Theme of the week “My wardrobe” Lesson 21. Hat and mittens (Decorative painting with gouache) Program content. Learn to draw items of clothing. Continue to teach yourself how to come up with patterns and decorate clothes in the same style and color. Develop a sense of composition and

Theme of the week “Professions” Lesson 23. Color spectrum (Drawing with gouache) Program content. Form an idea of ​​how you can get orange, green, purple and brown colors. Learn to mix basic paints and create new colors. Actively

Topic of the week: “Zoo” Lesson 25. Elephant (Palm drawing) Program content. Continue to introduce the technique of palm printing: dip your entire palm in gouache and make an imprint. Develop imagination, teach to see a new image in a familiar object. Strengthen the skill

Theme of the week “Theater” Lesson 27. Three bears (Drawing with sanguine) Program content. Continue to introduce children to sanguine. Learn to draw sanguine in chalk and shade lines. Continue practicing graphically depicting animals standing on their hind legs. Fasten

Theme of the week is “New Year” Lesson 31. Snow Maiden (Drawing with gouache) Program content. Continue to introduce children to the concept of “cool colors.” Teach children to draw a fairy-tale character, observing body proportions. Achieve expressiveness of the image. Strengthen the skill

Theme of the week “My Home” Lesson 41. Ice hut (Drawing with pastel crayons) Program content. Continue to introduce children to cool tones. Learn to convey the characteristic features of objects using cool colors. Introduce opportunities

Theme of the week “My city” Lesson 43. On my street (Drawing with charcoal pencil) Program content. Introduce children to the history of their hometown. Show children the features of drawing with charcoal pencils. Learn to draw outlines with charcoal pencil

Theme of the week “My Home” Lesson 22. House for a bunny and a rooster (Colored paper. Application from prepared parts of an object) Program content. Cultivate compassion and kindness. Teach children to form a whole from several parts; apply glue to the part and stick it

Topic of the week: “Vegetables” Lesson 2. Potatoes and beets (Brush painting. Gouache) Goal. Develop children's ability to draw and paint round shapes; strengthen the ability to put paint on a brush. Develop speech and thinking. Demonstration material. Cut into two parts

Topic of the week: “Fruits” Lesson 3. Orange and tangerine (Brush painting. Gouache) Purpose. Teach children to draw and paint round shapes of large and small sizes with a brush; learn how to hold a brush correctly, pick up paint on the bristles, and rinse the brush thoroughly. Develop speech and

Topic of the week: “My Home” Lesson 22. Fence near the house (Brush painting. Gouache) Purpose. Continue to teach children to draw various objects consisting of combinations of lines. Learn to retell fairy tales based on illustrations in the book. Develop speech and thinking. Demonstration

The house in which a child lives is the most dear place for him. From here the child begins to explore the world. One of the first words that a child learns to pronounce in his native language are the names of objects in the house. He sees these objects every day, he plays with them, creates a magical world out of them. Any home is a great place to play and a great learning tool for learning new words and phrases in any language. Let's learn to talk about this in English too.

• To use the materials correctly, please read
• To properly prepare your child for lessons, read
• Don't skip topics, do them sequentially. But it is possible and advisable to return to the topics covered periodically.
• To start each lesson off right, use language transition rituals. You can read about them in Introductory Lessons
• If you are just starting to learn this language yourself, then it will be useful for you to read

Tasks

Tasks can be done in any order or combined with each other.

It will be good to remember the tasks from Topic 6. My day and Topic 7. Food

№1

Tell your child phrases from the templates, combining different words. Use whole phrases rather than individual words (“It is a chair,” not just “chair”). Be sure to accompany your words with positive emotions and actions. Display real household items and toys, photographs or pictures of houses, furniture and everyday situations within the home. Use toys to show everyday scenes of how they prepare food in the kitchen, eat at the table, make the bed, etc. Accompany each action with the appropriate phrase:

• - Do you want to sleep?(Are you sleepy?)
• - Yes, I want to sleep.(Yes, I want to sleep)
• - Let's go to the bedroom.(Let's go to the bedroom)
• - It's your bed. You sleep in this bed. Go to the bed. I will read a book for you.(This is your bed. You sleep in this bed. Go to bed. I will read you a book)

Don't translate anything. Repeat each phrase several times. It is not necessary to use all the phrases and words in one lesson. One such task should last no more than 3-7 minutes, then finish the lesson or move on to any other task. Use toys, make scenes and mini-dialogues with them to show your child the principle of this task.

№2

Walk around the apartment with your child and tell him where you are going and what you are doing. Do household chores with your child. And comment on all your actions in English. Examples of dialogue from Topic 6. My day, Topic 7. Food, Topic 8. Clothes would work well here.

Example:

• — I’m going to the kitchen. I'm opening the door. (I I'm coming on kitchen. I open the door)
• — There is a table, a refrigerator, chairs and a window in the kitchen. (The kitchen has a table, refrigerator, chairs and a window)
• — It’s hot in our kitchen. I'm opening the window. (On kitchen hot. I open the window)
• - Do you want to eat? (You Want There is?)
• — Let's’ s cook together. (Let's cook together)

This way you can do your homework and study. When a child passes new words “through his hands,” that is, he picks up objects and names them. He remembers words better thanks to his associative memory.

№3

Come up with stories about the life of your child’s favorite toys and select appropriate dialogues.

• — Let's’ s visit the family of pigs(Let's go visit the pig family)
• — They live in a small pink house (They live in a little pink house)
• - This is their bedroom. They are sleeping. Where do they sleep? (This their bedroom. They sleeping. Where do they sleep?)
• — They sleep on small yellow beds.(They sleep on little yellow beds)
• - Oh. They are waking up. They want to eat. (ABOUT! They wake up. They want to eat)
• —Where do they eat? (Where They are eating?)
• — They eat in the kitchen. (They eat in the kitchen)
• — They invite us to drink tea together.(They invite us to have tea together)
• - Let's drink tea. Do you want to drink black or green tea?(Let's drink tea. Do you want to drink black or green tea?)
• — I want to drink black tea.(I want to drink black tea)

№4

See different pictures and photographs of houses, furniture, household chores and home furnishings. Paintings by great artists with still lifes and depictions of various everyday scenes are very suitable. At the same time, you can start introducing your child to painting. Any picture books with furniture and home furnishings will also work. Name all the objects you see. Describe their color and size. List people, fairy-tale characters and name what they do.

Your family photos can also be used.

№5

Read any poem to your child, show pictures of furniture and perform the necessary movements according to the text. You can sing each verse to any melody. Repeat the poem several times at a time. Connect toys to the game. Let them do the movements too. You will find the poems below.

№6

Draw, sculpt and make colorful crafts as much as possible. Draw your house and imaginary houses, furniture, child’s room, kitchen. Draw what you do in each room. Sculpt furniture, cut out paper, make dollhouses from any available materials. Name colors and sizes.

The funnier and more unusual your drawings are, the better. Surprise your child. Only bright and positive impressions make a child remember something and make him want to repeat after you.

№7

Watch the video, sing along (at least only those words that you know) and perform the movements.

New vocabulary

• You should know these new words before starting lessons with your child.
• You can learn words not all words at once, but in groups of 3-5 words, and gradually add them over several days
• The last column contains transcription in Russian letters as a hint, but please note that Russian letters cannot convey all English sounds. In particular: interdental [s] and [z] (when written th), English [p], nasal [n] (when written ng) and special English vowels. Therefore, if you still don’t read English well, be sure to check it out first)

Quick Grammar Help

For parents who are starting to learn a language or do not speak it well enough:

• You need to master the following grammar rules:

1. There are two concepts of "home" in English.

• house - a house is like a building (This is a big house -It’ s a big house.)
• home - home is like a home, like something personal.(Let's go to home- Let's go home.I'm home -I’ m at home)

1. Let's take another fairly popular time "Present continious" ( Present Continuous )

It is very popular in oral speech, but if it is difficult for you to understand it and get used to its use, it is not a problem. Use the regular simple present tense.

But for the brave ones I’ll tell youJ

The present continuous tense is used to describe an action that has not yet ended and is currently ongoing.

It is formed with the help verb to be + semantic verb ending – ing .

In general, you just need to be able to conjugate the verbto be, and paste the same ending -ingto the semantic verb.

For example:

• I Now sitting on chair(I'm sitting on the chair now)
• I Now I'm standing on semi(I'm standing on the floor now)

When we speak in the simple present tense, we speak as if in general, without specifying whether the action has ended or continues.

For example:

• I usually sitting on chair(I usually sit on the chair)
• I usually I'm standing on semi(I usually stand on the floor)

The difference is very subtle. But you can catch it.

1. Conjugation of irregular verbs from this topic:

• to sit- in the past:sat
• to stand- in the past:stood
• to throw- in the past:threw
• to get- in the past:got
• to put- in the past:put
• to come- in the past:came
• to go -in the past:went

1. There is / there are

These two expressions are used to tell how something is and where it is.

Literally translated, “There is.” If after an expression a singular subject is used, then they say “There is (a chair)". If objects in the plural are used after an expression, then they say “There are (two chairs)».

In Russian we can simply say: “There is a table and chairs in the kitchen.” In English, a sentence must always contain a verb; these rather popular set expressions are used precisely for this purpose.

1. Prepositions of location

Phrases templates

• You must master these phrase patterns and try to combine, following their example, all the words from the list of new vocabulary

Possible supporting items for this topic

• Any real or toy furniture and household items
• Pictures depicting home furnishings and furniture, pictures depicting household chores being done or simply being in the home environment, as well as similar photographs of your family.
• Various toys with which you can organize family games, household chores, etc.
• Colored pencils, paints, plasticine, colored paper
• Fun music to sing rhymes to

CARDS

You can show these cards to your child while learning the corresponding words. Cards can be displayed electronically or printed and cut.

ADVICE! Cards should only be used to consolidate knowledge of new words. Don't start learning words from flashcards. You should start learning words in context with other already known words.

• What is it? - What is this?
• What do I show you? - What am I showing you?
• Is it a chair or a table? - Is this a chair or a table?

Poems on this topic

Video on this topic

Games

Below are the texts for the games. You just need to say the words and perform the appropriate movements. Possibly with fun music.

Friends! Help make the site better! Write in the comments if you liked the lesson, what you would like to change or add! Thank you!

Lesson summary in the middle group of kindergarten for children 4-5 years old

Natalia Gennadievna Spiridonova, teacher at MDOU No. 226,

G. Saratov

Abstract of the educational activity “My Home”

Topic: My home

Age : Secondary preschool group (4-5 years old)

Direction : Cognitive-speech

Main educational area:"Cognition"

Integrated educational areas:“Socialization”, “Communication”, “Reading fiction”, Music”

Target : To consolidate children’s knowledge about the concept of “home”.

Tasks:

Educational : Cultivate love, a feeling of attachment to one’s home, city.

Developmental : Develop coherent speech through complete answers to questions.

Develop imaginative thinking and memory. Develop attention, imagination, creativity.

Educational: Continue to introduce children to the history of housing and types of houses in other countries. Expand children’s knowledge about their “small homeland”, streets, residential buildings, public buildings, and their purpose. Strengthen the ability to say your address. Repeat animal homes.

Planned result: To develop children’s knowledge about the types of houses and the history of their origin; strengthen the ability to name your home address.

Methods and techniques:

Visual : showing, examining.

Verbal : explanation, questions, examination, conversation, comparison, artistic expression, indication.

Practical : dramatization of an excerpt from the fairy tale “Zayushkina’s Hut”, game “Whose House”

Visual learning aids: demonstration material “What kind of houses are there”, didactic game “Whose house”, house, fox and hare costumes.

Individual work:dramatization of the fairy tale “Zayushkina’s Hut”, memorization of the poem.

Vocabulary work:residential, public; yurt, wigwam, tent, igloo.

Preliminary work:conversations, looking at illustrations, reading fiction, memorizing proverbs and sayings, learning the song “Hello, my Motherland!”, a tour of our neighborhood, an exhibition of drawings on the theme “My House,” making a didactic game “Whose House.”

Structure

I. Dramatization of an excerpt from the fairy tale “Zayushkina’s Hut”

II. Game "Whose House"

III. Conversation “My home”

1. What is a house for, its history

2. Types of houses

3. Poem “Houses are different”

4. What is an address

5. Why is the street called that?

6. Song “Hello, my Motherland”

IV. Bottom line

Move

Educator: Guys, look what a beautiful house. I wonder whose it is? Who lives here? I think I know! And you will guess if you guess my riddle.

What kind of forest animal is this?

Stood up like a post under a pine tree,

And stands among the grass -

Are your ears bigger than your head?

Educator: That's right, it's a hare. Let's knock and say hello to him. (Knocking) Bunny, come out quickly.

A fox comes out of the house.

Fox: Hello, hello! There is no hare here! I live here. This is my home!

He goes back to the house.

Educator : Guys, what happened? Why does a fox live in a bunny's house? And where is the bunny himself?

The hare comes out and cries

Educator : Hello, bunny. Why are you crying?

Hare : How can I not cry? I had a bast hut, and the fox had an ice hut, she asked to spend the night, and she kicked me out! I was left without a house.

Educator: Guys, did the fox do the right thing by kicking the bunny out of his own house?

The children answer.

Educator : Certainly. After all, this is his home, and no one has the right to kick him out of his own home. What do we do? Let's call the fox.

Children knock on the house.

Fox: Now as soon as I jump out, as soon as I jump out, the scraps will go down the back streets!

Educator : Little fox, please come out. We want to talk to you.

Lisa comes out.

Educator: You did not do well. You have no right to kick a hare out of his house.

Fox : And what about me? Where should I live? Has my hut melted?

Educator : The guys and I will help you. Now we will find a suitable house for you.

Game "Whose House"

One group of children is given pictures of animals, and another group is given animal dwellings; everyone finds a pair.

Educator : Here, little fox, we found your house, your hole. Are you glad?

Fox: Thanks guys.

Educator: Stay in our lesson, our guys will tell you many more interesting and instructive things.

The heroes sit down.

Educator : Guys, from what fairy tale did the fox and the hare come to us? (answer)

You know where the animals live, what their houses are called. Where do people live? (answer)

Educator : Why do people need houses? Do you know that in ancient times people lived in caves. Only with time did they learn to build houses. At first these were dugouts, then wooden huts, and stone houses. Now these are large multi-storey brick and panel houses. Houses are different in every country. They correspond to the peculiar way of life of people. What houses do you know? (answer)

Educator: Why do you think multi-storey buildings are being built in the city? (answer)

Educator : What are the names of the houses in which people live? What public houses (buildings) do you know?

Poem “Houses are different”

(child reads)

There are different types of houses:

High and low

Green and red

Far and near.

Panel, brick…

They seem to be ordinary.

Useful, wonderful -

Houses are different.

Educator: Each house has its own number. Each house is located on a street, each street has its own name. Why do people need an address?

(answer)

Educator: Guys, do you know your home address? Maybe the fox and the bunny will want to come visit you. (name)

Educator : You named the streets where you live. Do you know why they are called that? For example, Gagarin Street? (answer)

Educator:

Smart girls! Guys, our home is the house in which we live, this is our yard, our street, our hometown Nizhnekamsk! Our home is our big Motherland, Russia!

Song "Hello, my Motherland!"

In the morning the sun rises,

He calls everyone to the street,

I'm leaving the house -

Hello, my street!

I sing, and in the heights

The birds sing along with me

The herbs whisper to me on the way:

"Hurry up, my friend, grow up!"

I answer to herbs,

I answer the winds

I answer the sun:

"Hello, my Motherland!"

Educator: Did you like the fox and the bunny in our lesson? What about you guys? What was interesting? (answer)

Educator: Let's say goodbye to our guests, it's time for them to return home. As they say: “Away is good, but home is better!”

Raisa Tsekhmistro

Notes for children 3-4 years old.

« Everyone has their own home, own street».

Target. Pin at children knowledge about concept"house".

Tasks. Cultivate love and a sense of attachment to one’s home and city.

Develop coherent speech through answering questions. Develop imaginative thinking and memory, develop attention, imagination, creativity.

Continue introducing children with views of houses. Expand knowledge children about their"small homeland", streets, residential buildings. Strengthen the ability to name your address. Repeat animal homes.

Material: photographs of city attractions, pictures of animals and their homes "Who lives where?", earth globe.

Integration of educational regions: cognitive development, speech development, social and communicative development.

Progress of organized educational activities.

Educator: Surprise moment: envelope with the image of a city silhouette.

Guys, we received a letter with a picture of some city, you and I must solve it.

Educator: Today we have something unusual class. We need to find out what kind of city is depicted here. I want to invite you on a journey. Let's make a train and ride it on our exciting journey.

Educator: U there is a place for every person on earth, where he was born. This place is called Little Motherland! Small Motherland is your home where you live.

U every person has his own home. And in animals have your own home, my house? (answers children)

Today we will play the game "Who lives where?"

Guys, look at the picture, who is it, name it.

Questions about pictures. (two sets of pictures, the first set is animals, the second set is housing)

where does the fox live? (in the hole)

where does the ant live? (in an anthill)

where does the dog live? (in the booth)

where does the bird live? (in the nest)

where do fish live? (in aquarium)

where does the squirrel live? (in the hollow)

where does the bear live? (in the den)

We settled all the animals in houses.

Why do birds, foxes, bears, and squirrels need a home? (To hide from enemies, store supplies, rest, sleep, hide from the cold.)

It's good that all animals have your own home

Physical education minute:

The deer has a big house, hands above his head - we represent the roof of the house

He looks out his window. We support the cheek with our right fist, and support the right cheek with our left hand.

A bunny runs across the field, running in place.

There's a knock on his door: Simulate knocking on the door one by one with each hand.

“Knock, knock, open the door,

There's an evil hunter in the forest." Stomping feet, hands on belt.

“Bunny, bunny, run in! Inviting hand movement.

Give me your paw." We stretch out our hands with open palms

Educator: Do you know, dear guys, that not only a living space can be called a home? Home is an amazing word. Often They say: “Kindergarten is your second home”, why do we call kindergarten home? (answers children) .

Educator: Kindergarten is a home where they educate children preschool age. Here you play with your friends, walk, listen to interesting stories and fairy tales that the teacher reads to you.

Look at the globe, this is our planet earth. Why do you think the Earth is called home? (answers children) .

Educator: That's right, planet Earth is our common home, because we all live on it.

And to be more precise, what city do we live in?

Looking at pictures of Tyumen landmarks.

Compare the silhouette of the city with one of the landmarks.

Guys, we solved the riddle with you. This is the silhouette of our hometown.

Guys, what materials are houses built from in our city? Guys, what is your name? Street where do you live? Do we have many multi-storey houses? How many floors do your houses have?

(answers children)

Educator: Guys, let’s sum up our journey. What did we talk about today? What new things have you learned?

Guys, time flies quickly. Soon you will become adults and every he can build his own house. Now tell me, what kind of house would you like to build? (answers children: large, bright, cozy, spacious, wooden, etc.) I believe that all your dreams will come true. Grow up and always be friendly and cheerful.

Educator: Guys, I suggest you build your own houses from cubes or Legos.

(Praise children for their creativity in construction).

Publications on the topic:

Design can be independent and creative. Children can create quite complex designs according to their own ideas and...

“Everyone has helpers, our hands” GCD in the second junior group.“Everyone has helpers, our hands” GCD in the second junior group. Goal: To form the idea that hands are an important part of humanity.

Didactic game for the formation of elementary mathematical concepts for children 3-4 years old “Find your garage.” Purpose: - Exercise in.

Summary of GCD in the middle group “Everyone has their own house, their own street” Summary of GCD in the middle group “Everyone has their own house, their own street” Goal. To consolidate children's knowledge about the concept of "home". Tasks. Educational.

Notes on design in the senior group. Topic: Home is for everyone, home is for everyone. Objectives: to strengthen children’s ability to build buildings; choose.