Thematic planning on development of the speech
for the advanced preschool age
Developed and used by the Centre of Russian language and culture
‘Sun’ in Barcelona
Thematic planning is made on the basis of the curriculum on
progress of speech which ‘Sun’ created at the school for
additional linguistic formation at the A.S. Pushkin College of
Russian language in Barcelona.
author's curriculum is developed for children of 5-6 years
trained at the European schools of additional formation. The
program is directed to training of bilingual children and is
based on the main principles of working with bilingual children
on the native language outside their language environment.
Prime objective of the Program is the child’s
personal and all-around development - a bilingual development on
the basis of national and general human values, the progress of
the preschool child and the reality surrounding it.
work of leading experts in the bilingualism area is taken as a
basis: E.Protasova, E.Hamrayeva, N.Rodina, O.Chubarova.
Considering the specific character of the schools of additional
formation (they are operational only once a week on Saturdays),
the curriculum is calculated on 30 education days.
The study of any language positively influences
the general mental and emotional progress of the child, its
speech capacities, and it expands its general outlook. The
five/six-years age is unique for mastering the second language
thanks to such mental features of the child as fast storing of
language information, capacity to analyze and systematize speech
streams in multiple languages, not mixing these languages and
their means of expression, plasticity of the natural mechanism
of mastering speech, intensive formation of cognitive processes,
special capacity to imitate, absence of fear of making mistakes.
Language training at an early age contributes to practical and
educational goals for raising the child. The practical aspect
consists of orally teaching speech to children, as they are not
able to read and write yet.
Features of language training for bilingual children
should be directed to the actual language level and the person
of the child. Therefore, as to working with five and six year
olds it is necessary to follow some specific rules. For children
of preschool age it is important that the acquisition of
language comes naturally by itself. Therefore, substantial
aspects of the training (about what to speak, what to listen to,
what to do) prevail over the technical aspects of the language,
thus the content of training should touch on the actual
interests of the child and meet its demands for dialogue and
knowledge. While considering individual and age features of five
and six year old children, various games are indispensable as
important methodical means for language reception. They make
impossible situations in which children just sit and "keep
is necessary to use not only role-playing games, but also
mobile, dynamic games, as well as desktop and printing games
(type of a lotto, a domino, guidebooks), various emotional-mimic
games, and finger-type, magnetic games.
Contents of the training programme
The contents of the second-language training
programme for five and six year old children include the
Language materials: phonetic, lexical and grammatic which is
presented in the programme in speech structures and
Communicative skills describing a level of mastery of a
Imitations of actual situations and areas of dialogue,
verses, songs, games, fairy tales, short funny histories and
Art-graphic means for realizing the most frequent
communicative intentions in daily dialogue situations.
Information on some national-cultural features of the
country of the language (a proverb and a saying, a riddle,
holidays, national signs, songs, etc.).
Studying letters of the alphabet « a dot method ».
Methodical recommendations on realizing the thematic plan
The successful achievement of the tasks set
cannot occur without taking into account the psychological age
of the children and the multicultural traditions of their
In planning a lesson, the teacher should consider
the specific characteristics of five and six year old children.
this age, preschool children feel a sharp need for movement. In
case of restriction of vigorous motive activity they quickly are
overexcited, become disobedient, whimsical.
Their aspiration to communicate with their peers is actively
shown. Their speech contacts become more productive and
Five and six year old preschool children willingly cooperate
with adults in practical affairs, but more and more actively
aspire to cognitive, intellectual dialogue as well.
The age of ‘Why’-asking is shown in numerous
questions to their teacher: « Why so? », « What for? ».
Children at the age of five and six show a bright
interest in games. Games become complicated as to their content,
the quantity of roles involved and the role dialogues.
A remarkable feature of children is imagination,
quite often they confuse fantasy and reality.
The dictionary of children increases to 2,500
words and more. In conversation the child starts to use complex
is important not to forget the following principles of the
bilingual development of a child:
Each child must be considered as a person.
Individual approach. The volume of knowledge of the first
and second language may be
for different children, and their speech
Children should have a possibility, during activity, to
communicate with other children using the language that they
know the best.
The educational process is based on integration of
Between the adult and the child partner attitudes are to be
is necessary to develop in the child an aspiration to
independent information search.
is necessary to accept and develop already existing
traditions of a multicultural society, to emphasize
interoperability of cultures.
Pay a great deal of attention to children having
difficulties with mastering lexicon or grammatic designs.
Correction of the child is necessary only in
case of communicatively meaningful mistakes.
During educational activity the teacher creates
conditions so that each child reaches the set result.
For this purpose the following principles of
development training are used:
Principle of psychological comfort during the lessons.
Principle of activity. A new element of knowledge should not
be presented as fixed, but should be acquired by the child
through active self-discovery.
Principle of minimax. Every child progresses in its own
Principle of integration. At the introduction of new
knowledge its interrelation with the subject as a whole and
with the phenomena in the outside world are to be revealed.
Principle of variability. It enables own choice.
Principle of work. The process is focused on learning by the
children through the means of their own experience of
Principle of continuity. Continuity between preschool and
The most important goal of the teacher is to
organize his lessons communicatively and to use an active
approach in teaching preschool children.
the teacher who works with preschool children, using games
is very helpful.
Considering that playing games is one of the most
important activities of children, the development of speech
skills is central during the organization of game-playing
educational situations and other educational methods such as
performance of varied exercises, story-performances with new and
acquired language materials, learning of verses,
riddles. The subjects of colloquial exercises have to be
connected with topics from the child’s environment (subject
matters of a life, a toy, fruit, plants, etc.) with the life of
the child in his family, during the year, along with various
Role games, performances, learning of poems,
songs, guessing of riddles, execution of the teacher’s
instructions and making comments on actions, the description of
pictures, work with slideshows – all these help to increase the
children’s interests in studying language and accumulation of
its stock of elementary words and expressions, to master oral
speech, and to create a practice of dialogue in that language.
Planned results of the Programme
Skill to distinguish the
sounding of foreign speech from native.
emotional coloring of the phrase, distinctions in
Skill to distinguish
sounds and sound combinations and to properly reproduce
Selection of different
meanings of phonemes of the second language and their
Skill to memorize speech
chains of different length (from words on the certain
subject matter up to verses, texts, songs).
Understanding of short
counting rhymes, verses, songs, stories, fairy tales
appropriate to the level of development of the child,
representing the specific interest for them.
commands, instructions, settings during the lessons and
Skill to contact the
partner in dialogue: to welcome the partner and to
answer its greeting; to ask to give something; to thank,
induce to action or game; it is polite to refuse
something; to be presented something or to present
someone; to congratulate someone to have a good holiday;
to express agreement / disagreement; to express desire /
Skill to state elementary
information on members of the family, a favourite
animal, a friend, etc.
Skill to specify and answer questions
as to: name, age,
hobby, residence, favourite sites
in city; fruit, toys; qualities of subject matters (name,
size, a site);
about animals (referring
to big, small, kind, malicious, where
Skill to reproduce
familiar rhymes, short counting rhymes, songs, verses
and so forth.
Skill to make a
descriptive story (together with the adult).
Skill to establish simple
causality – investigative communications about objects
Knowledge and skill to
use speech forms of polite dialogue.