Contents: 2 introduction

2.2. Methods for determining vocabulary comprehension and memorization.
In the system of primary education, the subject "English language" occupies a central place. As a means of cognition of reality, the English language provides the intellectual development of the child, forms its conceptual and categorical apparatus, develops abstract thinking, memory and imagination. It allows the student to know himself, to master the means of introspection and self-expression.
In recent years, unfortunately, students have seen a sharp decline in interest in English language lessons, the unwillingness of children to expand their horizons, improve literacy and culture of speech.
“Native language is the language of words: large and small, simple and complex, understandable and incomprehensible. The very nature of the word, its connection with the outside world requires a thoughtful and meaningful approach to working on the vocabulary of the English language. Through the native word, as noted by K.D. Ushinsky, reflects the entire history of the spiritual life of the people. Ushinsky KD. Selected pedagogical works. M.: Uchpedgiz, 1945Therefore, in our opinion, it is so important from the very beginning of a child’s education at school to reveal the “mysteries” and possibilities of the native language, instill interest in it, form and develop a sense of the word.
In the English language lessons, the teacher pays sufficient attention to the grammatical, spelling and structural analysis of words, while working much less on their semantics.
Often in the texts of exercises in the English language and in the texts of literary works there are words that have gone out of everyday use - these are obsolete words. They are part of the obsolete vocabulary. And it is very important to introduce children to such vocabulary: to explain the meaning of obsolete words, to teach them how to use dictionaries in order to find out the interpretation of a word, how to use these words in speech.
Language acquisition is a creative process. A person improves his speech all his life, mastering the riches of his native language. Each age stage brings something new to its speech development. The most important stages in mastering speech fall on children's age - preschool and school periods.
In preschool, and sometimes at school age, the language is acquired spontaneously, in speech activity. Spontaneously learned speech is primitive and not always correct. Therefore, the school faces a number of challenges. The tasks for the development of children's speech were formulated by M.R. Lvov Lvov M. R. Methods of development of speech of younger schoolchildren. - M., 1985.. Firstly, the assimilation of the literary language norm takes place at school. Secondly, at school, students master the skills of reading and writing, and with them, the features of oral and written speech. And, finally, the third direction of the school's work on the development of speech is the improvement of the culture of speech.
The modern primary school program places high demands on the development of speech of younger students. Along with such qualities as correctness, consistency, accuracy, developed speech is characterized by figurativeness, expressiveness, and emotionality. However, the development of speech cannot be reduced to learning the skillful use of language tools. What then is the work of the teacher to improve children's speech? In order for the improvement of the actual speech activity of younger schoolchildren to be successful, parallel purposeful work is needed in a number of areas: a) on expanding the horizons of students, on their ability to observe, emotionally perceive, compare, evaluate, generalize: potential objects of their speech activity; b) over the student's awareness of the language system, the appointment of various language units, the rules for their functioning, the enrichment of the arsenal of tools used by children; c) over the ability to choose the means of language, taking into account the situation of communication and correctly formulate thoughts; d) over the ability to select the content of the statement and organize it in accordance with the plan.
The enrichment of children's vocabulary is inextricably linked with the development of speech. Speech activity is an active, purposeful process of perceiving statements, carried out with the help of linguistic means in the course of interaction between people in various situations of communication. Describing speech activity, it is impossible not to say about its types.
In the 70-80s, under the influence of linguistics and psycholinguistics, new approaches to work on the development of schoolchildren's speech began to be determined in the methodology. There was a deep conviction that for the successful speech development of children, it is not enough to simply perform exercises in the selection of synonyms, in making sentences, in storytelling and retelling - such a system does not equip students with an understanding of existing speech patterns, knowledge of a set of actions and ways to perform them when considering statements. 
The specific content of the work in a particular class is determined by the new program of the course "Speech and Culture of Communication". Speech and culture of communication Primary school, 1990. No. 8.The development of the problem continues. On the agenda in the research plan is the question of revising the entire course of Russian, of giving it a more pronounced speech or communicative orientation. The recognition by psychologists of the fact that speech is now a kind of human activity, speech activity marked the beginning of a new approach to work on the development of speech - from the standpoint of the theory of speech activity. First, this approach was defined in relation to Russian as a foreign language (A.A. Leontiev, I.A. Zimnyaya and others), and relatively recently, they began to be developed in the methodology of teaching Russian as a native language (V.I. Kapinos, T.A. Ladyzhenskaya, M.R. Lvov, A.Yu. Kupalov). The implementation of this approach should ensure more successful work on the development of speech.
The modern elementary school sees one of the main tasks of education - the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the richness of their vocabulary. Vocabulary is necessary for the language as a building material. With the help of the word, human thinking is associated with objective reality, since the word denotes the subject of reality and expresses the concept of it. The word, according to the definition of Mikhail Rostislavovich Lvov, "is a particle of knowledge, a particle of generalization of experience, which is stored in memory and used by a person in the process of thinking and speech" Lvov M. R. Methods for the development of speech of younger students. - M., 1985.. The enrichment of vocabulary, and, consequently, speech development, is facilitated by the organization of educational activities aimed at:
- perception and awareness of the semantic content of the studied words and cognate words, shades of the meanings of these words, antonymic and synonymous relations, compatibility of words and stable turns;
- development of the ability to explain the meaning of words and the features of their use in speech;
- the formation of the ability to use words in speech when constructing one's own speech statement.
The poverty of students' vocabulary hinders their assimilation of spelling. The issues of developing literate writing skills in elementary school are solved in terms of teaching schoolchildren spelling based on the use of certain rules and memorization of a number of so-called "vocabulary" words, i.e. words with unchecked spellings. It is very difficult for younger students to master these words. Observations show that students graduating from elementary school make mistakes in writing a large number of words with unchecked spellings.
On average, an adult uses about 3 thousand words for daily communication. However, his vocabulary consists of about 20 thousand words. The larger a person's vocabulary, the more likely they are to succeed in life.
American pediatrician Susan Canizares, who has published a number of books on how to teach a child to read, believes that the more words a child knows, the more likely it is that he will begin to read and write faster, it will be easier for him to study at school and, as a result, from he will grow up a man with high intelligence.
According to Canizares, at the age of 2-3 years, a child knows 50-300 words. At the age of 3-4 years, the vocabulary increases to 500 - 1.2 thousand words. From 4 to 5 years old, it increases to 1.5 -2 thousand words. After reaching the age of six, the average child knows more than 6,000 words.
By the time the child enters school, the child's vocabulary increases so much that he can freely communicate with another person about everyday life and things that are within his sphere of interest (from 3,000 to 7,000 words). The need for communication determines the development of speech.