Word order to be for children

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

— Know the alphabet, spell words (spelling). — Write words from the conversational topics covered. — Compose your own simple sentences according to the sample, supplement sentences with the necessary words. — Read short texts consisting of simple sentences, having previously listened to them in the recording.

— Maintain a small conversation, recognize the speech of the interlocutor and respond to it. — Understand the general content of short stories by ear and while reading. — Participate in simple dialogues: be able to say hello and say goodbye, apologize, thank, congratulate and respond to congratulations.

— Question the interlocutor using the questions “Who?”, “What?”, “Where?”, “When?”, “Whose?”. The volume of the dialogue is 2-3 remarks on each side.

— Compose a short story about yourself, a friend, family, home, animal according to the model for 6-7 sentences.

2. Grammar

Recall that at an early age grammar is given only in the form of ready-made phrases. Nevertheless, in the third grade they pay more attention to grammarthan in the second. And the first grammar exercises are introduced. Here’s what the child in this section should know:

— Grammar tenses: Present Simple, Present Continuous.
— Questions are general and with interrogative words: what, who, where, how. — Incentive sentences in the affirmative: Help me, please.
— The verb have got in affirmative, negative, interrogative sentences.

— The verb to be in affirmative, negative and interrogative sentences
— The modal verb can.
— The indefinite article a and the definite article the.
—The plural of a noun.
—Personal pronouns I, we, you, they, he, she, it.
—Demonstrative pronouns this, that, these, those.

—Prepositions of place: on, in, under, next to (at), in front of, behind, between.

3. Basic words and phrases

The third grader should review the vocabulary he learned last year and gradually learn new words and expressions:

Present Continuous — present for a long time

Present Continuous — present for a long time

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

How to clearly explain parts of speech to a child

How to clearly explain parts of speech to a child

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

Personal pronouns. Present verb to be

Personal pronouns. Present verb to be

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

Chronicles of irregular verbs

Chronicles of irregular verbs

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

English for children from 0 to 3 years old

English for children from 0 to 3 years old

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

English grammar for kids

English grammar for kids

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

Present Simple: rules, tables and example sentences in the present tense in English

Present Simple: rules, tables and example sentences in the present tense in English

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

The Tale of the Auxiliaries Do and Does

The Tale of the Auxiliaries Do and Does

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

Have / Has rules of use

Have / Has rules of use

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

The verb to have in English

The verb to have in English

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

Use of the verb to be: how, where and why

Use of the verb to be: how, where and why

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

Affirmative suggestions:

I am playing	We are playing
You are playing	You are playing
He/she/it is playing	They are playing

Interrogative sentences:

Am I playing?	Are we playing?
Are you playing?	Are you playing?
Is he/she/it playing?	Are they playing?

Negative suggestions:

I am not playing	We are not playing
You are not playing	You are not playing
He/she/it is not playing	They are not playing

To put a verb in the tense form Present continuous, auxiliary verb required to be in the present tense and the present participle (Participle I) of the semantic verb.

To be in the present tense has three forms:

• am — 1 person, unit h. (I am shaving.)
• is — 3rd person, unit. h. (He is reading.)
• are — 2 person unit h. and all forms of pl. h. (They are sleeping.)

Personal pronouns and auxiliary verbs are often shortened to I’m, he’s, she’s, it’s, we’re, you’re, they’re.

The present participle (Participle I) can be obtained by adding the ending to the initial form of a significant verb -ing:

jump — jumping

live — living

В interrogative sentence the auxiliary verb is placed in front of the subject, and the significant verb remains after it:

Why are you laughing?
Why are you laughing?

Are you using this dictionary?
Are you using this dictionary?

В negative sentences the auxiliary verb is followed by a negative particle Note… Forms is и are at the same time can be reduced to is not и aren’t respectively.

She is not standing.
She’s not worth it.

Radio isn’t working.
The radio does not work.

Present Continuous Use Cases

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

We present to your attention a lesson from the first grade of the School of Smart Children, where Lyubov Strekalovskaya explains how easily, unobtrusively, clearly and in a playful way, you can acquaint children with such concepts as words-objects (noun), words-actions (verbs) and words-signs (adjectives)?

This lesson is useful for primary school teachers, tutors, parents of first grade students and senior preschoolers

In the lesson, you will learn how to introduce children to the topic, how to dilute the questions of the noun who? what ?, what options for games can be used so that the child masters these concepts and does not confuse them.

This is enough for first graders.

In the second grade, in the Russian language lessons, children already thoroughly familiarize themselves with the parts of speech of the noun, adjective, verb, as well as some morphological features.

Any topic can discourage learning, or you can kindle sparks in the eyes of children. This is what Love does every day in its lessons.

lesson number 2

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

1) Some children confuse he and she. If your child turned out to be the same, then I suggest you try to introduce associations with pronouns.

For example, how we dealt with this problem:

The pronoun “he” is “he”. Remember this — the boys constantly giggle: «hee hee hee.»

The pronoun “she” is “she”. The son said — the girls constantly say QUIET: «shhhh».

2) Some children do not understand why their favorite teddy bear is not “he”, but the same “it” as any chair.

The son also disagreed for a long time that his bear, his tractor and his backpack were just “it”.

In this case, the child can be asked leading questions:

— your backpack is he or she? — it is him. — but how do you know that it is him? How did you define that? (Child shrugs) — So we can’t be sure if it’s a girl or a boy. He cannot tell us about it himself, and we cannot determine. Therefore, “it”. If it is not clear «he» or «she», then we say «it».

3) Some children get the impression that “it” is all inanimate nouns. Similarly with point 2, we explain and train the use of it on street dogs, neighbor cats and other animals.

4) Even adults sometimes do not know that if we know the sex of the animal, then we can apply “he” or “she” to it. Therefore, we take our favorite pets, the gender of which we know, and train on them.

5) If we do not know the sex of the child, then we can apply it to him. Some adults also make this mistake, accustomed to thinking that it is inanimate nouns and animals (i.e. everything except humans). But this is not the case. It is those whose gender we do not know.

6) Some children do not understand why “you” and “you” in English are “you”. As a consequence, consider “you” as a singular number and try to use the irregular form of the verb to be. It is imperative to explain to the child from the very beginning that the English never say “you”, but refer to each other as “you”. We can say that they do this out of great respect for each other.

Practicing pronouns with examples.

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

For the existence of irregular verbs in the English language, thank the Angles and Saxons. These guys belonged to the Germanic tribes that invaded England about 1500 years ago. Their languages ​​merged into Anglo-Saxon, the Englisc language, which we now call Old English.

Old English

=

Anglo-SaxonEngliscOld English

Old English lasted about 400 years; today this language would seem foreign to any native speaker of English. Now it is a dead language, but it has not been forgotten. Traces of it are preserved in modern speech, for example (ta-dam!) In the form of most irregular verbs.

Middle English and Modern English: If there are no rules, they should be made up 

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

The verb to be in translation means «to be». And it is used in almost EVERY sentence of the English language. How? — you ask. — And the sentences «I’m beautiful», «I’m a schoolboy», «Are you at home?», «I’m in the classroom»? The answer is simple: in English this verb is helped by 3 little friends who, in Russian, simply remain invisible. These are verbs am, is, are.

The use of the verbs am, is, are can be remembered by the example of your family. If we talk about ourselves as beloved, then we use the form am… If a sister, brother, or even a cat lives with you, then you can talk about each of them is… But you need to talk about parents together are .

See:

By the way, I also have for you funny videowhich we recorded with daughter — there we talk about what you can tell about yourself in English, using the given verb… Interesting? Look, show your guys and remember:

Exercises

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

Opponents of early learning of a foreign language believe that this can cause delayed speech, speech therapy and other problems. Without indefinitely weighing all the existing pros and cons, I will point out two main reasons that prompted me to resolve this issue positively.

1. It is much easier to teach a child a foreign language up to three years old than an older child (I was convinced of this from personal experience).
2. It is incredibly interesting to study a foreign language together with your baby! The child is madly in love with this and causes a flurry of positive emotions, of course, subject to certain conditions.

Learning is not a burden, but a joy

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

While the answer may seem obvious at first, few parents — not even teachers! — take into account that the brains of a child and an adult who wrote a textbook are very different. If you show a four-year-old boy all the cases of using at least Present Simple, he will most likely grab his head — is there so much to learn ?! Remember how in childhood we were all afraid of huge bricks of texts that had to be memorized by heart. Therefore, such a reaction is fully justified.

Even if the child manages to remember each use case, he is unlikely to understand what to do with this information, and how it relates to reality. It is much easier for an adult to see a complete system in a language, but English grammar for children — it is memorization of ready-made forms and a simple explanation in which cases which form is used. Well, in order not to have to cram, there are simplified forms.

In advanced textbooks (for example, for students in grades 5-7), simple topics such as Present Simple are covered again — with the addition of information. A fifth grader will assimilate this information easier, pouring new data into long-prepared forms, so he will still remember that Present Simple is used to tell about the schedule, eternal truths — well, and everything else. But if there are still a few years before grade 5, why rush things and once again torment the child with complex rules?

How can a child learn grammar?

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

«All ingenious is simple.» This is how I would like to describe the times of the group Simple, because “simple” is translated into Russian “simple”, and the times themselves denote simple everyday actions.

To begin with, let’s figure out why the well-known Present Simple Tense is very often called Present Indefinite, and is there a difference between them.

Present simple very often describes an action where the time is not specified. In the examples I work in LA (Russian I work in Los Angeles) or I live in NY (Russian I live in New York) the verb expresses action in general; time, as such, is not specified.

That is why, Present Simple is also called Present indefinite , because «indefinite» is translated as «indefinite». And such a name in some cases better conveys the meaning of this time.

Despite the fact that Present Simple is called present, it does not always describe the action that is happening now, at the present time. For the action taking place at the moment of speaking, Present Continuous Tense is used.

So, as we see, Present simple и Present indefinite — these are just different names for the same time. By the way, in the Russian language, two terms are also used in translation: the present simple and the present indefinite.

In linguistics and English language teaching, you can find both names, but the frequency of the names may vary depending on the region and the preferences of the publishers printing textbooks for English learners.

Present Simple: pivot table

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

The main meaning of the word, as noted above, is “to have”, “to own”, however, when translating into Russian, the structure “(someone) has” is often used.

• I have a delicious cake — I have a delicious cake.
• He has a new car — he has a new car.

In this meaning, the verb can be replaced with an alternative construction have got with the same meaning.

• I have got a funny rabbit — I have a funny rabbit.
• He has got a small kitten — he has a small kitten.

Both the individual verb and the have got construction are used when it comes to possession of something, in particular about family ties and diseases.

In some stable expressions (have a look, have breakfast, have a rest, etc.) the word got is not used.

Also, the verb to have changes its semantic meaning when it acts as a modal verb.

examples:

• We have to see him right now — we need to see him right now.
• You have to add some sugar — you need to add some sugar.

Grammar forms of the verb to have

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

In the present simple tense, to have has 2 forms: Have / has

Have — used with all persons, except for 3 liters. units h
has — only used with persons of 3 y. units h. (he, she, it)

Affirmative forms

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

Now it’s time to invite the verb to be to the stage. To be means «to be», «to be», and it is he who will help us in the situations described above. That is, in English, instead of simply saying «This job is interesting,» we say: «This job IS interesting.»

“He is a good specialist” will become “He IS a good specialist”. “I’m at work” becomes “I AM at work”.

Thus, in all sentences where we describe someone or something and tell where we or someone is, the verb to be will act as an action.

Once upon a time in the Russian language the verb «to be» was used in the present tense. Everyone remembers the famous phrase «I am the king» from the movie «Ivan Vasilyevich changes his profession»? “I am” is nothing more than the modern “is”, which in the process of the evolution of the Russian language has ceased to be used in the present tense. So now we just say «I am the king» and not «I am the king.» But in English we have to say “I AM the king” for the sentence to sound right.

Forms of the verb to be in English

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

— Know the alphabet, spell words (spelling). — Write words from the conversational topics covered. — Compose your own simple sentences according to the sample, supplement sentences with the necessary words. — Read short texts consisting of simple sentences, having previously listened to them in the recording.

— Maintain a small conversation, recognize the speech of the interlocutor and respond to it. — Understand the general content of short stories by ear and while reading. — Participate in simple dialogues: be able to say hello and say goodbye, apologize, thank, congratulate and respond to congratulations.

— Question the interlocutor using the questions “Who?”, “What?”, “Where?”, “When?”, “Whose?”. The volume of the dialogue is 2-3 remarks on each side.

— Compose a short story about yourself, a friend, family, home, animal according to the model for 6-7 sentences.

2. Grammar

Recall that at an early age grammar is given only in the form of ready-made phrases. Nevertheless, in the third grade they pay more attention to grammarthan in the second. And the first grammar exercises are introduced. Here’s what the child in this section should know:

— Grammar tenses: Present Simple, Present Continuous.
— Questions are general and with interrogative words: what, who, where, how. — Incentive sentences in the affirmative: Help me, please.
— The verb have got in affirmative, negative, interrogative sentences.

— The verb to be in affirmative, negative and interrogative sentences
— The modal verb can.
— The indefinite article a and the definite article the.
—The plural of a noun.
—Personal pronouns I, we, you, they, he, she, it.
—Demonstrative pronouns this, that, these, those.

—Prepositions of place: on, in, under, next to (at), in front of, behind, between.

3. Basic words and phrases

The third grader should review the vocabulary he learned last year and gradually learn new words and expressions:

Source: https://allright.com/blog/ru/2017/08/16/anglijskij-yazy-k-3-klass/

Present Continuous — present for a long time

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

Present Continuous Education

Affirmative suggestions:

I am playing	We are playing
You are playing	You are playing
He/she/it is playing	They are playing

Interrogative sentences:

Am I playing?	Are we playing?
Are you playing?	Are you playing?
Is he/she/it playing?	Are they playing?

Negative suggestions:

I am not playing	We are not playing
You are not playing	You are not playing
He/she/it is not playing	They are not playing

To put a verb in the tense form Present continuous, auxiliary verb required to be in the present tense and the present participle (Participle I) of the semantic verb.

To be in the present tense has three forms:

• am — 1 person, unit h. (I am shaving.)
• is — 3rd person, unit. h. (He is reading.)
• are — 2 person unit h. and all forms of pl. h. (They are sleeping.)

Personal pronouns and auxiliary verbs are often shortened to I’m, he’s, she’s, it’s, we’re, you’re, they’re.

The present participle (Participle I) can be obtained by adding the ending to the initial form of a significant verb -ing:

jump — jumping

live — living

В interrogative sentence the auxiliary verb is placed in front of the subject, and the significant verb remains after it:

Why are you laughing?
Why are you laughing?

Are you using this dictionary?
Are you using this dictionary?

В negative sentences the auxiliary verb is followed by a negative particle Note… Forms is и are at the same time can be reduced to is not и aren’t respectively.

She is not standing.
She’s not worth it.

Radio isn’t working.
The radio does not work.

Present Continuous Use Cases

Present Continuous Use Cases

• An indication of the process taking place directly at the time of the conversation:

the doctor is leading an operation now.
The doctor is now performing an operation.

Jack is talking on the phone at the moment.
Jack is currently on the phone.

• An action in the process of its development, but not necessarily occurring at the time of the conversation:

Are you still working in London?
Are you still working in London?

Chicago police are investigating the case.
Chicago police are investigating the case.

• Describing repetitive actions using words always, constantly, forever… As a rule, this refers to the characteristic properties and behavior of people, often with a negative connotation:

Why are you always interrupting people?
Why are you always interrupting people?

He is constantly Complaining about his brother.
He constantly complains about his brother.

• A planned action in the future, often with movement verbs:

We are landing in Heathrow in 20 minutes.
We will land at Heathrow in 20 minutes.

He is speaking at the conference this evening.
He’s speaking at a conference this evening.

Source: https://www.native-english.ru/grammar/present-continuous

How to clearly explain parts of speech to a child

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

lesson number 1

We present to your attention a lesson from the first grade of the School of Smart Children, where Lyubov Strekalovskaya explains how easily, unobtrusively, clearly and in a playful way, you can acquaint children with such concepts as words-objects (noun), words-actions (verbs) and words-signs (adjectives)?

This lesson is useful for primary school teachers, tutors, parents of first grade students and senior preschoolers

In the lesson, you will learn how to introduce children to the topic, how to dilute the questions of the noun who? what ?, what options for games can be used so that the child masters these concepts and does not confuse them.

This is enough for first graders.

In the second grade, in the Russian language lessons, children already thoroughly familiarize themselves with the parts of speech of the noun, adjective, verb, as well as some morphological features.

Any topic can discourage learning, or you can kindle sparks in the eyes of children. This is what Love does every day in its lessons.

lesson number 2

lesson number 2

We bring to your attention a lesson of the School of Smart Children on the topic of the noun.

This is how we recommend introducing this topic and explaining it to children if you are a family student, if you are a teacher or tutor, or you are simply not indifferent to the success and understanding of the child.

After the child has played with the teacher or mother in the games proposed in the video, then we recommend explaining to him the second part of speech — the verb.

In the school curriculum, the three parts of speech are often separated from each other in different weeks and even months of study, thereby children study the material discretely, without having a complete picture.

However, it has been scientifically proven that the use of learning «from general to specific» (ie when the entire volume of knowledge is visible) is much more effective. Therefore, it is important to introduce children to the three parts of speech almost simultaneously.

At the lesson «Speechlandia», which will be held on April 9, we will analyze all parts of the speech of the Russian language according to the method «from general to specific»

The card will be useful for students in grades 2-11, teachers and tutors, parents and those who are involved in family education.

This is the extraction of information and its presentation in the most convenient form for perception, memorization and work with it.

We will make a map of the parts of speech of the language, where we will determine not only the place in the language and the signs of the part of speech, the questions to which it answers and note the syntactic role, but also talk about how once and for all it is clear to explain the topic «Parts of Speech» to children so that they school teaching was simple and effective.

Join the training «Rechlandia» >>>

lesson number 3

lesson number 3

From the following video you will learn how to explain the topic to a child — the Verb.

Be sure to use the following games:

• You name the subject, baby the action
• Child names objects, you come up with actions
• You list the actions, the child guesses which object you have in mind
• You list the actions (smile, stand up, sit down) — the child performs
• You list activities and items. On the subject, the child should sit down, if he hears the word-action — jump

Finally, we move on to introducing the child to the adjective.

lesson number 4

lesson number 4

For some reason, it is this part of speech that is most difficult for primary school students. But Lyubov Strekalovskaya, Nikita and Kot Scientist easily bypassed all the pitfalls in their lesson, look:

The lessons presented are included in the materials of the «School for Smart Children».

The school for smart children is being actively updated.
Over the past week, lessons have been added or updated on subjects:

Grade 1 Math Grade 2 Math Grade 3 Math

Grade 4 math

Source: http://gladtolearn.ru/blog/kak-ponyatno-obyasnit-rebenku-chasti-rechi/

Personal pronouns. Present verb to be

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

What difficulties can arise with personal pronouns. What mistakes should be avoided

1) Some children confuse he and she. If your child turned out to be the same, then I suggest you try to introduce associations with pronouns.

For example, how we dealt with this problem:

The pronoun “he” is “he”. Remember this — the boys constantly giggle: «hee hee hee.»

The pronoun “she” is “she”. The son said — the girls constantly say QUIET: «shhhh».

2) Some children do not understand why their favorite teddy bear is not “he”, but the same “it” as any chair.

The son also disagreed for a long time that his bear, his tractor and his backpack were just “it”.

In this case, the child can be asked leading questions:

— your backpack is he or she? — it is him. — but how do you know that it is him? How did you define that? (Child shrugs) — So we can’t be sure if it’s a girl or a boy. He cannot tell us about it himself, and we cannot determine. Therefore, “it”. If it is not clear «he» or «she», then we say «it».

3) Some children get the impression that “it” is all inanimate nouns. Similarly with point 2, we explain and train the use of it on street dogs, neighbor cats and other animals.

4) Even adults sometimes do not know that if we know the sex of the animal, then we can apply “he” or “she” to it. Therefore, we take our favorite pets, the gender of which we know, and train on them.

5) If we do not know the sex of the child, then we can apply it to him. Some adults also make this mistake, accustomed to thinking that it is inanimate nouns and animals (i.e. everything except humans). But this is not the case. It is those whose gender we do not know.

6) Some children do not understand why “you” and “you” in English are “you”. As a consequence, consider “you” as a singular number and try to use the irregular form of the verb to be. It is imperative to explain to the child from the very beginning that the English never say “you”, but refer to each other as “you”. We can say that they do this out of great respect for each other.

Practicing pronouns with examples.

Practicing pronouns with examples.

Be sure to practice pronouns in all possible situations so that your child learns to identify the correct pronoun without hesitation. Pay special attention to all the points described in the previous section “What can be difficult with personal pronouns”.

For example, how we worked out personal pronouns of the 3rd person:

— Here is dad — is it he or she? — He— Right, and mom? — She— And our dog? We know for sure that she is a girl with us. «So she— And that dog over there outside the window?» Is she a girl or a boy? — I don’t know who she is. So it.— Correct. We cannot determine whether he or she is, so it is not clear who, i.e. it.

(a film is shown on TV, a woman is walking, she has a child in her sling)

— Who is this woman? She, he, or it is not clear who? — She, She. — Right. And the child? She, he, or is it not clear what? The baby has nothing pink or blue. Neither dress nor shorts are visible. So who is he? ”“ He is not clear who. ”“ That’s right, it means it.

At stages 2 and 3, we similarly work out the plural and first person pronouns.

Take the definition of pronouns to an automaton.

After everything is mastered, we move on to working out the verb to be.

Present verb to be

Present verb to be

How to explain to a child the need for is / are / am in the present tense?

How to explain to a child the need for is / are / am in the present tense?

If the child is very small, then he does not need any explanation. He just remembers and takes everything for granted.

But older children often have a question — why does some is appear in a sentence and why is it needed.

If the child is already well versed in tense, then you can try to explain to him this form of the verb to be as an indicator of tense with the help of leading questions. For example:

“Where were you last night?” “I was at home.” “How can we understand from your phrase that it was just yesterday, and not today? What word refers to the past time? ”“ Was. ”“ Right. Now tell me, where will you be tomorrow night? ”“ I’ll be home. ”“ What word from your phrase shows that it will be tomorrow, not now? ”“ I will. ”“ Right. Where are you now? — I’m home. — What word from your phrase shows that this is happening right now? — There is no such word. — That’s right. The word indicating time disappeared from the sentence. And the English don’t know how to speak like that. They definitely need the word indicating the time to always be. Otherwise, they will not know it in the past, present or future. Therefore, instead of saying “I am at home” we should say “I am at home”. “I was at home” — yesterday, “I am at home” — today, “I will be at home” — tomorrow. In Russian, we also use a word indicating time, but in the present tense we skip it. The British must not be allowed to pass.

But what if the child is still not big enough to understand such explanations, but “is” somehow needs to be remembered? After all, often the child is not satisfied with the explanation that “is” is “is” and it just needs to be used and that’s it. The child needs to clearly understand how to check whether is is needed here or not.

In this case, try to present “is” as a helper that points out the questions “Who? Where? What / What? ”.

• She (who) is a girl.
• She (what) is a good girl.
• She (where) is in the room.

And before the child builds a phrase, he must ask himself a test question. If the question is — Who? Which? Or Where ?, then you need to put “is”.

Of course, this is a longer thought process, but on the other hand, the child can clearly check himself and not make mistakes. It is important at the very beginning to work out the correct independent construction of the sentence, and very quickly the child will begin to use “is” automatically without hesitation.

In steps 2 and 3, we explain “are” and “am” in the same way.

Affirmative sentences in Present Simple with the verb to be

Affirmative sentences in Present Simple with the verb to be

We practice the construction of simple sentences with the present tense verb to be and passed pronouns.

For the pronouns he / she / it / they, we can use the noun cards we have already passed.

• he is a boy
• He is a good boy
• He is a man
• He is a father
• He is a doctor
• She is a sister
• She is a good girl
• She is a woman
• She is a teacher
• It is a dog
• it is a cat
• They are cats
• They are girls
• They are dogs etc.

We train “I am”, “they are”, “we are” and “you are” on the child, ourselves and other household members.

Do not forget about the abbreviated form of the verb to be.

Source: https://vk.com/@-50267039-week3

Chronicles of irregular verbs

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

Who invented irregular verbs?

For the existence of irregular verbs in the English language, thank the Angles and Saxons. These guys belonged to the Germanic tribes that invaded England about 1500 years ago. Their languages ​​merged into Anglo-Saxon, the Englisc language, which we now call Old English.

Old English

=

Anglo-SaxonEngliscOld English

Old English lasted about 400 years; today this language would seem foreign to any native speaker of English. Now it is a dead language, but it has not been forgotten. Traces of it are preserved in modern speech, for example (ta-dam!) In the form of most irregular verbs.

Middle English and Modern English: If there are no rules, they should be made up 

Middle English and Modern English: If there are no rules, they should be made up 

In the Middle Ages, around the 1100s and 1450s, England was flooded with local dialects, each with its own vocabulary and syntax. Nobody taught grammar at school, nobody cared about mistakes. There were more important things: hunger, for example, or the bubonic plague.

In the XNUMXth century, with the invention of the printing press, the era of modern English began. At the same time, people who wrote were faced with a new problem. Sending a message to the other side of the country meant sending it to someone who was familiar with a completely different vocabulary and syntax.

And the spelling was a complete mess! Suddenly, the rules didn’t seem like such a bad idea. London at that time was the center of political and economic life — and also the center of printing. What the London printers decided became the rule. Finally, the rules took shape only by the XNUMXth century. They were the bible for typographers who translated handwritten text into print.

School teachers have tried to bring the English language into shape by creating a written set of rules. However, their attempts to apply the rules of the Latin language to English were often unsuccessful. They gave rise to a number of quirky features of English grammar.

In Latin, for example, it is impossible to split the infinitive, since the infinitive is one word there. In English, the infinitive is formed from two words: the particle to plus the verb, for example, to eat, to walk, and it would seem that you can insert the word between them. But the rules state strictly: no split infinitives.

What could be more difficult than irregular verbs ?.

What could be more difficult than irregular verbs ?.

So, irregular verbs are a legacy of the distant past. Believe it or not, Old English’s conjugation rules were even more complex. The regular verbs we know were called “weak” verbs in Old English, and there were at least seven types of “strong” verbs in it.

Many of our irregular verbs originated from the latter — that is why they do not change according to a single pattern. In fact, there are several samples. So bring and think become brought and thought, lead and feed — led and fed.

Some verbs do not change: hit and let remain hit and let in the past tense (you can read more about groups of irregular verbs in a special article).

Your (yes, yours!) Contribution to the evolution of irregular verbs

Your (yes, yours!) Contribution to the evolution of irregular verbs

The English language has simplified over time, and many verbs have become correct from irregularities. Languages ​​are simplified when the number of adults studying them increases — especially when they learn not from textbooks, but in a linguistic environment, perceiving foreign speech by ear. This is what happened to the English language on its way from Old English to modern.

Why are the most important verbs in English wrong?

Why are the most important verbs in English wrong?

Researchers at Harvard have found an interesting pattern: the more a verb is used, the more likely it is to remain irregular. Scientists cited evolution in biology for comparison: mutations in the most important genes are the least likely to be inherited.

Proof: Each of the 10 most used verbs in English is incorrect:

be (to be)	was / were	Been
have (to have)	HAD	HAD
do (to do)	did	done
will	would
can	Could

Source: https://skyeng.ru/articles/hroniki-nepravilnyh-glagolov

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

Few rules

The verb to be in translation means «to be». And it is used in almost EVERY sentence of the English language. How? — you ask. — And the sentences «I’m beautiful», «I’m a schoolboy», «Are you at home?», «I’m in the classroom»? The answer is simple: in English this verb is helped by 3 little friends who, in Russian, simply remain invisible. These are verbs am, is, are.

The use of the verbs am, is, are can be remembered by the example of your family. If we talk about ourselves as beloved, then we use the form am… If a sister, brother, or even a cat lives with you, then you can talk about each of them is… But you need to talk about parents together are .

See:

By the way, I also have for you funny videowhich we recorded with daughter — there we talk about what you can tell about yourself in English, using the given verb… Interesting? Look, show your guys and remember:

Exercises

Exercises

Let’s practice verb forms. If your child went to grade 1, then the most important thing for him now is to remember which form is used with which pronoun.

Exercise 1:
Insert the correct form of the verb to be: am, is, are.

1. I _____ a girl.
2. He ____ my brother.
3. She____ my sister.
4. I____ from London.
5. He____ 17 years old.
6. She ___ a student.
7. They____ our parents.
8. We____ a family.
9. It ____ our dog.
10. You____ our friend.

Once in grade 2, his vocabulary will be much larger and he can already put verb forms without the presence of explicit pronouns.

Exercise 2:

Source: https://lizasenglish.ru/anglijskij-dlya-detej/to-be-uprazhneniya.html

English for children from 0 to 3 years old

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

Why do babies under three years old need English?

Opponents of early learning of a foreign language believe that this can cause delayed speech, speech therapy and other problems. Without indefinitely weighing all the existing pros and cons, I will point out two main reasons that prompted me to resolve this issue positively.

1. It is much easier to teach a child a foreign language up to three years old than an older child (I was convinced of this from personal experience).
2. It is incredibly interesting to study a foreign language together with your baby! The child is madly in love with this and causes a flurry of positive emotions, of course, subject to certain conditions.

Learning is not a burden, but a joy

Learning is not a burden, but a joy

In order not to deviate too much from the main topic, I will outline the points of the most significant provisions that help to make the «lessons» of a foreign language as exciting and effective as possible.

1. Positive thinking and belief in the unlimited creative and mental capabilities of a person.
2. The absence of any violence, including in the form of coercion, rigid programs and schedules of classes, attempts to obsessively ask questions and «pull» answers to check what has been learned, and so on. Even subtle pressure or intent to exercise can cause long-lasting negative reactions and weaken emotional contact. This rule is almost impossible to implement in early development groups that require at least a schedule of classes. The smaller the child, the more unacceptable the pressure on him! It is reasonable to assume here that if parents follow this rule one hundred percent, the children will not study at all, so I will dwell in a little more detail on the next point 3.
3. Parental sensitivity and pedagogical insight, that is, the ability to notice what the child is interested in at the moment, respond in a timely manner to the needs of the baby / toddler, and, using all his intellectual baggage, turn this seemingly fleeting manifestation of a simple child’s curiosity into an exciting «activity» …
4. The willingness and desire of the parents themselves to develop and learn. It is impossible to grasp the immensity. And yet — if you do not know how to teach your child to draw — buy a suitable drawing textbook for the little ones. If you decided to study a foreign language with your child, apply for the courses yourself. Search and try different options, create, study! Your efforts will not go to waste, because the willingness of parents to learn and develop will help today’s kids grow up to be socially active and creative people.
5. Ability to praise in time

Many adults are passionate about criticism and teaching. Praising is another important skill worth learning. You can express your approval to the child wordlessly, with the help of words and in a complex way.

Wordless praise can include cheering, shaking hands, kissing, whirling, hugging, and tossing as well as cheering on the head.

You can learn how to express your delight with gestures from a boxer who won a fight, a cyclist who won a race, a football player who scored a goal, in general, from athletes, or, for example, from a connoisseur from “What? Where? When? ”, Which gave the correct answer to a difficult question.

Praise expressed in words does not have to be like a panegyric. Often they confine themselves to the words «well done» or «clever» and this is quite enough.

In different situations, you can use other expressions and exclamations: Russian “Wow! How brave / smart you are! ”,“ How clever / quick-witted you are! ”,“ You did a good job! ”,“ I can’t believe it! ”,“ Brilliant! ”,“ Keep it up! ”, Or English“ Well done! ” , “Good job!”, “You’re golden!”, “I knew, you could do it!”, “You’re perfect!”, “You’re the best!”, “You’re the champion! «,» Excellent! » and a host of others.

Complex praise refers to the simultaneous use of gestures, actions, and words.

Of course, all of the above provisions relate to education and developmental education in general, but let’s move on directly to the issues of learning English.

Principles of teaching English to children from 0 to 3 years old

Principles of teaching English to children from 0 to 3 years old

The main principles of training are:

• preserving the physical and mental health of children;
• taking into account the peculiarities of the psychological development of children under three years of age, the visual-effective nature of the thinking of children of a given age (that is, cognition of the world around them occurs in the process of real object manipulations), and the leading type of activity (which is object-manipulative play).
• correspondence of educational material to the level of anatomical, physiological, mental and mental development of children;
• accessibility and visibility;
• communicative focus;
• personal orientation;
• interconnected / integrated teaching of the types of speech activity, listening, speaking

Learning objectives

Learning objectives

The goal of teaching English to children aged 0 to 3 years is to promote the full, timely development of the child, the development of his intellectual, emotional and social spheres in the process of mastering the basics of English-speaking communication.

The practical goal of training is the formation of elementary English-speaking communicative competence. The communicative competence of a child under three years of age is formed as the speech, linguistic and sociocultural competences develop.

Speech competence implies the acquisition and development of listening and speaking skills. This is nothing more than the ability to adequately and appropriately use the language in specific situations. Linguistic competence combines phonetic, lexical and grammatical competence.

Sociocultural competence includes regional and linguistic and cultural competence.

Thus, the practical goal of teaching English to children from 0 to 3 years old presupposes that children master listening and speaking skills sufficient to either adequately respond to what they hear, or enter into verbal contact with the interlocutor, maintain a conversation, receive and transmit elementary information. related to the content of children’s communication, finish communication, etc., and not just say some words or phrases in English.

Learning objectives

Learning objectives

• purposefully teach communication in English within those spheres of communication that are associated with the world of early childhood;
• to acquaint children with the elements of the English-speaking socioculture;
• to form a positive attitude towards the outside world.

Where to start?

Where to start?

If you decide to study a second language with your child, generally foreign to your native culture, the first step is to try to artificially create a different language environment and learn to feel comfortable in it.

Young children do just fine without explaining the rules of grammar or phonetics.

And the only way to form in children under three years of age cognitive motives and interest in a foreign language is the interweaving of these motives and interests in the subject-manipulative game and the visual-effective nature of the presentation of linguistic samples.

Teaching children under three years old English begins with the formation of the ability to perceive English by ear. Listening is not only the perception of messages, but also the preparation in the inner speech of a response to what was heard. Listening prepares speaking, it contributes to mastering the sound side of the language, phonemic composition, intonation, speech patterns.

While playing with a small child, we quite often imitate the clatter of hooves, the barking of a dog, the buzzing of a bee, etc. In the same way, you can try to «present» the sounds of the English language (in English there are 44 sounds, 20 vowels and 24 consonants).

The number of sounds and the duration of the «presentation» itself should be chosen according to the principle of parental sensitivity, you should see whether the child likes it or not. Thus, the child’s phonetic competence will gradually form.

If you are not sure of the pronunciation, or are not at all familiar with the sound composition of the target language, take as many lessons from a specialist as you need.

The child should often hear English speech, children’s songs, rhymes, fairy tales in English.

What materials should I use?

What materials should I use?

Anything, as long as they come from the country you are studying, and if they are related to the world of childhood. These are toy books, fairy tales, alphabets, music CDs, disks with cartoons or films, and other video or audio resources from the Internet.

When choosing materials, take into account the age of the child — for babies, English nursery rhymes and simple English songs are more suitable, and video materials can be offered to older children.

Many rhyme rhymes are ready-made finger, gesture or other active educational games. They can be found on English-language sites, or, for example, in. Just type in any search engine the name of the desired poem / song and choose any option you like.

The work on the verse is carried out in several stages:

• preliminary study of lexical and grammatical material (performed by the parent);
• working out difficult words in pronunciation, intonation, rhythm (performed by the parent)
• expressive reading of the rhyme aloud (performed by the parent);
• primary listening to a rhyme by a child, with a visual and effective support, for example, on a drawing or visual actions;
• reinforce understanding of the content;
• learn a rhyme by heart;
• show the child finger or gesture play based on the content of this rhyme, and periodically invite the child to play it, but, I will not tire of repeating, in suitable situations or when the child himself wants to play it; depending on the age, the listed actions can be performed by the parent or the child himself.
• repeat the rhyme in real life situations

Modern collections such as Mother Goose Books include over 700 children’s poems, songs, counting rhymes, riddles and tongue twisters.

In the first three years of life, it is quite possible to master 100 or more of these rhymes or songs. With frequent listening, singing or reading, these rhymes and songs are easy to learn from memory and use at suitable moments.

For example, when you put your baby to bed, you can shake him in your arms and read a rhyme / sing a song Rock-a-bye, Baby, and with the final words Down will come baby, cradle and all — imitate a smooth fall and lower the baby into the crib.

When your child is jumping in the crib, you can read Three Little Monkeys Jumping on the Bed. When you feed the ducks in the pond, you can think of the rhyme Bread for the Ducks. Repeat Here’s a Ball for Baby while playing the ball.

And toes can be counted with Five Little Pigs / This Little Pig Went to Market, etc.

Here is a small list of resources that can be useful for children under three years old:

• Blue’s clues
• Dr. Seuss’s ABC book / DVD

Source: http://begin-english.ru/article/english-0-3/

English grammar for kids

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

How are children’s rules different from adults?

While the answer may seem obvious at first, few parents — not even teachers! — take into account that the brains of a child and an adult who wrote a textbook are very different. If you show a four-year-old boy all the cases of using at least Present Simple, he will most likely grab his head — is there so much to learn ?! Remember how in childhood we were all afraid of huge bricks of texts that had to be memorized by heart. Therefore, such a reaction is fully justified.

Even if the child manages to remember each use case, he is unlikely to understand what to do with this information, and how it relates to reality. It is much easier for an adult to see a complete system in a language, but English grammar for children — it is memorization of ready-made forms and a simple explanation in which cases which form is used. Well, in order not to have to cram, there are simplified forms.

In advanced textbooks (for example, for students in grades 5-7), simple topics such as Present Simple are covered again — with the addition of information. A fifth grader will assimilate this information easier, pouring new data into long-prepared forms, so he will still remember that Present Simple is used to tell about the schedule, eternal truths — well, and everything else. But if there are still a few years before grade 5, why rush things and once again torment the child with complex rules?

How can a child learn grammar?

How can a child learn grammar?

An easy-to-understand English grammar for children should, first of all, be presented in an accessible form.

This means only that the child does not want to read a huge article explaining, for example, the need for an article in English, but if it is presented in a small table that can be printed and carried around as a cheat sheet, it will be much easier for the child.

By the way, this is how visuals learn English grammar for children, for which it is easier to remember how something looks, and later reproduce a table with all the data in memory.

That is why the site contains a variety of forms for providing rules. Poems, riddles, proverbs, songs — anything that will make it easier for the student to learn the indomitable grammatical beast, and, of course, a simple explanation that will allow you to understand and remember the rule.

If visuals can enjoy spreadsheets, those with a developed ear will definitely appreciate songs with simple motives that are often attached — even to adults, after which they annoy them somewhat.

And those children who like to use their brains can hover over riddles and, rereading them over and over again, trying to get to the bottom of it, they will also remember everything.

In short, on our site there are exercises for a child with any type of thinking and memorization.

What rules will he learn?

What rules will he learn?

A small child who has just begun to learn the basics of the English language does not have to memorize hundred-kilometer formulas for building sentences in different grammatical structures and times. To begin with, it is enough to immerse the child in elementary rules, without which further language learning will become much more difficult.

For example, the turnover “there is / are” is much easier to explain than to explain to the child the cases of the use of the verb “to be” in the singular and plural (especially if the student has not fully learned how to count!). This does not mean that in other cases, when it is necessary to substitute this verb, the child will make a mistake anyway, because somewhere he remembered something just like that — especially if the necessary rule is explained in the same simple and intelligible way.

Or, for example, a video is available on our website that teaches children about possessive and personal pronouns.

Although the student may not yet know such names (as a rule, they talk about this in the courses of his native language, and not a foreign one), in his speech he will still use them.

By remembering how «he» and «she» (and that everything that is not a person — «this») will be in English, the student will be able to use them in his speech, and this will greatly simplify it! A seemingly small step for a child, but a huge one — for fluent colloquial speech!

Choosing grammar exercises and rules for kids, Think a few times before giving them to your student. If the rule is explained by heavy words, the meaning of which has to be explained additionally, this will only cause aversion to the language and the learning process in general. The child wants to make it easy to learn — help him with this!

Source: https://www.lovelylanguage.ru/for-kids/grammar-kids

Present Simple: rules, tables and example sentences in the present tense in English

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

Which is correct: Present Simple or Present Indefinite?

«All ingenious is simple.» This is how I would like to describe the times of the group Simple, because “simple” is translated into Russian “simple”, and the times themselves denote simple everyday actions.

To begin with, let’s figure out why the well-known Present Simple Tense is very often called Present Indefinite, and is there a difference between them.

Present simple very often describes an action where the time is not specified. In the examples I work in LA (Russian I work in Los Angeles) or I live in NY (Russian I live in New York) the verb expresses action in general; time, as such, is not specified.

That is why, Present Simple is also called Present indefinite , because «indefinite» is translated as «indefinite». And such a name in some cases better conveys the meaning of this time.

Despite the fact that Present Simple is called present, it does not always describe the action that is happening now, at the present time. For the action taking place at the moment of speaking, Present Continuous Tense is used.

So, as we see, Present simple и Present indefinite — these are just different names for the same time. By the way, in the Russian language, two terms are also used in translation: the present simple and the present indefinite.

In linguistics and English language teaching, you can find both names, but the frequency of the names may vary depending on the region and the preferences of the publishers printing textbooks for English learners.

Present Simple: pivot table

Present Simple: pivot table

Support table: Rules for the formation of an affirmative form, negation and questions in Present Simple and its use in English

As you can see from the table, the verbs in the Present Simple of the affirmative form coincide with the infinitive form without the to particle in all persons. except for 3rd person singular adding an ending -s / -es.

Auxiliary verbs do / does can be found in questions and denials, and even then not always. For example, the verb be (Russian to be) and modal verbs can (Russian to be able), must (Russian to be due), need (Russian to need) form negative and interrogative forms in Present Simple without the help of an auxiliary verb.

In order that there are absolutely no questions left, let’s look at how the affirmative, negative and interrogative forms are formed in more detail and analyze everything with examples.

Present Simple Education Rules: Affirmative Sentences

Present Simple Education Rules: Affirmative Sentences

Present Simple is called simple, since auxiliary verbs are not used to form its affirmative form. Below are the Present Simple rules and reference tables for the formation of affirmative, negative and interrogative forms in English.

Formation of the affirmative form Present Simple

Formation of the affirmative form Present Simple

Support table for the formation of the affirmative form in Present Simple and the rules for spelling the endings — (e) s for the 3rd person singular

Present Simple affirmative — one of the few, for the formation of which no auxiliary verb is required, but endings are used, and then only in the 3rd person singular.

To form an affirmative sentence in Present Simple, use first form of the verb (infinitive) no particle to after the subject (the subject performing the action). If the subject is in the 3rd person unit. numbers, the ending is added to the verb -(e) s

For example:

I work in a hotel: I — subject, work — verb

We dance every Sunday (Russian We dance every Sunday): We — subject, dance — verb

My son plays in a band: My son — subject, plays — verb

If the action is done by I (Russian I), you (Russian you, you), we (Russian we), they (Russian they), plural noun (boys — boys, dogs — dogs, friends — friends) , then the verb does not change in any way.

However, if the action is performed by he (Russian he), she (Russian she), it (Russian it, this, singular for inanimate objects), a singular noun (a girl is a girl, a cat is a cat, cat, a friend is a friend), then the ending -s is added to the verbs, sometimes -es.

Examples of affirmative sentences in Present Simple with translation:

ExamplesRussian translationExamplesRussian translation

I live in London	I live in London	He lives in London	He lives in London
You read books	Do you read books	She reads books	She reads books
We work in New York	We work in New York	My friend works in New York	My friend works in New York
They look nice	They look cute	It looks nice	It looks cute
My friends meet on Sundays	My friends meet on Sundays	He meets her after work	He meets her after work

Spelling rules for -s, -es endings in Present Simple

Spelling rules for -s, -es endings in Present Simple

Let’s look at when verbs in Present Simple tense take the ending -s, and when -es, and when they do not follow the rules, that is, they are exceptions.

1. The ending is added to most verbs in Present Indefinite Tense in the 3rd person singular. -s:

play-plays

Source: https://ienglish.ru/blog/grammatika-angliiskogo-iazika/vremena-angliiskogo-glagola/present-simple-ili-nastoiaschee-vremia-v-angliiskom

The Tale of the Auxiliaries Do and Does

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

Lexical meaning of the verb to have

The main meaning of the word, as noted above, is “to have”, “to own”, however, when translating into Russian, the structure “(someone) has” is often used.

• I have a delicious cake — I have a delicious cake.
• He has a new car — he has a new car.

In this meaning, the verb can be replaced with an alternative construction have got with the same meaning.

• I have got a funny rabbit — I have a funny rabbit.
• He has got a small kitten — he has a small kitten.

Both the individual verb and the have got construction are used when it comes to possession of something, in particular about family ties and diseases.

In some stable expressions (have a look, have breakfast, have a rest, etc.) the word got is not used.

Also, the verb to have changes its semantic meaning when it acts as a modal verb.

examples:

• We have to see him right now — we need to see him right now.
• You have to add some sugar — you need to add some sugar.

Grammar forms of the verb to have

Grammar forms of the verb to have

As you can see, in the examples above, the two shapes alternate. So when is it written and when is has?

The have form in English is used with the pronouns I, you, we, they (I, you, you, we, they), has — only with the pronouns he, she, it (he, she, it). But this rule does not apply in all tenses: in the future tense (Future Simple), after the auxiliary verb will, have is put in all persons.

Tables will help you better understand these rules.

Present Simple Tense

Present Simple Tense

IYouWeThey	HAVE	to book
He

Source: https://englishfull.ru/grammatika/glagol-to-have.html

The verb to have in English

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

Forms of the verb to have in the present simple tense (in Present Simple)

In the present simple tense, to have has 2 forms: Have / has

Have — used with all persons, except for 3 liters. units h
has — only used with persons of 3 y. units h. (he, she, it)

Affirmative forms

Affirmative forms

I have — I have
we have — we have
You have — you have (you have)
They have — they have
He has — he has
She has — she has
It has — it has

He has a big house in London. — He has a big house in London (He has a big house in London).
They Have a nice flat. — They have a good apartment (They have a good apartment).

When we talk about owning something, in addition to have / has, the construction can be used have got / has got, which is most commonly used in colloquial speech and means the same as have / has. Got in this case does not matter, it just adjoins have / has. Please note that the design have got / has got is used only in present tense.I have got — I have
We have got — we have
You have got — you have (you have)
They have got — they have
He has got — he has
She has got — she has
It has got — it has

I have got a new car. — I have a new car (I have a new car).
He has got two children. — He has two children (He has two children).

Negative and interrogative forms

Negative and interrogative forms

Negative and interrogative sentences are formed using an auxiliary verb do / does (for 3 liter units — he, she, it). To form a negation, you need to put the particle not after the auxiliary verb do / does. In negation, short forms are often used:

do not have = don’t have
does not-have = doesn’t have [dʌznt]

To form questions, do / does is placed at the beginning of the sentence, that is, it is placed before the subject. Please note that has is not used in negatives, as well as in questions, since 3 l. units h passed using does.

I don’t have / Do I have? — Yes, I do / No, I don’t.
We don’t have / Do we have? — Yes, we do / No, we don’t.
you don’t have / Do you have? — Yes, you do / No, you don’t.
They don’t have / Do they have? — Yes, they do / No, they don’t.
He doesn’t have / Does he have? — Yes, he does / No, he doesn’t.
She doesn’t have / Does she have? — Yes, she does / No, she doesn’t.
It doesn’t have / Does it have? — Yes, it does / No, it doesn’t.

Interrogative and negative sentences with have got

Interrogative and negative sentences with have got

If turnover is used have got / has got, then no auxiliary verbs are required for questions and negations. Denial is formed according to the following formula, while more often it is still used in a short form:

Have + Note + g = haven’t got (short form)
has + Note + g = hasn’t got (short form)

For the formation of questions, have or has are brought forward, that is, they are put before the subject.

I haven’t got / Have I g? — Yes, I have / No, I haven’t.
We haven’t got / Have we g? — Yes, we have / No, we haven’t.
you haven’t got / Have you g? — Yes, you have / No, you haven’t.
They haven’t got / Have they g? — Yes, they have / No, they haven’t.
He hasn’t got / you he g? — Yes, he has / No, he hasn’t.
She hasn’t got / you she g? — Yes, she has / No, she hasn’t.
It hasn’t got / you it g? — Yes, it has / No, it hasn’t.

I don’t have a car. = I haven’t got a car. — I don’t have a car (I don’t have a car).
She doesn’t have a car. = She hasn’t got a car. — She doesn’t have a car (She doesn’t have a car).

Do you Have a car? = Have you g a car? — Do you have a car? (Do you have a car?)
Does she Have a car? = you she g a car? — Does she have a car? (Does she have a car?)

It should also be noted that the use of the do / does auxiliary verbs is typical of American English. In British, the phrase have got / has got is more often used, but you can also hear: Have you a car? I haven’t a car. This is also true, but it is used extremely rarely and sounds a little old-fashioned.

In the past and future tenses, to have is used as an ordinary semantic verb. As a reminder, the have got / has got turnover is used only in the present tense.

Still have questions on the topic? Ask them in the comments.

Source: https://myefe.ru/reference/verbs/verb-to-have

Use of the verb to be: how, where and why

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

The verb to be in English

Now it’s time to invite the verb to be to the stage. To be means «to be», «to be», and it is he who will help us in the situations described above. That is, in English, instead of simply saying «This job is interesting,» we say: «This job IS interesting.»

“He is a good specialist” will become “He IS a good specialist”. “I’m at work” becomes “I AM at work”.

Thus, in all sentences where we describe someone or something and tell where we or someone is, the verb to be will act as an action.

Once upon a time in the Russian language the verb «to be» was used in the present tense. Everyone remembers the famous phrase «I am the king» from the movie «Ivan Vasilyevich changes his profession»? “I am” is nothing more than the modern “is”, which in the process of the evolution of the Russian language has ceased to be used in the present tense. So now we just say «I am the king» and not «I am the king.» But in English we have to say “I AM the king” for the sentence to sound right.

Forms of the verb to be in English

Forms of the verb to be in English

Our next step is to become familiar with the forms of the verb to be. At present, there are three of them: am, is and are — three managers, each of which is responsible for its own area:

• am is responsible for sentences in which the subject is the pronoun «I» (I);
• is is used when our subject is the pronouns «he», «she», «it», «this» and any nouns in the singular (bag, dog, book, work, my sister, etc.);
• are constructs sentences in which the subject is the pronouns «you», «you», «they», «we» as well as plural nouns (friends, problems, tasks, at home, etc.).

Let’s see how sentences with to be will be built in practice.

Russian sentenceEnglish sentence

She is busy. We are at work. My colleagues are free. It’s difficult. Your house is big. These problems are serious. I’m ready.	She is busy. We are at work. My colleagues are free. It is difficult. Your house is big. These problems are serious. I am ready.

In spoken English, to save time on pronunciation, it is customary to use the following abbreviations:

• I am → I’m.
• He is → He’s.
• She is → She’s.
• It is → It’s.
• You are → You’re.
• We are → We’re.
• They are → They’re.

Negation with the verb to be in English

Negation with the verb to be in English

Now let’s look at how to say «This is NOT difficult», «I am NOT busy», «They are NOT ready», that is, to build a denial. Negation is very simple: using the negative particle NOT, which is placed after am, is, or are. For example, «I am NOT busy» we will say this: I am NOT busy. Let’s look at examples:

Russian sentenceEnglish sentence

They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.	They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.

And here it was not without abbreviations adopted in colloquial English. The NOT particle is attached to the forms is and are, and this is what happens:

• is + not = isn’t;
• are + not = aren’t.

Oddly enough, but the am form does not participate in this abbreviation, and the amn’t variant in English does not exist.

• There is a separate article on denial in English on our blog.

Questions with the verb to be in English

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

— Know the alphabet, spell words (spelling). — Write words from the conversational topics covered. — Compose your own simple sentences according to the sample, supplement sentences with the necessary words. — Read short texts consisting of simple sentences, having previously listened to them in the recording.

— Maintain a small conversation, recognize the speech of the interlocutor and respond to it. — Understand the general content of short stories by ear and while reading. — Participate in simple dialogues: be able to say hello and say goodbye, apologize, thank, congratulate and respond to congratulations.

— Question the interlocutor using the questions “Who?”, “What?”, “Where?”, “When?”, “Whose?”. The volume of the dialogue is 2-3 remarks on each side.

— Compose a short story about yourself, a friend, family, home, animal according to the model for 6-7 sentences.

2. Grammar

Recall that at an early age grammar is given only in the form of ready-made phrases. Nevertheless, in the third grade they pay more attention to grammarthan in the second. And the first grammar exercises are introduced. Here’s what the child in this section should know:

— Grammar tenses: Present Simple, Present Continuous.
— Questions are general and with interrogative words: what, who, where, how. — Incentive sentences in the affirmative: Help me, please.
— The verb have got in affirmative, negative, interrogative sentences.

— The verb to be in affirmative, negative and interrogative sentences
— The modal verb can.
— The indefinite article a and the definite article the.
—The plural of a noun.
—Personal pronouns I, we, you, they, he, she, it.
—Demonstrative pronouns this, that, these, those.

—Prepositions of place: on, in, under, next to (at), in front of, behind, between.

3. Basic words and phrases

The third grader should review the vocabulary he learned last year and gradually learn new words and expressions:

Source: https://allright.com/blog/ru/2017/08/16/anglijskij-yazy-k-3-klass/

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

Affirmative suggestions:

I am playing	We are playing
You are playing	You are playing
He/she/it is playing	They are playing

Interrogative sentences:

Am I playing?	Are we playing?
Are you playing?	Are you playing?
Is he/she/it playing?	Are they playing?

Negative suggestions:

I am not playing	We are not playing
You are not playing	You are not playing
He/she/it is not playing	They are not playing

To put a verb in the tense form Present continuous, auxiliary verb required to be in the present tense and the present participle (Participle I) of the semantic verb.

To be in the present tense has three forms:

• am — 1 person, unit h. (I am shaving.)
• is — 3rd person, unit. h. (He is reading.)
• are — 2 person unit h. and all forms of pl. h. (They are sleeping.)

Personal pronouns and auxiliary verbs are often shortened to I’m, he’s, she’s, it’s, we’re, you’re, they’re.

The present participle (Participle I) can be obtained by adding the ending to the initial form of a significant verb -ing:

jump — jumping

live — living

В interrogative sentence the auxiliary verb is placed in front of the subject, and the significant verb remains after it:

Why are you laughing?
Why are you laughing?

Are you using this dictionary?
Are you using this dictionary?

В negative sentences the auxiliary verb is followed by a negative particle Note… Forms is и are at the same time can be reduced to is not и aren’t respectively.

She is not standing.
She’s not worth it.

Radio isn’t working.
The radio does not work.

Present Continuous Use Cases

• An indication of the process taking place directly at the time of the conversation:

the doctor is leading an operation now.
The doctor is now performing an operation.

Jack is talking on the phone at the moment.
Jack is currently on the phone.

• An action in the process of its development, but not necessarily occurring at the time of the conversation:

Are you still working in London?
Are you still working in London?

Chicago police are investigating the case.
Chicago police are investigating the case.

• Describing repetitive actions using words always, constantly, forever… As a rule, this refers to the characteristic properties and behavior of people, often with a negative connotation:

Why are you always interrupting people?
Why are you always interrupting people?

He is constantly Complaining about his brother.
He constantly complains about his brother.

• A planned action in the future, often with movement verbs:

We are landing in Heathrow in 20 minutes.
We will land at Heathrow in 20 minutes.

He is speaking at the conference this evening.
He’s speaking at a conference this evening.

Source: https://www.native-english.ru/grammar/present-continuous

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

We present to your attention a lesson from the first grade of the School of Smart Children, where Lyubov Strekalovskaya explains how easily, unobtrusively, clearly and in a playful way, you can acquaint children with such concepts as words-objects (noun), words-actions (verbs) and words-signs (adjectives)?

This lesson is useful for primary school teachers, tutors, parents of first grade students and senior preschoolers

In the lesson, you will learn how to introduce children to the topic, how to dilute the questions of the noun who? what ?, what options for games can be used so that the child masters these concepts and does not confuse them.

This is enough for first graders.

In the second grade, in the Russian language lessons, children already thoroughly familiarize themselves with the parts of speech of the noun, adjective, verb, as well as some morphological features.

Any topic can discourage learning, or you can kindle sparks in the eyes of children. This is what Love does every day in its lessons.

lesson number 2

We bring to your attention a lesson of the School of Smart Children on the topic of the noun.

This is how we recommend introducing this topic and explaining it to children if you are a family student, if you are a teacher or tutor, or you are simply not indifferent to the success and understanding of the child.

After the child has played with the teacher or mother in the games proposed in the video, then we recommend explaining to him the second part of speech — the verb.

In the school curriculum, the three parts of speech are often separated from each other in different weeks and even months of study, thereby children study the material discretely, without having a complete picture.

However, it has been scientifically proven that the use of learning «from general to specific» (ie when the entire volume of knowledge is visible) is much more effective. Therefore, it is important to introduce children to the three parts of speech almost simultaneously.

At the lesson «Speechlandia», which will be held on April 9, we will analyze all parts of the speech of the Russian language according to the method «from general to specific»

The card will be useful for students in grades 2-11, teachers and tutors, parents and those who are involved in family education.

This is the extraction of information and its presentation in the most convenient form for perception, memorization and work with it.

We will make a map of the parts of speech of the language, where we will determine not only the place in the language and the signs of the part of speech, the questions to which it answers and note the syntactic role, but also talk about how once and for all it is clear to explain the topic «Parts of Speech» to children so that they school teaching was simple and effective.

Join the training «Rechlandia» >>>

lesson number 3

From the following video you will learn how to explain the topic to a child — the Verb.

Be sure to use the following games:

• You name the subject, baby the action
• Child names objects, you come up with actions
• You list the actions, the child guesses which object you have in mind
• You list the actions (smile, stand up, sit down) — the child performs
• You list activities and items. On the subject, the child should sit down, if he hears the word-action — jump

Finally, we move on to introducing the child to the adjective.

lesson number 4

For some reason, it is this part of speech that is most difficult for primary school students. But Lyubov Strekalovskaya, Nikita and Kot Scientist easily bypassed all the pitfalls in their lesson, look:

The lessons presented are included in the materials of the «School for Smart Children».

The school for smart children is being actively updated.
Over the past week, lessons have been added or updated on subjects:

Grade 1 Math Grade 2 Math Grade 3 Math

Grade 4 math

Source: http://gladtolearn.ru/blog/kak-ponyatno-obyasnit-rebenku-chasti-rechi/

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

1) Some children confuse he and she. If your child turned out to be the same, then I suggest you try to introduce associations with pronouns.

For example, how we dealt with this problem:

The pronoun “he” is “he”. Remember this — the boys constantly giggle: «hee hee hee.»

The pronoun “she” is “she”. The son said — the girls constantly say QUIET: «shhhh».

2) Some children do not understand why their favorite teddy bear is not “he”, but the same “it” as any chair.

The son also disagreed for a long time that his bear, his tractor and his backpack were just “it”.

In this case, the child can be asked leading questions:

— your backpack is he or she? — it is him. — but how do you know that it is him? How did you define that? (Child shrugs) — So we can’t be sure if it’s a girl or a boy. He cannot tell us about it himself, and we cannot determine. Therefore, “it”. If it is not clear «he» or «she», then we say «it».

3) Some children get the impression that “it” is all inanimate nouns. Similarly with point 2, we explain and train the use of it on street dogs, neighbor cats and other animals.

4) Even adults sometimes do not know that if we know the sex of the animal, then we can apply “he” or “she” to it. Therefore, we take our favorite pets, the gender of which we know, and train on them.

5) If we do not know the sex of the child, then we can apply it to him. Some adults also make this mistake, accustomed to thinking that it is inanimate nouns and animals (i.e. everything except humans). But this is not the case. It is those whose gender we do not know.

6) Some children do not understand why “you” and “you” in English are “you”. As a consequence, consider “you” as a singular number and try to use the irregular form of the verb to be. It is imperative to explain to the child from the very beginning that the English never say “you”, but refer to each other as “you”. We can say that they do this out of great respect for each other.

Practicing pronouns with examples.

Be sure to practice pronouns in all possible situations so that your child learns to identify the correct pronoun without hesitation. Pay special attention to all the points described in the previous section “What can be difficult with personal pronouns”.

For example, how we worked out personal pronouns of the 3rd person:

— Here is dad — is it he or she? — He— Right, and mom? — She— And our dog? We know for sure that she is a girl with us. «So she— And that dog over there outside the window?» Is she a girl or a boy? — I don’t know who she is. So it.— Correct. We cannot determine whether he or she is, so it is not clear who, i.e. it.

(a film is shown on TV, a woman is walking, she has a child in her sling)

— Who is this woman? She, he, or it is not clear who? — She, She. — Right. And the child? She, he, or is it not clear what? The baby has nothing pink or blue. Neither dress nor shorts are visible. So who is he? ”“ He is not clear who. ”“ That’s right, it means it.

At stages 2 and 3, we similarly work out the plural and first person pronouns.

Take the definition of pronouns to an automaton.

After everything is mastered, we move on to working out the verb to be.

Present verb to be

How to explain to a child the need for is / are / am in the present tense?

If the child is very small, then he does not need any explanation. He just remembers and takes everything for granted.

But older children often have a question — why does some is appear in a sentence and why is it needed.

If the child is already well versed in tense, then you can try to explain to him this form of the verb to be as an indicator of tense with the help of leading questions. For example:

“Where were you last night?” “I was at home.” “How can we understand from your phrase that it was just yesterday, and not today? What word refers to the past time? ”“ Was. ”“ Right. Now tell me, where will you be tomorrow night? ”“ I’ll be home. ”“ What word from your phrase shows that it will be tomorrow, not now? ”“ I will. ”“ Right. Where are you now? — I’m home. — What word from your phrase shows that this is happening right now? — There is no such word. — That’s right. The word indicating time disappeared from the sentence. And the English don’t know how to speak like that. They definitely need the word indicating the time to always be. Otherwise, they will not know it in the past, present or future. Therefore, instead of saying “I am at home” we should say “I am at home”. “I was at home” — yesterday, “I am at home” — today, “I will be at home” — tomorrow. In Russian, we also use a word indicating time, but in the present tense we skip it. The British must not be allowed to pass.

But what if the child is still not big enough to understand such explanations, but “is” somehow needs to be remembered? After all, often the child is not satisfied with the explanation that “is” is “is” and it just needs to be used and that’s it. The child needs to clearly understand how to check whether is is needed here or not.

In this case, try to present “is” as a helper that points out the questions “Who? Where? What / What? ”.

• She (who) is a girl.
• She (what) is a good girl.
• She (where) is in the room.

And before the child builds a phrase, he must ask himself a test question. If the question is — Who? Which? Or Where ?, then you need to put “is”.

Of course, this is a longer thought process, but on the other hand, the child can clearly check himself and not make mistakes. It is important at the very beginning to work out the correct independent construction of the sentence, and very quickly the child will begin to use “is” automatically without hesitation.

In steps 2 and 3, we explain “are” and “am” in the same way.

Affirmative sentences in Present Simple with the verb to be

We practice the construction of simple sentences with the present tense verb to be and passed pronouns.

For the pronouns he / she / it / they, we can use the noun cards we have already passed.

• he is a boy
• He is a good boy
• He is a man
• He is a father
• He is a doctor
• She is a sister
• She is a good girl
• She is a woman
• She is a teacher
• It is a dog
• it is a cat
• They are cats
• They are girls
• They are dogs etc.

We train “I am”, “they are”, “we are” and “you are” on the child, ourselves and other household members.

Do not forget about the abbreviated form of the verb to be.

Source: https://vk.com/@-50267039-week3

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

For the existence of irregular verbs in the English language, thank the Angles and Saxons. These guys belonged to the Germanic tribes that invaded England about 1500 years ago. Their languages ​​merged into Anglo-Saxon, the Englisc language, which we now call Old English.

Old English

=

Anglo-SaxonEngliscOld English

Old English lasted about 400 years; today this language would seem foreign to any native speaker of English. Now it is a dead language, but it has not been forgotten. Traces of it are preserved in modern speech, for example (ta-dam!) In the form of most irregular verbs.

Middle English and Modern English: If there are no rules, they should be made up 

In the Middle Ages, around the 1100s and 1450s, England was flooded with local dialects, each with its own vocabulary and syntax. Nobody taught grammar at school, nobody cared about mistakes. There were more important things: hunger, for example, or the bubonic plague.

In the XNUMXth century, with the invention of the printing press, the era of modern English began. At the same time, people who wrote were faced with a new problem. Sending a message to the other side of the country meant sending it to someone who was familiar with a completely different vocabulary and syntax.

And the spelling was a complete mess! Suddenly, the rules didn’t seem like such a bad idea. London at that time was the center of political and economic life — and also the center of printing. What the London printers decided became the rule. Finally, the rules took shape only by the XNUMXth century. They were the bible for typographers who translated handwritten text into print.

School teachers have tried to bring the English language into shape by creating a written set of rules. However, their attempts to apply the rules of the Latin language to English were often unsuccessful. They gave rise to a number of quirky features of English grammar.

In Latin, for example, it is impossible to split the infinitive, since the infinitive is one word there. In English, the infinitive is formed from two words: the particle to plus the verb, for example, to eat, to walk, and it would seem that you can insert the word between them. But the rules state strictly: no split infinitives.

What could be more difficult than irregular verbs ?.

So, irregular verbs are a legacy of the distant past. Believe it or not, Old English’s conjugation rules were even more complex. The regular verbs we know were called “weak” verbs in Old English, and there were at least seven types of “strong” verbs in it.

Many of our irregular verbs originated from the latter — that is why they do not change according to a single pattern. In fact, there are several samples. So bring and think become brought and thought, lead and feed — led and fed.

Some verbs do not change: hit and let remain hit and let in the past tense (you can read more about groups of irregular verbs in a special article).

Your (yes, yours!) Contribution to the evolution of irregular verbs

The English language has simplified over time, and many verbs have become correct from irregularities. Languages ​​are simplified when the number of adults studying them increases — especially when they learn not from textbooks, but in a linguistic environment, perceiving foreign speech by ear. This is what happened to the English language on its way from Old English to modern.

Why are the most important verbs in English wrong?

Researchers at Harvard have found an interesting pattern: the more a verb is used, the more likely it is to remain irregular. Scientists cited evolution in biology for comparison: mutations in the most important genes are the least likely to be inherited.

Proof: Each of the 10 most used verbs in English is incorrect:

be (to be)	was / were	Been
have (to have)	HAD	HAD
do (to do)	did	done
will	would
can	Could

Source: https://skyeng.ru/articles/hroniki-nepravilnyh-glagolov

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

The verb to be in translation means «to be». And it is used in almost EVERY sentence of the English language. How? — you ask. — And the sentences «I’m beautiful», «I’m a schoolboy», «Are you at home?», «I’m in the classroom»? The answer is simple: in English this verb is helped by 3 little friends who, in Russian, simply remain invisible. These are verbs am, is, are.

The use of the verbs am, is, are can be remembered by the example of your family. If we talk about ourselves as beloved, then we use the form am… If a sister, brother, or even a cat lives with you, then you can talk about each of them is… But you need to talk about parents together are .

See:

By the way, I also have for you funny videowhich we recorded with daughter — there we talk about what you can tell about yourself in English, using the given verb… Interesting? Look, show your guys and remember:

Exercises

Let’s practice verb forms. If your child went to grade 1, then the most important thing for him now is to remember which form is used with which pronoun.

Exercise 1:
Insert the correct form of the verb to be: am, is, are.

1. I _____ a girl.
2. He ____ my brother.
3. She____ my sister.
4. I____ from London.
5. He____ 17 years old.
6. She ___ a student.
7. They____ our parents.
8. We____ a family.
9. It ____ our dog.
10. You____ our friend.

Once in grade 2, his vocabulary will be much larger and he can already put verb forms without the presence of explicit pronouns.

Exercise 2:

Source: https://lizasenglish.ru/anglijskij-dlya-detej/to-be-uprazhneniya.html

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

Opponents of early learning of a foreign language believe that this can cause delayed speech, speech therapy and other problems. Without indefinitely weighing all the existing pros and cons, I will point out two main reasons that prompted me to resolve this issue positively.

1. It is much easier to teach a child a foreign language up to three years old than an older child (I was convinced of this from personal experience).
2. It is incredibly interesting to study a foreign language together with your baby! The child is madly in love with this and causes a flurry of positive emotions, of course, subject to certain conditions.

Learning is not a burden, but a joy

In order not to deviate too much from the main topic, I will outline the points of the most significant provisions that help to make the «lessons» of a foreign language as exciting and effective as possible.

1. Positive thinking and belief in the unlimited creative and mental capabilities of a person.
2. The absence of any violence, including in the form of coercion, rigid programs and schedules of classes, attempts to obsessively ask questions and «pull» answers to check what has been learned, and so on. Even subtle pressure or intent to exercise can cause long-lasting negative reactions and weaken emotional contact. This rule is almost impossible to implement in early development groups that require at least a schedule of classes. The smaller the child, the more unacceptable the pressure on him! It is reasonable to assume here that if parents follow this rule one hundred percent, the children will not study at all, so I will dwell in a little more detail on the next point 3.
3. Parental sensitivity and pedagogical insight, that is, the ability to notice what the child is interested in at the moment, respond in a timely manner to the needs of the baby / toddler, and, using all his intellectual baggage, turn this seemingly fleeting manifestation of a simple child’s curiosity into an exciting «activity» …
4. The willingness and desire of the parents themselves to develop and learn. It is impossible to grasp the immensity. And yet — if you do not know how to teach your child to draw — buy a suitable drawing textbook for the little ones. If you decided to study a foreign language with your child, apply for the courses yourself. Search and try different options, create, study! Your efforts will not go to waste, because the willingness of parents to learn and develop will help today’s kids grow up to be socially active and creative people.
5. Ability to praise in time

Many adults are passionate about criticism and teaching. Praising is another important skill worth learning. You can express your approval to the child wordlessly, with the help of words and in a complex way.

Wordless praise can include cheering, shaking hands, kissing, whirling, hugging, and tossing as well as cheering on the head.

You can learn how to express your delight with gestures from a boxer who won a fight, a cyclist who won a race, a football player who scored a goal, in general, from athletes, or, for example, from a connoisseur from “What? Where? When? ”, Which gave the correct answer to a difficult question.

Praise expressed in words does not have to be like a panegyric. Often they confine themselves to the words «well done» or «clever» and this is quite enough.

In different situations, you can use other expressions and exclamations: Russian “Wow! How brave / smart you are! ”,“ How clever / quick-witted you are! ”,“ You did a good job! ”,“ I can’t believe it! ”,“ Brilliant! ”,“ Keep it up! ”, Or English“ Well done! ” , “Good job!”, “You’re golden!”, “I knew, you could do it!”, “You’re perfect!”, “You’re the best!”, “You’re the champion! «,» Excellent! » and a host of others.

Complex praise refers to the simultaneous use of gestures, actions, and words.

Of course, all of the above provisions relate to education and developmental education in general, but let’s move on directly to the issues of learning English.

Principles of teaching English to children from 0 to 3 years old

The main principles of training are:

• preserving the physical and mental health of children;
• taking into account the peculiarities of the psychological development of children under three years of age, the visual-effective nature of the thinking of children of a given age (that is, cognition of the world around them occurs in the process of real object manipulations), and the leading type of activity (which is object-manipulative play).
• correspondence of educational material to the level of anatomical, physiological, mental and mental development of children;
• accessibility and visibility;
• communicative focus;
• personal orientation;
• interconnected / integrated teaching of the types of speech activity, listening, speaking

Learning objectives

The goal of teaching English to children aged 0 to 3 years is to promote the full, timely development of the child, the development of his intellectual, emotional and social spheres in the process of mastering the basics of English-speaking communication.

The practical goal of training is the formation of elementary English-speaking communicative competence. The communicative competence of a child under three years of age is formed as the speech, linguistic and sociocultural competences develop.

Speech competence implies the acquisition and development of listening and speaking skills. This is nothing more than the ability to adequately and appropriately use the language in specific situations. Linguistic competence combines phonetic, lexical and grammatical competence.

Sociocultural competence includes regional and linguistic and cultural competence.

Thus, the practical goal of teaching English to children from 0 to 3 years old presupposes that children master listening and speaking skills sufficient to either adequately respond to what they hear, or enter into verbal contact with the interlocutor, maintain a conversation, receive and transmit elementary information. related to the content of children’s communication, finish communication, etc., and not just say some words or phrases in English.

Learning objectives

• purposefully teach communication in English within those spheres of communication that are associated with the world of early childhood;
• to acquaint children with the elements of the English-speaking socioculture;
• to form a positive attitude towards the outside world.

Where to start?

If you decide to study a second language with your child, generally foreign to your native culture, the first step is to try to artificially create a different language environment and learn to feel comfortable in it.

Young children do just fine without explaining the rules of grammar or phonetics.

And the only way to form in children under three years of age cognitive motives and interest in a foreign language is the interweaving of these motives and interests in the subject-manipulative game and the visual-effective nature of the presentation of linguistic samples.

Teaching children under three years old English begins with the formation of the ability to perceive English by ear. Listening is not only the perception of messages, but also the preparation in the inner speech of a response to what was heard. Listening prepares speaking, it contributes to mastering the sound side of the language, phonemic composition, intonation, speech patterns.

While playing with a small child, we quite often imitate the clatter of hooves, the barking of a dog, the buzzing of a bee, etc. In the same way, you can try to «present» the sounds of the English language (in English there are 44 sounds, 20 vowels and 24 consonants).

The number of sounds and the duration of the «presentation» itself should be chosen according to the principle of parental sensitivity, you should see whether the child likes it or not. Thus, the child’s phonetic competence will gradually form.

If you are not sure of the pronunciation, or are not at all familiar with the sound composition of the target language, take as many lessons from a specialist as you need.

The child should often hear English speech, children’s songs, rhymes, fairy tales in English.

What materials should I use?

Anything, as long as they come from the country you are studying, and if they are related to the world of childhood. These are toy books, fairy tales, alphabets, music CDs, disks with cartoons or films, and other video or audio resources from the Internet.

When choosing materials, take into account the age of the child — for babies, English nursery rhymes and simple English songs are more suitable, and video materials can be offered to older children.

Many rhyme rhymes are ready-made finger, gesture or other active educational games. They can be found on English-language sites, or, for example, in. Just type in any search engine the name of the desired poem / song and choose any option you like.

The work on the verse is carried out in several stages:

• preliminary study of lexical and grammatical material (performed by the parent);
• working out difficult words in pronunciation, intonation, rhythm (performed by the parent)
• expressive reading of the rhyme aloud (performed by the parent);
• primary listening to a rhyme by a child, with a visual and effective support, for example, on a drawing or visual actions;
• reinforce understanding of the content;
• learn a rhyme by heart;
• show the child finger or gesture play based on the content of this rhyme, and periodically invite the child to play it, but, I will not tire of repeating, in suitable situations or when the child himself wants to play it; depending on the age, the listed actions can be performed by the parent or the child himself.
• repeat the rhyme in real life situations

Modern collections such as Mother Goose Books include over 700 children’s poems, songs, counting rhymes, riddles and tongue twisters.

In the first three years of life, it is quite possible to master 100 or more of these rhymes or songs. With frequent listening, singing or reading, these rhymes and songs are easy to learn from memory and use at suitable moments.

For example, when you put your baby to bed, you can shake him in your arms and read a rhyme / sing a song Rock-a-bye, Baby, and with the final words Down will come baby, cradle and all — imitate a smooth fall and lower the baby into the crib.

When your child is jumping in the crib, you can read Three Little Monkeys Jumping on the Bed. When you feed the ducks in the pond, you can think of the rhyme Bread for the Ducks. Repeat Here’s a Ball for Baby while playing the ball.

And toes can be counted with Five Little Pigs / This Little Pig Went to Market, etc.

Here is a small list of resources that can be useful for children under three years old:

• Blue’s clues
• Dr. Seuss’s ABC book / DVD

Source: http://begin-english.ru/article/english-0-3/

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

While the answer may seem obvious at first, few parents — not even teachers! — take into account that the brains of a child and an adult who wrote a textbook are very different. If you show a four-year-old boy all the cases of using at least Present Simple, he will most likely grab his head — is there so much to learn ?! Remember how in childhood we were all afraid of huge bricks of texts that had to be memorized by heart. Therefore, such a reaction is fully justified.

Even if the child manages to remember each use case, he is unlikely to understand what to do with this information, and how it relates to reality. It is much easier for an adult to see a complete system in a language, but English grammar for children — it is memorization of ready-made forms and a simple explanation in which cases which form is used. Well, in order not to have to cram, there are simplified forms.

In advanced textbooks (for example, for students in grades 5-7), simple topics such as Present Simple are covered again — with the addition of information. A fifth grader will assimilate this information easier, pouring new data into long-prepared forms, so he will still remember that Present Simple is used to tell about the schedule, eternal truths — well, and everything else. But if there are still a few years before grade 5, why rush things and once again torment the child with complex rules?

How can a child learn grammar?

An easy-to-understand English grammar for children should, first of all, be presented in an accessible form.

This means only that the child does not want to read a huge article explaining, for example, the need for an article in English, but if it is presented in a small table that can be printed and carried around as a cheat sheet, it will be much easier for the child.

By the way, this is how visuals learn English grammar for children, for which it is easier to remember how something looks, and later reproduce a table with all the data in memory.

That is why the site contains a variety of forms for providing rules. Poems, riddles, proverbs, songs — anything that will make it easier for the student to learn the indomitable grammatical beast, and, of course, a simple explanation that will allow you to understand and remember the rule.

If visuals can enjoy spreadsheets, those with a developed ear will definitely appreciate songs with simple motives that are often attached — even to adults, after which they annoy them somewhat.

And those children who like to use their brains can hover over riddles and, rereading them over and over again, trying to get to the bottom of it, they will also remember everything.

In short, on our site there are exercises for a child with any type of thinking and memorization.

What rules will he learn?

A small child who has just begun to learn the basics of the English language does not have to memorize hundred-kilometer formulas for building sentences in different grammatical structures and times. To begin with, it is enough to immerse the child in elementary rules, without which further language learning will become much more difficult.

For example, the turnover “there is / are” is much easier to explain than to explain to the child the cases of the use of the verb “to be” in the singular and plural (especially if the student has not fully learned how to count!). This does not mean that in other cases, when it is necessary to substitute this verb, the child will make a mistake anyway, because somewhere he remembered something just like that — especially if the necessary rule is explained in the same simple and intelligible way.

Or, for example, a video is available on our website that teaches children about possessive and personal pronouns.

Although the student may not yet know such names (as a rule, they talk about this in the courses of his native language, and not a foreign one), in his speech he will still use them.

By remembering how «he» and «she» (and that everything that is not a person — «this») will be in English, the student will be able to use them in his speech, and this will greatly simplify it! A seemingly small step for a child, but a huge one — for fluent colloquial speech!

Choosing grammar exercises and rules for kids, Think a few times before giving them to your student. If the rule is explained by heavy words, the meaning of which has to be explained additionally, this will only cause aversion to the language and the learning process in general. The child wants to make it easy to learn — help him with this!

Source: https://www.lovelylanguage.ru/for-kids/grammar-kids

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

«All ingenious is simple.» This is how I would like to describe the times of the group Simple, because “simple” is translated into Russian “simple”, and the times themselves denote simple everyday actions.

To begin with, let’s figure out why the well-known Present Simple Tense is very often called Present Indefinite, and is there a difference between them.

Present simple very often describes an action where the time is not specified. In the examples I work in LA (Russian I work in Los Angeles) or I live in NY (Russian I live in New York) the verb expresses action in general; time, as such, is not specified.

That is why, Present Simple is also called Present indefinite , because «indefinite» is translated as «indefinite». And such a name in some cases better conveys the meaning of this time.

Despite the fact that Present Simple is called present, it does not always describe the action that is happening now, at the present time. For the action taking place at the moment of speaking, Present Continuous Tense is used.

So, as we see, Present simple и Present indefinite — these are just different names for the same time. By the way, in the Russian language, two terms are also used in translation: the present simple and the present indefinite.

In linguistics and English language teaching, you can find both names, but the frequency of the names may vary depending on the region and the preferences of the publishers printing textbooks for English learners.

Present Simple: pivot table

Support table: Rules for the formation of an affirmative form, negation and questions in Present Simple and its use in English

As you can see from the table, the verbs in the Present Simple of the affirmative form coincide with the infinitive form without the to particle in all persons. except for 3rd person singular adding an ending -s / -es.

Auxiliary verbs do / does can be found in questions and denials, and even then not always. For example, the verb be (Russian to be) and modal verbs can (Russian to be able), must (Russian to be due), need (Russian to need) form negative and interrogative forms in Present Simple without the help of an auxiliary verb.

In order that there are absolutely no questions left, let’s look at how the affirmative, negative and interrogative forms are formed in more detail and analyze everything with examples.

Present Simple Education Rules: Affirmative Sentences

Present Simple is called simple, since auxiliary verbs are not used to form its affirmative form. Below are the Present Simple rules and reference tables for the formation of affirmative, negative and interrogative forms in English.

Formation of the affirmative form Present Simple

Support table for the formation of the affirmative form in Present Simple and the rules for spelling the endings — (e) s for the 3rd person singular

Present Simple affirmative — one of the few, for the formation of which no auxiliary verb is required, but endings are used, and then only in the 3rd person singular.

To form an affirmative sentence in Present Simple, use first form of the verb (infinitive) no particle to after the subject (the subject performing the action). If the subject is in the 3rd person unit. numbers, the ending is added to the verb -(e) s

For example:

I work in a hotel: I — subject, work — verb

We dance every Sunday (Russian We dance every Sunday): We — subject, dance — verb

My son plays in a band: My son — subject, plays — verb

If the action is done by I (Russian I), you (Russian you, you), we (Russian we), they (Russian they), plural noun (boys — boys, dogs — dogs, friends — friends) , then the verb does not change in any way.

However, if the action is performed by he (Russian he), she (Russian she), it (Russian it, this, singular for inanimate objects), a singular noun (a girl is a girl, a cat is a cat, cat, a friend is a friend), then the ending -s is added to the verbs, sometimes -es.

Examples of affirmative sentences in Present Simple with translation:

ExamplesRussian translationExamplesRussian translation

I live in London	I live in London	He lives in London	He lives in London
You read books	Do you read books	She reads books	She reads books
We work in New York	We work in New York	My friend works in New York	My friend works in New York
They look nice	They look cute	It looks nice	It looks cute
My friends meet on Sundays	My friends meet on Sundays	He meets her after work	He meets her after work

Spelling rules for -s, -es endings in Present Simple

Let’s look at when verbs in Present Simple tense take the ending -s, and when -es, and when they do not follow the rules, that is, they are exceptions.

1. The ending is added to most verbs in Present Indefinite Tense in the 3rd person singular. -s:

play-plays

Source: https://ienglish.ru/blog/grammatika-angliiskogo-iazika/vremena-angliiskogo-glagola/present-simple-ili-nastoiaschee-vremia-v-angliiskom

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

The main meaning of the word, as noted above, is “to have”, “to own”, however, when translating into Russian, the structure “(someone) has” is often used.

• I have a delicious cake — I have a delicious cake.
• He has a new car — he has a new car.

In this meaning, the verb can be replaced with an alternative construction have got with the same meaning.

• I have got a funny rabbit — I have a funny rabbit.
• He has got a small kitten — he has a small kitten.

Both the individual verb and the have got construction are used when it comes to possession of something, in particular about family ties and diseases.

In some stable expressions (have a look, have breakfast, have a rest, etc.) the word got is not used.

Also, the verb to have changes its semantic meaning when it acts as a modal verb.

examples:

• We have to see him right now — we need to see him right now.
• You have to add some sugar — you need to add some sugar.

Grammar forms of the verb to have

As you can see, in the examples above, the two shapes alternate. So when is it written and when is has?

The have form in English is used with the pronouns I, you, we, they (I, you, you, we, they), has — only with the pronouns he, she, it (he, she, it). But this rule does not apply in all tenses: in the future tense (Future Simple), after the auxiliary verb will, have is put in all persons.

Tables will help you better understand these rules.

Present Simple Tense

IYouWeThey	HAVE	to book
He

Source: https://englishfull.ru/grammatika/glagol-to-have.html

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

In the present simple tense, to have has 2 forms: Have / has

Have — used with all persons, except for 3 liters. units h
has — only used with persons of 3 y. units h. (he, she, it)

Affirmative forms

I have — I have
we have — we have
You have — you have (you have)
They have — they have
He has — he has
She has — she has
It has — it has

He has a big house in London. — He has a big house in London (He has a big house in London).
They Have a nice flat. — They have a good apartment (They have a good apartment).

When we talk about owning something, in addition to have / has, the construction can be used have got / has got, which is most commonly used in colloquial speech and means the same as have / has. Got in this case does not matter, it just adjoins have / has. Please note that the design have got / has got is used only in present tense.I have got — I have
We have got — we have
You have got — you have (you have)
They have got — they have
He has got — he has
She has got — she has
It has got — it has

I have got a new car. — I have a new car (I have a new car).
He has got two children. — He has two children (He has two children).

Negative and interrogative forms

Negative and interrogative sentences are formed using an auxiliary verb do / does (for 3 liter units — he, she, it). To form a negation, you need to put the particle not after the auxiliary verb do / does. In negation, short forms are often used:

do not have = don’t have
does not-have = doesn’t have [dʌznt]

To form questions, do / does is placed at the beginning of the sentence, that is, it is placed before the subject. Please note that has is not used in negatives, as well as in questions, since 3 l. units h passed using does.

I don’t have / Do I have? — Yes, I do / No, I don’t.
We don’t have / Do we have? — Yes, we do / No, we don’t.
you don’t have / Do you have? — Yes, you do / No, you don’t.
They don’t have / Do they have? — Yes, they do / No, they don’t.
He doesn’t have / Does he have? — Yes, he does / No, he doesn’t.
She doesn’t have / Does she have? — Yes, she does / No, she doesn’t.
It doesn’t have / Does it have? — Yes, it does / No, it doesn’t.

Interrogative and negative sentences with have got

If turnover is used have got / has got, then no auxiliary verbs are required for questions and negations. Denial is formed according to the following formula, while more often it is still used in a short form:

Have + Note + g = haven’t got (short form)
has + Note + g = hasn’t got (short form)

For the formation of questions, have or has are brought forward, that is, they are put before the subject.

I haven’t got / Have I g? — Yes, I have / No, I haven’t.
We haven’t got / Have we g? — Yes, we have / No, we haven’t.
you haven’t got / Have you g? — Yes, you have / No, you haven’t.
They haven’t got / Have they g? — Yes, they have / No, they haven’t.
He hasn’t got / you he g? — Yes, he has / No, he hasn’t.
She hasn’t got / you she g? — Yes, she has / No, she hasn’t.
It hasn’t got / you it g? — Yes, it has / No, it hasn’t.

I don’t have a car. = I haven’t got a car. — I don’t have a car (I don’t have a car).
She doesn’t have a car. = She hasn’t got a car. — She doesn’t have a car (She doesn’t have a car).

Do you Have a car? = Have you g a car? — Do you have a car? (Do you have a car?)
Does she Have a car? = you she g a car? — Does she have a car? (Does she have a car?)

It should also be noted that the use of the do / does auxiliary verbs is typical of American English. In British, the phrase have got / has got is more often used, but you can also hear: Have you a car? I haven’t a car. This is also true, but it is used extremely rarely and sounds a little old-fashioned.

In the past and future tenses, to have is used as an ordinary semantic verb. As a reminder, the have got / has got turnover is used only in the present tense.

Still have questions on the topic? Ask them in the comments.

Source: https://myefe.ru/reference/verbs/verb-to-have

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

Now it’s time to invite the verb to be to the stage. To be means «to be», «to be», and it is he who will help us in the situations described above. That is, in English, instead of simply saying «This job is interesting,» we say: «This job IS interesting.»

“He is a good specialist” will become “He IS a good specialist”. “I’m at work” becomes “I AM at work”.

Thus, in all sentences where we describe someone or something and tell where we or someone is, the verb to be will act as an action.

Once upon a time in the Russian language the verb «to be» was used in the present tense. Everyone remembers the famous phrase «I am the king» from the movie «Ivan Vasilyevich changes his profession»? “I am” is nothing more than the modern “is”, which in the process of the evolution of the Russian language has ceased to be used in the present tense. So now we just say «I am the king» and not «I am the king.» But in English we have to say “I AM the king” for the sentence to sound right.

Forms of the verb to be in English

Our next step is to become familiar with the forms of the verb to be. At present, there are three of them: am, is and are — three managers, each of which is responsible for its own area:

• am is responsible for sentences in which the subject is the pronoun «I» (I);
• is is used when our subject is the pronouns «he», «she», «it», «this» and any nouns in the singular (bag, dog, book, work, my sister, etc.);
• are constructs sentences in which the subject is the pronouns «you», «you», «they», «we» as well as plural nouns (friends, problems, tasks, at home, etc.).

Let’s see how sentences with to be will be built in practice.

Russian sentenceEnglish sentence

She is busy. We are at work. My colleagues are free. It’s difficult. Your house is big. These problems are serious. I’m ready.	She is busy. We are at work. My colleagues are free. It is difficult. Your house is big. These problems are serious. I am ready.

In spoken English, to save time on pronunciation, it is customary to use the following abbreviations:

• I am → I’m.
• He is → He’s.
• She is → She’s.
• It is → It’s.
• You are → You’re.
• We are → We’re.
• They are → They’re.

Negation with the verb to be in English

Now let’s look at how to say «This is NOT difficult», «I am NOT busy», «They are NOT ready», that is, to build a denial. Negation is very simple: using the negative particle NOT, which is placed after am, is, or are. For example, «I am NOT busy» we will say this: I am NOT busy. Let’s look at examples:

Russian sentenceEnglish sentence

They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.	They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.

And here it was not without abbreviations adopted in colloquial English. The NOT particle is attached to the forms is and are, and this is what happens:

• is + not = isn’t;
• are + not = aren’t.

Oddly enough, but the am form does not participate in this abbreviation, and the amn’t variant in English does not exist.

• There is a separate article on denial in English on our blog.

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

— Know the alphabet, spell words (spelling). — Write words from the conversational topics covered. — Compose your own simple sentences according to the sample, supplement sentences with the necessary words. — Read short texts consisting of simple sentences, having previously listened to them in the recording.

— Maintain a small conversation, recognize the speech of the interlocutor and respond to it. — Understand the general content of short stories by ear and while reading. — Participate in simple dialogues: be able to say hello and say goodbye, apologize, thank, congratulate and respond to congratulations.

— Question the interlocutor using the questions “Who?”, “What?”, “Where?”, “When?”, “Whose?”. The volume of the dialogue is 2-3 remarks on each side.

— Compose a short story about yourself, a friend, family, home, animal according to the model for 6-7 sentences.

2. Grammar

Recall that at an early age grammar is given only in the form of ready-made phrases. Nevertheless, in the third grade they pay more attention to grammarthan in the second. And the first grammar exercises are introduced. Here’s what the child in this section should know:

— Grammar tenses: Present Simple, Present Continuous.
— Questions are general and with interrogative words: what, who, where, how. — Incentive sentences in the affirmative: Help me, please.
— The verb have got in affirmative, negative, interrogative sentences.

— The verb to be in affirmative, negative and interrogative sentences
— The modal verb can.
— The indefinite article a and the definite article the.
—The plural of a noun.
—Personal pronouns I, we, you, they, he, she, it.
—Demonstrative pronouns this, that, these, those.

—Prepositions of place: on, in, under, next to (at), in front of, behind, between.

3. Basic words and phrases

The third grader should review the vocabulary he learned last year and gradually learn new words and expressions:

Source: https://allright.com/blog/ru/2017/08/16/anglijskij-yazy-k-3-klass/

Present Continuous — present for a long time

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

Present Continuous Education

Affirmative suggestions:

I am playing	We are playing
You are playing	You are playing
He/she/it is playing	They are playing

Interrogative sentences:

Am I playing?	Are we playing?
Are you playing?	Are you playing?
Is he/she/it playing?	Are they playing?

Negative suggestions:

I am not playing	We are not playing
You are not playing	You are not playing
He/she/it is not playing	They are not playing

To put a verb in the tense form Present continuous, auxiliary verb required to be in the present tense and the present participle (Participle I) of the semantic verb.

To be in the present tense has three forms:

• am — 1 person, unit h. (I am shaving.)
• is — 3rd person, unit. h. (He is reading.)
• are — 2 person unit h. and all forms of pl. h. (They are sleeping.)

Personal pronouns and auxiliary verbs are often shortened to I’m, he’s, she’s, it’s, we’re, you’re, they’re.

The present participle (Participle I) can be obtained by adding the ending to the initial form of a significant verb -ing:

jump — jumping

live — living

В interrogative sentence the auxiliary verb is placed in front of the subject, and the significant verb remains after it:

Why are you laughing?
Why are you laughing?

Are you using this dictionary?
Are you using this dictionary?

В negative sentences the auxiliary verb is followed by a negative particle Note… Forms is и are at the same time can be reduced to is not и aren’t respectively.

She is not standing.
She’s not worth it.

Radio isn’t working.
The radio does not work.

Present Continuous Use Cases

Present Continuous Use Cases

• An indication of the process taking place directly at the time of the conversation:

the doctor is leading an operation now.
The doctor is now performing an operation.

Jack is talking on the phone at the moment.
Jack is currently on the phone.

• An action in the process of its development, but not necessarily occurring at the time of the conversation:

Are you still working in London?
Are you still working in London?

Chicago police are investigating the case.
Chicago police are investigating the case.

• Describing repetitive actions using words always, constantly, forever… As a rule, this refers to the characteristic properties and behavior of people, often with a negative connotation:

Why are you always interrupting people?
Why are you always interrupting people?

He is constantly Complaining about his brother.
He constantly complains about his brother.

• A planned action in the future, often with movement verbs:

We are landing in Heathrow in 20 minutes.
We will land at Heathrow in 20 minutes.

He is speaking at the conference this evening.
He’s speaking at a conference this evening.

Source: https://www.native-english.ru/grammar/present-continuous

How to clearly explain parts of speech to a child

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

lesson number 1

We present to your attention a lesson from the first grade of the School of Smart Children, where Lyubov Strekalovskaya explains how easily, unobtrusively, clearly and in a playful way, you can acquaint children with such concepts as words-objects (noun), words-actions (verbs) and words-signs (adjectives)?

This lesson is useful for primary school teachers, tutors, parents of first grade students and senior preschoolers

In the lesson, you will learn how to introduce children to the topic, how to dilute the questions of the noun who? what ?, what options for games can be used so that the child masters these concepts and does not confuse them.

This is enough for first graders.

In the second grade, in the Russian language lessons, children already thoroughly familiarize themselves with the parts of speech of the noun, adjective, verb, as well as some morphological features.

Any topic can discourage learning, or you can kindle sparks in the eyes of children. This is what Love does every day in its lessons.

lesson number 2

lesson number 2

We bring to your attention a lesson of the School of Smart Children on the topic of the noun.

This is how we recommend introducing this topic and explaining it to children if you are a family student, if you are a teacher or tutor, or you are simply not indifferent to the success and understanding of the child.

After the child has played with the teacher or mother in the games proposed in the video, then we recommend explaining to him the second part of speech — the verb.

In the school curriculum, the three parts of speech are often separated from each other in different weeks and even months of study, thereby children study the material discretely, without having a complete picture.

However, it has been scientifically proven that the use of learning «from general to specific» (ie when the entire volume of knowledge is visible) is much more effective. Therefore, it is important to introduce children to the three parts of speech almost simultaneously.

At the lesson «Speechlandia», which will be held on April 9, we will analyze all parts of the speech of the Russian language according to the method «from general to specific»

The card will be useful for students in grades 2-11, teachers and tutors, parents and those who are involved in family education.

This is the extraction of information and its presentation in the most convenient form for perception, memorization and work with it.

We will make a map of the parts of speech of the language, where we will determine not only the place in the language and the signs of the part of speech, the questions to which it answers and note the syntactic role, but also talk about how once and for all it is clear to explain the topic «Parts of Speech» to children so that they school teaching was simple and effective.

Join the training «Rechlandia» >>>

lesson number 3

lesson number 3

From the following video you will learn how to explain the topic to a child — the Verb.

Be sure to use the following games:

• You name the subject, baby the action
• Child names objects, you come up with actions
• You list the actions, the child guesses which object you have in mind
• You list the actions (smile, stand up, sit down) — the child performs
• You list activities and items. On the subject, the child should sit down, if he hears the word-action — jump

Finally, we move on to introducing the child to the adjective.

lesson number 4

lesson number 4

For some reason, it is this part of speech that is most difficult for primary school students. But Lyubov Strekalovskaya, Nikita and Kot Scientist easily bypassed all the pitfalls in their lesson, look:

The lessons presented are included in the materials of the «School for Smart Children».

The school for smart children is being actively updated.
Over the past week, lessons have been added or updated on subjects:

Grade 1 Math Grade 2 Math Grade 3 Math

Grade 4 math

Source: http://gladtolearn.ru/blog/kak-ponyatno-obyasnit-rebenku-chasti-rechi/

Personal pronouns. Present verb to be

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

What difficulties can arise with personal pronouns. What mistakes should be avoided

1) Some children confuse he and she. If your child turned out to be the same, then I suggest you try to introduce associations with pronouns.

For example, how we dealt with this problem:

The pronoun “he” is “he”. Remember this — the boys constantly giggle: «hee hee hee.»

The pronoun “she” is “she”. The son said — the girls constantly say QUIET: «shhhh».

2) Some children do not understand why their favorite teddy bear is not “he”, but the same “it” as any chair.

The son also disagreed for a long time that his bear, his tractor and his backpack were just “it”.

In this case, the child can be asked leading questions:

— your backpack is he or she? — it is him. — but how do you know that it is him? How did you define that? (Child shrugs) — So we can’t be sure if it’s a girl or a boy. He cannot tell us about it himself, and we cannot determine. Therefore, “it”. If it is not clear «he» or «she», then we say «it».

3) Some children get the impression that “it” is all inanimate nouns. Similarly with point 2, we explain and train the use of it on street dogs, neighbor cats and other animals.

4) Even adults sometimes do not know that if we know the sex of the animal, then we can apply “he” or “she” to it. Therefore, we take our favorite pets, the gender of which we know, and train on them.

5) If we do not know the sex of the child, then we can apply it to him. Some adults also make this mistake, accustomed to thinking that it is inanimate nouns and animals (i.e. everything except humans). But this is not the case. It is those whose gender we do not know.

6) Some children do not understand why “you” and “you” in English are “you”. As a consequence, consider “you” as a singular number and try to use the irregular form of the verb to be. It is imperative to explain to the child from the very beginning that the English never say “you”, but refer to each other as “you”. We can say that they do this out of great respect for each other.

Practicing pronouns with examples.

Practicing pronouns with examples.

Be sure to practice pronouns in all possible situations so that your child learns to identify the correct pronoun without hesitation. Pay special attention to all the points described in the previous section “What can be difficult with personal pronouns”.

For example, how we worked out personal pronouns of the 3rd person:

— Here is dad — is it he or she? — He— Right, and mom? — She— And our dog? We know for sure that she is a girl with us. «So she— And that dog over there outside the window?» Is she a girl or a boy? — I don’t know who she is. So it.— Correct. We cannot determine whether he or she is, so it is not clear who, i.e. it.

(a film is shown on TV, a woman is walking, she has a child in her sling)

— Who is this woman? She, he, or it is not clear who? — She, She. — Right. And the child? She, he, or is it not clear what? The baby has nothing pink or blue. Neither dress nor shorts are visible. So who is he? ”“ He is not clear who. ”“ That’s right, it means it.

At stages 2 and 3, we similarly work out the plural and first person pronouns.

Take the definition of pronouns to an automaton.

After everything is mastered, we move on to working out the verb to be.

Present verb to be

Present verb to be

How to explain to a child the need for is / are / am in the present tense?

How to explain to a child the need for is / are / am in the present tense?

If the child is very small, then he does not need any explanation. He just remembers and takes everything for granted.

But older children often have a question — why does some is appear in a sentence and why is it needed.

If the child is already well versed in tense, then you can try to explain to him this form of the verb to be as an indicator of tense with the help of leading questions. For example:

“Where were you last night?” “I was at home.” “How can we understand from your phrase that it was just yesterday, and not today? What word refers to the past time? ”“ Was. ”“ Right. Now tell me, where will you be tomorrow night? ”“ I’ll be home. ”“ What word from your phrase shows that it will be tomorrow, not now? ”“ I will. ”“ Right. Where are you now? — I’m home. — What word from your phrase shows that this is happening right now? — There is no such word. — That’s right. The word indicating time disappeared from the sentence. And the English don’t know how to speak like that. They definitely need the word indicating the time to always be. Otherwise, they will not know it in the past, present or future. Therefore, instead of saying “I am at home” we should say “I am at home”. “I was at home” — yesterday, “I am at home” — today, “I will be at home” — tomorrow. In Russian, we also use a word indicating time, but in the present tense we skip it. The British must not be allowed to pass.

But what if the child is still not big enough to understand such explanations, but “is” somehow needs to be remembered? After all, often the child is not satisfied with the explanation that “is” is “is” and it just needs to be used and that’s it. The child needs to clearly understand how to check whether is is needed here or not.

In this case, try to present “is” as a helper that points out the questions “Who? Where? What / What? ”.

• She (who) is a girl.
• She (what) is a good girl.
• She (where) is in the room.

And before the child builds a phrase, he must ask himself a test question. If the question is — Who? Which? Or Where ?, then you need to put “is”.

Of course, this is a longer thought process, but on the other hand, the child can clearly check himself and not make mistakes. It is important at the very beginning to work out the correct independent construction of the sentence, and very quickly the child will begin to use “is” automatically without hesitation.

In steps 2 and 3, we explain “are” and “am” in the same way.

Affirmative sentences in Present Simple with the verb to be

Affirmative sentences in Present Simple with the verb to be

We practice the construction of simple sentences with the present tense verb to be and passed pronouns.

For the pronouns he / she / it / they, we can use the noun cards we have already passed.

• he is a boy
• He is a good boy
• He is a man
• He is a father
• He is a doctor
• She is a sister
• She is a good girl
• She is a woman
• She is a teacher
• It is a dog
• it is a cat
• They are cats
• They are girls
• They are dogs etc.

We train “I am”, “they are”, “we are” and “you are” on the child, ourselves and other household members.

Do not forget about the abbreviated form of the verb to be.

Source: https://vk.com/@-50267039-week3

Chronicles of irregular verbs

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

Who invented irregular verbs?

For the existence of irregular verbs in the English language, thank the Angles and Saxons. These guys belonged to the Germanic tribes that invaded England about 1500 years ago. Their languages ​​merged into Anglo-Saxon, the Englisc language, which we now call Old English.

Old English

=

Anglo-SaxonEngliscOld English

Old English lasted about 400 years; today this language would seem foreign to any native speaker of English. Now it is a dead language, but it has not been forgotten. Traces of it are preserved in modern speech, for example (ta-dam!) In the form of most irregular verbs.

Middle English and Modern English: If there are no rules, they should be made up 

Middle English and Modern English: If there are no rules, they should be made up 

In the Middle Ages, around the 1100s and 1450s, England was flooded with local dialects, each with its own vocabulary and syntax. Nobody taught grammar at school, nobody cared about mistakes. There were more important things: hunger, for example, or the bubonic plague.

In the XNUMXth century, with the invention of the printing press, the era of modern English began. At the same time, people who wrote were faced with a new problem. Sending a message to the other side of the country meant sending it to someone who was familiar with a completely different vocabulary and syntax.

And the spelling was a complete mess! Suddenly, the rules didn’t seem like such a bad idea. London at that time was the center of political and economic life — and also the center of printing. What the London printers decided became the rule. Finally, the rules took shape only by the XNUMXth century. They were the bible for typographers who translated handwritten text into print.

School teachers have tried to bring the English language into shape by creating a written set of rules. However, their attempts to apply the rules of the Latin language to English were often unsuccessful. They gave rise to a number of quirky features of English grammar.

In Latin, for example, it is impossible to split the infinitive, since the infinitive is one word there. In English, the infinitive is formed from two words: the particle to plus the verb, for example, to eat, to walk, and it would seem that you can insert the word between them. But the rules state strictly: no split infinitives.

What could be more difficult than irregular verbs ?.

What could be more difficult than irregular verbs ?.

So, irregular verbs are a legacy of the distant past. Believe it or not, Old English’s conjugation rules were even more complex. The regular verbs we know were called “weak” verbs in Old English, and there were at least seven types of “strong” verbs in it.

Many of our irregular verbs originated from the latter — that is why they do not change according to a single pattern. In fact, there are several samples. So bring and think become brought and thought, lead and feed — led and fed.

Some verbs do not change: hit and let remain hit and let in the past tense (you can read more about groups of irregular verbs in a special article).

Your (yes, yours!) Contribution to the evolution of irregular verbs

Your (yes, yours!) Contribution to the evolution of irregular verbs

The English language has simplified over time, and many verbs have become correct from irregularities. Languages ​​are simplified when the number of adults studying them increases — especially when they learn not from textbooks, but in a linguistic environment, perceiving foreign speech by ear. This is what happened to the English language on its way from Old English to modern.

Why are the most important verbs in English wrong?

Why are the most important verbs in English wrong?

Researchers at Harvard have found an interesting pattern: the more a verb is used, the more likely it is to remain irregular. Scientists cited evolution in biology for comparison: mutations in the most important genes are the least likely to be inherited.

Proof: Each of the 10 most used verbs in English is incorrect:

be (to be)	was / were	Been
have (to have)	HAD	HAD
do (to do)	did	done
will	would
can	Could

Source: https://skyeng.ru/articles/hroniki-nepravilnyh-glagolov

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

Few rules

The verb to be in translation means «to be». And it is used in almost EVERY sentence of the English language. How? — you ask. — And the sentences «I’m beautiful», «I’m a schoolboy», «Are you at home?», «I’m in the classroom»? The answer is simple: in English this verb is helped by 3 little friends who, in Russian, simply remain invisible. These are verbs am, is, are.

The use of the verbs am, is, are can be remembered by the example of your family. If we talk about ourselves as beloved, then we use the form am… If a sister, brother, or even a cat lives with you, then you can talk about each of them is… But you need to talk about parents together are .

See:

By the way, I also have for you funny videowhich we recorded with daughter — there we talk about what you can tell about yourself in English, using the given verb… Interesting? Look, show your guys and remember:

Exercises

Exercises

Let’s practice verb forms. If your child went to grade 1, then the most important thing for him now is to remember which form is used with which pronoun.

Exercise 1:
Insert the correct form of the verb to be: am, is, are.

1. I _____ a girl.
2. He ____ my brother.
3. She____ my sister.
4. I____ from London.
5. He____ 17 years old.
6. She ___ a student.
7. They____ our parents.
8. We____ a family.
9. It ____ our dog.
10. You____ our friend.

Once in grade 2, his vocabulary will be much larger and he can already put verb forms without the presence of explicit pronouns.

Exercise 2:

Source: https://lizasenglish.ru/anglijskij-dlya-detej/to-be-uprazhneniya.html

English for children from 0 to 3 years old

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

Why do babies under three years old need English?

Opponents of early learning of a foreign language believe that this can cause delayed speech, speech therapy and other problems. Without indefinitely weighing all the existing pros and cons, I will point out two main reasons that prompted me to resolve this issue positively.

1. It is much easier to teach a child a foreign language up to three years old than an older child (I was convinced of this from personal experience).
2. It is incredibly interesting to study a foreign language together with your baby! The child is madly in love with this and causes a flurry of positive emotions, of course, subject to certain conditions.

Learning is not a burden, but a joy

Learning is not a burden, but a joy

In order not to deviate too much from the main topic, I will outline the points of the most significant provisions that help to make the «lessons» of a foreign language as exciting and effective as possible.

1. Positive thinking and belief in the unlimited creative and mental capabilities of a person.
2. The absence of any violence, including in the form of coercion, rigid programs and schedules of classes, attempts to obsessively ask questions and «pull» answers to check what has been learned, and so on. Even subtle pressure or intent to exercise can cause long-lasting negative reactions and weaken emotional contact. This rule is almost impossible to implement in early development groups that require at least a schedule of classes. The smaller the child, the more unacceptable the pressure on him! It is reasonable to assume here that if parents follow this rule one hundred percent, the children will not study at all, so I will dwell in a little more detail on the next point 3.
3. Parental sensitivity and pedagogical insight, that is, the ability to notice what the child is interested in at the moment, respond in a timely manner to the needs of the baby / toddler, and, using all his intellectual baggage, turn this seemingly fleeting manifestation of a simple child’s curiosity into an exciting «activity» …
4. The willingness and desire of the parents themselves to develop and learn. It is impossible to grasp the immensity. And yet — if you do not know how to teach your child to draw — buy a suitable drawing textbook for the little ones. If you decided to study a foreign language with your child, apply for the courses yourself. Search and try different options, create, study! Your efforts will not go to waste, because the willingness of parents to learn and develop will help today’s kids grow up to be socially active and creative people.
5. Ability to praise in time

Many adults are passionate about criticism and teaching. Praising is another important skill worth learning. You can express your approval to the child wordlessly, with the help of words and in a complex way.

Wordless praise can include cheering, shaking hands, kissing, whirling, hugging, and tossing as well as cheering on the head.

You can learn how to express your delight with gestures from a boxer who won a fight, a cyclist who won a race, a football player who scored a goal, in general, from athletes, or, for example, from a connoisseur from “What? Where? When? ”, Which gave the correct answer to a difficult question.

Praise expressed in words does not have to be like a panegyric. Often they confine themselves to the words «well done» or «clever» and this is quite enough.

In different situations, you can use other expressions and exclamations: Russian “Wow! How brave / smart you are! ”,“ How clever / quick-witted you are! ”,“ You did a good job! ”,“ I can’t believe it! ”,“ Brilliant! ”,“ Keep it up! ”, Or English“ Well done! ” , “Good job!”, “You’re golden!”, “I knew, you could do it!”, “You’re perfect!”, “You’re the best!”, “You’re the champion! «,» Excellent! » and a host of others.

Complex praise refers to the simultaneous use of gestures, actions, and words.

Of course, all of the above provisions relate to education and developmental education in general, but let’s move on directly to the issues of learning English.

Principles of teaching English to children from 0 to 3 years old

Principles of teaching English to children from 0 to 3 years old

The main principles of training are:

• preserving the physical and mental health of children;
• taking into account the peculiarities of the psychological development of children under three years of age, the visual-effective nature of the thinking of children of a given age (that is, cognition of the world around them occurs in the process of real object manipulations), and the leading type of activity (which is object-manipulative play).
• correspondence of educational material to the level of anatomical, physiological, mental and mental development of children;
• accessibility and visibility;
• communicative focus;
• personal orientation;
• interconnected / integrated teaching of the types of speech activity, listening, speaking

Learning objectives

Learning objectives

The goal of teaching English to children aged 0 to 3 years is to promote the full, timely development of the child, the development of his intellectual, emotional and social spheres in the process of mastering the basics of English-speaking communication.

The practical goal of training is the formation of elementary English-speaking communicative competence. The communicative competence of a child under three years of age is formed as the speech, linguistic and sociocultural competences develop.

Speech competence implies the acquisition and development of listening and speaking skills. This is nothing more than the ability to adequately and appropriately use the language in specific situations. Linguistic competence combines phonetic, lexical and grammatical competence.

Sociocultural competence includes regional and linguistic and cultural competence.

Thus, the practical goal of teaching English to children from 0 to 3 years old presupposes that children master listening and speaking skills sufficient to either adequately respond to what they hear, or enter into verbal contact with the interlocutor, maintain a conversation, receive and transmit elementary information. related to the content of children’s communication, finish communication, etc., and not just say some words or phrases in English.

Learning objectives

Learning objectives

• purposefully teach communication in English within those spheres of communication that are associated with the world of early childhood;
• to acquaint children with the elements of the English-speaking socioculture;
• to form a positive attitude towards the outside world.

Where to start?

Where to start?

If you decide to study a second language with your child, generally foreign to your native culture, the first step is to try to artificially create a different language environment and learn to feel comfortable in it.

Young children do just fine without explaining the rules of grammar or phonetics.

And the only way to form in children under three years of age cognitive motives and interest in a foreign language is the interweaving of these motives and interests in the subject-manipulative game and the visual-effective nature of the presentation of linguistic samples.

Teaching children under three years old English begins with the formation of the ability to perceive English by ear. Listening is not only the perception of messages, but also the preparation in the inner speech of a response to what was heard. Listening prepares speaking, it contributes to mastering the sound side of the language, phonemic composition, intonation, speech patterns.

While playing with a small child, we quite often imitate the clatter of hooves, the barking of a dog, the buzzing of a bee, etc. In the same way, you can try to «present» the sounds of the English language (in English there are 44 sounds, 20 vowels and 24 consonants).

The number of sounds and the duration of the «presentation» itself should be chosen according to the principle of parental sensitivity, you should see whether the child likes it or not. Thus, the child’s phonetic competence will gradually form.

If you are not sure of the pronunciation, or are not at all familiar with the sound composition of the target language, take as many lessons from a specialist as you need.

The child should often hear English speech, children’s songs, rhymes, fairy tales in English.

What materials should I use?

What materials should I use?

Anything, as long as they come from the country you are studying, and if they are related to the world of childhood. These are toy books, fairy tales, alphabets, music CDs, disks with cartoons or films, and other video or audio resources from the Internet.

When choosing materials, take into account the age of the child — for babies, English nursery rhymes and simple English songs are more suitable, and video materials can be offered to older children.

Many rhyme rhymes are ready-made finger, gesture or other active educational games. They can be found on English-language sites, or, for example, in. Just type in any search engine the name of the desired poem / song and choose any option you like.

The work on the verse is carried out in several stages:

• preliminary study of lexical and grammatical material (performed by the parent);
• working out difficult words in pronunciation, intonation, rhythm (performed by the parent)
• expressive reading of the rhyme aloud (performed by the parent);
• primary listening to a rhyme by a child, with a visual and effective support, for example, on a drawing or visual actions;
• reinforce understanding of the content;
• learn a rhyme by heart;
• show the child finger or gesture play based on the content of this rhyme, and periodically invite the child to play it, but, I will not tire of repeating, in suitable situations or when the child himself wants to play it; depending on the age, the listed actions can be performed by the parent or the child himself.
• repeat the rhyme in real life situations

Modern collections such as Mother Goose Books include over 700 children’s poems, songs, counting rhymes, riddles and tongue twisters.

In the first three years of life, it is quite possible to master 100 or more of these rhymes or songs. With frequent listening, singing or reading, these rhymes and songs are easy to learn from memory and use at suitable moments.

For example, when you put your baby to bed, you can shake him in your arms and read a rhyme / sing a song Rock-a-bye, Baby, and with the final words Down will come baby, cradle and all — imitate a smooth fall and lower the baby into the crib.

When your child is jumping in the crib, you can read Three Little Monkeys Jumping on the Bed. When you feed the ducks in the pond, you can think of the rhyme Bread for the Ducks. Repeat Here’s a Ball for Baby while playing the ball.

And toes can be counted with Five Little Pigs / This Little Pig Went to Market, etc.

Here is a small list of resources that can be useful for children under three years old:

• Blue’s clues
• Dr. Seuss’s ABC book / DVD

Source: http://begin-english.ru/article/english-0-3/

English grammar for kids

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

How are children’s rules different from adults?

While the answer may seem obvious at first, few parents — not even teachers! — take into account that the brains of a child and an adult who wrote a textbook are very different. If you show a four-year-old boy all the cases of using at least Present Simple, he will most likely grab his head — is there so much to learn ?! Remember how in childhood we were all afraid of huge bricks of texts that had to be memorized by heart. Therefore, such a reaction is fully justified.

Even if the child manages to remember each use case, he is unlikely to understand what to do with this information, and how it relates to reality. It is much easier for an adult to see a complete system in a language, but English grammar for children — it is memorization of ready-made forms and a simple explanation in which cases which form is used. Well, in order not to have to cram, there are simplified forms.

In advanced textbooks (for example, for students in grades 5-7), simple topics such as Present Simple are covered again — with the addition of information. A fifth grader will assimilate this information easier, pouring new data into long-prepared forms, so he will still remember that Present Simple is used to tell about the schedule, eternal truths — well, and everything else. But if there are still a few years before grade 5, why rush things and once again torment the child with complex rules?

How can a child learn grammar?

How can a child learn grammar?

An easy-to-understand English grammar for children should, first of all, be presented in an accessible form.

This means only that the child does not want to read a huge article explaining, for example, the need for an article in English, but if it is presented in a small table that can be printed and carried around as a cheat sheet, it will be much easier for the child.

By the way, this is how visuals learn English grammar for children, for which it is easier to remember how something looks, and later reproduce a table with all the data in memory.

That is why the site contains a variety of forms for providing rules. Poems, riddles, proverbs, songs — anything that will make it easier for the student to learn the indomitable grammatical beast, and, of course, a simple explanation that will allow you to understand and remember the rule.

If visuals can enjoy spreadsheets, those with a developed ear will definitely appreciate songs with simple motives that are often attached — even to adults, after which they annoy them somewhat.

And those children who like to use their brains can hover over riddles and, rereading them over and over again, trying to get to the bottom of it, they will also remember everything.

In short, on our site there are exercises for a child with any type of thinking and memorization.

What rules will he learn?

What rules will he learn?

A small child who has just begun to learn the basics of the English language does not have to memorize hundred-kilometer formulas for building sentences in different grammatical structures and times. To begin with, it is enough to immerse the child in elementary rules, without which further language learning will become much more difficult.

For example, the turnover “there is / are” is much easier to explain than to explain to the child the cases of the use of the verb “to be” in the singular and plural (especially if the student has not fully learned how to count!). This does not mean that in other cases, when it is necessary to substitute this verb, the child will make a mistake anyway, because somewhere he remembered something just like that — especially if the necessary rule is explained in the same simple and intelligible way.

Or, for example, a video is available on our website that teaches children about possessive and personal pronouns.

Although the student may not yet know such names (as a rule, they talk about this in the courses of his native language, and not a foreign one), in his speech he will still use them.

By remembering how «he» and «she» (and that everything that is not a person — «this») will be in English, the student will be able to use them in his speech, and this will greatly simplify it! A seemingly small step for a child, but a huge one — for fluent colloquial speech!

Choosing grammar exercises and rules for kids, Think a few times before giving them to your student. If the rule is explained by heavy words, the meaning of which has to be explained additionally, this will only cause aversion to the language and the learning process in general. The child wants to make it easy to learn — help him with this!

Source: https://www.lovelylanguage.ru/for-kids/grammar-kids

Present Simple: rules, tables and example sentences in the present tense in English

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

Which is correct: Present Simple or Present Indefinite?

«All ingenious is simple.» This is how I would like to describe the times of the group Simple, because “simple” is translated into Russian “simple”, and the times themselves denote simple everyday actions.

To begin with, let’s figure out why the well-known Present Simple Tense is very often called Present Indefinite, and is there a difference between them.

Present simple very often describes an action where the time is not specified. In the examples I work in LA (Russian I work in Los Angeles) or I live in NY (Russian I live in New York) the verb expresses action in general; time, as such, is not specified.

That is why, Present Simple is also called Present indefinite , because «indefinite» is translated as «indefinite». And such a name in some cases better conveys the meaning of this time.

Despite the fact that Present Simple is called present, it does not always describe the action that is happening now, at the present time. For the action taking place at the moment of speaking, Present Continuous Tense is used.

So, as we see, Present simple и Present indefinite — these are just different names for the same time. By the way, in the Russian language, two terms are also used in translation: the present simple and the present indefinite.

In linguistics and English language teaching, you can find both names, but the frequency of the names may vary depending on the region and the preferences of the publishers printing textbooks for English learners.

Present Simple: pivot table

Present Simple: pivot table

Support table: Rules for the formation of an affirmative form, negation and questions in Present Simple and its use in English

As you can see from the table, the verbs in the Present Simple of the affirmative form coincide with the infinitive form without the to particle in all persons. except for 3rd person singular adding an ending -s / -es.

Auxiliary verbs do / does can be found in questions and denials, and even then not always. For example, the verb be (Russian to be) and modal verbs can (Russian to be able), must (Russian to be due), need (Russian to need) form negative and interrogative forms in Present Simple without the help of an auxiliary verb.

In order that there are absolutely no questions left, let’s look at how the affirmative, negative and interrogative forms are formed in more detail and analyze everything with examples.

Present Simple Education Rules: Affirmative Sentences

Present Simple Education Rules: Affirmative Sentences

Present Simple is called simple, since auxiliary verbs are not used to form its affirmative form. Below are the Present Simple rules and reference tables for the formation of affirmative, negative and interrogative forms in English.

Formation of the affirmative form Present Simple

Formation of the affirmative form Present Simple

Support table for the formation of the affirmative form in Present Simple and the rules for spelling the endings — (e) s for the 3rd person singular

Present Simple affirmative — one of the few, for the formation of which no auxiliary verb is required, but endings are used, and then only in the 3rd person singular.

To form an affirmative sentence in Present Simple, use first form of the verb (infinitive) no particle to after the subject (the subject performing the action). If the subject is in the 3rd person unit. numbers, the ending is added to the verb -(e) s

For example:

I work in a hotel: I — subject, work — verb

We dance every Sunday (Russian We dance every Sunday): We — subject, dance — verb

My son plays in a band: My son — subject, plays — verb

If the action is done by I (Russian I), you (Russian you, you), we (Russian we), they (Russian they), plural noun (boys — boys, dogs — dogs, friends — friends) , then the verb does not change in any way.

However, if the action is performed by he (Russian he), she (Russian she), it (Russian it, this, singular for inanimate objects), a singular noun (a girl is a girl, a cat is a cat, cat, a friend is a friend), then the ending -s is added to the verbs, sometimes -es.

Examples of affirmative sentences in Present Simple with translation:

ExamplesRussian translationExamplesRussian translation

I live in London	I live in London	He lives in London	He lives in London
You read books	Do you read books	She reads books	She reads books
We work in New York	We work in New York	My friend works in New York	My friend works in New York
They look nice	They look cute	It looks nice	It looks cute
My friends meet on Sundays	My friends meet on Sundays	He meets her after work	He meets her after work

Spelling rules for -s, -es endings in Present Simple

Spelling rules for -s, -es endings in Present Simple

Let’s look at when verbs in Present Simple tense take the ending -s, and when -es, and when they do not follow the rules, that is, they are exceptions.

1. The ending is added to most verbs in Present Indefinite Tense in the 3rd person singular. -s:

play-plays

Source: https://ienglish.ru/blog/grammatika-angliiskogo-iazika/vremena-angliiskogo-glagola/present-simple-ili-nastoiaschee-vremia-v-angliiskom

The Tale of the Auxiliaries Do and Does

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

Lexical meaning of the verb to have

The main meaning of the word, as noted above, is “to have”, “to own”, however, when translating into Russian, the structure “(someone) has” is often used.

• I have a delicious cake — I have a delicious cake.
• He has a new car — he has a new car.

In this meaning, the verb can be replaced with an alternative construction have got with the same meaning.

• I have got a funny rabbit — I have a funny rabbit.
• He has got a small kitten — he has a small kitten.

Both the individual verb and the have got construction are used when it comes to possession of something, in particular about family ties and diseases.

In some stable expressions (have a look, have breakfast, have a rest, etc.) the word got is not used.

Also, the verb to have changes its semantic meaning when it acts as a modal verb.

examples:

• We have to see him right now — we need to see him right now.
• You have to add some sugar — you need to add some sugar.

Grammar forms of the verb to have

Grammar forms of the verb to have

As you can see, in the examples above, the two shapes alternate. So when is it written and when is has?

The have form in English is used with the pronouns I, you, we, they (I, you, you, we, they), has — only with the pronouns he, she, it (he, she, it). But this rule does not apply in all tenses: in the future tense (Future Simple), after the auxiliary verb will, have is put in all persons.

Tables will help you better understand these rules.

Present Simple Tense

Present Simple Tense

IYouWeThey	HAVE	to book
He

Source: https://englishfull.ru/grammatika/glagol-to-have.html

The verb to have in English

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

Forms of the verb to have in the present simple tense (in Present Simple)

In the present simple tense, to have has 2 forms: Have / has

Have — used with all persons, except for 3 liters. units h
has — only used with persons of 3 y. units h. (he, she, it)

Affirmative forms

Affirmative forms

I have — I have
we have — we have
You have — you have (you have)
They have — they have
He has — he has
She has — she has
It has — it has

He has a big house in London. — He has a big house in London (He has a big house in London).
They Have a nice flat. — They have a good apartment (They have a good apartment).

When we talk about owning something, in addition to have / has, the construction can be used have got / has got, which is most commonly used in colloquial speech and means the same as have / has. Got in this case does not matter, it just adjoins have / has. Please note that the design have got / has got is used only in present tense.I have got — I have
We have got — we have
You have got — you have (you have)
They have got — they have
He has got — he has
She has got — she has
It has got — it has

I have got a new car. — I have a new car (I have a new car).
He has got two children. — He has two children (He has two children).

Negative and interrogative forms

Negative and interrogative forms

Negative and interrogative sentences are formed using an auxiliary verb do / does (for 3 liter units — he, she, it). To form a negation, you need to put the particle not after the auxiliary verb do / does. In negation, short forms are often used:

do not have = don’t have
does not-have = doesn’t have [dʌznt]

To form questions, do / does is placed at the beginning of the sentence, that is, it is placed before the subject. Please note that has is not used in negatives, as well as in questions, since 3 l. units h passed using does.

I don’t have / Do I have? — Yes, I do / No, I don’t.
We don’t have / Do we have? — Yes, we do / No, we don’t.
you don’t have / Do you have? — Yes, you do / No, you don’t.
They don’t have / Do they have? — Yes, they do / No, they don’t.
He doesn’t have / Does he have? — Yes, he does / No, he doesn’t.
She doesn’t have / Does she have? — Yes, she does / No, she doesn’t.
It doesn’t have / Does it have? — Yes, it does / No, it doesn’t.

Interrogative and negative sentences with have got

Interrogative and negative sentences with have got

If turnover is used have got / has got, then no auxiliary verbs are required for questions and negations. Denial is formed according to the following formula, while more often it is still used in a short form:

Have + Note + g = haven’t got (short form)
has + Note + g = hasn’t got (short form)

For the formation of questions, have or has are brought forward, that is, they are put before the subject.

I haven’t got / Have I g? — Yes, I have / No, I haven’t.
We haven’t got / Have we g? — Yes, we have / No, we haven’t.
you haven’t got / Have you g? — Yes, you have / No, you haven’t.
They haven’t got / Have they g? — Yes, they have / No, they haven’t.
He hasn’t got / you he g? — Yes, he has / No, he hasn’t.
She hasn’t got / you she g? — Yes, she has / No, she hasn’t.
It hasn’t got / you it g? — Yes, it has / No, it hasn’t.

I don’t have a car. = I haven’t got a car. — I don’t have a car (I don’t have a car).
She doesn’t have a car. = She hasn’t got a car. — She doesn’t have a car (She doesn’t have a car).

Do you Have a car? = Have you g a car? — Do you have a car? (Do you have a car?)
Does she Have a car? = you she g a car? — Does she have a car? (Does she have a car?)

It should also be noted that the use of the do / does auxiliary verbs is typical of American English. In British, the phrase have got / has got is more often used, but you can also hear: Have you a car? I haven’t a car. This is also true, but it is used extremely rarely and sounds a little old-fashioned.

In the past and future tenses, to have is used as an ordinary semantic verb. As a reminder, the have got / has got turnover is used only in the present tense.

Still have questions on the topic? Ask them in the comments.

Source: https://myefe.ru/reference/verbs/verb-to-have

Use of the verb to be: how, where and why

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

The verb to be in English

Now it’s time to invite the verb to be to the stage. To be means «to be», «to be», and it is he who will help us in the situations described above. That is, in English, instead of simply saying «This job is interesting,» we say: «This job IS interesting.»

“He is a good specialist” will become “He IS a good specialist”. “I’m at work” becomes “I AM at work”.

Thus, in all sentences where we describe someone or something and tell where we or someone is, the verb to be will act as an action.

Once upon a time in the Russian language the verb «to be» was used in the present tense. Everyone remembers the famous phrase «I am the king» from the movie «Ivan Vasilyevich changes his profession»? “I am” is nothing more than the modern “is”, which in the process of the evolution of the Russian language has ceased to be used in the present tense. So now we just say «I am the king» and not «I am the king.» But in English we have to say “I AM the king” for the sentence to sound right.

Forms of the verb to be in English

Forms of the verb to be in English

Our next step is to become familiar with the forms of the verb to be. At present, there are three of them: am, is and are — three managers, each of which is responsible for its own area:

• am is responsible for sentences in which the subject is the pronoun «I» (I);
• is is used when our subject is the pronouns «he», «she», «it», «this» and any nouns in the singular (bag, dog, book, work, my sister, etc.);
• are constructs sentences in which the subject is the pronouns «you», «you», «they», «we» as well as plural nouns (friends, problems, tasks, at home, etc.).

Let’s see how sentences with to be will be built in practice.

Russian sentenceEnglish sentence

She is busy. We are at work. My colleagues are free. It’s difficult. Your house is big. These problems are serious. I’m ready.	She is busy. We are at work. My colleagues are free. It is difficult. Your house is big. These problems are serious. I am ready.

In spoken English, to save time on pronunciation, it is customary to use the following abbreviations:

• I am → I’m.
• He is → He’s.
• She is → She’s.
• It is → It’s.
• You are → You’re.
• We are → We’re.
• They are → They’re.

Negation with the verb to be in English

Negation with the verb to be in English

Now let’s look at how to say «This is NOT difficult», «I am NOT busy», «They are NOT ready», that is, to build a denial. Negation is very simple: using the negative particle NOT, which is placed after am, is, or are. For example, «I am NOT busy» we will say this: I am NOT busy. Let’s look at examples:

Russian sentenceEnglish sentence

They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.	They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.

And here it was not without abbreviations adopted in colloquial English. The NOT particle is attached to the forms is and are, and this is what happens:

• is + not = isn’t;
• are + not = aren’t.

Oddly enough, but the am form does not participate in this abbreviation, and the amn’t variant in English does not exist.

• There is a separate article on denial in English on our blog.

Questions with the verb to be in English

English Grade 3: What a Child Should Know

First time in third grade? But this is not the first time for the AllRight.com team. Our job is to know exactly what will happen to the child in the English lesson. Read the list of the most important skills in third graders and make your own to-do list.

Marina Dukhanina — Allright.com instructor

As a rule, a third grader is more aware of the educational process. You don’t recognize a former dreamer in a kid: the child tries to follow the model in everything, constantly checks against the template. During this period, the English language program becomes significantly more complicated. Let’s look at what a child should know and be able to do by the end of the third year.

1. Skills and skills

— Know the alphabet, spell words (spelling). — Write words from the conversational topics covered. — Compose your own simple sentences according to the sample, supplement sentences with the necessary words. — Read short texts consisting of simple sentences, having previously listened to them in the recording.

— Maintain a small conversation, recognize the speech of the interlocutor and respond to it. — Understand the general content of short stories by ear and while reading. — Participate in simple dialogues: be able to say hello and say goodbye, apologize, thank, congratulate and respond to congratulations.

— Question the interlocutor using the questions “Who?”, “What?”, “Where?”, “When?”, “Whose?”. The volume of the dialogue is 2-3 remarks on each side.

— Compose a short story about yourself, a friend, family, home, animal according to the model for 6-7 sentences.

2. Grammar

Recall that at an early age grammar is given only in the form of ready-made phrases. Nevertheless, in the third grade they pay more attention to grammarthan in the second. And the first grammar exercises are introduced. Here’s what the child in this section should know:

— Grammar tenses: Present Simple, Present Continuous.
— Questions are general and with interrogative words: what, who, where, how. — Incentive sentences in the affirmative: Help me, please.
— The verb have got in affirmative, negative, interrogative sentences.

— The verb to be in affirmative, negative and interrogative sentences
— The modal verb can.
— The indefinite article a and the definite article the.
—The plural of a noun.
—Personal pronouns I, we, you, they, he, she, it.
—Demonstrative pronouns this, that, these, those.

—Prepositions of place: on, in, under, next to (at), in front of, behind, between.

3. Basic words and phrases

The third grader should review the vocabulary he learned last year and gradually learn new words and expressions:

Source: https://allright.com/blog/ru/2017/08/16/anglijskij-yazy-k-3-klass/

Present Continuous — present for a long time

Group times Continuous indicate a process, an action that continues at a certain moment in the past, present or future.

Sally is doing her homework at the moment.
Sally is doing her homework right now.

Dad and me are fishing now.
Dad and I are fishing right now.

Time Present continuous usually indicates a process that continues immediately at the time of speech. This can be indicated by context or words such as:

now — now

at the moment — at the moment

etc.

Present Continuous Education

Affirmative suggestions:

I am playing	We are playing
You are playing	You are playing
He/she/it is playing	They are playing

Interrogative sentences:

Am I playing?	Are we playing?
Are you playing?	Are you playing?
Is he/she/it playing?	Are they playing?

Negative suggestions:

I am not playing	We are not playing
You are not playing	You are not playing
He/she/it is not playing	They are not playing

To put a verb in the tense form Present continuous, auxiliary verb required to be in the present tense and the present participle (Participle I) of the semantic verb.

To be in the present tense has three forms:

• am — 1 person, unit h. (I am shaving.)
• is — 3rd person, unit. h. (He is reading.)
• are — 2 person unit h. and all forms of pl. h. (They are sleeping.)

Personal pronouns and auxiliary verbs are often shortened to I’m, he’s, she’s, it’s, we’re, you’re, they’re.

The present participle (Participle I) can be obtained by adding the ending to the initial form of a significant verb -ing:

jump — jumping

live — living

В interrogative sentence the auxiliary verb is placed in front of the subject, and the significant verb remains after it:

Why are you laughing?
Why are you laughing?

Are you using this dictionary?
Are you using this dictionary?

В negative sentences the auxiliary verb is followed by a negative particle Note… Forms is и are at the same time can be reduced to is not и aren’t respectively.

She is not standing.
She’s not worth it.

Radio isn’t working.
The radio does not work.

Present Continuous Use Cases

• An indication of the process taking place directly at the time of the conversation:

the doctor is leading an operation now.
The doctor is now performing an operation.

Jack is talking on the phone at the moment.
Jack is currently on the phone.

• An action in the process of its development, but not necessarily occurring at the time of the conversation:

Are you still working in London?
Are you still working in London?

Chicago police are investigating the case.
Chicago police are investigating the case.

• Describing repetitive actions using words always, constantly, forever… As a rule, this refers to the characteristic properties and behavior of people, often with a negative connotation:

Why are you always interrupting people?
Why are you always interrupting people?

He is constantly Complaining about his brother.
He constantly complains about his brother.

• A planned action in the future, often with movement verbs:

We are landing in Heathrow in 20 minutes.
We will land at Heathrow in 20 minutes.

He is speaking at the conference this evening.
He’s speaking at a conference this evening.

Source: https://www.native-english.ru/grammar/present-continuous

How to clearly explain parts of speech to a child

In this article, we have compiled a selection of four lessons from the School for Smart Children on how to clearly explain parts of speech to a child.

lesson number 1

We present to your attention a lesson from the first grade of the School of Smart Children, where Lyubov Strekalovskaya explains how easily, unobtrusively, clearly and in a playful way, you can acquaint children with such concepts as words-objects (noun), words-actions (verbs) and words-signs (adjectives)?

This lesson is useful for primary school teachers, tutors, parents of first grade students and senior preschoolers

In the lesson, you will learn how to introduce children to the topic, how to dilute the questions of the noun who? what ?, what options for games can be used so that the child masters these concepts and does not confuse them.

This is enough for first graders.

In the second grade, in the Russian language lessons, children already thoroughly familiarize themselves with the parts of speech of the noun, adjective, verb, as well as some morphological features.

Any topic can discourage learning, or you can kindle sparks in the eyes of children. This is what Love does every day in its lessons.

lesson number 2

We bring to your attention a lesson of the School of Smart Children on the topic of the noun.

This is how we recommend introducing this topic and explaining it to children if you are a family student, if you are a teacher or tutor, or you are simply not indifferent to the success and understanding of the child.

After the child has played with the teacher or mother in the games proposed in the video, then we recommend explaining to him the second part of speech — the verb.

In the school curriculum, the three parts of speech are often separated from each other in different weeks and even months of study, thereby children study the material discretely, without having a complete picture.

However, it has been scientifically proven that the use of learning «from general to specific» (ie when the entire volume of knowledge is visible) is much more effective. Therefore, it is important to introduce children to the three parts of speech almost simultaneously.

At the lesson «Speechlandia», which will be held on April 9, we will analyze all parts of the speech of the Russian language according to the method «from general to specific»

The card will be useful for students in grades 2-11, teachers and tutors, parents and those who are involved in family education.

This is the extraction of information and its presentation in the most convenient form for perception, memorization and work with it.

We will make a map of the parts of speech of the language, where we will determine not only the place in the language and the signs of the part of speech, the questions to which it answers and note the syntactic role, but also talk about how once and for all it is clear to explain the topic «Parts of Speech» to children so that they school teaching was simple and effective.

Join the training «Rechlandia» >>>

lesson number 3

From the following video you will learn how to explain the topic to a child — the Verb.

Be sure to use the following games:

• You name the subject, baby the action
• Child names objects, you come up with actions
• You list the actions, the child guesses which object you have in mind
• You list the actions (smile, stand up, sit down) — the child performs
• You list activities and items. On the subject, the child should sit down, if he hears the word-action — jump

Finally, we move on to introducing the child to the adjective.

lesson number 4

For some reason, it is this part of speech that is most difficult for primary school students. But Lyubov Strekalovskaya, Nikita and Kot Scientist easily bypassed all the pitfalls in their lesson, look:

The lessons presented are included in the materials of the «School for Smart Children».

The school for smart children is being actively updated.
Over the past week, lessons have been added or updated on subjects:

Grade 1 Math Grade 2 Math Grade 3 Math

Grade 4 math

Source: http://gladtolearn.ru/blog/kak-ponyatno-obyasnit-rebenku-chasti-rechi/

Personal pronouns. Present verb to be

1. Introduce the child to personal pronouns in English.
2. Introduce the present tense verb to be (is, are, am).
3. Start typing interrogative and affirmative sentences in the present simple with the verb to be.
4. Replenish vocabulary (this will be discussed in a separate post).
5. Fix live English pronouns, interrogative and affirmative sentences in Present Simple. At the same time, repeat the colors, passed nouns and verbs.

We have already introduced several pronouns from the first days (me, my and your), because they were necessary for our lessons with the first verbs and nouns (“Bring me my book”, “Put on your shoes”, “Give me your toy”, etc).

The child just remembered them. However, it’s time to talk more about the others.

This week we will be exploring personal pronouns.

Do not try to force the child to remember everything in one day, instead of knowledge, get porridge. Pronouns are introduced fractionally as the old material is assimilated. Since memorizing new words without practice is ineffective, I propose to divide the study of personal pronouns into three stages.

At the end of each stage, study the associated form of the verb to be and the interrogative sentences of the present tense. Consolidate the knowledge gained through conversations (questions — answers), games, cartoons.

And only after the child without hesitation learns to use the passed pronouns with the corresponding verb to be, learns to easily collect interrogative sentences and answer them, proceed to the next stage.

Stage 1. We start with the personal pronouns of the singular of the 3rd person — he, she, it. After studying them, we move on to the verb to be (form is) and interrogative sentences with the verb to be.

Stage 2 — plural we, you, they. Similarly to the previous stage — we get acquainted with the plural pronouns, the verb to be (form are) and interrogative sentences with the verb to be.

Stage 3 is the easiest. Pronoun I. The verb to be (form am) and interrogative sentences with the verb to be.

What difficulties can arise with personal pronouns. What mistakes should be avoided

1) Some children confuse he and she. If your child turned out to be the same, then I suggest you try to introduce associations with pronouns.

For example, how we dealt with this problem:

The pronoun “he” is “he”. Remember this — the boys constantly giggle: «hee hee hee.»

The pronoun “she” is “she”. The son said — the girls constantly say QUIET: «shhhh».

2) Some children do not understand why their favorite teddy bear is not “he”, but the same “it” as any chair.

The son also disagreed for a long time that his bear, his tractor and his backpack were just “it”.

In this case, the child can be asked leading questions:

— your backpack is he or she? — it is him. — but how do you know that it is him? How did you define that? (Child shrugs) — So we can’t be sure if it’s a girl or a boy. He cannot tell us about it himself, and we cannot determine. Therefore, “it”. If it is not clear «he» or «she», then we say «it».

3) Some children get the impression that “it” is all inanimate nouns. Similarly with point 2, we explain and train the use of it on street dogs, neighbor cats and other animals.

4) Even adults sometimes do not know that if we know the sex of the animal, then we can apply “he” or “she” to it. Therefore, we take our favorite pets, the gender of which we know, and train on them.

5) If we do not know the sex of the child, then we can apply it to him. Some adults also make this mistake, accustomed to thinking that it is inanimate nouns and animals (i.e. everything except humans). But this is not the case. It is those whose gender we do not know.

6) Some children do not understand why “you” and “you” in English are “you”. As a consequence, consider “you” as a singular number and try to use the irregular form of the verb to be. It is imperative to explain to the child from the very beginning that the English never say “you”, but refer to each other as “you”. We can say that they do this out of great respect for each other.

Practicing pronouns with examples.

Be sure to practice pronouns in all possible situations so that your child learns to identify the correct pronoun without hesitation. Pay special attention to all the points described in the previous section “What can be difficult with personal pronouns”.

For example, how we worked out personal pronouns of the 3rd person:

— Here is dad — is it he or she? — He— Right, and mom? — She— And our dog? We know for sure that she is a girl with us. «So she— And that dog over there outside the window?» Is she a girl or a boy? — I don’t know who she is. So it.— Correct. We cannot determine whether he or she is, so it is not clear who, i.e. it.

(a film is shown on TV, a woman is walking, she has a child in her sling)

— Who is this woman? She, he, or it is not clear who? — She, She. — Right. And the child? She, he, or is it not clear what? The baby has nothing pink or blue. Neither dress nor shorts are visible. So who is he? ”“ He is not clear who. ”“ That’s right, it means it.

At stages 2 and 3, we similarly work out the plural and first person pronouns.

Take the definition of pronouns to an automaton.

After everything is mastered, we move on to working out the verb to be.

Present verb to be

How to explain to a child the need for is / are / am in the present tense?

If the child is very small, then he does not need any explanation. He just remembers and takes everything for granted.

But older children often have a question — why does some is appear in a sentence and why is it needed.

If the child is already well versed in tense, then you can try to explain to him this form of the verb to be as an indicator of tense with the help of leading questions. For example:

“Where were you last night?” “I was at home.” “How can we understand from your phrase that it was just yesterday, and not today? What word refers to the past time? ”“ Was. ”“ Right. Now tell me, where will you be tomorrow night? ”“ I’ll be home. ”“ What word from your phrase shows that it will be tomorrow, not now? ”“ I will. ”“ Right. Where are you now? — I’m home. — What word from your phrase shows that this is happening right now? — There is no such word. — That’s right. The word indicating time disappeared from the sentence. And the English don’t know how to speak like that. They definitely need the word indicating the time to always be. Otherwise, they will not know it in the past, present or future. Therefore, instead of saying “I am at home” we should say “I am at home”. “I was at home” — yesterday, “I am at home” — today, “I will be at home” — tomorrow. In Russian, we also use a word indicating time, but in the present tense we skip it. The British must not be allowed to pass.

But what if the child is still not big enough to understand such explanations, but “is” somehow needs to be remembered? After all, often the child is not satisfied with the explanation that “is” is “is” and it just needs to be used and that’s it. The child needs to clearly understand how to check whether is is needed here or not.

In this case, try to present “is” as a helper that points out the questions “Who? Where? What / What? ”.

• She (who) is a girl.
• She (what) is a good girl.
• She (where) is in the room.

And before the child builds a phrase, he must ask himself a test question. If the question is — Who? Which? Or Where ?, then you need to put “is”.

Of course, this is a longer thought process, but on the other hand, the child can clearly check himself and not make mistakes. It is important at the very beginning to work out the correct independent construction of the sentence, and very quickly the child will begin to use “is” automatically without hesitation.

In steps 2 and 3, we explain “are” and “am” in the same way.

Affirmative sentences in Present Simple with the verb to be

We practice the construction of simple sentences with the present tense verb to be and passed pronouns.

For the pronouns he / she / it / they, we can use the noun cards we have already passed.

• he is a boy
• He is a good boy
• He is a man
• He is a father
• He is a doctor
• She is a sister
• She is a good girl
• She is a woman
• She is a teacher
• It is a dog
• it is a cat
• They are cats
• They are girls
• They are dogs etc.

We train “I am”, “they are”, “we are” and “you are” on the child, ourselves and other household members.

Do not forget about the abbreviated form of the verb to be.

Source: https://vk.com/@-50267039-week3

Chronicles of irregular verbs

English speakers know irregular verbs like the back of their hand; the rest teach them fighting. When children learn English, they often say “He breaked my doll” instead of “He broke my doll” and “Mommy goed to the store” instead of “Mommy went to the store”. And adults in English courses get their hands on a long list of irregular verbs that need to be memorized.

Set the list aside for now. We will tell you what path irregular verbs have traveled in more than a thousand years of English history, and at the end you can test your knowledge of irregular verbs in a playful way.

Who invented irregular verbs?

For the existence of irregular verbs in the English language, thank the Angles and Saxons. These guys belonged to the Germanic tribes that invaded England about 1500 years ago. Their languages ​​merged into Anglo-Saxon, the Englisc language, which we now call Old English.

Old English

=

Anglo-SaxonEngliscOld English

Old English lasted about 400 years; today this language would seem foreign to any native speaker of English. Now it is a dead language, but it has not been forgotten. Traces of it are preserved in modern speech, for example (ta-dam!) In the form of most irregular verbs.

Middle English and Modern English: If there are no rules, they should be made up 

In the Middle Ages, around the 1100s and 1450s, England was flooded with local dialects, each with its own vocabulary and syntax. Nobody taught grammar at school, nobody cared about mistakes. There were more important things: hunger, for example, or the bubonic plague.

In the XNUMXth century, with the invention of the printing press, the era of modern English began. At the same time, people who wrote were faced with a new problem. Sending a message to the other side of the country meant sending it to someone who was familiar with a completely different vocabulary and syntax.

And the spelling was a complete mess! Suddenly, the rules didn’t seem like such a bad idea. London at that time was the center of political and economic life — and also the center of printing. What the London printers decided became the rule. Finally, the rules took shape only by the XNUMXth century. They were the bible for typographers who translated handwritten text into print.

School teachers have tried to bring the English language into shape by creating a written set of rules. However, their attempts to apply the rules of the Latin language to English were often unsuccessful. They gave rise to a number of quirky features of English grammar.

In Latin, for example, it is impossible to split the infinitive, since the infinitive is one word there. In English, the infinitive is formed from two words: the particle to plus the verb, for example, to eat, to walk, and it would seem that you can insert the word between them. But the rules state strictly: no split infinitives.

What could be more difficult than irregular verbs ?.

So, irregular verbs are a legacy of the distant past. Believe it or not, Old English’s conjugation rules were even more complex. The regular verbs we know were called “weak” verbs in Old English, and there were at least seven types of “strong” verbs in it.

Many of our irregular verbs originated from the latter — that is why they do not change according to a single pattern. In fact, there are several samples. So bring and think become brought and thought, lead and feed — led and fed.

Some verbs do not change: hit and let remain hit and let in the past tense (you can read more about groups of irregular verbs in a special article).

Your (yes, yours!) Contribution to the evolution of irregular verbs

The English language has simplified over time, and many verbs have become correct from irregularities. Languages ​​are simplified when the number of adults studying them increases — especially when they learn not from textbooks, but in a linguistic environment, perceiving foreign speech by ear. This is what happened to the English language on its way from Old English to modern.

Why are the most important verbs in English wrong?

Researchers at Harvard have found an interesting pattern: the more a verb is used, the more likely it is to remain irregular. Scientists cited evolution in biology for comparison: mutations in the most important genes are the least likely to be inherited.

Proof: Each of the 10 most used verbs in English is incorrect:

be (to be)	was / were	Been
have (to have)	HAD	HAD
do (to do)	did	done
will	would
can	Could

Source: https://skyeng.ru/articles/hroniki-nepravilnyh-glagolov

This rebellious verb to be How to make him a child? Interesting and useful exercises for children

Hello my dear.

Today I am in a hurry to help you in the fight against a frequent visitor of the English sentence: the verb to be. Fear not, he is not as scary as he seems. Therefore, we arm ourselves with knowledge and practice ahead, because you have a minimum of theory and a maximum of practice ahead of you.

Ready?

Then I officially start the tutorial titled: verb to be — exercises for children.

Few rules

The verb to be in translation means «to be». And it is used in almost EVERY sentence of the English language. How? — you ask. — And the sentences «I’m beautiful», «I’m a schoolboy», «Are you at home?», «I’m in the classroom»? The answer is simple: in English this verb is helped by 3 little friends who, in Russian, simply remain invisible. These are verbs am, is, are.

The use of the verbs am, is, are can be remembered by the example of your family. If we talk about ourselves as beloved, then we use the form am… If a sister, brother, or even a cat lives with you, then you can talk about each of them is… But you need to talk about parents together are .

See:

By the way, I also have for you funny videowhich we recorded with daughter — there we talk about what you can tell about yourself in English, using the given verb… Interesting? Look, show your guys and remember:

Exercises

Let’s practice verb forms. If your child went to grade 1, then the most important thing for him now is to remember which form is used with which pronoun.

Exercise 1:
Insert the correct form of the verb to be: am, is, are.

1. I _____ a girl.
2. He ____ my brother.
3. She____ my sister.
4. I____ from London.
5. He____ 17 years old.
6. She ___ a student.
7. They____ our parents.
8. We____ a family.
9. It ____ our dog.
10. You____ our friend.

Once in grade 2, his vocabulary will be much larger and he can already put verb forms without the presence of explicit pronouns.

Exercise 2:

Source: https://lizasenglish.ru/anglijskij-dlya-detej/to-be-uprazhneniya.html

English for children from 0 to 3 years old

This article was conceived by me just during the long-awaited summer holidays and vacations. «Education is hard work, and you should take a break from school in the summer.» Here is the stereotypical opinion of the majority.

But education, early development, and in particular, learning a foreign language by children under the age of three can be viewed differently. You can continue to «develop» and «learn» without breaks for the weekend. In any weather, at any time of the year, everywhere, on the street, in the country, at the resort, on the train

My one-year-old baby and I began to master the English language in question without exhausting cramming and class schedules, without tutors, sunbathing on the beach or walking in playgrounds.

Why do babies under three years old need English?

Opponents of early learning of a foreign language believe that this can cause delayed speech, speech therapy and other problems. Without indefinitely weighing all the existing pros and cons, I will point out two main reasons that prompted me to resolve this issue positively.

1. It is much easier to teach a child a foreign language up to three years old than an older child (I was convinced of this from personal experience).
2. It is incredibly interesting to study a foreign language together with your baby! The child is madly in love with this and causes a flurry of positive emotions, of course, subject to certain conditions.

Learning is not a burden, but a joy

In order not to deviate too much from the main topic, I will outline the points of the most significant provisions that help to make the «lessons» of a foreign language as exciting and effective as possible.

1. Positive thinking and belief in the unlimited creative and mental capabilities of a person.
2. The absence of any violence, including in the form of coercion, rigid programs and schedules of classes, attempts to obsessively ask questions and «pull» answers to check what has been learned, and so on. Even subtle pressure or intent to exercise can cause long-lasting negative reactions and weaken emotional contact. This rule is almost impossible to implement in early development groups that require at least a schedule of classes. The smaller the child, the more unacceptable the pressure on him! It is reasonable to assume here that if parents follow this rule one hundred percent, the children will not study at all, so I will dwell in a little more detail on the next point 3.
3. Parental sensitivity and pedagogical insight, that is, the ability to notice what the child is interested in at the moment, respond in a timely manner to the needs of the baby / toddler, and, using all his intellectual baggage, turn this seemingly fleeting manifestation of a simple child’s curiosity into an exciting «activity» …
4. The willingness and desire of the parents themselves to develop and learn. It is impossible to grasp the immensity. And yet — if you do not know how to teach your child to draw — buy a suitable drawing textbook for the little ones. If you decided to study a foreign language with your child, apply for the courses yourself. Search and try different options, create, study! Your efforts will not go to waste, because the willingness of parents to learn and develop will help today’s kids grow up to be socially active and creative people.
5. Ability to praise in time

Many adults are passionate about criticism and teaching. Praising is another important skill worth learning. You can express your approval to the child wordlessly, with the help of words and in a complex way.

Wordless praise can include cheering, shaking hands, kissing, whirling, hugging, and tossing as well as cheering on the head.

You can learn how to express your delight with gestures from a boxer who won a fight, a cyclist who won a race, a football player who scored a goal, in general, from athletes, or, for example, from a connoisseur from “What? Where? When? ”, Which gave the correct answer to a difficult question.

Praise expressed in words does not have to be like a panegyric. Often they confine themselves to the words «well done» or «clever» and this is quite enough.

In different situations, you can use other expressions and exclamations: Russian “Wow! How brave / smart you are! ”,“ How clever / quick-witted you are! ”,“ You did a good job! ”,“ I can’t believe it! ”,“ Brilliant! ”,“ Keep it up! ”, Or English“ Well done! ” , “Good job!”, “You’re golden!”, “I knew, you could do it!”, “You’re perfect!”, “You’re the best!”, “You’re the champion! «,» Excellent! » and a host of others.

Complex praise refers to the simultaneous use of gestures, actions, and words.

Of course, all of the above provisions relate to education and developmental education in general, but let’s move on directly to the issues of learning English.

Principles of teaching English to children from 0 to 3 years old

The main principles of training are:

• preserving the physical and mental health of children;
• taking into account the peculiarities of the psychological development of children under three years of age, the visual-effective nature of the thinking of children of a given age (that is, cognition of the world around them occurs in the process of real object manipulations), and the leading type of activity (which is object-manipulative play).
• correspondence of educational material to the level of anatomical, physiological, mental and mental development of children;
• accessibility and visibility;
• communicative focus;
• personal orientation;
• interconnected / integrated teaching of the types of speech activity, listening, speaking

Learning objectives

The goal of teaching English to children aged 0 to 3 years is to promote the full, timely development of the child, the development of his intellectual, emotional and social spheres in the process of mastering the basics of English-speaking communication.

The practical goal of training is the formation of elementary English-speaking communicative competence. The communicative competence of a child under three years of age is formed as the speech, linguistic and sociocultural competences develop.

Speech competence implies the acquisition and development of listening and speaking skills. This is nothing more than the ability to adequately and appropriately use the language in specific situations. Linguistic competence combines phonetic, lexical and grammatical competence.

Sociocultural competence includes regional and linguistic and cultural competence.

Thus, the practical goal of teaching English to children from 0 to 3 years old presupposes that children master listening and speaking skills sufficient to either adequately respond to what they hear, or enter into verbal contact with the interlocutor, maintain a conversation, receive and transmit elementary information. related to the content of children’s communication, finish communication, etc., and not just say some words or phrases in English.

Learning objectives

• purposefully teach communication in English within those spheres of communication that are associated with the world of early childhood;
• to acquaint children with the elements of the English-speaking socioculture;
• to form a positive attitude towards the outside world.

Where to start?

If you decide to study a second language with your child, generally foreign to your native culture, the first step is to try to artificially create a different language environment and learn to feel comfortable in it.

Young children do just fine without explaining the rules of grammar or phonetics.

And the only way to form in children under three years of age cognitive motives and interest in a foreign language is the interweaving of these motives and interests in the subject-manipulative game and the visual-effective nature of the presentation of linguistic samples.

Teaching children under three years old English begins with the formation of the ability to perceive English by ear. Listening is not only the perception of messages, but also the preparation in the inner speech of a response to what was heard. Listening prepares speaking, it contributes to mastering the sound side of the language, phonemic composition, intonation, speech patterns.

While playing with a small child, we quite often imitate the clatter of hooves, the barking of a dog, the buzzing of a bee, etc. In the same way, you can try to «present» the sounds of the English language (in English there are 44 sounds, 20 vowels and 24 consonants).

The number of sounds and the duration of the «presentation» itself should be chosen according to the principle of parental sensitivity, you should see whether the child likes it or not. Thus, the child’s phonetic competence will gradually form.

If you are not sure of the pronunciation, or are not at all familiar with the sound composition of the target language, take as many lessons from a specialist as you need.

The child should often hear English speech, children’s songs, rhymes, fairy tales in English.

What materials should I use?

Anything, as long as they come from the country you are studying, and if they are related to the world of childhood. These are toy books, fairy tales, alphabets, music CDs, disks with cartoons or films, and other video or audio resources from the Internet.

When choosing materials, take into account the age of the child — for babies, English nursery rhymes and simple English songs are more suitable, and video materials can be offered to older children.

Many rhyme rhymes are ready-made finger, gesture or other active educational games. They can be found on English-language sites, or, for example, in. Just type in any search engine the name of the desired poem / song and choose any option you like.

The work on the verse is carried out in several stages:

• preliminary study of lexical and grammatical material (performed by the parent);
• working out difficult words in pronunciation, intonation, rhythm (performed by the parent)
• expressive reading of the rhyme aloud (performed by the parent);
• primary listening to a rhyme by a child, with a visual and effective support, for example, on a drawing or visual actions;
• reinforce understanding of the content;
• learn a rhyme by heart;
• show the child finger or gesture play based on the content of this rhyme, and periodically invite the child to play it, but, I will not tire of repeating, in suitable situations or when the child himself wants to play it; depending on the age, the listed actions can be performed by the parent or the child himself.
• repeat the rhyme in real life situations

Modern collections such as Mother Goose Books include over 700 children’s poems, songs, counting rhymes, riddles and tongue twisters.

In the first three years of life, it is quite possible to master 100 or more of these rhymes or songs. With frequent listening, singing or reading, these rhymes and songs are easy to learn from memory and use at suitable moments.

For example, when you put your baby to bed, you can shake him in your arms and read a rhyme / sing a song Rock-a-bye, Baby, and with the final words Down will come baby, cradle and all — imitate a smooth fall and lower the baby into the crib.

When your child is jumping in the crib, you can read Three Little Monkeys Jumping on the Bed. When you feed the ducks in the pond, you can think of the rhyme Bread for the Ducks. Repeat Here’s a Ball for Baby while playing the ball.

And toes can be counted with Five Little Pigs / This Little Pig Went to Market, etc.

Here is a small list of resources that can be useful for children under three years old:

• Blue’s clues
• Dr. Seuss’s ABC book / DVD

Source: http://begin-english.ru/article/english-0-3/

English grammar for kids

Many parents, as soon as a child begins to speak at least a little in Russian, immediately send him to study other sciences — including English. When a child masters the elementary rules of phonetics and memorizes his first words, the time comes to study grammar — and this beast is not afraid of what children, even adults! Therefore, teachers suggest memorizing various rules in a playful way — so that the child has fun and rest at the same time.

How are children’s rules different from adults?

While the answer may seem obvious at first, few parents — not even teachers! — take into account that the brains of a child and an adult who wrote a textbook are very different. If you show a four-year-old boy all the cases of using at least Present Simple, he will most likely grab his head — is there so much to learn ?! Remember how in childhood we were all afraid of huge bricks of texts that had to be memorized by heart. Therefore, such a reaction is fully justified.

Even if the child manages to remember each use case, he is unlikely to understand what to do with this information, and how it relates to reality. It is much easier for an adult to see a complete system in a language, but English grammar for children — it is memorization of ready-made forms and a simple explanation in which cases which form is used. Well, in order not to have to cram, there are simplified forms.

In advanced textbooks (for example, for students in grades 5-7), simple topics such as Present Simple are covered again — with the addition of information. A fifth grader will assimilate this information easier, pouring new data into long-prepared forms, so he will still remember that Present Simple is used to tell about the schedule, eternal truths — well, and everything else. But if there are still a few years before grade 5, why rush things and once again torment the child with complex rules?

How can a child learn grammar?

An easy-to-understand English grammar for children should, first of all, be presented in an accessible form.

This means only that the child does not want to read a huge article explaining, for example, the need for an article in English, but if it is presented in a small table that can be printed and carried around as a cheat sheet, it will be much easier for the child.

By the way, this is how visuals learn English grammar for children, for which it is easier to remember how something looks, and later reproduce a table with all the data in memory.

That is why the site contains a variety of forms for providing rules. Poems, riddles, proverbs, songs — anything that will make it easier for the student to learn the indomitable grammatical beast, and, of course, a simple explanation that will allow you to understand and remember the rule.

If visuals can enjoy spreadsheets, those with a developed ear will definitely appreciate songs with simple motives that are often attached — even to adults, after which they annoy them somewhat.

And those children who like to use their brains can hover over riddles and, rereading them over and over again, trying to get to the bottom of it, they will also remember everything.

In short, on our site there are exercises for a child with any type of thinking and memorization.

What rules will he learn?

A small child who has just begun to learn the basics of the English language does not have to memorize hundred-kilometer formulas for building sentences in different grammatical structures and times. To begin with, it is enough to immerse the child in elementary rules, without which further language learning will become much more difficult.

For example, the turnover “there is / are” is much easier to explain than to explain to the child the cases of the use of the verb “to be” in the singular and plural (especially if the student has not fully learned how to count!). This does not mean that in other cases, when it is necessary to substitute this verb, the child will make a mistake anyway, because somewhere he remembered something just like that — especially if the necessary rule is explained in the same simple and intelligible way.

Or, for example, a video is available on our website that teaches children about possessive and personal pronouns.

Although the student may not yet know such names (as a rule, they talk about this in the courses of his native language, and not a foreign one), in his speech he will still use them.

By remembering how «he» and «she» (and that everything that is not a person — «this») will be in English, the student will be able to use them in his speech, and this will greatly simplify it! A seemingly small step for a child, but a huge one — for fluent colloquial speech!

Choosing grammar exercises and rules for kids, Think a few times before giving them to your student. If the rule is explained by heavy words, the meaning of which has to be explained additionally, this will only cause aversion to the language and the learning process in general. The child wants to make it easy to learn — help him with this!

Source: https://www.lovelylanguage.ru/for-kids/grammar-kids

Present Simple: rules, tables and example sentences in the present tense in English

Present simple tense (rus. Present Simple tense) is used more often than any other time in the English language. Therefore, in order to speak English well, you need to learn how to use this time correctly.

How can there be past and future when the past is gone and the future is not yet? What about the present? If it always existed, it would never become the past, which means that it would not be time, but eternity.

~ Augustine of Hippo

The very name Present Simple or simple present already speaks for itself. And at first, many may mistakenly take it for a complete analogue of the present tense in Russian.

Yes, indeed, Present Simple Tense (or Present Indefinite Tense) has a lot in common with it: we use this time to describe simple, regular actions, habits, preferences. However, there are other special uses of the Present Simple Tense in English, which you will learn about by reading this article.

So, let’s figure out in order what this Present Indefinite tense is, how to form negation and questions in Present Simple, and how to use it correctly.

Which is correct: Present Simple or Present Indefinite?

«All ingenious is simple.» This is how I would like to describe the times of the group Simple, because “simple” is translated into Russian “simple”, and the times themselves denote simple everyday actions.

To begin with, let’s figure out why the well-known Present Simple Tense is very often called Present Indefinite, and is there a difference between them.

Present simple very often describes an action where the time is not specified. In the examples I work in LA (Russian I work in Los Angeles) or I live in NY (Russian I live in New York) the verb expresses action in general; time, as such, is not specified.

That is why, Present Simple is also called Present indefinite , because «indefinite» is translated as «indefinite». And such a name in some cases better conveys the meaning of this time.

Despite the fact that Present Simple is called present, it does not always describe the action that is happening now, at the present time. For the action taking place at the moment of speaking, Present Continuous Tense is used.

So, as we see, Present simple и Present indefinite — these are just different names for the same time. By the way, in the Russian language, two terms are also used in translation: the present simple and the present indefinite.

In linguistics and English language teaching, you can find both names, but the frequency of the names may vary depending on the region and the preferences of the publishers printing textbooks for English learners.

Present Simple: pivot table

Support table: Rules for the formation of an affirmative form, negation and questions in Present Simple and its use in English

As you can see from the table, the verbs in the Present Simple of the affirmative form coincide with the infinitive form without the to particle in all persons. except for 3rd person singular adding an ending -s / -es.

Auxiliary verbs do / does can be found in questions and denials, and even then not always. For example, the verb be (Russian to be) and modal verbs can (Russian to be able), must (Russian to be due), need (Russian to need) form negative and interrogative forms in Present Simple without the help of an auxiliary verb.

In order that there are absolutely no questions left, let’s look at how the affirmative, negative and interrogative forms are formed in more detail and analyze everything with examples.

Present Simple Education Rules: Affirmative Sentences

Present Simple is called simple, since auxiliary verbs are not used to form its affirmative form. Below are the Present Simple rules and reference tables for the formation of affirmative, negative and interrogative forms in English.

Formation of the affirmative form Present Simple

Support table for the formation of the affirmative form in Present Simple and the rules for spelling the endings — (e) s for the 3rd person singular

Present Simple affirmative — one of the few, for the formation of which no auxiliary verb is required, but endings are used, and then only in the 3rd person singular.

To form an affirmative sentence in Present Simple, use first form of the verb (infinitive) no particle to after the subject (the subject performing the action). If the subject is in the 3rd person unit. numbers, the ending is added to the verb -(e) s

For example:

I work in a hotel: I — subject, work — verb

We dance every Sunday (Russian We dance every Sunday): We — subject, dance — verb

My son plays in a band: My son — subject, plays — verb

If the action is done by I (Russian I), you (Russian you, you), we (Russian we), they (Russian they), plural noun (boys — boys, dogs — dogs, friends — friends) , then the verb does not change in any way.

However, if the action is performed by he (Russian he), she (Russian she), it (Russian it, this, singular for inanimate objects), a singular noun (a girl is a girl, a cat is a cat, cat, a friend is a friend), then the ending -s is added to the verbs, sometimes -es.

Examples of affirmative sentences in Present Simple with translation:

ExamplesRussian translationExamplesRussian translation

I live in London	I live in London	He lives in London	He lives in London
You read books	Do you read books	She reads books	She reads books
We work in New York	We work in New York	My friend works in New York	My friend works in New York
They look nice	They look cute	It looks nice	It looks cute
My friends meet on Sundays	My friends meet on Sundays	He meets her after work	He meets her after work

Spelling rules for -s, -es endings in Present Simple

Let’s look at when verbs in Present Simple tense take the ending -s, and when -es, and when they do not follow the rules, that is, they are exceptions.

1. The ending is added to most verbs in Present Indefinite Tense in the 3rd person singular. -s:

play-plays

Source: https://ienglish.ru/blog/grammatika-angliiskogo-iazika/vremena-angliiskogo-glagola/present-simple-ili-nastoiaschee-vremia-v-angliiskom

The Tale of the Auxiliaries Do and Does

At one of the lessons in the 2nd grade, according to the plan, we had to sing a simple song in English. First the computer sings — then the students repeat. By the will of fate, the computer refused to sing, it was necessary to replace it with Sergei Vladimirovich.

Well, the situation is familiar, and I sang without problems instead of the computer, and the students sang in chorus after me. Everything turned out very well, I thought. The lesson is over, and after it Pavlik comes up to me and says: «Sergey Vladimirovich, do you have a good ear for music?»

When Pavlik left, I caught myself thinking: «Perhaps no one has so tactfully pointed out my shortcomings to me.»

Source: https://englishvideoles.ru/nachalnaya-shkola/skazka-o-vspomogatelnyx-glagolax-do-i-does.html

Have / Has rules of use

When you take your first steps in learning English, you will surely come across the verb to have [hæv]. This verb has several functions, is an integral part of a huge number of expressions, phrases and phrases.

Its first meaning is “to have”, “to possess”, “to own”. But a word can change meaning when used in conjunction with other lexical items.

We will start with a simple one and consider two forms of the verb — have / has, the rule for their use and figure out how the verb to have and the verb have got differ from each other.

Lexical meaning of the verb to have

The main meaning of the word, as noted above, is “to have”, “to own”, however, when translating into Russian, the structure “(someone) has” is often used.

• I have a delicious cake — I have a delicious cake.
• He has a new car — he has a new car.

In this meaning, the verb can be replaced with an alternative construction have got with the same meaning.

• I have got a funny rabbit — I have a funny rabbit.
• He has got a small kitten — he has a small kitten.

Both the individual verb and the have got construction are used when it comes to possession of something, in particular about family ties and diseases.

In some stable expressions (have a look, have breakfast, have a rest, etc.) the word got is not used.

Also, the verb to have changes its semantic meaning when it acts as a modal verb.

examples:

• We have to see him right now — we need to see him right now.
• You have to add some sugar — you need to add some sugar.

Grammar forms of the verb to have

As you can see, in the examples above, the two shapes alternate. So when is it written and when is has?

The have form in English is used with the pronouns I, you, we, they (I, you, you, we, they), has — only with the pronouns he, she, it (he, she, it). But this rule does not apply in all tenses: in the future tense (Future Simple), after the auxiliary verb will, have is put in all persons.

Tables will help you better understand these rules.

Present Simple Tense

IYouWeThey	HAVE	to book
He

Source: https://englishfull.ru/grammatika/glagol-to-have.html

The verb to have in English

Verb to have — one of the main verbs of the English language, which can be both semantic and auxiliary. As a semantic verb have conveys its lexical meaning «to have, to have, to own.» As an auxiliary, it is part of various temporary forms, while it loses its meaning.

In the sentence given below, have is a semantic verb, that is, it conveys its meaning «to have»:

I Have two children. — I have two children (I have two children).

In the next sentence, have is an auxiliary verb, since it is part of the Present Perfect tense and does not convey its lexical meaning:

I have read the book. — I read the book.

Consider to have as a semantic verb with the meaning «to have, to have, to own.»

Forms of the verb to have in the present simple tense (in Present Simple)

In the present simple tense, to have has 2 forms: Have / has

Have — used with all persons, except for 3 liters. units h
has — only used with persons of 3 y. units h. (he, she, it)

Affirmative forms

I have — I have
we have — we have
You have — you have (you have)
They have — they have
He has — he has
She has — she has
It has — it has

He has a big house in London. — He has a big house in London (He has a big house in London).
They Have a nice flat. — They have a good apartment (They have a good apartment).

When we talk about owning something, in addition to have / has, the construction can be used have got / has got, which is most commonly used in colloquial speech and means the same as have / has. Got in this case does not matter, it just adjoins have / has. Please note that the design have got / has got is used only in present tense.I have got — I have
We have got — we have
You have got — you have (you have)
They have got — they have
He has got — he has
She has got — she has
It has got — it has

I have got a new car. — I have a new car (I have a new car).
He has got two children. — He has two children (He has two children).

Negative and interrogative forms

Negative and interrogative sentences are formed using an auxiliary verb do / does (for 3 liter units — he, she, it). To form a negation, you need to put the particle not after the auxiliary verb do / does. In negation, short forms are often used:

do not have = don’t have
does not-have = doesn’t have [dʌznt]

To form questions, do / does is placed at the beginning of the sentence, that is, it is placed before the subject. Please note that has is not used in negatives, as well as in questions, since 3 l. units h passed using does.

I don’t have / Do I have? — Yes, I do / No, I don’t.
We don’t have / Do we have? — Yes, we do / No, we don’t.
you don’t have / Do you have? — Yes, you do / No, you don’t.
They don’t have / Do they have? — Yes, they do / No, they don’t.
He doesn’t have / Does he have? — Yes, he does / No, he doesn’t.
She doesn’t have / Does she have? — Yes, she does / No, she doesn’t.
It doesn’t have / Does it have? — Yes, it does / No, it doesn’t.

Interrogative and negative sentences with have got

If turnover is used have got / has got, then no auxiliary verbs are required for questions and negations. Denial is formed according to the following formula, while more often it is still used in a short form:

Have + Note + g = haven’t got (short form)
has + Note + g = hasn’t got (short form)

For the formation of questions, have or has are brought forward, that is, they are put before the subject.

I haven’t got / Have I g? — Yes, I have / No, I haven’t.
We haven’t got / Have we g? — Yes, we have / No, we haven’t.
you haven’t got / Have you g? — Yes, you have / No, you haven’t.
They haven’t got / Have they g? — Yes, they have / No, they haven’t.
He hasn’t got / you he g? — Yes, he has / No, he hasn’t.
She hasn’t got / you she g? — Yes, she has / No, she hasn’t.
It hasn’t got / you it g? — Yes, it has / No, it hasn’t.

I don’t have a car. = I haven’t got a car. — I don’t have a car (I don’t have a car).
She doesn’t have a car. = She hasn’t got a car. — She doesn’t have a car (She doesn’t have a car).

Do you Have a car? = Have you g a car? — Do you have a car? (Do you have a car?)
Does she Have a car? = you she g a car? — Does she have a car? (Does she have a car?)

It should also be noted that the use of the do / does auxiliary verbs is typical of American English. In British, the phrase have got / has got is more often used, but you can also hear: Have you a car? I haven’t a car. This is also true, but it is used extremely rarely and sounds a little old-fashioned.

In the past and future tenses, to have is used as an ordinary semantic verb. As a reminder, the have got / has got turnover is used only in the present tense.

Still have questions on the topic? Ask them in the comments.

Source: https://myefe.ru/reference/verbs/verb-to-have

Use of the verb to be: how, where and why

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First, let’s look at the features of constructing sentences in English. It so happened that every full-fledged English sentence must necessarily include two elements: the subject (what is the subject, that is, the main thing in the sentence) and the action that this subject performs (that is, the verb answers the question «what to do?» ). For example, in the sentence “I work on Monday” the subject is “I”, the action is “I work”.

In the sentence «She understood everything» the subject is «she», the action is «understood.» But the action is not always so obvious. There are situations when it simply does not exist in the Russian language. For example: «This job is interesting.» There is a subject here — «work». There is no action. Or another example: «He is a good specialist.» The subject is «he». Where is the action? It is missing again.

So, we are witnessing a phenomenon in which there are such sentences in Russian, but how to correctly translate them into English and where to get the action from is still unclear.

The verb to be in English

Now it’s time to invite the verb to be to the stage. To be means «to be», «to be», and it is he who will help us in the situations described above. That is, in English, instead of simply saying «This job is interesting,» we say: «This job IS interesting.»

“He is a good specialist” will become “He IS a good specialist”. “I’m at work” becomes “I AM at work”.

Thus, in all sentences where we describe someone or something and tell where we or someone is, the verb to be will act as an action.

Once upon a time in the Russian language the verb «to be» was used in the present tense. Everyone remembers the famous phrase «I am the king» from the movie «Ivan Vasilyevich changes his profession»? “I am” is nothing more than the modern “is”, which in the process of the evolution of the Russian language has ceased to be used in the present tense. So now we just say «I am the king» and not «I am the king.» But in English we have to say “I AM the king” for the sentence to sound right.

Forms of the verb to be in English

Our next step is to become familiar with the forms of the verb to be. At present, there are three of them: am, is and are — three managers, each of which is responsible for its own area:

• am is responsible for sentences in which the subject is the pronoun «I» (I);
• is is used when our subject is the pronouns «he», «she», «it», «this» and any nouns in the singular (bag, dog, book, work, my sister, etc.);
• are constructs sentences in which the subject is the pronouns «you», «you», «they», «we» as well as plural nouns (friends, problems, tasks, at home, etc.).

Let’s see how sentences with to be will be built in practice.

Russian sentenceEnglish sentence

She is busy. We are at work. My colleagues are free. It’s difficult. Your house is big. These problems are serious. I’m ready.	She is busy. We are at work. My colleagues are free. It is difficult. Your house is big. These problems are serious. I am ready.

In spoken English, to save time on pronunciation, it is customary to use the following abbreviations:

• I am → I’m.
• He is → He’s.
• She is → She’s.
• It is → It’s.
• You are → You’re.
• We are → We’re.
• They are → They’re.

Negation with the verb to be in English

Now let’s look at how to say «This is NOT difficult», «I am NOT busy», «They are NOT ready», that is, to build a denial. Negation is very simple: using the negative particle NOT, which is placed after am, is, or are. For example, «I am NOT busy» we will say this: I am NOT busy. Let’s look at examples:

Russian sentenceEnglish sentence

They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.	They are not ready. It is not difficult. My sister is not at work. Their car is not new. This task is not important.

And here it was not without abbreviations adopted in colloquial English. The NOT particle is attached to the forms is and are, and this is what happens:

• is + not = isn’t;
• are + not = aren’t.

Oddly enough, but the am form does not participate in this abbreviation, and the amn’t variant in English does not exist.

• There is a separate article on denial in English on our blog.

Questions with the verb to be in English

The turn of questions came. Questions with the verb to be are also simple: the forms am, is, are are brought forward and become at the beginning of the sentence. The construction of the questions is shown in the examples below:

Russian sentenceEnglish sentence

Are you at home? Are they busy? Is your car red? Is he at work? Is it here? Are the books on the table? We are ready?	Are you at home? Are they busy? Is your car red? Is he at work? Is it here? Are the books on the table? Are we ready?

Now we invite you to see how this topic is explained by native speakers.

As you have seen, it is very easy to build sentences with the verb to be. It is much more difficult to determine the situation where it is needed and where it is not. As mentioned at the beginning of this article, the verb to be is used when there is no main action in our sentence (think, work, read, run, etc.).

These are sentences in which we describe something or someone («This city is beautiful», «We are busy»), tell about someone’s whereabouts («My brother is at work»), characterize someone («She is beautiful employee»). The converse is also true: the verb to be not usedwhen there is a main action in the sentence. For example: “I go to the movies,” “She reads a lot,” “We don’t work on Sunday,” etc.

That is, saying She is reads a lot is a gross mistake, because is is not needed here, since there is a read action.

Note that the verb to be is also used as an auxiliary word in the tenses of the Continuous group. In this case, it is used even if there is a main verb in the sentence indicating the action. This is the formula for the formation of Continuous tenses, which should be remembered: to be + verb + ending -ing. Combinations to be + a verb does not exist: I am do, he is read, they are work.

I suggest you download the table about the verb to be, which gives examples of the use of this verb in affirmation, negation and question.

↓ Download the table of usage of the verb to be: how, where and why (* .pdf, 188 Kb)

You will also find all the new words that were used in the article in the next spoiler. Learn words by heart and use them when constructing sentences with to be.

Table of words used in the article

WordTranslation

a brother	brother
a colleague	colleague
UN Chien	dog
to house	house
the problem	problem
a sister	sister
work	work
at home	at home.
at work	at work
my parents	my parents
on the table	on the table
angry	evil
Beautiful	beautiful
big	large
busy	busy
cold	cold
difficult	difficult, difficult
free	free
important	important
interested	interested
interesting	interesting
nice	cute, cute
new	new
old	old
RED	red
ready	ready
serious	serious
to go	walk
to write to write	write
Cada dia	every day
every month	every month
here	click here
near	close, close
now	now
today	today

Now try the following exercises:

The test is not available for mobile devices.

Source: https://engblog.ru/to-be