I, i, J, j, L, l, m, N, n, Q, q, R, r, S, s, t, U, u, V, v, W, w, Y, Z, z); 15 letters (A, a, B, C, c, E, e, H, O, o, P, p, Y, X, x) appear in both languages, but are read differently. The letters that are found in both Russian and English, but give completely different sounds, are of great difficulty. For example, the letter "H" is very often read by children as the Russian sound [H].
The success of the training also depends largely on how interesting and the teacher conducts the lessons. In the process of teaching primary school children to read in a foreign language, play plays an important role. The more play techniques, clarity the teacher uses, the more interesting the lessons are, the more firmly the material is absorbed
When perceiving the material, junior grade students pay attention to the bright presentation of the material, clarity, emotional coloring. So, so that teaching the rules of reading is not boring and tedious for primary school students, you can use color pictures.
In many textbooks, teaching to read in English in elementary grades follows a standard principle: first, children learn letters, then the textbooks give rules for reading open and closed syllables and it is assumed that students will immediately begin to read quickly, fluently and without mistakes. Of course, children must know the alphabet in order to see the letters when reading.
With experience, you already begin to understand that this is simply impossible to do. Students know the alphabet but do not know the sounds. It is difficult for them to read from transcription. In addition, there are so many exceptions in the English language that even in high school it is difficult to do without a dictionary. Therefore, I came to the conclusion that learning to read should begin with an introduction to English sounds. You can try for a very long time to record English sounds in Russian letters, but sooner or later everyone comes to the conclusion that this is unsuccessful. You need to know the English transcription. This makes it easy to read and correctly pronounce an unfamiliar English word on your own, without any assistance
How can you make learning not only interesting, but also effective? There are many methodologies for teaching reading in English. These are the methods of G.V. Rogova, I.N. Vereshchagina, M. West and others. One of the leading modern methodologists is E.I. Passov. In my work, I use only his general recommendations and use a mixed method (sound and alphabetical).
Let's take a look at how I overcome all the difficulties and improve the quality of teaching in grade 2 students.
Stage I. Acquaintance with the alphabet.
The child's knowledge of the alphabet song gives a lot:
He becomes familiar with the styles of the letters and begins to associate the styles with the names.
1. He remembers the names of letters and their sequence. The student will not yet be able to name or show any letter on his own, but he will know the names of the letters.
They will remember the order of the letters in the alphabet.
Knowledge of the sequence of letters of the alphabet will be used in the future to maintain paper dictionaries, write down the word dictated by letters.
It will be useful to him when studying open and closed syllables of vowel sounds, since in an open syllable the vowels are read as in the alphabet.
There are many ways to learn the alphabet. You can learn a song, you can play a poem, you can play a game, etc. (for example: I raise my hand up - we pronounce the letters of the alphabet in order (A, B, C, D ...), I direct my hand horizontally - we pronounce the same letter (S, S, S .... "), the hand down - in reverse order (Z, Y, X, W), etc.
Tasks on drawing and coloring letters help a lot.
Stage II. Acquaintance with sounds and letter combinations.
I introduce students to sounds, not letter names. For reading, I select words whose meanings are already familiar to the child. This way you can gain vocabulary while learning sounds.
I introduce students to English sounds. Each sound is introduced in poetic form or using phonetic exercises, for example, I show children a picture with images and say: - A woodpecker knocks on wood: [t] [t] [t] [d] [d] [d]; - Push the air out: [p], [p], [p], b], [b], [b].
Thus, during the lesson I introduce up to 7-10 sounds, and children easily remember them, because poetic form and phonetic charging will help you quickly memorize and assimilate this sound
At this stage, students in my class create cards on which letters are written on one side, and the transcription of the sound and how it is pronounced in Russian on the other side of the card. You can play with cards and at the same time memorize what the letters look like, which give certain sounds. The pronunciation of vowel sounds depends on many factors. It is influenced by the place of the letter in the word, adjacent vowels and consonants, in an open or closed syllable there is a vowel. There is a way to correctly pronounce English letters and sounds, this is transcription. You need to refer to it when doubts arise about how a particular word is read or pronounced.
I try to explain to children why I pay so much attention to transcription signs and show how icons help in independent work.
Many students do not always do their homework or do flashcards. To teach all the children to read, I use in the lesson work with cards of sounds and letter combinations, where strong children teach weak children from cards. Child teachers really enjoy teaching and supervising each other.
There are many different ways children can be encouraged to learn sounds. But I think the most effective at this stage is the game. For instance:
a) invite several children to draw letters in the air, and the rest will guess sounds and name a word.
b) children stand in a circle. Music is playing. Students pass the ball in a circle. When the music stops, the child who is left with the ball in his hands chooses a card with a letter and names the sound.
Many other games can be used. There are many of them now. Games are used from collections or from Internet resources. I myself remake them in my own way and for a specific theme.
Stage III. Reading words.
At this stage, many of my students get frustrated and confused when they start reading words. Children are afraid when they see the letter combinations. So that the children do not worry, I i prepare children for the fact that most of the letters of the English alphabet can be read in different ways. Children gradually get used to it. When they begin to cope with the minimum, they become curious and interested in reading. Here you can also use games to help children learn to read.
For example, children are divided into two groups, I offer one group a word that they should represent with their own bodies, and the other group reads the word, and vice versa.
Students can play the game "Broken Phone". Students are divided into two teams. I lay out on the table, pictures in one pile, and cards with words in another pile. Students line up. A student standing in front, takes the top picture, whispers the name of the picture to the next, etc. to the last student. The last student chooses a word for the picture, shows and reads it. Then, he chooses the next picture, whispers the word to the one in front, etc. You can use pictures and cards on different topics.
In order to develop my reading speed, I use flashcards with words written on them. I hold the card with the word picture towards me, then quickly show it to the students and turn it back towards me. Children guess and name the word.
Also offer a competition for the speed and correct reading of words.
Stage IV. Reading phrases and coherent sentences, texts.
At this stage, children read, first of all, poems and songs with familiar words, which were studied according to the passing topics of the lessons. Poetry is not necessary to learn - it is just an aid for better mastering and memorization.
How can you make reading lessons loved by students? In accordance with the methodology of teaching reading in a foreign language, Solovova E.N. this can be achieved if several conditions are met:
1. Keep track of the size of the text offered to students. Too long texts will tire children, and some will simply be frightened. And children will not read such a text. The text can include pictures and diagrams. Sometimes they are even more informative.
2. It is necessary to select the text, paying attention to the location of the main idea in it. It has already been proven that children are better at perceiving a text in which the main idea is at the beginning or end of the text.
3. It is important that the topic of the text corresponds to the level of development of the child.
4. It is necessary to take into account the problems raised by the text. After reading the text and discussing it in class, students draw conclusions about the action of the protagonist and put themselves in his place.
During the second and third quarters of this year in grade 2, with regular use of this technique, I managed to teach most children to read meaningfully, as well as to improve the quality and speed of reading, which is clearly demonstrated in the diagrams (Fig. 1 and Fig. 2).
Conclusion:
1. Always read aloud.
2. Spend at least 30 minutes of your time reading a day.
4. Always check the correct reading in the dictionary (especially at the initial stage)!
This is called practice. By reading aloud, students hear themselves and practice their pronunciation.
There are many exceptions to the English reading rules. We speak them separately with the children.
Currently, there is a search for new technologies of teaching and upbringing, the purpose of which should be to create conditions for the maximum disclosure of the creative potential of each specific student.
I see my task in stimulating cognitive interest in my students, using a variety of forms, methods of work that are suitable for my children and which will ultimately give a good result.
Used Books:
Rakhmanova I.V., Mirolyubova A.A., Tsetlin V.S. General methodology of teaching foreign languages \u200b\u200bin secondary school. /. M., 1967.
N.A. Bonk. English for the little ones. / M. 2006
Sharova T.M. "We teach by teaching" // Primary school 2002 №12
Sazhneva M.A. "Play as a way of developing interest in learning a foreign language" // Institute of Nuclear Medicine 2001 № 6
Vygotsky L.S. Play and its role in the psychological development of the child / Questions of psychology: -1966.- No. 6
N. I. Gez, M. V. Lyakhovitsky, A. A. Mirolyubov, S. K. Folomkina, S. F. Shatilov. Methods of teaching foreign languages \u200b\u200bin secondary school: Textbook. -M .: Higher. school, 373 p. 1982
Internet resources
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Part 6. A little more than the basics (1 page, 2 page)
Do children want to learn a foreign language?
Once upon a time
Crocodile.
He walked the streets
Smoked cigarettes
He spoke Turkish, -
Crocodile, Crocodile Crocodilovich.
K.I. Chukovsky, "Crocodile"
It may be strange, but I still remember how and when I wrote the first English word. I remember where it was, in what room, what happened that day before that and what then, to whom I showed it, and what I was told in response. I was eight years old, it was the word "a ball", and although I copied it from the textbook, it was so obvious, it was so clear to me why it is spelled that way and what the word itself and each letter means, that it was a complete feeling what I myself write in English.
On this childish feeling of a miracle and something strange, which seemed unattainable, I build learning to read kids. Gifts are often literal squeals of delight. If classes are held at my home, where my little students are allowed to loudly express the feelings that have piled on them, they sometimes look into the office to find out if everything is in order and whether the child who has just shouted heart-rendingly is still alive. Honestly, it happens.
The ability to independently write a word in a foreign language in children invariably causes delight and surprise. I can compare it with the delight of being able to swim or just doing different things in the water when a child every minute shouts to an adult: "Look!". No less surprise, even some distrust, is the ability to read foreign words. Believe me, just for the sake of watching scenes like this it is worth to be patient and teach the kid this science on your own.
Children of all ages are passionate about a foreign language. I think everyone is well aware of children's attempts to create "Encrypted", "My" language. For example, in our city such a version of it is popular: "Kuyakuhokudikulakukbakubukushke", or: "Yakuhokudikulakukbakubukushkushke". Many children are fluent in it, speak quickly and understand each other without interference. They sit in the minibus, chatting about their own in this language, and none of the adults can understand anything.
Attempts to create a hitherto non-existent language are no less well known. The authors of the cartoon "A Kitten Called Woof" have created a whole series about how a kitten and a puppy invent their own secret non-existent language, which they themselves do not understand.
Many children just pretend to speak to each other in a foreign language, trying to imitate his phonetics and melody, and get great pleasure from it.
Almost all children are very happy when they start learning a foreign language. They feel this unique magic and charm. The child, by his childish nature, is drawn to a foreign language, you can safely start classes.
Ideal plans and real plans
Quite often we hear parents of toddlers talk about how good it would be for their child to master a foreign language from early childhood, and better not even one. English is usually the first among the desired foreign languages. "You need to speak English with your child from childhood!" "We will find friends for him who speak English, he will play with them, and English will be like his own!" "We will hire a tutor, and the child will communicate with him in English from the age of two!" These are really brilliant solutions: the language environment or its imitation is the most reliable way to language, and those children are lucky, whose parents, amid the daily hustle and bustle, were able to at least to some extent realize their plans for a foreign language. It's not that these children necessarily grow up to be polyglots or bilinguals, it's just that for them proficiency in a foreign language at a certain level is as obvious as the ability to read and write. The only drawback of these plans about "English from two years of age" is only that, unfortunately, they very often remain unfulfilled or not realized exactly as the parents saw it.
At some point, many parents come to the idea that it would be nice to just do a little English with their child: to prepare him for a school where language requirements are high, or, conversely, to compensate for what the school lacks. Parents speak the language at some level and can give a lot to the child, but do not know how to approach these activities, where to start and where to go. We are no longer talking about fluency in the language, parents just want to introduce the child to the basics.
This series of articles is not about possible ideal ways of teaching children a foreign language. It is addressed to those parents who would like to study a foreign language with their child in order to teach him the basics, pursuing modest but real goals. Through the eyes of many parents, teaching a child the basics of a language means teaching him to read the language. In this series of articles, I will try to tell you what algorithm of actions I usually follow when teaching children six to nine years old to read in English and, accordingly, what advice I usually give to parents who want to teach kids to read a little in English on their own.
It seems to me correct to first say that why is it better not start off and with what for some reason very often begin teaching reading, and even teaching a language in general.
In many “non-language” schools where English is an elective or additional subject in primary school, children in the first year are taught primarily the English alphabet, and along the way a certain number of words and a few phrases. Children go through the entire alphabet letter by letter throughout the year, fill out the recipe, perform various exercises, without starting to read and write. Reading and writing is thought of as a distant goal.
In my experience, very often this whole year seems to pass through our fingers: the letters get confused, children forget the name of the letter almost immediately after they have passed it, do not know how this letter is read, and cannot read familiar words. In other words, this year devoted to the study of the alphabet bears a minimum of real fruit, and the children still cannot start reading and writing on their own. For children, English becomes, at best, an abstraction.
Most of the children from those classes whose teacher follows this path grow cold towards the language. They firmly store several words in their memory and can say with confidence that this or that letter from the English alphabet can accurately write letters, but they cannot say exactly "which one is which".
Many parents follow the same path. Language classes with a child are often based on learning to calligraphically write the letters of the English alphabet. This is a lot. But often after this stage, parents try to reap the benefits: point to the letter and ask what it is called, as well as start learning to read.
But here a snag awaits many... It often turns out that the child does not remember the names of the letters, "Pairs" for "big" and "small" letters, and even more so, he has no idea how the letters are read. By this time, the child is already in order. exhausted by all these unclear why existing icons. He does not understand what all this is about, if he cannot read in English, and it is difficult to start a new stage of learning to read precisely because your student is somehow skeptical about this. The magic of a foreign language has been destroyed. More often, however, parents stop in the middle of the alphabet. Somehow it turns out that either the classes stop, or the parents find another "move."
This way can be very effective if you know all the subtleties and obstacles, but I usually talk about him as a path that is just better not to start from - if only because he long and can tire the child with the expectation of obvious results.
Child's interest is fragile and fickle, it seems to me, it is better for them not to risk it. It is much better when a child does not write letter by letter in a long wait for the moment when he will be able to read, and from time to time comes to the emotion of what he managed. It's so important for them to be able to do something.
Reading in English is a rather specific process, in fact, this also applies to spelling. M. Mueller, a well-known philologist, whose dictionaries are still used, called the English spelling "a disaster on a national scale." The pronunciation can differ so much from the spelling. As a consequence, reading in English raises many questions and difficulties.
At the initial stage, teaching reading takes one of the leading positions in working with children of preschool and primary school age. As a rule, this process is fraught with great difficulties, since not every textbook can help any child with different abilities to master the reading skills in English. Of course, various reading simulators and reading teaching aids come to the rescue, which can be actively used in working with children. Many manuals are written in Russian and with comments, respectively, can be useful to parents who help their children and study with them on their own.
Here are some of the books for teaching reading:
Reading Trainer
The simulator is a textbook and a workbook at the same time, consists of 30 lessons, after passing which the child will know letters and sounds, remember many everyday words, learn to read words in transcription and master the basic rules of reading English. The allowance is designed for children aged 7-10 years.
Learn to read English
This book will help parents teach their child to read English easily and without stress, especially if your child has already faced the first difficulties in reading. The manual can be used both in individual lessons and in a group.
Learning to read, learning to write
Lands and Friends. Learning to read, learning to write. Granovskaya G.I., 2008
This manual is intended to teach reading to the smallest, kindergarten and elementary school students. There are many funny texts, songs and poems in the book. There are many drawings on each spread. The drawings are black and white, but very nice. The rules for reading are well laid out, a lot of different tasks: labyrinths, crosswords, recipes, teawords.
English teacher: Tikhonova Yulia Alexandrovna
MAOU SOSH №2, Troitsk, Moscow
Effective teaching to read in English.
Reading is an independent type of speech activity associated with the perception and understanding of information encoded by graphic characters. In the elementary grades, the foundations of this important type of speech activity are laid.
Learning to read in a foreign language at the initial stage contributes to an earlier introduction of younger students to a new language world for them, forms in children a readiness to communicate in a foreign language and a positive attitude towards its further study. It allows you to acquaint junior schoolchildren with the world of foreign peers, with foreign song, poetic and fairy tale folklore and with samples of children's fiction in the studied foreign language available to children. The process of teaching reading makes it possible to form some universal linguistic concepts observed in the native and foreign languages, thereby developing the intellectual, speech and cognitive abilities of students.
At primary school age, students do not yet have a psychological barrier to learning a foreign language. And students master the necessary skills and abilities much faster.
They learn to pronounce and distinguish sounds, words, phrases and sentences of a foreign language correctly and to observe the intonation of the main types of sentences. Children get an idea of \u200b\u200bthe main grammatical categories of the language being studied, recognize the learned vocabulary and grammar when reading and listening, and use them in oral communication, master the technique of reading aloud, read educational and lightweight authentic texts to themselves, using introductory and learning reading techniques.
The success of teaching and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. Of course, in the process of teaching primary school students to read in a foreign language, play plays an important role. The more game techniques, clarity the teacher uses, the more interesting the lessons are, the more firmly the material is assimilated.
According to the program on foreign languages \u200b\u200bin the field of teaching reading, the teacher is tasked with teaching students to read texts, understand and comprehend their content with different levels of penetration into the information contained in them. Ideally, reading in a foreign language should be independent, carried out not under compulsion, but accompanied by the interest of the children. However, practice shows that the interest in this type of speech activity among schoolchildren is very low. This type of speech activity is not for schoolchildren a means of obtaining information, raising the cultural level, or simply a source of pleasure, but is considered by them as a purely educational task.
In order for reading in a foreign language to contribute to the development of the cognitive interest of students, it is necessary to take into account the cognitive needs, age and individual psychological characteristics of children (and for this, educational materials should be diversified: texts and assignments to them); to include schoolchildren in active creative activity through the use of active teaching methods; give them the opportunity to show independence and initiative; teach to overcome difficulties in learning activities.It's not a secret for any of you that mastering reading in English presents great difficulties for younger students, often they are caused by the graphic and spelling features of the English language. Especially the reading of vowels, combinations of vowels and some consonants, which are read differently depending on the position in the word. Some students do not remember well the rules for reading letters and letter combinations, read words incorrectly, replacing them with another reading rule. Difficulties often arise associated with the psychological characteristics of children of this age, insufficiently good development of memory, attention, thinking.
When perceiving the material, junior schoolchildren tend to pay attention to the bright presentation of the material, clarity, emotional coloring. So, so that teaching the rules of reading is not boring and tedious for primary school students, you can use color pictures. For example, to introduce the reading of accented vowels, you can use the image of a butterfly with multi-colored wings, each color of which indicates a certain rule. Students use the same colors when underlining the spelling in words.
However, from time to time we face such a problem when there are not enough tasks in the textbooks for consolidation of reading rules.
In connection with the introduction of a new teaching standard for the Federal State Educational Standard of OO and the beginning of the study of a foreign language in secondary schools from the second grade, problems are identified when using the usual educational and methodological complexes. The methodology of teaching a foreign language in the second and fifth grades is significantly different, therefore the authors of textbooks try to reorient the content to the perception of a child of eight years. However, until now, the main difficulty, especially for young teachers, is teaching reading in the second grade.
There is no generally accepted strategy for teaching reading, so young teachers seek support from experienced teachers or follow the teaching methodology of teaching reading by the authors of the textbooks that are being taught.
By analyzing educational and methodological complexes approved by the Ministry of Education of the Russian Federation, the main strategies for teaching reading were identified:
- training in transcription of individual words (M.V. Verbitskaya, O.V. Oralova);
- training in the transcription of sentences (V.P. Kuzovlev);
- training in memorizing the graphic form of new words and their oral reproduction (N.I.Bukova, D.Duli, S.I. Azarova).
Each strategy has its own pros and cons. When teaching transcription, students experience difficulties in distinguishing letters and signs that indicate sounds; for a second grader, these sign systems merge. When memorizing the graphic form of a word and its oral reproduction, students read familiar words well, but often they cannot read new, unexplored words.
Thus, teaching reading in the country of the target language is of interest. In the UK and the USA, one of the most effective teaching methods for teaching reading is the Jolly Phonics method. This technique is aimed at a child who is a native speaker of the language at the age of five to six years, is a course designed to learn one letter or combination per lesson. A child of five and eight years old (the age of second-graders) is distinguished by the formation of skills, interests, therefore, it is not possible to fully use this technique.
A description of the technique and a guide to working with the technique are available on the Internet. Learning to read begins immediately with learning the alphabet. However, letters are not learned alphabetically. The order of study of letters - according to the frequency of use in English. The study begins with the letter Ss. When learning, we see the system:
- study of the letter (name, graphic form);
- studying the sound that the letter gives;
- reading unfamiliar words containing a new letter / combination and previously passed letters;
- writing unfamiliar words containing a new letter / combination and previously passed letters.
Thus, having studied the first three letters - Ss, Aa, Tt- we can compose the words sat, at, read them and write them. When learning a new letter, more and more combinations appear for training reading, students repeat the letters passed and easily memorize new ones. In addition, each letter is accompanied by a movement that helps memorize the sound.
When adapting this methodology to a modern English lesson in the second grade, the following provisions were summarized:
- Each lesson is studied 3 letters of the alphabet (out of order) and textbook material that does not require reading skills;
- In the lesson, after passing the new letters, students are invited to write down by ear on the board and in a notebook words consisting of familiar letters and letters learned in the lesson;
- Each child is given a reading sheet (words made up of the letters passed), which is used in the lesson and for practice at home;
- The reading sheet is accompanied by audio material that parents use for monitoring;
- After passing the alphabet, letter combinations and other reading rules are learned, supported by the practice of writing and reading.
You can also use the reading cards suggested by the method to increase motivation. In view of their developmental peculiarities, second-graders prefer not just to read from the sheet, but to sort out the cards with their hands, choose their favorite color, the TPR method is also seen here.
The only problem is words that are not read according to the rules. With these words, the teacher helps the students and gives as an example associations that help to remember the sound and written form of the word.
Bibliographic list:
1. English. Grade 2: textbook / [NI Bykova, J. Dooley, M.D. Pospelova, V. Evans]. M.: Education, 2013.152 p.
2. English language. Grade 2: textbook / [M.V. Verbitskaya, O. V. Oralova, B. Ebbs and others]. M.: Ventana-Graf, 2012.80s.
3. English. Grade 2: textbook / [V.P. Kuzovlev, E. Sh. Peregudova, S.A. Pastukhov and others]. M.: Education, 2013.128 p.
4.English language: Millie / Millie: textbook /. Obninsk: Title,2007.128 s.
5. Jolly Learning (Educational Publisher)
Hello my dear.
Very often, parents want their children to learn English as soon as possible. And the reading skill in this matter is far from the last place. But if in the Russian language it is clear at some intuitive level what needs to be done, then the English language is already a problem. So moms turn to me for advice on how to teach a child to read in English.
And today I decided to answer all your questions: how to do it at home, how to do it quickly and correctly, and which exercises should be paid attention to first.
The most important thing before starting
To teach your toddler to read from scratch, you need to learn at least a few words in another language. Believe me, if you immediately sit down to learn to read, you will only get screams, tantrums and a wild disgust for learning the language in the future.
While you are still very young and have not gone to grade 1, just learn new words together, memorize them by ear, teach your child to sound English words. It is important that he understands what the word he says means.
Most educational institutions include a foreign language in their curriculum only when students move to grade 3. But it shouldn't be difficult for your little one to start learning the basics right after the transition to 2nd grade.
By this time, he will be taught how to read correctly in his native language, he will understand that letters form certain sounds and add up to words. Trust me, in this case the training will go much faster. By the way, if your child is already a schoolboy, I advise you.
Where to start!
If we talk about how to properly teach a child to read in English, then the most correct answer would be -. This should be done in the most interesting ways for the child: teach him with the help of songs, toy cubes or magnets, cards and coloring pages - in general, everything that your imagination gets to.
But remember that letters and sounds are different things, especially in English. Therefore, when teaching, pay special attention to this. By the way, your child will quickly learn this moment if it passes here is such a course from LinguaLeo - Milana and I liked it very much, so I recommend it - and you can also taste it!))
More and more popular among parents and teachers is a method of teaching a child to read, which is Phonics (Phonix)... Its essence lies in the fact that your children do not learn letters separately from words. They learn the SOUND, which in most cases this letter forms. That is, they remember the letter "s" not as "es", but as "s". It's like in Russian: we call the letter "em", but we say "Machine".
Remember, my dears, that all children are different and sometimes remember information for a very long time, so do not rush your baby, and even more so move on to learning something new, until you have mastered the previous material 100%!
If you want your child to develop their thinking at a super fast pace, motor skills are a must. It has long been known that any handicraft activity will go a long way towards the mental wins of your kids!
Now new toys are constantly appearing on the market, many of which are pure trinkets !!! Personally, I - only for useful games! Therefore, I strongly advise you such a thing for his future prodigy. She will absolutely love not only your child, but also you. Spend your time profitably!
The next stage after the alphabet is reading syllables. Tell your child how vowels connect with consonants, how much they are friends. And only then move on to the last stage - words.
Transcription is the backbone
One of the most important things to consider when learning a language both at school and at home is the correct transcription.
Transcription is graphical display of pronunciation(I dedicated it to her, where I disassembled all the icons, gave exercises with answers and shared the secrets of memorizing the signs of English transcription ) .
At first, it seems that reading the transcription is simply unrealistic, because there are some incomprehensible "hooks and icons". But I assure you, everything is much simpler. Below I will show you in the most detailed form how all the sounds of the English language are read. If you already know how the English alphabet sounds, then it will be interesting for you to see how the letters you already know in transcription are indicated.
But in addition to the sounds that we know thanks to the alphabet, in the English language there are also sounds that are not shown in alphabetic letters, but are created with certain combinations of them. Let's take a look at their transcription and dubbing in Russian ().
Unconventional way
There is another way to teach children to read. It is practiced both in teaching a native language and a foreign one. This method consists in starting learning not from parts to whole, but on the contrary, from whole to parts, that is, from whole words to letters. I would recommend using this method from early childhood - from the age of 3. On you will find common English words for children (voiced), which, if desired, can be printed and used in the form of cards - so the child will quickly remember not only their translation, but also the correct one way of reading.
This method is based on the child's ability to associate the written word and the combination of sounds heard in this case. And given the fact that usually a child's memory is many times better than ours, an adult's (if there is a moment of interest, of course!), Then this method can bring much faster results than the traditional one. I will definitely tell you more about it, but in a separate article. Subscribe to my blog not to miss.
I can also recommend a book to you « Learn to read English» (a wonderful author Eugene Karlova) - it is a great combination of benefits and interest. Each parent will be able to teach their child to read English words, as the material is presented in a very accessible form.
Another decent book — How to learn to read in English (M. Kaufman) ... What is very remarkable, in parallel with learning to read, there is an acquaintance with the English-speaking culture. This awakens the child's interest and curiosity in the language ... And interest, as you know, is already 50% of success! If not more ...
Practice, practice and more practice.
Oh, how I love the practical parts. So today I have prepared for you some exercises with words that will help your child quickly master this difficult lesson - reading in English. The essence of the exercise is in the grouping of words by sounds. The child, reading a certain group of words, will memorize the combinations of letters that he sees at the same time. Thus, a clear concept of how this or that word is read will form in his head. Of course, there are exceptions in English ... a dime a dozen, and all of them cannot be kept up. Therefore, the more your child reads, the faster he will master the correct reading.
say, may, lay, stay, way, pay, play
mate, fate, rate, late, gate
game, came, make, Kate
sun, fun, run, gun, cut, but, nut
twice, ice, rice, mice, lice
sit, pit, fit
fine, nine, mine, shine, line
not, spot, lot
gone, done
fork, cork
cope, smoke, rose, nose
here, mere, fear, tear
pure, cure, lure
mare, bare, dare, care
shy, sky, my, by, buy
And if you still have questions - and I am sure that if there are none at the moment, they will certainly appear - then welcome to the comments. I will be happy to explain to you everything incomprehensible, to dispel all doubts and help you to understand even better how quickly.
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And that's all for today.
While!