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Language activities for teenagers

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THE MINISTERY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF UZBEKISTAN KARSHI STATE UNIVERSITY THE FACULTY OF ROMAN-GERMAN PHILOLOGY THE CHAIR OF THE ENGLISH LANGUAGE AND LITERATURE On the theme: Language activities for teenagers Written by: student of group 401, Rustamov Jamol Scientific supervisor : Katta o’q. Nazarov A. “Himoyaga tavsiya etildi” Roman-german filologiyasi fakulteti dekani _______ p.f.n. D. Jo`rayev “_____”____________ 201 3 yi l Karshi 201 3.

C O N T E N T S Introduction …………………………………………………... Pages 3-6 Chapter I . General views on language activities …................. ……. 7-9 1 .1 Language Learning Activity types…………………………… 1. 2 Classification of language activities ……............................... 10-20 21-46 Chapter II . Language activities for teenagers through the skill........ 2.1. English language skills . ..................................................... 47 2.1.1. Listening............................................................................. 47-49 2.1.2. Speaking . .................... 49-54 2.1.3. Vocabulary learning……………………………………….. 54-59 2.1.4. Reading……………………………………………………… 59-61 2.1.5. Writing…………………………………………………………… 61-65 Chapter III. Language activities through the games. 3.1 Games to improve language

policy. In 1997, upon the immediate leadership of President of the Republic of Uzbekistan, Islom Karimov, The national program for Cadre Training was developed. Thanks to its implementation, the country has been maintain the permanent deepening and renewal of the general educational and professional training through ю the organic unity combined with historical and spiritual heritage of the people Reforms in the systems of education in Uzbekistan and the large- scale programs which are aimed at the happy future of our children, are now rendering their true results. On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”. It is noted that in the framework of the Law of the Republic of

schooling in the form of lesson-games and speaking games, continuing to learning the alphabet, reading and spelling in the second year (grade). Also it is envisaged that university modules, especially in technical and international areas, will be offered in English and other foreign languages at higher education institutions. Actuality of the theme . Recent years have seen a massive increase in English language teaching in Uzbekistan, not only in schools but also in factories and elsewhere. The knowledge of English is required by many employers and in many other parts of people’s life. It will be important to understand English very well in the future and this is the reason for finding better and more enjoyable ways how to start teaching young learners. Young learners from an early age sho

point when the adolescence begins and the learners’ attitudes change. Therefore, the thesis focuses on the target group of teenagers and investigates how their attitudes and interest in learning English change. This final qualification work focuses teenagers from 15 to 16 years old learners and their attitudes to learning English through the activities. In particular, it aims to investigate the changes in the interest in learning English, when young learners enter upper-primary grades. Teachers can start with controlled activities and make them freer when children develop the ability to take responsibility and work without constant supervision. Scientific novelty and practical value. Generally, there has been a growing interest in the teaching of young learners. However, teenagers make a l

Chapter I General views on language activities This chapter aimed at learning teachers how to begin teaching language, how to improve language skills and how teach language activities. Young learners are teenagers from the first year of formal schooling to fifteen or sixteen years of age. They are relatively mature learners with both adult and

childish features. I would like to concentrate on young learners of from eight and nine till fifteen and sixteen years of age. These learners have attended the third year of a special language programme. They can write and read in their first language but they do not have enough knowledge about grammar and grammatical categories. They are not competent to work with language as a tool although they can use it in everyday life. They are able to listen to a text and say what it is about. They still like playing games, singing songs, saying rhymes and introducing their own thoughts and ideas. The following list shows general characteristics and language development of a young learner according to Wendy and Ytreberg · They can tell the difference between fact and fiction. · Their basic concepts

children is their ability to establish their first language at a time when they are unable to understand anything about the system which they come to use with such competence. From experiences of learning other languages at later ages there is much that indicates that learning a language is not easy. Yet young learners the world over persist and make progress even though it later appears to be difficult. The fact that young learners learn their first language such speed and competence must mean that if the process can be better understood, it should be possible to design methods through which children learn a second language in much the same way as they learn their first language”. Babies learn through voice, gestures, speaker’s face and tone of the voice and they perceive an atmosphere ar

new experiences and information. Teachers should introduce a reasonable number of new language items and present and practise them in a number of different ways. I definitely agree with this theory. Young learners who are tired after their school work are not able to concentrate on my after-school language course very much and I must plan my lessons carefully and then be creative during them and change prepared ones according to the pupils ґ mood. A teacher should recognize that an activity is not good in a very short time and must be prepared to change it. 1.1. Language Learning Activity types The activity types for languages presented below aim to provide a systematic, pedagogically meaningful scaffold that guides teachers’ instructional thinking,

decision-making, and technology integration while promoting the development of students’ communicative competence. These activities draw from the British Council on the Teaching of Foreign Languages for Foreign Language Learning, which state that communication in the target language is understood as a process that involves three modes: (a) Interpersonal, (b) interpretive, and (c) presentational. The interpersonal mode involves two-way written or oral communication with active negotiation of meaning. Because of this feature, speaking, listening, reading, and writing can be involved. The interpretive mode focuses on the appropriate interpretation of meanings (e.g., listening to a broadcast, reading a text, or viewing a movie). Because the author of the news, text, or movie is absent, there a

Listening Activity Types Listening skills may seem more passive or less demanding than other language skills. However, when students are engaged in listening activities, they employ different competencies. For instance, when trying to comprehend and interpret a message, they need to know morphology, syntax, vocabulary (grammatical competence), the social and cultural expectations of native speakers in the language studied (sociolinguistic competence), how to use pronouns and conjunctions in a cohesive and coherent manner (discursive competence), and how to make educated guesses to compensate for gaps in their knowledge (strategic competence). In sum, listening activities require the interplay of different types of knowledge that go beyond “getting what was said.” Table 1 : Listening Activi

Listen to a broadcast Students listen to a broadcast in L2 (e.g., radio, television, news, performance). Web radio, pod casts Listen to a poem/song Students listen to a poem recited or song sung in L2, live or recorded. CD. Web (e.g., Teacher Tube), pod casts Listen to an audio recording Students listen to a recording in L2 (teacher-or student-made, professionally produced). Pod casts, Web audio site Listen to a presentation Students listen to a live or recorded presentation in L2 (e.g., guest presentation, student-created oral report, teacher-created lecture). Presentatio n software, video/audio conference Listen to a story Students listen to a story written and read aloud in L2. CD, audio book, Web (e.g., Teacher Tube), pod casts Speaking Activity Types When learning a foreign language,

Table 2 : Speaking Activity Types Activity Type Brief Description Possible Technologies Have a conversation with a partner/small group Students converse with a limited number of others in L2 (improvised or with prompts). Audio/Video conference, telephone Have a conversation with a large group Students converse with a large group in L2 (e.g. question-and-answer with a guest speaker, improvisational performance, class discussion). Audio/ Video conference Perform role plays Students speak in L2 in character in a simulated situation (e.g., ordering dinner in a restaurant, checking in at the airport, skit, play, impersonation, puppet show). Video camera, audio recorder Engage in an oral question-and-answer activity Students ask and/or answer questions from others in L2 (e.g., exchange personal

Repeat Students repeat what someone else says in L2 (e.g., tongue-twister games, “Whisper Down the Lane”/” Telefono Discomposed,” oral exercises). Pod cast, audio recorder Have an informal debate Students debate an issue in L2. Audio/Video conference, audio recorderDeliver a presentation Students deliver an (in) formal presentation (e.g., advertise a product, present a report, perform a commercial for a tourist destination). Presentation software, video recorder Create an audio/video recording Students create a recording (e.g., a commercial for an invented or real product, “how to do it” demonstrations, a song or rap). Audio recorder/ video recorder, Tell a story Students tell a lengthy or short story in L2. Audio recorder/ video recorderSing Students sing a song in L2. Audio recorder/ vid

Writing in L2 focuses on both the process and the product. When working with writing skills, students can engage in all three modes of communication— interpersonal, interpretive, and presentational. In addition, writing abilities involve the same four competencies mentioned above (grammatical, sociolinguistic, discursive, and strategic) that enable learners to convey meanings with accuracy across cultures. The activities proposed below address both expository and creative writing skills. Table 3 : Writing Activity Types Activity Type Brief Description Possible Technologies Engage in a written question-and-answer activity Students ask and answer questions about different topics (e.g., daily routines, personal traits, target culture, likes and dislikes). Word processing software, chat, Email

Define terms in written form Students use new and old vocabulary to compose a glossary of terms (e.g., glossary of terms for textbook chapter, literary piece read in class or as a homework) Word processing software, concept mapping software, wiki Write a sentence/paragraph Students write a sentence or paragraph to describe an object, situation, and/or place. Word processing software, concept mapping software Create a comic Students create a comic strip to apply functions, culture, grammar, and/or vocabulary related to a given topic. Comic creation software, word processing software, drawing software Write a script Students write a script for a soap opera episode, a comedy skit, or a play. Word processing software, wiki Write a poem Students write a poem (e.g., haiku, cinquain, diamond, con

Write a letter Students write a letter in response to a prompt (e.g., penpal /keypal communication, letter to a family member, letter to the Editor, a complaint). Word processing software, Email Create a game Students create a game to practice vocabulary, grammar, language functions, culture (e.g., flash cards, Bingo, Jeopardy). Word processing software, game creation software, presentation software Write a story Students write a story inspired by personal experience, a cultural topic, or a literary work read as part of course assignments. Word processing software, blog, wiki Write journal entries Students write journal entries using targeted grammar structures and vocabulary (e.g., diary, blog, dialogue journal). Blog, word processing software, wiki, Email list, online discussion forum

Create a book Students create a book (e.g., biography, cookbook, poem collection, picture book). Word processing software, drawing software, presentation software, Web authoring software Participate in an online discussion Students engage in online discussions and take a stand on assigned topics (e.g., global warming, bilingual education, international policy). Online discussion forum, chat room, text messaging Create a test Students create a topic or chapter test alone or with a peer (e.g., multiple choice, cloze, true or false, matching pairs). Word processing software, test creation software, Web authoring software Create an illustration accompanied by text Students create a map, a concept map, word pictures, a mural, or a storyboard to illustrate historical events or cultural topics re

Create a newspaper/newsletter/ news magazine/ brochure Students synthesize information from textbooks, encyclopedias, and/or websites and develop a print-based or electronic periodical. Word processing software, desktop publishing software, Web authoring software, Create a chart/table Students compile and synthesize information from different sources and organize it in charts and/or Word processing software, spreadsheetList word families Students develop word clusters (e.g. “Familias de Palabras”). Concept mapping software, word processing Edit Students assist each other with their writing projects (e.g., peer editing). Word processing software, wiki Take notes Students record relevant information on course topics (e.g., presentations, field trips, videos). Word processing software, concep

Table 4 : Reading Activity Types Activity Type Brief Description Possible Technologies Read a story Students read and analyze stories by relevant authors from their target language to get acquainted with different literary styles (e.g., J. Borges, A. Matute, H. Quiroga). Web, ebook reader Read a poem Students read and analyze poems by authors from different nationalities and literary traditions (e.g., P. Neruda, J. H й rnandez, G. Mistral, Sor Juana In й s de la Cruz). Web Read a newspaper/ magazine Students read and extract information from newspapers and magazines from different countries where their target language is spoken. Web Read a book/novel Students read and analyze books and novels from different literary traditions and authors (e.g., G. Garcia Marquez, J. Cortazar, E. Zola, L.

Read a letter Students read letters from newspapers or magazines, family archives, legal documents (e.g., from and to editors, from one family member to another one, legal notifications). Email, Web Read a textbook Students read and extract information from textbooks (e.g., cultural notes, grammar, vocabulary lists). Web, ebook reader, CD Read a comic (e.g. for children, political cartoon) Students read a comic and relate it to the cultural and/or political reality/realities represented (e.g., “Mafalda,” “Maitena,” “Asterix,” “Ram у n”). Web Read a chart/table Students read chart(s)/table(s) to extract information and to connect it to course topics (e.g., weather service, census data by languages, health issues by countries). Web Read an article (e.g. encyclopedia entry, Web page) Students

Read a diary/journal Students read entries from peers’ diaries/journals posted online. Web, blog Viewing Activity Types Viewing abilities are critical for “zooming into” the target language culture. Through viewing activities, students can observe authentic interactions among native speakers; learn about differences among dialects, accents, registers, and body language without leaving the boundaries of their classroom. As with reading and listening, students learning an L2 bring into play the same four competencies to comprehend and interpret a message. The viewing activity types below vary in the degree of challenge offered to students in terms of comprehension and interpretation of meanings. Table 5: Viewing Activity Types Activity Type Brief Description Possible TechnologiesWatch a perf

Observe a live interaction Students attend or watch interactions in the target language to get acquainted with different communication styles (academic and non-academic) in different settings (e.g., sporting event, at the airport, a job interview, at the doctor’s office). Web, videoconferencing, UStream View an exhibit Students take physical or virtual field trips (e.g., to an art museum, cultural sites, other students’ works, school exhibition). Web, Web- based virtual fieldtrip, videoconferenc e View image(s) Students use images to elicit information about course topics (e.g. pictogram, photographs, drawings). Web, CD §1.2. Classification of language activities. Language activities divided into groups according to the age of learners.

Activities help learners learn language more effectively. They make learners interest language. According to these activities are devided into groups, e.g activities for children, activities for teenagers and activities for adults. I pay attention to children and teenagers. Because if learners know language from childhood they learn language well in the next steps. Language activities for children The first few years of a child’s life are key to the development of speech, language and cognitive skills. For this reason it is important to create activities and strategies to help develop speech and language skills that give them all the stimulation, positive role modeling and human contact that they need. For a normally developing child learning is easy and creating opportunities for learni

Good modeling An important aspect of learning speech is listening. A child learns new sounds and words by listening to those around him. This is why it is important to provide good speech for the child to listen to. Say words clearly and slowly and use plenty of intonation. If your child attempts a word and it is not pronounced correctly, praise him for trying. Do not try and get your child to repeat the word or correct it. Repeat the word back yourself to show you have understood and to give your child a good version of the word. One other important thing – TAKE THE DUMMY OR PACIFIER OUT!!!. Motivating sound games Sometimes, using games can motivate your child to make sounds. For instance play the game – ready… steady…. GO!! Blow up a balloon, hold it, then say “ready….steady….GO”, and le

Some children find these skills more difficult to master than others. There are lots of ways to enhance your children’s listening and attention skills, not least by turning off the television and spending some quality time with them. Try to find activities that share your attention that you can both enjoy and focus on together. Also, don’t forget to praise good listening and good looking. Observation skills These skills require the child to stop and focus on a particular task. Having a shared focus helps this process. The activities mentioned below require your child to focus on a task for a few minutes and really use their observation skills. These tasks would preferably be done at a table-top as a shared focus activity. The type of task will depend on the age of your child. If you th

you are not dictating what is happening. However, you can still be feeding language into the play as it is happening. So the takeaway here is not to feel you have to fill in any gaps of silence, just watch and listen and add language. Add language Adding language is an easy thing to do and can be done in all types of different situations, not just play. You comment on what the child sees, commentate on what your child is doing, or expand on what they have said e.g. Child: “car” Adult: “fast car” or “red car” The environment The environment in which your child learns also has an impact on how they learn. Try and reduce distractions and background noise – TURN OFF THE TV!! A busy household with lots of children will be noisy, but has benefits because the young child will be getting to pl

hat, boots, jackets, save, squirt, bucket, fire out, hero, etc. Role play is great for expanding your child’s imagination and introducing new vocabulary. Most types of interaction through play will have a positive effect on speech and language acquisition. The child’s social skills will also benefit because they will be using eye contact, turn-taking and listening skills. By letting your child take the lead in a game, they will gain confidence in communicating and feel that they are in control, so be relaxed in the communication environment. Depending on your child’s language competence you may want to set a goal for each game, although it is important not to make it too structured because we want the game to be led by the child. Any goal should be simple and flexible. Language needs to be

towards our pupils and like them all. This is a very important part of a teacher’s characteristic. Young learners have a very sharp sense of fairness and they often realize inequity earlier than a teacher as Scott and Ytreberg claim. Another important thing is to create pleasant and familiar surroundings. The classroom should be decorated not only by the teacher’s tools and pictures but also by the pupils ґ works, projects and physical object which can make it a nice place to learn. My pupils have a big advantage of having the classroom only for their lessons. We can create our own environment with all kinds of personal things. I often change desks lay-out in the classroom to make it more interesting and suitable for different activities. My pupils like being divided to groups or pairs. Th

· Give the learners the responsibility for doing practical jobs in the classroom. · Avoid organized competition. Language learning is a situation where everyone can win. Learners compete naturally with each other - to see whose finished first etc., but this is something different. · Avoid giving physical rewards or prizes. It tells others that they have not "won" and it does not help learning to take place. · Do not give learners English names. Language is a personal thing, and you are the same person no matter what language you are using. The teacher’s role People have in general many different roles. Everybody plays a part in society. According to my own experience the personality of a teacher and his/her approach is very important. A teacher’s role is very significant and should

prepared for them". Language activities for teenagers Theoretical views on language activities for teenagers . There are (roughly speaking) four types of low-proficiency student: 1 Some are weak in English because they may have been learning for a shorter time than their classmates; or perhaps they have come from another school where they received insufficient opportunity to progress or did not get enough encouragement. The great majority of students in this group need lots of attention, but they have a good chance of catching up if they get adequate attention. 2 A second group is made up of students with physiological learning disabilities such as poor hearing. 3 A third group – fortunately not represented in all classes – is made up of children with severe psychological problems resu

a. First, variety is important. A lesson of, say, 50 minutes, should consist of at least three – perhaps four to six – distinct components. In some lessons, these components may be the different stages of a single overall activity which is long but varied. In others, they may belong to two or more separate activities. b. Activities, and the steps that make them up, should have clearly understood and achievable goals. Ideally, there should also be a tangible or at least observable outcome: a student text, for example, or a performance. c. Activities with game-like elements are usually very good for generating interest. Such elements include:  a degree of competition  a goal which is about something other than getting the language right. One example of this kind of goal is identifying as m

h. Periodic opportunity to move about, or at least stand and move, is highly beneficial to students in this age range and can contribute to keeping interest up. i. Humor is important too. Of course, there is no recipe for this. But, if you create the right sort of atmosphere and show your sense of humour as often as you can, more humor will come from your students. j. Finally, occasional surprises can help keep students interested and paying attention. Few activities will include all of these features, but let us look at one that includes several: Flash the picture Age Any Time 5 minutes Level Any (see Variation for beginners, below) Focus Nouns and prepositions especially, but other elements of language too, depending on the picture Material A large picture on stiff paper or a copy on OHP

5 Repeat Step 2 . 6 Display the picture and keep it in full view. Elicit or teach useful vocabulary and elicit as much comment as you can, for example:  Facts about what is shown, e.g. If there is a tool, what is it for?  speculations about what has just happened or what is going to happen  speculations about people’s motives for what they are doing  interpretations: if the scene is somewhat mysterious or ambiguous  solutions: if the scene shows people in a problem situation  opinions: if the scene suggests a controversy  personal associations, e.g. ask, Does the picture remind you of anything? , Has anyone here ever been in a situation like this ? Among the features that make ‘Flash the picture’ a potentially interesting activity are: a. The use of a picture can provide a welcome b

also be surprised by how much they notice during one brief flash. In addition to choosing activities with potential to be interesting and useful, there are a few additional things one can do in order to help low-level, poorly motivated students to learn:  Try to use the truth rule regularly in small ways. This helps poorly motivated learners to recognize that English can be useful for saying real things here and now.  Everyone knows that nothing builds motivation like success, so make your lessons success-oriented . Design or choose tasks which set everyone achievable aims. In mixed-proficiency classes, flexible activities have a role to play here. One tactic in particular that may get poorly motivated students to perform better is to set very low minimums but then also include an appare

Procedure 1 Hand out the sheets of A 4 paper and ask students to draw on it the outline (only the outline!) of an object that is important to them – maybe a gift or souvenir; maybe something they use a lot. Say that their outline should be the size of a hand, bigger if they like. (In higher-level classes, say that the object should almost fill up the sheet.) Explain that they are each going to write some sentences inside the outline of their object. 2 Dictate the beginning of the first sentence to be written inside the drawing: This is . . . Tell them to finish that sentence and then write some more sentences saying why the object is important to them, when they got it, and so on. 3 After a while, say that anyone who has filled in all the space inside the outline can write more sentences o

teacher repeats a student contribution with fairly level or falling intonation, like this: TEACHER: Who can tell me a room in a house? STUDENT 1: Kitchen . TEACHER: Kitchen . STUDENT 2: Bedroom . TEACHER: Bedroom , etc. An easy alternative to echoing acceptable and audible student contributions is to respond in a way that is clear, yet conversational, and which perhaps also invites elaboration: Ye s , I think so too , I agree , Really? , Oh, why? , Good point and so on. Large classes There is no use pretending large classes are ideal. All kinds of things become more and more problematic as class size burgeons, e.g. activities which involve movement; oral pair work and group work (especially in a classroom with hard, echoing surfaces); monitoring any kind of individual and group work; learn

classroom utterly for granted. Usually, in order to establish the kinds of behavior that are key to a good learning environment, teachers need to invest considerable time, intelligence, patience and planning. Even with such investment, for some teachers – perhaps an increasing number – maintenance of discipline is the concern of their working lives. The purpose of this chapter is to suggest practices which might help teachers avoid or overcome a good many difficulties in this area. It is organized as follows:  Part one: Basics of maintaining order – 30 key principles  Part two: Five routines, or repeating procedures, for improving discipline  Part three: Peer mediation; four procedures that both develop students’ English and introduce a method which, through structured reflection and di

In your first lesson , make a list of rules and make them clear Devoting part of your first lesson to rules of behavior makes it less likely those students will later act unacceptably out of real or feigned ignorance. 4 Get your students involved in framing the class rules A good basic procedure is to write out a list of suggested rules and bring them to the class as a proposal. Go through the rules one by one inviting suggestions about additions, omissions and rewordings. Invite discussion – especially on the reasons for each of the rules. Note down the rules agreed on and bring the final version to the next lesson. 5 Take care with the wording of rules Gather coal points out that rules can often be more effective when they are worded rather generally. He gives the following example : A s

instance, if students feel they do not have to follow the rules until the bell rings or until you manage to get their attention, the onset of every lesson will be delayed. So the following may be a useful rule too: We follow the class rules from the moment we begin to enter the room until we have left it after being dismissed . 7 Consider ratifying the rules some teachers find it helpful to draw up the final draft of their rules as a contract which they and their students formally sign. An additional option is to ask students each to make a copy of the rules for their parents, sign it, take it home and show it to their parents and bring back a note from their parents saying they have seen the signed rules. 8 Plan the consequences for violations of rules many educators recommend making an o

If a student misbehaves, get a copy of the form and go through it with the student. Fill it in according to what the student says. Make a copy for your records and mail the original to the student’s parents. A heavier consequence might be a ‘detention’ , especially a detention on a Saturday. Of course, your students must know in advance what the full range of consequences is and it is very wise to inform parents too about your overall approach and about what the range of consequences is. 9 Remind your students of what the rules are Periodically review the rules. It is especially important to do this during the first two weeks. Doing this greatly increases the likelihood that the rules will be followed in the long term. 10 Consider the larger context of rules Over time, problems are likely

planning who to put where:  Mixing up boys and girls often helps improve behavior generally.  It makes sense to separate students likely to carry on private conversations. (But see ‘Friendship pairs’, 1 . 1 , for an alternative.)  The best place for potential trouble-makers is front and centre, as long as they are not all clumped together.  Students who dislike each other should not have to sit directly next to each other.  Plan varied lessons many 11 - to 16 -year olds lack the perseverance and the power of concentration which underlie an ability to finish long tasks all in one go. They tend to be restless, impatient, easily distracted and prone to boredom. Good planning can go a long way towards helping you deal with these predictable tendencies. For a start, you need more tasks for

5 Give instructions clearly and efficiently For instructions to be maximally effective they must, first of all, be clear. Also, the fewer instructions you give and the more concise these are, the easier it will be for students to notice and remember them. An added advantage of reducing the number and length of instructions you have to give over the course of a lesson is that this can give students an enhanced feeling that things are running smoothly to an overall plan, and this in turn can do a lot to help them feel more confident about having you as their teacher. 6 Take predictable concentration trends into account Many students find it easiest to concentrate during the first 1 5 or 20 minutes of a lesson so this is often the best time for intensive review or any particularly challenging

When you finish, close your books ). Not everyone will notice these messages so, for instance, ring a small bell and, when your students look at you, point to the message.  Turning out the lights can get a class to stop talking.  Holding up a sign of a scowling face saying Shhhhh ! can be effective and also create a little amusement.  However, techniques such as the ones just mentioned work only if used sparingly. The most reliable tool is, unfortunately, the hardest to describe. Put simply, it is this. You need to be able to look like someone who expects students to be quiet and listen as a matter of routine. Whatever you do, do not shout. 8 Communicate your teaching goals Make sure your students know what the learning aims of activities are. They are much more likely to stay on task i

inform the student about its usefulness. For example, You have capitalized all the right words. This makes your writing especially easy for us to read rather than Good work or Much improved . 10 Keep your students fruitfully occupied Students who have any tendency at all to become unruly are most likely to do so if they are not on task. Make sure at all times that everyone has been assigned a useful task (or set of task options) which is within their level of competence. 11 Be firm, especially in the beginning One of the easiest ways to lose control of a class is to become known as someone who is easy to talk:  out of things such as the enforcement of rules, e.g. rules against tardiness  into doing or allowing things you hadn’t planned to, e.g. playing another song when you had only plan

attention gravitates towards your most vocal students, or towards the ones who are best at making eye contact, or (it is possible!) towards a student you find unconsciously appealing because he or she reminds you of someone else. And beware of tendencies or impressions which cause you to divert attention away from particular students. For instance, it is risky to make assumptions of this sort: Kazuo looks like he just wants to be left alone so I won’t put him under any pressure . My experience suggests that students are not so easy to figure out just from how they look and that ones who seem to have a ‘don’t bother me’ demeanor are as likely as anyone else to feel bad if they get less attention than the rest. In fact, so easy is it to be misled by impressions or just to overlook things in

anything. Or video yourself once in a while. Even a sound recording can be helpful. I, for instance, had 3 years of teaching behind me before a couple of other teachers brought it to my attention that I have spells of saying Uhh with irritating frequency. 16 Avoid sarcasm Teachers who use sarcasm tend to ruin all hope of working constructively with any student they turn it on. If a truant has finally come to class, a comment like Oh, look who’s finally decided to come to class ! is only likely to breed resentment and encourage further truancy. Rather, react in a way that has some chance of making the student easier rather than harder to deal with in future – something like, for instance, a cheery Hello, Kim! 17 Be punctual yourself and expect punctuality from your students Hopefully, your

themselves to write time of arrival and reason into a ‘late-book’. • When a latecomer arrives, immediately call him or her to the front of the class to do some such prominent job as write some of your board work for you. But never openly describe this as punishment since you do not want to discourage these students from coming to class at all! My experience is that few inveterate latecomers like to find themselves in the spotlight like this as soon as they walk into the room. 18 Keep your temper at all costs Do not take things too personally. When teenagers are rude to you or about you, it is most likely because you represent authority in general. Besides, few people have a perfect understanding of the norms of civility by the time they are 15 or 16 , let alone 11 . When a student has said

 Focus on the future. Do not get involved in seeking to establish exactly what did or did not happen yesterday or a few minutes ago. Try to find ways to make things happen better in the future. Wordings such as the following might be useful: OK, next time let’s . . . or How can we avoid this problem next time? Zealously avoid getting drawn into any heated exchanges with individual students in front of the whole class. If need be, have private talks with anyone who is really upset or wildly unreasonable, in the corridor during class or somewhere private after class. In the latter case, do not put the meeting off for too long or you may lose credibility. Involve the parents In cases of repeated and/or serious misbehavior, you must attempt to get the support, or at least the understanding, o

Chapter II. Language activities for teenagers through the skills 2.1 English language skills. There are following skills in every language. They are: listening, speaking, reading, writing and vocabulary. Young learners should pay attention all of them to achieve perfect language. I give some activity examples for each skill. 2.1.1 Listening I have prepared many listening activities for my pupils. The learners like to listen to the short stories included in their textbooks. Generally they are able to understand simple sentences and commands used in the lessons. Learners attending my classes listen to the language which is a little above their level. I make the meaning clear by using pictures, mime, and body language “Listening tasks are extremely important in the primary language classroom,

“Studies of classroom interaction show that learners spend a large part of their time listening - listening to the teacher, to each other or to pre-recorded material. Each time the teacher uses English to explain something, give instructions, tell a story or praise someone, he/she is making listening demands on the pupils. Problems are likely to arise if teachers do not teach learners how to listen”. Teaching teenagers how to listen is a very important part of my lessons. I spend lots of time preparing good conditions for a listening part - practicing vocabulary, talking about a topic, using suitable materials and body language. Suitable activities for listening Ticking differences Age 12 and up Level Elementary–Advanced Time 10 – 1 5 minutes Focus Gist listening, speaking (accuracy) Mater

Follow on In pairs, students take turns taking the role of teacher (as in Steps 3 and 4 ). Variations The basic idea of asking students to mark differences between a text they hear and something they see is almost infinitely transformable. For instance:  Give students maps showing a route through the solar system, a continent, country, region, town, neighborhood, park or house. Describe a route that deviates in a number of ways from the one shown.  Students read a moderately easy text of 1 0 0 – 30 0 words. Then you read it to them out loud just a little bit faster than you ordinarily would if you were trying to be perfectly clear to students of their level. As you read, replace some words and phrases with synonyms; as you do so, they tick or underline the differences in wording. Finally

expect much spontaneous speech from our pupils. The English they will learn to produce will be what is known as formulaic language. This consists of routines or patterns which children memorize and which enable them to communicate with minimum of linguistic competence. However, pupils can be given opportunities to initiate conversation too by playing games. “Teachers often find speaking a difficult skill to teach, because learners have to master several different elements of language in order to what they want: vocabulary, pronunciation, structures, functions, and so on. One way how to teach speaking as children get older is provide such activities as storytelling is. It is important to bear in mind that children need to see the reason for doing the activity. This end-product is an importa

Suitable activities. Describe and draw . . . the opposite Age 12 and up Level Elementary–Advanced Time 1 5 minutes Focus General oral fluency, communicative accuracy in giving and comprehending oral instructions Material At least half a class set of suitable pictures This is an information gap activity with an unusual twist. It is fun to do after doing more conventional ‘describe and draw’ exercises – see 4 . 3 ‘Picture dictation’ and the final variation of 3 . 1 . Procedure 1 Students pair up and decide who is Student A and who is B. 2 Explain that: an Each A will get a picture to describe to B. But Student B should draw something opposite to what A says. For example, if A says There is a man B should draw a child, a woman, a dog, a ghost – anything that B thinks is the opposite of a man.

doubt – just how it is that a figure in his/her drawing is the opposite of what A said, e.g. A telephone pole is the opposite of a tree because, if it is made of wood, it is a dead tree, which is the opposite of a living tree.  Each pair gets only one picture. When A has described the picture, B either uses the same picture or his/her own ‘opposites’ drawing of it. Newspaper pictures Age 11 and up Level Pre-intermediate–Advanced Time 5 – 20 minutes Focus Conversing about pictures, expressing likes/dislikes, comparing and contrasting, general fluency Material A class set of pictures from newspapers or magazines In this activity students each speak to a partner about a picture. It is the instructions which you call out at intervals that make this an especially dependable way of generating c

Each time you announce a topic, let the exchanges run out before announcing the next one. a. Say something factual about your picture, e.g. This is a picture of a big red American car . b. Say something you like and/or do not like about it and why, e.g. I like the house just next to the beach, because it looks old and interesting . c . Say something it reminds you of, e.g. This restaurant is like the one I went to on holiday in Spain last year . d. Talk about something in your picture which is related to something in your partner’s, e.g . The apples in my picture were grown in the garden in yours . e. Each of you say one way in which the two pictures are different, e.g. My picture was taken in the city and yours in the country . f. Say something about what is on the back, e.g . There is pa

 It is a good idea to use either all colour or all black and white pictures and not mix cartoons or drawings with photographs.  At Step 1 , suggest that everyone should conceal their picture from their partner until you say they can show it. Step 2 b is a good point for this to happen. Summary of cues Say something factual about your picture. Say something you like and/or do not like about it and why. Say something it reminds you of. T a lk about something in your picture which is related to something in your partner’s. E a ch o f you say one way in which the two pictures are different. Say something about what is on the back. 2.1.3 Vocabulary learning Some lessons are based especially on vocabulary learning. Pupils like playing with words and they are able to absorb them quickly. Learni

and clear context and the illustrations help to convey meaning. Research has shown that words are often remembered in groups which have something common. Whenever are possible, get pupils to use their senses”. It is necessary to teach vocabulary in context because words are not isolated and they can have many meanings which is important for communication as S. Philips says. A key part of being a language teacher knows how to help students learn vocabulary both well and reasonably quickly. There are some facts about this that everyone knows: for instance, that people tend not to learn a new bit of vocabulary after encountering it just once. So, review is vitally important. What else can be said? Researchers into the matter of how vocabulary is learned and stored in memory agree about the fo

next to each other as do heavy and rain .) It seems likely that topic-based lessons can play a valuable role in the formation of links of both types, but we should also seek out small-scale tasks that focus sharply on the formation of mental links of one type or the other. e. Possibly even more fundamental is the formation of mental links between vocabulary and non-verbal images – for instance, a link between the verb spin and a visual image of something spinning or a kinesthetic image of you yourself spinning around. And there is very strong evidence that actually acting out the meanings of vocabulary is particularly effective. Fortunately, it is quite common for teachers to link vocabulary to pictures, realia, mime and so on. But there is doubtless more we can all do in this respect. f.

up ( a guest ) and put off ( a meeting ) at the same time.  Similar in meaning. So, learning fling and hurl at the same time may be relatively hard. (This does not mean, though, that there is anything problematic in learning vocabulary in ‘scenario sets’, e.g. take a bite , chew , swallow .) It is also interesting, in this connection, that – perhaps because of underlying similarity of meaning – ‘antonymic’ pairs such as borrow and lend are particularly hard to learn at the same time. As it happens, research has demonstrated that in-class vocabulary teaching can be highly effective , an outcome which seems most likely if teachers take into account points (a)–(i) above. But the sheer number of words and phrases that students must learn in order to become truly proficient goes far beyond wha

Mainly concrete nouns and associated adjectives, raising confidence A picture in a course book, or handouts or an OHP transparency of a photograph Preparation Choose a picture in your course book which shows a fairly large number of people and things or prepare a class set of handouts or an OHP transparency of a suitable photograph. Procedure 1 Students look at the picture. 2 Ask each student to think of at least three English words (not phrases or sentences) for things they can see in it. 3 Ask students, in turn, to say one of their words. Write words on the board as they are spoken. Keep going until you have a couple of dozen or more words on the board (ideally, at least one per student). 4 Divide the class into pairs. 5 Students look at the board. They take it in turns to read a word fr

will find all their words taken by someone else. Find the words in the picture Age 12 and up Level Pre-intermediate–Advanced Time 15 – 20 minutes Focus Review of lexical sets (mainly of concrete nouns and adjectives) Material Photographs, a word list, (optional) answer keys Preparation Collect or make the following:  a class set of different A 4 photographs that exemplify recently learned vocabulary you want to recycle (e.g. straw hat , bushy beard , plump , wrinkles , bald ); mark each picture with a different number ( 1 , 2 , 3 . . .)  (optional) a set of a key, i.e. a copy of each picture with the target words written on, for example with the word wrinkles written on or near the face of an old person Procedure 1 Put the pictures on the walls and number them. 2 Hand out the word lists.

reading some texts and exercises. Some of them can read fluently but the rest of the class needs practice. Storytelling brings many interesting opportunities for reading and in addition it is a good way to improve the pupils interest. “Reading is another significant source of learning a second language. Books open up other worlds to young children, and making reading an enjoyable activity is a very important part of the language learning experience. Pupils of ten years are able to transfer his/her reading skills to English”. On the other hand Ellis and Brewster suggest that to overload children with “too many reading demands” is not appropriate because it is demotivating. Moreover it is very important to persuade pupils “that a text in English can be understood even though there are vocabu

Focus Speaking, reading (of quiz items) Material Copies of a general knowledge quiz This activity begins as a standard general knowledge quiz but abruptly transforms into a group problem-solving activity which gets students thinking about the assumptions behind test questions. It follows on from ‘General knowledge quizzes’ ( 4 . 2 ). Preparation Compose or find a general knowledge quiz. (The Internet is a good source.) Make any necessary photocopies. Procedure 1 Set the quiz and ask everyone to answer the various items as usual. 2 Stop the students after two minutes, tell them you have changed your mind and divide them into pairs or small groups. 3 Ask them to write their own answers to some, or to all, of the questions. Their new answers must still be true, but they need not be the answer

difficult spelling. They prefer other skills particularly speaking, listening and vocabulary learning. I prepare many suitable and enjoyable activities for practicing and developing writing skills which are mentioned bellow. “In general, it is best to produce English through listening and speaking first, then progress to reading, and leave writing to be last . It is usual to ask learners to copy words and short sentences first-to practice their handwriting as much as their English. These short sentences and words should reflect themes connected with the children’s schoolwork or daily lives, and be linked with pictures and posters around the room. But writing is much more than the simple mechanics of getting the words down: it also involves being creative, spelling, grammar, and punctuation

correction you end up doing will be well worth the time you spend. How could I persuade a doubter? Properly chosen in-class writing activities have the following advantages: a Good writing tasks get learners using their English to communicate to others and/or to express themselves creatively; either can be very motivating. b Writing gives students time on their own to have and to develop their thoughts. c It can, therefore, create a beneficial time of quiet where all are working simultaneously on a beneficial task . d Written work gives you hard evidence of level and progress. Furthermore, the products of good writing tasks enable you to get to know your students’ thoughts. Of course you have to look at the written work to gain this advantage, or listen to students reading it out. e Lookin

exemplified Material Sheets of paper, bilingual dictionaries Function Closer Procedure 1 Divide students into small groups and give out one sheet of paper per group. Suggest they get their dictionaries ready. 2 Tell the groups each to choose a number between 0 and 1 0 and keep it a secret. 3 On their sheet, group members write a total of three riddle-like phrases or sentences which hint at the number they have chosen. For example, if they have chosen 4 , they might write: A dog has this number of legs. The number of instruments in a quartet. ........... wheels on a car . Make sure no group writes the actual number on their sheet. 4 Each group passes its sheet to another group, one of whose members reads out what is written on it. They all then try to agree (in whispers) what the secret num

groups sharing the same number. Instead of passing on their sheets to another group, each group in turn calls out their three riddles. Every other group confers and prepares a phrase that hints at the number in question. For example, if the number was 4 and a group’s phrases were: Legs a dog has. The number of instruments in a quartet. Wheels on a car. Then other groups read out their just-written hints for the same number: The number of legs of a typical table. The ........ corners of a square. An octopus that has lost four tentacles. For this variation, students need to cooperate within their teams. Add an element of competition among teams by awarding teams points for a riddle that is factually correct ( 1 point) and grammatically correct ( 1 point). Instead of numbers, start with nouns

Chapter III. Language activities through the games. 3.1. Games to improve language skills Games are fun activities that promote interaction, thinking, learning, and problem solving strategies. Often, games have an aspect that permits the players to produce information in a short time period. Some games require the players to engage in a physical activity and/or complete a mental challenge.

“Games are effective tools for learning because they offer students a hypothetical environment in which they can explore alternative decisions without the risk of failure. Thought and action are combined into purposeful behavior to accomplish a goal. Playing games teaches us how to strategize, to consider alternatives, and to think flexibly” That quote summarizes my beliefs about using games to teach, practice and reinforce a foreign language. Games provide a constructivist classroom environment where students and their learning are central. “Learning through performance requires active discovery, analysis, interpretation, problem-solving, memory, and physical activity and extensive cognitive processing”. Students draw their own meaning from these experiences while learning from their mist

For instance, most conversations start with open ended questions: “How are you?”, “What did you do yesterday?”, “How can I help you?”, and “What would you like for dinner?” As foreign language learners, it is important that they are provided with scenarios that are as realistic as possible. Games, if produced well, can do the same thing. Easy ways to do that involve the students finishing a sentence, listing words that begin with a certain letter, answering open ended questions on a board game or telling a story. Games also reinforce learning through many of Gardner’s multiple intelligences. Since individuals receive and process information in very different ways, it is important that teachers utilize different strategies and styles. Games often incorporate logical reasoning, communication

towards a common goal. This collaborative effort is more than just learning to work with others. It promotes a symbiotic relationship where they can learn from each other. Students must supply reasons for why their answer is the best, listen to their teammates’ rationale and then determine which answer is the best and why. So now, the collaborative effort is promoting a spontaneous discussion about the material, improving pronunciation, increasing participation, aiding in comprehension, all while the students are thinking quickly on their feet. The students are also developing trust and self-esteem in this process. Trust develops within and among the players. The learners must trust their own instincts and others’ rationale about the answer as well as the ability to produce it. Self-esteem

Materials: Pens and papers Procedures:  Give each student a piece of paper and writing utensil.  Have them write three things about themselves.  Fold the papers in half and collect.  Redistribute the papers.  Have the students read the statements and guess who wrote them. Variations:  The reader could form questions for other classmates, based on what they have read, to further the information sharing.  Half the class can write the statements, while the other half guesses.  The reader/guesser can make a suggestion (for a hobby, school activity, vacation spot, book to read, movie to see, etc.) based on the information on the paper.  The reader/guesser can add information about him/herself that he/she has in common with the author. Suggestions:  This is a good activity to do when t

team building Materials: paper and pencils Procedures:  Distribute paper and pencils to each student.  Each student should write sentences about him/herself that uses various adverbs like always, almost always, frequently, often, sometimes, occasionally, rarely, almost never, never, etc.  Fold the papers in half.  Collect and redistribute.  The students will now read the paper and guess who wrote those statements. Variations:  Students can write sentences about each other instead of about themselves.  The teacher can ask questions about how often the student (or people in their family) does various activities. Suggestions:  Guessing who wrote the sentences is an activity that is best done when the students already are familiar with each other.  Review adverbs prior to playing this

 Each student should write their name on the paper.  Next, he/she should write three sentences about him/herself. Two of them should be true, and one should be a lie.  Collect the sentences.  Read the sentences to the class and have them guess which one is a lie. Variations:  Have the listeners explain why they think the statement is a lie.  Have the author elaborate on one or both of the true statements.  If the students are already familiar with each other, have them guess which person in the class wrote the sentences. Suggestions:  This game is fun without needing to declare a winner.  Ask the students to write lies that are close to the truth instead of something really outrageous. Sim у n dice (Simon says) Level: Beginner to Advanced Skills reinforced: body part recognition,

 Simon is responsible for telling the others what to do. For example, sit down. touch your nose.  However, only the commands that are preceded by “Sim у n dice,” should be followed.  Students that do not follow the command should sit, and are out of the game.  When Simon gives a command that is not preceded by “Sim у n dice,” it should not be followed.  Students that follow these commands should sit, and are out of the game.  The last student standing is the winner, and has the option of being the next Simon. Variations: • Have two Simons and have them take turns so that the pace of the game is not too slow. Suggestions:  Review body parts and commands prior to this game.  The teacher should be the first Simon to model appropriate commands.  Have prepared commands in case Simon go

 Touch your nose.  Point to your eye.  Spin around.  Touch the floor.  Sit down.  Stand up.  Jump up and down three times.  Stand on one foot.  Hop like a bunny.  Hold out your arms.  Rub your stomach.  Pat your head.

Conclusion The aim of this final qualification work was to bring some information of how to deal with young learners and how to use activities during classes, to summarize their skills and abilities, and to introduce some methods used in English language teaching, it was the main aim of theoretical part. Teaching English is interesting, creative, but also difficult job. Each class is different and it is important to be flexible. It means that whatever book is used, we need to adapt it for the particular class. Young learners need activities involving fun. Most language teachers concentrate on vocabulary, grammar, sometimes on pronunciation which is covered in textbooks, but there are more pleasant, practical and useful ways to introduce and practice all these common requirements. Every lea

qualification work should be something of new, monumental learning for me, and should not be based on something that I already do, or am familiar. Conversely, I now feel that exploring this topic has increased my ability to validate the educational soundness of what occurs in my future career. Finally I understand and suggest following ideas: 1 . Teaching Young learners is very difficult process but you can make it easy with activities and games . 2. Language activities provide students, especially teenagers, a situation to learn without barriers created by social norms, and mundane routines or performances. 3. Activities encourage language production and social interaction in a playful, non threatening way 4. Every learners love interesting games activities and learning through pleasure i

Used literature: 1. I. A. Karimov,The concept of further deepening the democratic reforms and establishing civil society in the country, Uzbekistan, 2012 2. Law of the Republic of Uzbekistan “On the National Program for the Cadre Training”, 1997 august 29. 3. I. A. Karimov`s decree “On measures to further improvement of foreign language learning system”. December 10, 2012 4. Burnett, Cathy, and Julia Myers. Teaching English. London: 2004. 5. Cambridge Movers 2 - Cambridge Young Learners English Tests. Cambridge, 2001. 6. Collins, Rita. English Teaching Forum 2009. 7. Edmondson, Patricia. "Scaffolding: Strategies for Improving Reading Comprehension Skills.", 2010. www.phschool.com/eteach/language_arts 8. Ellis, Gail, and Jean Brewster. Tell It Again, 2002. 9. Halliwell, Susan. Teach

11. Leather, Sue. "Reading and Elementary Learners." TeachingEnglish. British Council, 2004. 12. McCloskey, Mary Lou. "Scaffolding for Reading." 2010. www.mindspring.com/~mlmcc/Scaffolding. 13. McRae, John. Literature with a Small "I" London: MacMillan, 1991. 14. Newberry, Clare Turlay. Herbert The Lion. New York: Smithmark, 1998. 15. Phillips, Sarah. Young Learners. Oxford University Press, 1993. 16. Scott, Wendy A., and Lisbeth H. Ytreberg. Teaching English to Children. Harlow,1990. 17. "Second Language Acquisition Theory." Your Dictionary.com. 2010. 18. Teaching English. British Council, 2010. www.teachingenglish.org.uk 19) 19. Alyousef H. S. Teaching Reading Comprehension to ESL/EFL Learners, 2002 20) 20. Archer A. L. Before Reading Practices, 1996 21) 2

29) 29. Johnson A. P. Teaching Reading and Writing, Toronto, 2008. 30) 30. Lems K. Teaching Reading to English Language Lerners, The Guilford Press, 2010. 31) 31. Moreillon J. Collaborative Strategies for Teaching Reading Comprehension Chicago: American Library Association, 2007 32) 32. Power T. Reading in the Second language, 2004 33) 33. Rogova G. V. Methods of teaching English, 1986 34) 34. Sweeney S. The importance of reading in foreign language teaching , 1993. 35) 35. Nutley S. Teaching children to read: eighth report of session 2004-2005. 36) 36. Teaching the Alphabet Games and Activities, 2008 37) 37. Willis J. Teaching English through English London: Longman, 1981. 38. Ellis, Gail, and Jean Brewster. Tell It Again, 2002. 39. Burnett, Cathy, and Julia Myers. Teaching English. Londo

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