1) Project work: "Shalkan" this project is for children middle group; 2) Project work: “Tatar halyk uennary asha telebezne usteru”; 3) Project work: “Familiar fairy tales in the Tatar language”; this project is for reading fairy tales in the Tatar language that are familiar to children 4) Project work: “Kaz өmәse”; 5) Project work: "Tukay in our hearts." 6) "Teremok" - project
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Project activities
Topic: “Teremok” in Tatar language.
Compiled by: Educational Teacher Tatar language, 1st category; Bikmuratova G.G.
Project type: long-term.
Implementation period: three months.
Type of project: role-playing game.
Project participants: children of the preparatory group (6-7 years old).
Relevance
In the conditions of the new language situation in the Republic of Tatarstan, the formation of a person occurs under the influence of two national cultures, two systems,
ethnic norms of speech and non-speech behavior.
Considering age characteristics children compiled this project. Children in the pre-school group should ask each other questions and answer correctly questions asked, be able to make sentences.
Tasks:
1) understand speech in the Tatar language within the limits of the topics studied.
2) ask questions to each other, express a request, desire, need.
3) develop coherent speech in the Tatar language.
Expected results.
1) activation of children's vocabulary.
2)improvement sound culture, intonation structure.
3) development of dialogic and monological forms of speech.
4)improving the communication skills of children in a team at the level of knowledge of certain words in the Tatar language.
Stage 1: preparatory
Target : identifying problems in speech development.
Stage 2: main
Target : preparing a dramatization of a fairy tale through different types of activities.
1) articulatory gymnastics (for correct pronunciation of Tatar sounds).
2)learning dialogues.
3) pantomime exercise.
4)working with pictograms(bure yogerә, tolke bii, ayu җyrlyy, kuyan sikerә, kerpe uynyy һ. b.)
5)work in notebooks.
6) work with parents (purchase of masks, costumes, showing work in notebooks).
Distribute memos - 167 words.
Conducting a survey.
7) musical development game: “No Biyebez”
(disc “Without inde khazer zurlar, mәktәpkә ilta yullar” UMK projects No. 36).
Stage 3: final
The result of the project is the showing of the fairy tale “Teremkay” to parents, teachers and children of the older group.
Expected results
Good learning results appear only when the efforts of teachers and parents are coordinated. After the survey, it turned out that the more you agitate, show, explain and inform parents about bilingualism, they are more interested and there is a desire to learn a non-native language with their children.
This project helped solve this problem.
As for the children, they themselves, without noticing, communicated with each other, asked questions and answered them correctly. Children transfer the acquired skills in theatrical games into everyday life - these include songs, poems, dialogues, dances. I hope these skills will be useful to them at school and they will learn a non-native second language well.
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Project
Topic: “Tatar halyk uennary asha telebezne usteru.”
Project type: long-term (9 months).
Type of project: role-playing game.
Children's age: 4-7 years.
Project participants.
1.Children.
2. Tatar language teacher.
3.educators.
4.parents.
5.narrow specialists.
Project goal: children's speech development preschool age in conditions of gaming activity (Tatar folk games), creating conditions for successful mastery of the Tatar language as a means of communication.
Tasks:1. Develop coherent speech and consolidate learned words in games.
2. Familiarize children with holidays, games, customs, traditions Tatar people.
3. During the games, consolidate Tatar sounds.
4. to cultivate love and respect for the culture of the Tatar people,
5. Introduce the parents of pupils to the objectives of the regional preschool educational institution program and the forms of their implementation, talk about the main components of educational instruction, enrich parents’ knowledge about the history and culture of the Tatars. people.
Relevance.
The development of children's speech in a bilingual environment is one of the most current problems in modern theory and methods.
Game-leading type child's activities, in including speech activity. It is obvious to everyone that methodological developments concerning speech development (especially in the context of play activities) are now extremely insufficient. In accordance with the Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan,” the opportunity is provided for preschool children to receive education in their native language. Early learning of a second language provides excellent opportunities to develop children's respect for the language cultural heritage, and also contributes to the development of communicative speech tact. Therefore, the role of the teacher is to satisfy children's curiosity and give children basic knowledge about the traditions, life, and culture of the peoples of their native land.
Expected results.
Demonstration of children's creative abilities in different types activities.
Activate your vocabulary.
Develop Tatar coherent speech.
Improving sound culture and intonation structure.
Enrich the understanding of basic human values.
Integrated educational areas: communication, artistic creativity, music, physical education, reading fiction.
Project progress:
Preparatory stage.
1. Setting goals and objectives.
2. Involvement of narrow specialists in the implementation of relevant sections of the project.
3. Selection of information and illustrations.
4. drawing up an implementation plan: “We play Tatar folk games with children 4-7 years old.”
5. Compiling a card index: “Tatar folk games for preschool children.”
Working with parents.
1. Selection and preparation of costumes for games.
2. Participation of parents in Tatar holidays.
3. Exhibition for parents: “Tatar costumes.”
4.View the presentation: “Milli Kiemner.”
Main stage.
1.Learn Tatar words according to plan.
2. Role-playing games.
3. Reading fiction: the fairy tale “Three Daughters,” the poem Tubeteika and the Kalfak” by R. Valeev, translated by E. Muravyov.
4. Artistic creativity (drawing) “decorating Tatar costumes.”
5.Music repetition of the games “Tubetei”, “Kulyaulygym”, “Melike”.
6. Physical culture Tatar folk games “Timerbay”, “Take a seat”, “Clapperboards”.
The final stage.
Result of the project: Carrying out the Sabantuy holiday with parents.
The final product.
The child will master the lexical minimum of Tatar words established by the regional program.
A correct and complete understanding of the native country, city, traditions, cultural objects will be formed, and a sense of national dignity will be formed.
Parents' interest in studying and reviving will increase national culture native land.
Literature
1.Babynina T.F. Traditions of national cultures. Kazan, 2006.
2. Zakirova K.V. In the clearing of childhood: a reader for educators and parents. Kazan, 2011.
3. Zakirova K.V., Mortazina L.R. Balachak –uynap kelep usera chak.2012.
4. Zakirova K.V., Mortazina L.R. Hey, crazy byz, crazy byz... kullanma method 2013.
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Bikmuratova Gelyusya Gusmanovna
Project title: “Familiar fairy tales in the Tatar language.”
Purpose: I made fairy tales that rhymed so that children would be interested in listening.
Objectives: 1. Develop an active vocabulary and speech.
2. Get interested in listening and understanding fairy tales in the Tatar language.
3.Cultivate a desire to learn a second language.
Children's age: 5-7 years.
Relevance.
We live in Tatarstan and we have two state languages, despite this our people know little or do not know the Tatar language. Little available works for children Based on my work experience, I realized that children are interested in listening to fairy tales and rhyming poems.
And when they are already familiar with Russian fairy tales, they better understand the essence. Children of preschool age will master Tatar at the age-specific level.
Expected results.
Children will hear familiar fairy tales not only in Russian, but also in Tatar.
Tatar speech develops. They have a desire to play roles, because fairy tales written to rhyme are quickly remembered.
Conclusion: in the future, compose fairy tales not only for reading, but also for dramatization.
“Shalkan” akiyate
Babay utyrtkan shalkan, shalkan үskәn, zur bulgan.
Babay shalkanny tartkan, tarta, tarta hәle betkәch
Әbine st chakyrgan.babay, әbi shalkanny
Tartkannar yes, tartkannar
Tartyp hәllәre betkәch, kyzlaryn chakyrgannar.
Babay, әbi, kyz shalkanny tartalar tiz.
Tik shalkan chykmy ikәn, alarnyң kөchlәre betkan,
Kyz shunda etkә dәshkәn, et yogerep kilgan.
Әй tartalar,әй tartalar tarta,tarta aralar
Һәм pesine chakyralar.
Tik shalkan kuzgalmyy yes, zur bula, ala almyylar.
Tartyp chigara almagach, tychkanny chakyralar.
Tychkan kilep yabysha, tartyrga street bulysha.
Sanarga da olgermilәr,shalkan kilep tә chiga.
“Och ayu”
Yashәgan di urmanda zur өoydә
Ayular gailase, әtise һәm әnise
Һәм kechkenә balasy
Әti ayu zur bulgan, өine totyp torgan street.
Әni ayu җyeshtyrgan,bala ayu kechkenә bulgan
Botka gyna ashagan
Bervakyt bergә alar, rizyk ezlәrgә baralar.
Isheklәren biklәmichә achyk itep kaldyralar.
Urmanda adashyp yorgәch, Masha kerә shul өygә
Kerә dә kүrә anda, kemder yashi bireә.
Өstәldә dә әiber bar, karavat ta җyelgan.
Kemnarder monda tora.
Utyra zur uryndykka, kitә kecherәgenә
Uryndykka utyr gyna, shunda uk vatyla street.
Kulyna kashyk ala, botka asharga totyna.
Tamagyn st tuydyra.
Aldagi yakka kerә, bashyn kuya karavatka
Һәм shunda uk yoklap kitә.
Kaytalar ayular audan, өine kurep shakkatalar.
Kem tide әiberlәrgә deep,Әti ayu sүzgә kilә.
Ani ayu da aptyry: “Kem bar monda, kem өydә?”
Kechkenә ayu kүrep, kychkyra bar kөchenә:
“Minem kashyk buyalgan, kem ashagan talinkadәn?
Uryndyk ta Vatylgan, who is son ana sondyrgan?”
Karasalar karavatka, ber kyz bala yoklap yata.
Bolar tavyshynnan kyz kuzleren acha.
Kurkuynnan Masha tizrә,өaidәn chygyp uk kacha,
Tiz-tiz genә, yogerә yogerә avylyna st.
Әbise ishegaldynda kyzchygyn karshi ala.
Shul kөnnәn birle Masha әbisennәn bashka
Urmanga barmy ikәn ber dә.
“Sertotmas үrdәk”
Kөnnәrdәn ber kөnne yort huҗasy auga kitә,
Өйдә kalgan hayvannar yort huҗasyn zarygyp kөtә.
Өygә ozak kaytmagach, hayvannar bik kaygyralar.
Nichek khuҗany tabyk deep һәrberse uylanalar.
Leopards ber fikerҙ kilep үrdәkne chakyralar.
Urmanga khuҗany ezlәrgә үrdәkne җibәrәlәr.
Huҗа өйдә yuklygyn soylәmәskә әytәlәr.
Bara-bara merchant st. karshynda kerpe kur,
Huҗа өйдә yuklygyn tiz genә soylәp birә.
Kerpe min usal tugel di, mina yshan berkemgә dә
Soylәmәm ech serene di.
Kemne genә ochratsa da soili үrdәk һәrkemgә
Kuyanga yes, ayuga yes, bүregә.
Shulay bara trader, karshysyna talke ochery
Үrdәk annan da sory.
Tolke ana kurdem min di, ete dә bar belim di,
Minem arttan iyarsәң, khuҗany tabarsyn di.
Tolke үrdәkne yartep өenә alyp kitә.
Үrdәkne өendә biklәp,үze auga chygyp kitә.
Hukha bik akyly bula, yort yanyna kapkyn kuya.
Kilgan һәrber җәnleklәr shul kapkynga elәgә.
Kerpe, kuyan chitlekkә, I bүre chokyrga,
Tolke elәgә kapkynga.
Khuҗa kaityp kergәch өygә, үрдәк Тә кайтип өшә.
Үrdәkneң sүz totmaganyn hayvannar soylәp biә.
Shul kөnnәn bashlap үrdәk soylәshmi ikәn ber dә.
“Kuyan kyzy”
Kuyannyn bulgan kyzy in yaratkan yoldyzy.
Irkәlәgan st ana nazlagan һәm yaratkan.
Kyzyn shatlandyrym deep kiez itek alyp kaytkan.
Kuyan kyzy shatlangan, itekne ber dә salmagan,
Lakin yalanayak yөerrgәa kubrәk oshagan.
Әnisennәn kacha -kacha iteklәren yashergan.
Kar Ostenn yalanayak ber ike kon chabyp yorgan,
Өchenche kөnne aksap әnise yanyna kilgan
Әnise ayagyn karap sheshkanen kүrgan.
Tәrәzәdan any tien kurep ala,
Aibolitka kirk di st. Baryrga.
Anise ana tabibka alyp kitә
Kilep kergәch brown alar, bigrәk kүp avyrular,
Lakin tabib balalarny chiratsyz karyymyn di,
Avyrtular kүp bulsa yes, barsyn dәvaliymyn di.
Kuyannyn ayaklaryn Aibolit tiz tөzәtkәn.
Baska itekne salmaska, kiep yorergә әitkәn.
Shul konnәn birle kuyan iteklәren salmagan.
Ayaklary and tunmagan, berkaychan avyrmagan,
Gel selamet bulgan.
Preview:
MUNICIPAL AUTONOMOUS PRESCHOOL
EDUCATIONAL INSTITUTION
"KINDERGARTEN No. 213 COMBINED TYPE" Sovetsky district of Kazan
Project work
Topic: “G. Tukay in our hearts”
(130th birthday)
on teaching children the Tatar language
Bikmuratova G.G.
2016
Target: introducing children to the works of G. Tukay.
Tasks:
Summarize children's knowledge about the work of G. Tukay;
Cultivate interest and love for the works of G. Tukay;
To develop in children kindness and responsiveness, honesty, truthfulness, careful attitude to nature through the works of G. Tukay;
Develop children's curiosity, creativity, cognitive activity, communication skills;
Expand knowledge about Tatar writers.
Type of project: short-term -1 month (April).
Project participants: children of the middle, senior, preparatory groups, Tatar language teacher, music director, educators.
Working with parents:
Consultations for parents “G. Tukai in our hearts”, “We read G. Tukai’s fairy tales with our children”; "An evening of watching cartoons based on the fairy tales of G. Tukay."
Organization of an exhibition of children's works "Based on the fairy tales of G. Tukay."
Design of stands “Tukai with us”
Initial stage:
- studying the works of G. Tukay;
Participation of children in the regional competition “Tugan telem – Tukai tele” with poems by G. Tukay;
- getting to know the life of G. Tukay, watching videos, albums;
Make a small library;
Flash mob “Tukay and children” (reading poems by G. Tukay in kindergarten)
Watching cartoons based on the fairy tales of G. Tukay;
Repetition of the games "Su Anasy", "Shurale", Tatar folk games;
Learning and dramatization of individual read works by G. Tukay;
Organization of an exhibition of children's works based on the works of G. Tukay.
Equipment:
Costumes Shurale, Su anasy, dogs, butterflies; audio recordings of songs based on the words of G. Tukay “Tugan tel”, “Tugan avyl”, comb, riddle box, masks, Tatar national clothes (skullcaps, costumes, scarf with ornaments), carnation flowers.
Main stage (celebrating Tukay’s birthday)
Sounds Tatar folk melody"Taftilәү"
Children enter the hall.
Presenter: Hello guys! Isanmesez, balalar! Today is a holiday in our kindergarten, we celebrate the 130th anniversary of the birth of the great Tatar poet - Gabdulla Tukay!
Spring, April and Tukai are inseparable, because it was on April 26 that he was born great poet Tatar people - Gabdulla Tukai!
From an early age he was left an orphan, without a father or mother. His childhood was spent in different families. Tukay was a very capable and diligent boy: he studied at the Tatar gymnasium and at the Russian elementary school. He studied Russian, Tatar, Arabic, Iranian and Turkic languages. Despite the short life path he managed to write many poems, songs, fairy tales and riddles for children.
Now our children will tell us his poems:
1 child :"Martin"
2nd child: “The mouse got into the milk”
3rd child: “Funny student”
Presenter: many of his poems became songs, let's listen to one song, the words that Tukay himself wrote.
2 children sing a song: “Mischievous kitten”
Presenter: But the song “Tugan Tel” became the anthem of the Tatar people. Standing together, let's all sing this song together.
Song: “Tugan tel.” Words by G. Tukay, folk music.
Presenter: G. Tukay not only wrote works, he loved to play Tatar folk games as a child. Now we will return to the childhood of little Gabdulla, and they also lovingly called him little Apush.
The boy Apush and his mother come in.
Mom: and ulym, sin bik akylly bala, kүp nәrsәlәr belesen, kechkenә genә bulsan yes, barsyna өlgerәsen.
Boy: әye,әniem eshhlәremne beterdem,uynarga chygyp kerim.
Mom: esh betkәch uynarga ardent, bar uynap ker balam.
(the boy calls his friends to play)
Children play Tatar folk games:
“Kursәt ale,үskәem”,”Tүbәtәy”.
Presenter: from a young age he was a smart boy, he always brought his work to the end. And only after that he went out for a walk with friends. The verse called “Esh betkәch uynarga ardent” (“Do your job and walk boldly”) talks about this.
Sketch: “Esh betkәch uynarga ardent.”
Presenter: Gabdulla was left an orphan at a young age, he was raised in different families. In childhood, the most hard times were for Tukai, but despite this he continued to write, in free time spent time in nature, swam, played with the boys. Let's play a game and remember little Apush.
Game: “Yasherәm yaulyk”, senior group.
Presenter: the children of the preparatory group will show an interesting musical game“Chuma үrdәk, chuma kaz” and dance “Shoma bass”.
Dance: “Shoma bass” disc Shoma bass 33 track.
Presenter: Tukai loved nature, he especially liked the village of Kyrlay, although he lived there for a short time. He praised it very much, he visited different places, but better than Kyrlay, just like that beautiful nature, he couldn’t find it anywhere, and many works were born there, for example, the poem “Shurele”, “Tugan avyl” and much more. Let’s listen to a poem about this village.
Verse "Tugan avyl" listening.
Presenter: we visited little Gabdulla’s childhood, and now let’s return to his fairy tales. What fairy tales do you guys know? What cartoons did you watch?
Children: Su anasy, Shurale, Goat and ram, Bala belen kubalak, etc.
Presenter: Butterflies will soon begin to fly, what work do you think I just remembered?
Children: “Bala belan kubalak.”
Dramatization of the poem “Bala belen kubalek”
Presenter: Guys, G. Tukay wrote not only poetry, but also riddles. Listen to G. Tukay’s riddles and guess what time of year?
Children read riddles about the seasons (“Autumn”, “Winter”, “Summer”, “Spring”).
There is a knock on the door and Su Anasy comes in to the music.
Su Anasy: Who are Aldy Minem Altyn Tarakny? Biregez kire uzemә.Kaya minem taragym?
Presenter: Do you guys know where the Su Anasa comb is? Nobody took it?
Children: no.
Presenter: Su anasy, beznen balalar keshe әiberenә timilәr, alar uzlere matur itep altyn tarak yasadylar.Әйдә bezneң belen uyna, annary sina tarak bulәk itәrbez.
Game: “Su Anasy” middle group.
Su anasy, Su anasy Su anasyn kur ale,
Aldyңda kem basyp torah, yalgyshmyycha әit әle.
The children give her a hand-made comb.
Su anasy: oh, rәkhmat! Yarar min kitim, taragymny bashka җirdan ezlim.
Music from the ballet “Shүrəle” by Yarullina is playing. Shүrəle comes in.
Shurale: oh, oh, barmagym avyrta, barmagym!
There was a kysty, There was a kysty!
Presenter: and, there was a kiskang, there was an elamylar inde! Our children will blow now, and the pain will go away.
The children blow, Shurale begins to tickle them.
Presenter: Shurale, don’t scare our children, but rather play with us!
Game: “Shurale”
Oh Shurale, Shurale! Shuralene kur ale!
Sin әybәt, sin matur, keti, keti it әle!
Shurale: It’s good with you, it’s interesting, but little Shuralyata are waiting for me in the forest, it’s time for me to go home. Thank you for your help, now my finger doesn’t hurt.
Presenter: The children really like the fairy tale about “Shurale” and they drew your portrait, we want to give it to you (they give a portrait).
Shurale: min chynnan da matur, әibәt. I still didn’t think that I was so beautiful. Rәkhmatәt, balalar, kilese elga tagyn kilermen, saubulygyz!
Children: saubulygyz!
Presenter: You and I have managed to visit fairy tales, and now it’s time for us to return. We now know how famous, unforgettable Tukai was and will remain in the hearts, he is remembered and not forgotten to this day. Many writers have written and are writing good poems about him. He is known not only here, but all over the world!
Final stage
View albums “Tukai Museum in Kyrlay”
Presentation "G. Tukay"
Make a lapbook on the theme: “Tock with us”
Photo report
Excursion with parents to the monument to G. Tukay in Kazan.G.G., 1 sq. category.
Target : To consolidate children’s knowledge about the family - through different
types of activities; be able to compose sentences from two or three words.
Tasks :1.Create conditions for the formation of cognitive interest(cognition).
2. Strengthen the ability to name all family members in Tatar (social and communicative development).
3. Encourage children to participate in dramatization
familiar fairy tales.
2.Develop coherent speech and enrich active vocabulary
children (speech development).
3. To instill accuracy in children when coloring (artistic and creative development).
Project duration: 2 months (long-term).
Children's age: 4-5 years (middle group).
Project type: role-playing game.
Relevance.
It is important for the population of Tatarstan to know both main languages
of our Republic. It is imperative for Russian-speaking children to learn the initial skills of the Tatar language at the kindergarten level in order to school age reach a conversational level,
which will also help them understand better indigenous people. For this reason this project was compiled.
Expected results:
Creation of a piggy bank of cognitive information;
Demonstration of children’s creative abilities in various activities;
Consolidation of words in the Tatar language;
Project participants:
1.Children;
2.Parents;
3. Tatar language teacher;
4.Teachers;
5.Musical director;
Project progress:
Preparatory stage.
1. Defining the topic, setting goals and objectives.
2. Selection of illustrations.
3. Drawing up a plan - diagram.
Working with parents.
Selection of costumes, masks, attributes, sewing a large turnip (etc.)
Main stage.
Learning words
1. Documents guaranteeing the equal functioning of the Tatar and Russian languages as state languages:
a) Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation “On Education”
c) Standard provision on preschool educational institutions
d) The concept of children's rights.
2. Document regulating the number of classes in teaching the Tatar language in kindergarten:
a) Program for teaching the Tatar language (authors: R.A. Burganova, F.F. Yusupov)
b) Order of the Ministry of Defense of the Republic of Tajikistan (For No. 463 dated June 29, 2001) “On measures to improve the study of the native, Tatar, Russian languages in preschool educational institutions”
c) Law of the Republic of Tajikistan “On Education”
d) “Program for the preservation, study and development of languages of peoples living in the Republic of Tatarstan”
d) all answers are correct.
3. Comprehensive program continuing education:
a) “From childhood to adolescence”
b) “Program of education and training in kindergarten”
c) “Childhood”
d) “I, you, we”
d) "Harmony".
4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) Teach to use the Tatar language within the vocabulary and grammatical minimum established by the program
b) develop speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
d) all answers are incorrect.
5. Basic and leading place in the system of teaching the Tatar language in a Russian-speaking classroom takes:
a) introducing children to folklore works
b) learning poems by heart
c) formation and development of skills oral speech
d) all answers are correct
d) all answers are incorrect.
6. Effective methods of organizing second language classes:
a) word games, game situations
b) use of clarity
d) use of folklore
d) all answers are correct.
7. According to didactic goals, the following types of classes in the native language can be distinguished:
a) classes on communicating new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
d) all answers are correct
e) correct: a, c.
8. The process of mastering language material is:
a) perception, understanding, comprehension
b) memorization
c) imagination
d) statement.
9. The principle of developmental education (according to A.A. Leontiev):
a) scientific approach to teaching
b) educational training
c) awareness of the learning process
d) a holistic view of the world.
10. He was a supporter of the comparative study of the Tatar and Russian languages, and emphasized: “It will be very difficult for someone who does not speak their native language to master another language”:
a) M.Sh. Salikhov
b) M.Kh.Yunusov
c) K. Nasyri
d) M.G.Makhmudov
d) all answers are incorrect.
11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogical speech
b) mastering monologue speech
c) composing coherent statements
d) mastering lexical and grammatical material
e) reading texts of average difficulty.
12. The main purpose of teaching a second language is:
a) development of the child’s language abilities
b) familiarization with another language as a means of communication
c) familiarization with the culture and traditions of another people who use this language
d) all answers are correct
e) correct: a, b.
14. The methodology of teaching a second language is based on the principles:
a) repeated repetition and playing out the studied moments
b) games, fairy tales
c) comparisons
d) connecting an action with a word
d) all answers are correct
e) all answers are incorrect.
15. In second language teaching classes, the order of introducing new words and constructions must be followed:
a) a new word is introduced into a familiar construction
b) a new word is introduced into a new construction
c) familiar words are introduced into a new construction
d) all answers are correct
e) correct: a, c.
16. Types of speech activity:
a) listening
b) speaking
c) letter
d) reading
d) all answers are correct.
17. Listening is:
a) listening to spoken speech
b) memorizing spoken speech
c) the process of perception and understanding of spoken speech
d) mastering individual words of the language being studied.
18. The most common techniques for teaching listening:
a) listening to the teacher’s speech
b) students’ execution of orders, orders and commands in the Tatar language
c) use didactic games
d) listening to music
d) all answers are correct
e) correct: a, b.
19. The formation of conversational (dialogical) speech is the ability of children to:
a) listen and understand speech addressed to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor’s thoughts
d) all answers are correct
e) correct: a, c.
20. Methods of teaching monologue speech are:
a) retelling
b) composing (children inventing stories, fairy tales)
c) conversation-conversation
d) all answers are correct
e) correct: a, b.
21. The “conversation-conversation” method is appropriate for:
a) teaching children creative storytelling
b) activation of children’s speech reserve
c) development of new, more complex speech skills in children
d) enrichment with new components of the language (vocabulary, grammar, intonation).
22. Deliberate, repeated use of the same element (sound, word, phrase) for the purpose of memorizing it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.
23. Techniques for teaching consonant articulation:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games based on pure tongue twisters (tongue twisters)
d) all answers are correct
e) correct: a, c.
24. Methods of familiarization with works of fiction:
a) reading by the teacher (literal transmission of the text)
b) telling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
d) all answers are correct
e) correct: a, b.
25. The purpose of looking at pictures and illustrations in a book:
a) teach children to correctly perceive speech
b) invite children to talk
c) develop children's memory skills
d) introduce children to linguistic features building a story.
26. “Showing pictures and telling stories based on them - the best means bringing the mentor closer to the children,” wrote K.D. Ushinsky, emphasizing the exceptional role ... in teaching oral foreign language communication:
a) games
b) visibility
c) conversations
d) folklore.
27. When introducing children to the culture of other peoples, it is advisable to proceed from:
A) national composition countries
b) the national composition of the group of preschool children
c) the diversity of peoples on our planet
d) place of residence.
28. Propaganda among parents on issues speech development children are provided by the teacher:
a) in conversations, consultations, meetings
b) visual propaganda
c) giving lectures with the involvement of specialists (speech therapists, etc.)
d) organizing exhibitions of teaching aids
d) all answers are correct.
“Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity.”
V.A. Sukhomlinsky
Saityma rahim itegez, khormatle collegiate. Uzara aralashyp, tәҗribә urtaklashyk.
A teacher is, for me, not a profession, but a way of life. Every day I come to the children, we communicate, study, and every time it opens up for me new world, new life. Children teach me to be patient and restrained. For me, the first condition in working with children is a smile, joy, praise, sincere interest in problems little man. I want every child to feel comfortable and cozy with me.
About me
Constantly searching for new forms and methods, I strive to make the process of learning a second language interesting, entertaining, and accessible to every child.The main goal of teaching the Tatar language is the development of children's communicative activities. Therefore, I put the formation of skills and abilities to the fore as the most important goal of training. verbal communication or communications. The path to this goal is the practical use of the language. I formulate the implementation of the communicative learning goal in all types of learning: speaking, listening, referring to the practice of orientation, multimedia, learning through games, fairy tales, cartoons. I also use an educational and methodological kit for teaching, which includes collections works of art for educators and parents, as well as sets of audio and video materials in the Tatar language.
Books that shaped my inner world
Gөlchәchәk Galieva "Өzelgan өmet", Fanis Yarullin "Җilkәnnәr җildә sonala", G.Әpsәlәmov "Ak chәchәklәr", Nәbiә Gyymatdinova әsәrlәre, Zifa Kadyrova "Yazmysh sons", for Yakhina "Ukytuchyma".
My view of the world
Optimist. Tormysh ul-bik matur. Any kүrә belerҙ genә kirәk. Nindi genә ochrakta yazmysh blue ayaktan ega ikәn, sin үzenдә sikerep torop yulyңny dәvam itәardәy kөch tabarga tieshsen. Fanis Yarullinny suzlәre belen әitkәndә:
“Yazmysh sezne n tez astyna kiterep suksa - egylmas ochen yakasyn yabyshygyz.
Utlarga salsa - uzegez annan da kochlerәk yanygyz, shulvakyt kyzuyn sismassez.
Sularga tashlasa - kүbek bulyp өskә kүtәrelmәgez - asyltash bulyp tөpkә batygyz, yaltyravygyzny kүrep chumyp alyrlar.
Tuzan itep һavaga kүtәrsә - yangyr tamchylaryn kushylyp җirgә toshegez.
Kara urmannarda adashtyrsa - koyashka karap yul saylagyz.
Tashlar belan bastyrsa - chishmәgә әverelep irekkә urgygyz.
Җirgә kүmsә - orlyk shikelle tishep chygygyz.
Җilkәnnәregezne җillәr eksa - soyuegezne җilkәn itep kүtәregez.
Nindi genә ochrakta da җiңәrgә өyrәnegez.
Kochle rukhlylar gyna maksatka ireshә ala.
“Tuzemlelar genә bәkhetkә laek!”
My achievements
Diploma of the education department of the Educational Institution of the IK MO of Kazan for the Vakhitovsky and Privolzhsky districts, 2012.
Certificate from the Department of Education of the Executive Committee of Kazan for the Volga region, dated January 24, 2013. No. 39.
Certificate of honor from the Medical Educational Institution “Kindergarten No. 362 combined” of the Privolzhsky district of Kazan For high professionalism in preparing and conducting classes for the testoplasty group “Kolobok” Order No. 118 dated May 30, 2012.
Letter of gratitude from the Educational Institution of the IK MO of Kazan City Methodological Center for the program on testoplasty “Kolobok”, presented at the city competition “Festival of Pedagogical Ideas”, 2013.
Diploma of the Department of Education of the Executive Committee municipality Kazan in the Vakhitovsky and Volga regions, for active participation in the regional round of the city competition “Festival of Pedagogical Ideas”, 2013.
Diploma from the Ministry of Education and Science of the Republic of Tatarstan for participation in the Republican review-competition “Best Bilingual Kindergarten” 2014.
Certificate from the Ministry of Education and Science of the Republic of Tajikistan to receive monetary reward for participation in the Republican competition “Best bilingual kindergarten”, 2014.
Diploma of the Department of Education of the Executive Committee of the Municipal Education of Kazan for the Vakhitovsky and Privolzhsky districts “The best methodological development for interaction with parents in teaching the Tatar language” “Auction of pedagogical ideas”, 2014.
Diploma of the education department of the Educational Institution of the IK MO of Kazan for the Vakhitovsky and Privolzhsky districts, for 1st place in the regional competition theatrical productions among children's groups in the Tatar language "Yoldyzlary Theater", 2016.
Gratitude from the Tatar Republican Committee of the Trade Union of Workers of State Institutions and Public Services of the Russian Federation for participation in a creative competition dedicated to the 130th anniversary of G. Tukay, in the nomination: “Best craft based on the work of G. Tukay”, 2016.
Diploma of the Primary Trade Union Organization of Management federal service bailiffs in the Republic of Tatarstan in a competition dedicated to the 130th anniversary of the Tatar people's poet G. Tukaya., 2016.
My portfolio
Eze kalsyn kersez namusynyn,
Not at all.
Kochlelegen belen gorurlanma!
Keshelegen belen gourlan!
...Sin yashәmә җirdә faydasyz ber
Tүmgәk bulyp tigez urynda.
Yanyp kalsyn gomren, lighthouse bulyp,
Uzenan son kilgan buynga.
Musa Khalil.
My publications:
“Interaction between a teacher teaching children the Tatar language and teachers kindergarten on the implementation of teaching materials"
We began work on teaching materials in February 2012, when educational and methodological kits and audio-video materials arrived.
To organize the work, I made a presentation of this work (on teaching two state languages) to kindergarten teachers and its implementation and implementation began. In order to involve teachers and parents in the learning process, it is recommended to watch a television program on Sundays at 9.30 on the TNV channel “Akiyat Ilendi” - “In the Land of Fairy Tales”, where the material learned in kindergarten is consolidated, since the plot of each program is created based on the teaching materials . Parents of each group are informed about the day and time of the children's broadcast transfers. Parents and teachers have the opportunity to observe and enjoy the success of their children not only open events, but also in everyday life kindergarten.
89% of Russian-speaking teachers of our educational institution have completed courses on teaching Russian-speaking teachers the Tatar language, and 11% (1 – young specialist) will study in this academic year online according to the Ana tele course. Every week, I conduct mini-courses with educators, taking into account the idea embedded in the educational complex. In these classes, I introduce teachers to methodological techniques, teaching aids, visual and handout materials, aids and equipment used, which help create and maintain the developmental and educational nature of the Tatar language environment in the group. The language development environment includes both the language environment and the subject environment. The subject environment attracts the child and arouses his interest in language. The child knows that he can come up, look, pick up what he needs, and arouses his interest. In this regard, real communication in the Tatar language within the subject environment is stimulated. This environment is interactive in nature. Our preschool educational institution has a specialized classroom for teaching children the Tatar language.
Each group has visual material for the parents of our students to consolidate their knowledge of the Tatar language at home. Preschool teachers purposefully and consistently create positive motivation for the pleasure of communication and co-creation with adults and children for each child throughout the entire educational process, organize situations that create a need for communication, taking into account the age of children and their speech experience, using diverse and attractive for the child methods and techniques (game, surprise, problem-search), creative tasks, stimulating speech activity and promoting the development of initiative speech and creative speech skills.
Marina Kondratieva
Kindergarten is the first link in the education system. Therefore, one of the most important tasks of kindergarten is the formation of correct oral speech. children based on their mastery of the language of their people.
The main goal of speech education is so that the child creatively masters the norms and rules of his native language, was able to apply them flexibly in specific situations, mastered main communication skills.
Language learning - systematic, the purposeful process of developing cognitive abilities children, their assimilation of a system of elementary knowledge about the environment and the corresponding vocabulary, the formation of speech skills.
I apply different shapes and methods depending on the intended goals and assigned tasks. I also take into account age characteristics children.
I try to implement educational activities in a group format. Education in a group is fun and effective because linguistic situations are worked out in dialogues, in games and thus overcome language barrier. I create in the group there is an atmosphere of relaxed communication and children speak in Tatar language, listen to the speech of others and thereby the mutual influence of speech on each other occurs. I implement my educational activities using the following methods and techniques:
One of the most important forms learning - game. Game is the leading activity children preschool age. It is also a method teaching the Tatar language. During the game, children, without noticing it themselves, acquire certain vocabulary, master language skills, speech skills and thus children develop the basics communicative competence. They are being trained correct pronunciation of words, construction of a coherent statement, consolidate and activate Tatar vocabulary.
The game is an effective and accessible form of activity for teaching Russian children Tatar oral speech. Children don’t even think that they are learning, without noticing it, they learn much better Tatar words, phrases, sentences and on this basis they practice the correct pronunciation of specific Tatar sounds.
To increase the efficiency of the educational process, I use information and communication technologies, that is, the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. For example, using a computer, I give children information (slides, reinforce the material covered with the help of various didactic games. For example, "Who is not there", "Guess and name", "Who's the odd one out?", "Count", "Treat the Bunnies", "Make a salad" and many others.
The computer helps improve the level of teaching by providing clarity, control, a large amount of information, and being a stimulus in training. Mastering computer technologies allows you to really individualize the educational process and enhance positive motivation training, intensify cognitive activity, enhance the creative component work like a child, so teacher. The computer also helps me organize watching cartoons.
To develop full-fledged gaming communication, I use game situations in which the character finds himself (Akbay, Miyau). Through the game plot, you can play out the process of a character’s acquaintance with a new object, examine it in detail, study it, and examine it. The game character provides teacher the opportunity to place the child in the position of a subject of cognitive activity. For older people, problem game situations are most effective. In these situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children on Tatar language, we have manufactured didactic material. Since all classes are held in the form of a game, the best way to reinforce topics is didactic games. Didactic educational materials produced by us games: "Add to cart", “Treat Alsou and Bulat”, "Invite to the house", “What has changed?”, "Who?", "Commander", "Let's help mom", "Magic Colors" and many others.
The purpose of these didactic games: development of sound culture of speech, activation and enrichment vocabulary children, coordination of parts of speech, development fine motor skills hands
In order to develop and strengthen memory, I use word games such as “Who is there and who is not?”, "Take a vegetable", "Shop", “What, which, how much?” and others.
On the development of fine motor skills I conduct finger games. For example,
Bu barmak - babai,
Boo barmak - bi,
Bu barmak - ti,
Bu barmak - no,
Bu barmak – malay (kyz)
Didactic
Of great importance in teaching a child a language, the teacher has questions for the child. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. In this way, we train the child to master tongue. Experience shows that skillfully and timely questions asked dramatically change the better side baby's tongue: choice the right word, logic of speech.
Material for creating a language environment for teaching children the Tatar language.
"Add to cart"
“Treat Alsou and Bulat”
“What has changed?”
Target:
Exercise in pronunciation of words in Tatar language on covered topics;
Formation of the ability to answer and ask question: “Nrs yuk?”;
Development of attention and memory.
"Who?"
"Commander"
As stated earlier, methods Language teaching is varied. You should take advantage of their diversity teacher, in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by age children and the tasks set for solution. Need to build teaching the Tatar language this way to exercise children in speech skills and abilities in order to form their first elementary knowledge about the environment.
Thus, the educational complex ensures unity educational, teaching and developmental goals and objectives in the education process children preschool age. It is built on age-appropriate activities and forms working with children. Also aimed at mutual understanding with the family in order to implement speech development children. Use of non-standard methodological techniques contribute to the development of curiosity, activity and creative abilities of every child. Audio and video applications, aesthetically designed visual demonstrations and handouts provide maximum variety of children's activities.