1. Documents guaranteeing the equal functioning of the Tatar and Russian languages ​​as state languages:
a) Law of the Republic of Tatarstan “On languages ​​of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation "On Education"
c) Model provision on preschool educational institution
d) The concept of the rights of the child.

2. A document regulating the number of lessons for teaching the Tatar language in kindergarten:
a) The program for teaching the Tatar language (authors: R.A. Burganova, F.F. Yusupov)
b) Order of the Ministry of Defense of the Republic of Tajikistan (No. 463 dated June 29, 2001) “On measures to improve the study of the native, Tatar, Russian languages ​​in preschool educational institutions”
c) Law of the Republic of Tajikistan “On Education”
d) "Program for the preservation, study and development of the languages ​​of the peoples living in the Republic of Tajikistan"
e) All answers are correct.

3. A comprehensive program of continuing education:
a) "From childhood to adolescence"
b) "The program of education and training in kindergarten"
c) "Childhood"
d) "I, you, we"
e) Harmony.

4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) To teach how to use the Tatar language within the vocabulary and grammar minimum established by the program
b) to form speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
e) All answers are wrong.

5. The main and leading place in the system of teaching the Tatar language in the Russian-speaking audience is occupied by:
a) familiarization of children with folklore works
b) learning by heart poems
c) formation and development of skills oral speech
d) all answers are correct
e) All answers are wrong.

6. Effective methods of organizing classes for teaching a second language:
a) word games game situations
b) the use of visibility

d) use of folklore
e) All answers are correct.

7. By didactic purposes The following types of classes in the native language can be distinguished:
a) teaching new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
e) all answers are correct
e) are correct: a, c.

8. The process of learning language material is:
a) perception, understanding, comprehension
b) memorization
c) imagination
d) statement.

9. The principle of developmental education (according to A.A. Leontiev):
a) scientific in teaching
b) nurturing education
c) awareness of the learning process
d) a holistic view of the world.

10. He was a supporter of the comparative study of the Tatar and Russian languages, while emphasizing: “It will be very difficult for someone who does not speak their native language to master another language”:
a) M.Sh.Salikhov
b) M.Kh. Yunusov
c) K. Nasyri
d) M.G. Makhmudov
e) All answers are wrong.

11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogic speech
b) mastering monologue speech
c) making connected statements
d) mastering lexical and grammatical material
e) reading texts of medium difficulty.

12. The main goal of teaching a second language is:
a) the development of the language abilities of the child
b) familiarization with another language as a means of communication
c) familiarization with the culture, traditions of another people using this language
d) all answers are correct
e) correct: a, b.

14. The methodology of teaching a second language is built on the principles:
a) repeated repetition and playing out the studied moments
b) games, fairy tales
c) comparisons
d) connecting an action with a word
e) all answers are correct
e) All answers are wrong.

15. In the classroom for teaching a second language, the order of entering new words and constructions should be observed:
a) a new word is introduced into a familiar construction
b) a new word is introduced into a new construction
c) familiar words are introduced into a new construction
d) all answers are correct
e) are correct: a, c.

16. Views speech activity:
a) listening
b) speaking
c) a letter
d) reading
e) All answers are correct.

17. Listening is:
a) listening to speech
b) memorization of sounding speech
c) the process of perception and understanding of sounding speech
d) assimilation of individual words of the target language.

18. The most common methods of teaching listening:
a) listening to the teacher's speech
b) execution by students of orders, orders and commands in the Tatar language
c) use didactic games
d) listening to music
e) all answers are correct
e) correct: a, b.

19. The formation of colloquial (dialogical) speech is the ability of children to:
a) listen and understand what is said to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor's thought
e) all answers are correct
e) are correct: a, c.

20. The methods of teaching monologue speech are:
a) paraphrase
b) writing (inventing stories, fairy tales by children)
c) conversation
d) all answers are correct
e) correct: a, b.

21. The "talk-talk" method is appropriate for:
a) Teaching children creative storytelling
b) activation of the speech reserve of children
c) development in children of new, more complex speech skills and abilities
d) enrichment with new language components (vocabulary, grammar, intonation).

22. Intentional, repeated use of the same element (sound, word, phrase) in order to memorize it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.

23. Techniques for teaching the articulation of consonants:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games on the material of tongue twisters (tongue twisters)
d) all answers are correct
e) are correct: a, c.

24. Methods of acquaintance with works of fiction:
a) reading the educator (verbatim transmission of the text)
b) storytelling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
e) all answers are correct
e) correct: a, b.

25. The purpose of looking at pictures, illustrations in a book:
a) teach children to understand speech correctly
b) call the children to talk
c) develop memory skills in children
d) introduce children to language features constructing a story.

26. "Showing pictures and telling about them - the best means rapprochement between the mentor and the children, ”wrote K.D. Ushinsky, emphasizing the exceptional role ... in teaching oral foreign language communication:
a) games
b) visibility
c) conversations
d) folklore.

27. When introducing children to the culture of other peoples, it is advisable to proceed from:
a) the national composition of the country
b) the national composition of the group of children of the preschool educational institution
c) the diversity of the peoples of our planet
d) place of residence.

28. Advocacy among parents on issues speech development children is carried out by the educator:
a) in conversations, consultations, meetings
b) visual propaganda
c) giving lectures with the involvement of specialists (speech therapists, etc.)
d) organizing exhibitions of teaching aids
e) All answers are correct.

In preschool educational institutions Since September 2012, the introduction of new educational and methodological kits for teaching children the native, Tatar and Russian languages ​​has begun.

On September 1, 2013, we began to work on the implementation of these educational and methodological kits.

The main task educational and methodological kits - the formation of initial skills and abilities of practical knowledge of the Tatar language in oral form.

The game is an effective and accessible form of activity in teaching Russian children the Tatar oral speech. Children do not even think that they are learning, without noticing it themselves, they learn Tatar words, phrases, sentences much better, and on this basis they work out correct pronunciation specific Tatar sounds.

I implement my educational activities using the following methods and techniques:

1. To improve the efficiency of the educational process, I use information and communication technologies. For example, with the help of a computer, I give children new information (slides), consolidate the material covered with the help of various didactic games. For example, “Who is not there”, “Guess and name”, “Who is superfluous?”, “Count”, “Treat hares”, “Make a salad” and many others. With the help of a tape recorder, children, for example, listen to an audio recording and sing along:

Kisher, kisher

Tamle kisher.

Zur kisher,

Kisher points.

The computer helps to raise the level of teaching, providing visibility, control, a large amount of information, being a stimulus in learning. Development computer technology allows for real personalization educational process, strengthen the positive motivation for learning, activate cognitive activity, to strengthen the creative component of the work of both the child and the educator. The computer also helps me organize watching cartoons.

2. In the classroom, to develop full-fledged gaming communication, I use game situations, which the character gets into (Akbay, Miyau). Through the game plot, you can play out the process of a character's acquaintance with a new object, consider it in detail, study, examine it. The game character provides the teacher with the opportunity to put the child in the position of the subject cognitive activity. For older children, game problem situations are most effective. In these situations, an adult draws the child's attention to his emotional state and the state of other characters. Actively participating in situations-problems, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.

To achieve effectiveness in communicating with children in the Tatar language, I made didactic material. Since all classes take place in the form of a game, the best way to consolidate topics is didactic games. Didactic games made by me - “Nәrsә artyk?”, “Kem yuk?”, “Bu nәrsә, niche?”, “Dores sana”, “Kunak syylau”, “Uenchyk sorap al”, “Ber-kүp”, “What color no?”, “Gifts of a bear”, “Find a couple”, “Magic bag”, “Show me right” and others.

The purpose of these didactic games: development sound culture speech, activation and enrichment vocabulary children, coordination of parts of speech, development fine motor skills hands

In order to develop and strengthen memory, I use word games, such as “Who is, who is not?”, “Take a vegetable”, “Call a cat”, “Deaf phone”, “What, what, how much?” and others.

I spend on the development of fine motor skills finger games . For example,

Bu barmak - babay,

Bu barmak - әbi,

Bu barmak - ati,

Bu barmak - ani,

Bu barmak - Malay (kyz)

In order to develop imagination, thinking, creativity, I use educational games. For example, “How many, name” or the game “What did I think (a)?”

Also in my work I use outdoor games, relay race games and many others.

3. In the classroom I also use visual methods. These include:

Observation;

Examination of paintings, natural objects;

Display of cartoons such as "Three Bears", "Funny Toys", "Who Loves What".

I also use visual methods for a secondary acquaintance with the object, consolidating the knowledge gained during observations, and forming coherent speech. To this end, I use methods such as:

Examination of pictures with familiar content to children;

looking at toys

4. I give a huge role in the classroom articulation method. It is very important that the child correctly pronounce sounds and words. For example,

Bu kurchak kechkenә.

Poppy poppy

Bir Mathur Shakmak.

Also, children complete tasks in workbooks.

The workbook is one of the main components of the UMK “We speak Tatar. A creative notebook helps a child to learn the vocabulary of the Tatar language, to consolidate speech material, attract parents to actively engage in the development of their baby. IN workbook given tasks for naming, summarizing and comparing objects to determine their size, size, quantity. For example, “Offer the dishes to the bears”, “Find a tea pair”, “Paint the clothes” and others.

In my work, I actively use folklore. Through folk rhymes, songs, fairy tales, finger games, I quickly manage to achieve contact with children in order to more successfully instill skills in them, it is more interesting to organize game activities.

Implementation in educational process health-saving technologies allows to achieve positive changes in the health status of children. With them I spend physical education, outdoor and educational games. Carrying out such games helps to improve the health of children. The rhymes of the song with movements are interesting. Quatrains about animals, nature, children are easy to remember and make physical education fun and useful. The texts that sound at physical education sessions are accompanied by movements of the arms and torso. I also do exercises for the eyes.

For convenient use, I prepared the UMK for work in the following way: after laminating, distributing the games, demonstration and handouts into envelopes, files, folders, indicating the name and purpose, and placed them in tight boxes.

Thus, the EMC ensures the unity of educational, teaching and developing goals and objectives in the process of educating preschool children. It is built on age-appropriate activities and forms of work with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. In this training set, game, information, dialogue technology and technology of problem-based learning are widely used. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual and demonstration materials and handouts provide the maximum variety of children's activities.

Language learning is a systematic, purposeful process of developing the cognitive abilities of children, assimilating a system of elementary knowledge about the environment and the corresponding vocabulary, and forming speech skills and abilities.

We will consider only some of the effective forms and methods of teaching the Tatar language. Educators use different forms and methods depending on the intended goals and objectives. They also take into account age features children.

The teaching method is a set of techniques and methods for organizing the cognitive activity of children, the interaction of the educator and pupils. The language teaching method is implemented in the unity of purposeful activities of the educator and children, movement towards the assimilation of knowledge, mastery of the relevant speech skills and abilities provided for by the content of the training.

Form of study - the external side of the organization of cognitive activity of children, carried out in accordance with the established procedure, in a certain mode. There are many forms of education. Tatar language teachers choose and apply those forms of education that are effective for solving the tasks.

The main forms of teaching the Tatar language in preschool institutions are: training in Everyday life and in direct educational activities. effective form- training during the GCD, which solves certain tasks of speech development in preschool childhood, in the favorable period language acquisition.

The main goal of the GCD for teaching the Tatar language is the formation of the correct oral speech of children. Development of oral speech, mastery of elementary forms colloquial speech, the formation of speech skills and abilities does not occur spontaneously, but under the guidance of a teacher. The child in everyday life (during walks, dressing, washing, organized gaming activity and in other typical situations) does not pay attention to certain linguistic phenomena, speech patterns and does not follow them. During GCD, children fix their attention on them, which become the subject of his awareness. Educational activities helps to compensate for the lack of communication between parents and the child.

Educators carry out educational activities in a group form. Learning in a group is entertaining and effective, because language situations are worked out in dialogues, in games, and thus the language barrier is overcome. The teacher creates an atmosphere of easy communication in the group and the children speak the Tatar language, listen to the speech of others and the mutual influence of speech on each other is carried out.

It is known that each child has an individual speed of perception of information, so some need more time and effort to master the material. In such cases, educators resort to an individual form of training. Educational activities in this form can be recommended in case of fear of communication, fear of mistakes and misunderstanding. This form of education is a great opportunity effectively master the Tatar language.

One of the most important forms of learning is play. The game is the leading activity of preschool children. It is also a method of teaching the Tatar language. During the game, children, without noticing it, learn certain vocabulary, master language skills, speech skills, and thus children develop the basics communicative competence. They learn the correct pronunciation of words, the construction of a coherent statement, reinforce and activate the Tatar vocabulary.

One of effective methods learning - the use of information and communication technologies, that is, the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of this method in teaching the Tatar language contributes to the individualization of learning and the motivation of speech activity. Children are interested in material using ICT. During the GCD for teaching the Tatar language, we show children cartoons on given language, animated scenes and listening to audio recordings. Thus, we immerse children in the country of the Tatar language. They very quickly grasp the semantic basis of the language and quickly begin to speak themselves. The presence of a native speaker contributes to the successful assimilation of the material. Also, children memorize some phrases. For teaching the Tatar language, ICT serves as a “raw material” on the basis of which we make our presentations, slide films, carry out our educational projects, thereby creating numerous options and methods of work that will help diversify and improve educational activities.

Currently, a separate place in the educational DOW process assigned to computer didactic games. Educational activities using computer games very interesting for preschoolers. Interactive didactic games contribute to the comprehensive development creative personality child. The child develops: perception, visual-motor coordination, imaginative thinking; cognitive motivation, arbitrary memory and attention; the ability to build an action plan, accept and complete the task.

Of great importance in teaching a child a language are the questions of the educator to the child, but this method has not been evaluated by practice. When the teacher poses a question, the child thinks, thinks and selects the right word from your vocabulary. Thus, we exercise the child in mastering the language. Experience shows that skillfully and on time questions asked change drastically in better side child's language: choice of the right word, logical speech. Instructions that cause the child to perform a certain action on the word are also an excellent method in solving many program tasks, in particular, for clarifying and activating the child's vocabulary. Conversation is a rich method applicable to most aspects of a child's language development. The storytelling of children, in particular retelling, is successfully used for the development of coherent speech, the activation of the dictionary.

As mentioned earlier, language teaching methods are diverse. Their diversity should be used by the educator in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set for solving. It is necessary to build the teaching of the Tatar language in such a way as to exercise children in speech skills and abilities in order to form their first elementary knowledge about the environment.

"Interaction of a teacher for teaching children the Tatar language with kindergarten teachers for the implementation of teaching materials"

We started working on the teaching materials in February 2012, when we received educational and methodological kits, audio-video materials.

To organize the work, I made a presentation of this work (on teaching two state languages) to kindergarten teachers and its introduction and implementation began. In order to involve teachers and parents in the learning process, it is recommended to watch a TV show on Sundays at 9.30 on the TNV channel “Akiyat Ilend” - “In the Land of Fairy Tales”, where the material covered in kindergarten is consolidated, since the plot of each program was created based on the teaching materials . Parents of each group are informed about the day and time of the broadcasted nursery transmission. Parents and teachers have the opportunity to observe and enjoy the success of their children not only at open events, but also in the daily life of the kindergarten.

89% of Russian-speaking teachers of our educational institution have completed courses to teach Russian-speaking teachers the Tatar language, and 11% (1 is a young specialist) will study in this academic year online at the rate of Ana tele. Every week, I conduct mini-courses with educators, taking into account the idea embodied in the teaching materials. In these classes, I introduce educators to methodological techniques, teaching aids, visual and handout materials, aids and equipment used, which help to create and maintain the developmental and educational character of the Tatar language environment in Group. The language development environment includes both the language environment and the subject environment. The subject environment attracts the child, arouses his interest in the language. The child knows that he can come up, look, pick up what he needs, arouses his interest. As a result, it stimulates real communication in the Tatar language within the framework of the subject environment. This environment is interactive. Our preschool educational institution is equipped with a specialized room for teaching children the Tatar language.

Each group has visual material for the parents of our pupils to consolidate the knowledge of the Tatar language at home. Preschool teachers purposefully and consistently create a positive motivation for the pleasure of communication and co-creation with adults and children for each child throughout the entire educational process, organize situations that cause the need for communication, taking into account the age of the children and their speech experience, using a variety of and attractive for the child methods and techniques (game, surprise, problem-search), creative tasks that stimulate speech activity and contributing to the development of initiative speech, creative speech skills.

Conference: Modern Kindergarten

Organization: MADOU No. 401

Location: Republic of Tatarstan, Kazan

The language that has come down to our times is an infinitely expensive treasure that has absorbed the wisdom of the people, its traditions, all its spiritual wealth for thousands of years. For every nation, the native language is the most precious and sacred wealth. It is the duty of everyone to preserve and pass on this wealth to their children.

Creation of a language development environment. The role of the educator and his colleagues,

acts as the main means of creating a language environment).

The teacher is a role model and a model of speech behavior of children and adults.

One of the most important forms of learning is play. The game is the leading activity of preschool children. It is also a method of teaching the Tatar language. During the game, children, without noticing it, learn certain vocabulary, master language skills, speech skills, and thus children develop the basics of communicative competence. They learn the correct pronunciation of words, the construction of their speech. The game is an effective and accessible form of activity in teaching Russian children the Tatar oral speech. Children do not even think that they are learning without noticing it, they learn Tatar words, phrases, sentences much better, and on this basis they work out the correct pronunciation of specific Tatar sounds, a coherent statement, consolidate and activate Tatar vocabulary

To improve the efficiency of the educational process, information and communication technologies are used, that is, the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. For example, with the help of a computer, information is given to children (slides, consolidation of the material covered with the help of various didactic games. For example, “Who is not there”, “Guess and name”, “Who is superfluous?”, “Count”, “Treat the hares”, “ Make a salad" and many others.

The computer helps to raise the level of teaching, providing visibility, control, a large amount of information, being a stimulus in learning. The development of computer technologies makes it possible to really individualize the educational process, to strengthen the positive motivation for learning, to intensify cognitive activity, to strengthen the creative component of the work of both the child and the educator. The computer also helps organize the viewing of cartoons.

Of great importance in teaching a child a language are the questions of the educator to the child. When the teacher poses a question, the child thinks, thinks and selects the right word from his vocabulary. Thus,

we exercise the child in mastering the language. Experience shows that skillfully and timely questions drastically change the language of the child for the better: the choice of the right word, the logicality of speech.

As mentioned earlier, language teaching methods are diverse. Their diversity should be used by the educator in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set for solving. It is necessary to build the teaching of the Tatar language in such a way as to exercise children in speech skills and abilities in order to form their first elementary knowledge about the environment.

Thus, the EMC ensures the unity of educational, teaching and developing goals and objectives in the process of educating preschool children. It is built on age-appropriate activities and forms of work with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual and demonstration materials and handouts provide the maximum variety of children's activities.

In order for the formation of speech skills to occur faster and more efficiently, it is necessary to properly organize the learning environment. It is under these conditions that speech skills and abilities become more durable and flexible.

Based on the goals of teaching children the Tatar language, it must be taken into account that the language environment should be primarily of a developmental nature, i.e. it is necessary to create a developing language environment. All methodological techniques, teaching aids, visual and handout materials, used manuals and equipment should create and maintain the developing and learning nature of a foreign language environment.

The language development environment includes both the language environment and the subject environment. The subject environment attracts the child, arouses his interest in the language. The role of the subject environment in the preschool educational institution is very large, because the child is in constant contact with her. The child knows that he can come up, look, pick up what he needs, arouses his interest. Such communication becomes significant for both the trainees and the teacher. This environment is interactive. good to have Board games, lotto, dominoes, thematic tables, algorithms, toys, toys-heroes of the Tatar literary works, photographs, postcards depicting the main sights of Kazan and other cities of Tatarstan.

A toy, and, most often, a doll becomes an active participant in communication in the Tatar language in our classes, in regime moments, and the teacher communicates with children with the help of a doll (character), which allows you to control communication, the language environment. A doll or a character allows for the introduction, development of lexical units, to provide the volume of language material.

The use of the doll provides a strong motivation for the use of the Tatar language, and also creates a special friendly atmosphere in the classroom. At the same time, it is necessary to observe the condition that the character present at the lesson must be permanent, having his own character, habits, etc. For example, the Alsou doll who comes to our classes is very kind, friendly, cheerful, loves to sing songs and play outdoor games.

The role of the educator acts as the main means of creating a language environment. She is a role model and a model of children's speech behavior. In order to increase the learning impact of speech, certain conditions must be observed:

1. availability of speech

2. avoiding complex sentences

3. use of repetitions, paraphrasing speech

* usage visual aids;

* description of the situation;

* application of sign language.

These methodological principles help to properly organize the process of communication in the Tatar language and create a language environment for children.

Literature: Zaripova Z.M., Kidryacheva R.G., “We speak Tatar”

Zakirova K.V. "In the glade of childhood" .......