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Teaching English to children at a primary school applying new methods

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Teaching English to children at a primary school applying new methods C O N T E N T S Introduction 3 CHAPTER I. Importance of learning English as a second language. 6 § 1.1 . Language learning in early childhood. § 1.2 . Second language acquisition theories. § 1.3 . Effective ways of teaching English as a second language. 8 12 23 CHAPTER II. Teaching English to children of elementary level. 31 § 2.1. Methods and techniques of teaching pre-school children. 33 § 2.2 . Kids’ English - a new type of manual. 39 § 2.3. Useful activities in teaching mixed age groups. 50 § 2.4. Types of learning difficulties in children. Conclusion. 55 59 The list of literature. 61 3

Introduction Under the guidance of President Shavkat Mirziyoyev, special attention is paid to the formation of harmoniously developed, highly educated, modern thinking generation, able to take responsibility for the fate of the Homeland. Therefore, the task of education, the task of rising up a new generation who is capable of national renaissance will remain the prerogative of the state and constitute a priority. At present great importance is attached to the study and teaching of foreign languages. The resolution of the President of Uzbekistan “On measures to further improvement of the system of foreign languages teaching” dated from 10 December 2012, the resolution of the Ministers’ Committee of the Republic of Uzbekistan “About the Affirmation of the Education Standards on Foreign Lang

Actuality of the theme. Children are almost always successful in acquiring the foreign languages that are spoken to them in early childhood. Provided that they have adequate opportunities to use the language over a period of several years. When the objective of second language learning is native like mastery of the target language, it may indeed be desirable for the learner to be completely surrounded by the language as early as possible. The actuality of the theme focuses on the efficiency of teaching English at the most elementary level. Investigation of the problem. Language acquisition is one of the most impressive and fascinating aspects of human development. Learning a language is an amazing feat-one that has attracted the attention of linguists and psychologists for generations The

 games and speaking games, continuing to learning the alphabet, reading and spelling in the second grade. To carry out the aim of the investigation the following tasks are set:  to collect material related to the theme through library research.  to select necessary theoretic literature.  to make a survey of latest research in psychology, linguists and pedagogy related to teaching foreign language at elementary level.  to make analysis of applying text-book “Kid’s English” to 1 st year pupils and draw necessary conclusions. Methods and methodological basis of the work. Methods of foreign language teaching closely related to other sciences such as pedagogies, psychology, physiology and linguistics. A general theory of second language acquisition is based on behaviorist, cognitivist and

Chapter I. Importance of learning English as a second language Teaching English to Preschool children. Teaching English to preschool children should be an entertaining, developmentally appropriate process. The proceedings of the National Academy of Sciences of the United States of America report that young children exhibit the ability to comprehend and apply language rules without explicit instruction. Instead, early childhood educators can scaffold preschoolers English language learning by using English in a variety of contexts and activities. According to experienced educators opinions teaching English must be realized step by step. At the first, teacher should create a language-rich environment. Label different parts of the classroom and home and add an image on the labels for reinforce

At the fifth, teacher must illustrate abstract concepts with images, real and toys. For example, teach about rainbows by showing pictures of rainbows, creating rainbows with crystals or displaying block in a rainbow pattern. Keep English language learning fun by using themes and vocabulary important to preschool children such as greetings, friendship, colors, toys, foods, activities and places. Do not expect English academic proficiency just because children speak English fluently. Bilingualism expert Jim Cummins asserts that children develop conversational proficiency, known as BICS, in a couple years, while academic English skills demanded five years of English language instruction. 8

1.1. Language learning in early childhood. Early childhood bilingualism is a reality for millions of children throughout the world. Some children learn multiple languages from earliest childhood; others acquire additional languages when go to school. The acquisition and maintenance of more than one language can open doors to many personal, social and economic opportunities. Children who learn more than one language from earliest childhood are referred to as “simultaneous bilinguals”, whereas those who learn another language later may be called “sequential bilinguals”. There is a considerable body of research on children’s ability to learn more than one language in their earliest years. We sometimes hear people express the opinion that it is too difficult for children to cope with two langu

There may be reason to be concerned, however, about situations where children cut off from their family language when they are very young. Lily Wong-Fillmore observed that, “when children are submerged in a different language for long periods in pre-school or day care, their development of the family language may be slowed down or stalled before they have developed an age-appropriate mastery of the new language. Eventually they may stop speaking the family language altogether”. 2 Wallace Lambert called this loss of one language on the way to learning another “subtractive bilingualism”. It can have negative consequences for children’s self-esteem and their relationships with family members are also are likely to be affected such early loss of the family language. In these cases, children se

language. As Virginia Collier and others have shown, “the process of developing the second language takes years. Bur teachers, parents, and students need to know that the benefits of additive bilingualism will reward patience and effort” 4 . Some second language acquisition theories give primary importance to learner’s innate capacity for language acquisition. Others emphasize the role of environment, especially opportunities to interact with speakers who adapt their language and interaction patterns to meet learners’ needs. Still others focus on learner’s engagement with the broader social context. By definition, all second language learners, regardless of age, have already acquired at least one language. This prior knowledge may be an advantage in the sense that they have an idea of how

Younger learners, in an informal second language- learning environment, are usually allowed to be silent until they are ready to speak. They may also have opportunities to practice their second language voice in songs and games that allow them to blend their voices with those of other children. Older learners are often forced to speak –to meet the requirements of a classroom or to carry out everyday tasks such as shopping, medical visits, or job interviews. Young children in informal settings are usually exposed to the second language for many hours every day. Older learners, especially students receive only limited exposure to the second language. Classroom learners not only spend less time in contact with the language, they also tend to be exposed to a far smaller range of discourse type

1.2. Second language acquisition theories. There are several theories that have been proposed to explain the aspects of the language acquisition that are common to all second common language learners and context. We shall look at some theories from cognitive psychology that have increasingly informed second language research in recent years. These cognitivist theories emphasize the way the mind perceives, retains, organizes and retrieves information. Finally, we will look at sociocultural theory, a perspective that places second language acquisition in a larger social context. One of the wide-spread theories is behaviorist theory which explained: “learning in terms of imitation, practice, reinforcement, and habit formation. Much of the early research within behaviorist theory was done with

the 1970s, many researchers were convinced that behaviorism and the contrastive analysis hypothesis were inadequate explanations for second language acquisition. Some of these criticisms arose as a result of growing influence of innatist views of language acquisition. The rejection of behaviorism as an explanation for first language acquisition was partly triggered by Chomsky’s critique of it. Chomsky argued that, “innate knowledge of the principles of Universal Grammar permits all children to acquire the language of their environment during a critical period of their development” 6 . While Chomsky did not make specific Claims about the implications of his theory for second language learning Lydia White and other linguists have argued that Universal Grammar offers the best perspective from

theorists who hold this view claim that the availability of Universal Grammar are the same in first and second language acquisition. Researchers working within the Universal Grammar framework also differ in their hypothesis about how formal instruction or the availability of feedback on their learning will affect learner’s knowledge of the second language. Bonnie Schwartz for example, concludes that, “much instruction and feedback change only the superficial appearance of language performance and do not really affect the underlying systematic knowledge of the new language. Rather, language acquisition is based on the availability of natural language in the learner’s environment”. 9 Lydia White and other scientists who think that “The nature of universal grammar is altered by the acquisitio

Model. He first described this model in the early 1970s, at a time there was growing dissatisfaction with language teaching methods based on behaviorism. Krashen described his model in terms of five hypothesis. First in the acquisition-learning hypothesis , Krashen contrasts these two terms: “We acquire as we are exposed to samples of the second language we understand in much the same way that children pick up their first language-with no conscious attention to language form. We “learn” on the other hand through conscious attention to form and rule learning”. 11 Next according to the monitor hypothesis , the acquired system initiates a speaker’s utterance and is responsible for spontaneous language use. The learned acts as an editor or “monitor”, making minor changes and polishing what the

and emotional states. A learner who is tense, anxious, or bored may “filter out” input, making it unavailable for acquisition. Both psychologists and linguists challenged Krashen’s model. Linguist Lydia White questioned one of his hypothesis in paper called “Against Comprehensible Input”, Psychologist Barry Mc-Laughlin’s article was one of the first to raise the question of “whether the five hypotheses could be tested by empirical research. For example, distinguishing between “acquired, it’s fluent; if it’s fluent, it’s acquired and to a reliance on intuition rather than observable differences in behavior”. 12 In spite of lively criticism and debate, Krashen’s ideas were very influential during a period when second language teaching was in transition from approaches that emphasized learnin

As in first language acquisition, cognitive and developmental psychologists argue that there is no need to hypothesize that humans have a language specific module in the brain or that “acquisition” and “learning” are distinct mental processes. In their view, general theories of learning can account for the gradual development of complex syntax and for leaners in ability to spontaneously use everything they know about a language at a given time. As it mentioned above, some linguists have also concluded that, while universal grammar provide a plausible explanation for first language acquisition, something else is required for second language acquisition since it so often falls short or full success. Cognitive psychologists working in an information processing model of human learning and perf

for second language acquisition.” 14 These researchers have studied the ways in which speakers modify their interaction patterns in order to help learners participate in a conversation or understand some information. M.Long agreed with Krashen that comprehensible input is necessary for language acquisition. However, he focused more on the question of how input could be made comprehensible. He argued that “ modified interaction is the necessary mechanism for making language comprehensible.” 15 That is, what learners need is not necessarily simplification of the linguistic forms but rather an opportunity to interact with other speakers, working together to reach mutual comprehension. According to Long, there is no cases of beginner-level learners acquiring a second language from native-speak

Vygotsky’s theory assumes that “cognitive development, including language development, arises as a result of social interactions. Primary among these interactions are those between individuals”. 17 Unlike the psychological theories that view thinking and speaking as related but independent processes, sociocultural theory, views speaking and thinking as tightly interwoven. Speaking and writing mediate thinking, which means that people can gain control over theory mental processes as a consequence of internalizing what others say to them and what they say to others. Learning is thought to occur when an individual interacts with an interlocutor within his or her zone of proximal development that is in a situation in which learner is capable of performing at a higher level because there is sup

does not entitle psychologists to generalize to the complexities of the linguistic knowledge that learners eventually have. Linguists working from an innatistperspective draw much of their evidence from studies of the complexities of proficient speakers’ language knowledge and performance and from analysis of their own intuitions about language. Critics of this view argue that it is not enough to know what the final state of knowledge is and that more attention should be paid the developmental steps leading up to this level of mastery. Interactionists emphasize the role of modification in conversational interactions. This perspective, as well as the sociocultural perspective, provides insight into the ways in which learners can gain access to new knowledge about the language when they have

Linguist Noam Chomsky challenged old ideas about language acquisition in his first book, “Syntactic Structure,” published in 1957. He rejects the notion that all language must be learned a fresh by each child. Chomsky says, normal children everywhere are born with a kind of hard-wired syntax that enables them to grasp the basic working of language. The child then chooses the particular grammar and language of the environment from the available options in the brain. Thus the capacity for language is a biological inheritance and specific languages are then activated largely through the child’s interaction with the native environment. It’s as if the child’s brain is a CD player already set to “play” language; when the CD for a certain language is inserted, that is the language that the child

His theory that children use an innate “language acquisition device” to select a grammar from a limited range of options has come under fire. Chomsky’s idea of a “generative grammar” presupposes the brain operates in a binary fashion, like a computer. Critics say this conflicts with evolutionary anthropology that views language acquisition as a gradual adaptation of the brain and vocal chords – not a spectrum of binary choices. In the half – century since Chomsky’s theory was first proposed, debate about the origins of language has shifted away from an emphasis on innate capabilities and toward a greater awareness of the role of learning. Language acquisition is now perceived as a process more complex than binary choices that requires more cognition, or thinking. 23

1.3. Effective ways to teach a child English as a Second language 1. Introduce English at a young age. Studies have shown that children who are exposed to English or another English before the age of 10 have a better chance of learning to speak without an accent. The developing brain of a child undergoes physiological changes at the onset of adolescence that make it more difficult to distinguish and reproduce many of the sounds of a foreign language. Consequently, if you expose your child to hearing native- spoken English from an early age, it will be that much easier to teach him to speak like a native. It’s also important to start teaching English as a second language early, because young children have an easier time learning languages than adolescents or adults. This is because young ch

speak English so he can become more comfortable and less self-conscious in English-speaking environments. 3. Reading fundamental Reading aloud regularly to your child teaches valuable language skills in any language. When trying to raise a bilingual child, reading aloud is crucial. From as early on as possible, you should read books that are in English and the child’s primary language. If possible, reading the same story translated into both languages can provide added interest for the child and the opportunity to compare both languages. Take advantage of story time at your local library or bookstore to make reading more engaging. Most children sitting with a group of other kids listening to a story and hearing English spoken by variety of different native voices can also be helpful. This

However, many English languages-learners follow a similar process of language development and this can help educators develop ideal techniques for English language instructions. Judie Haynes, author of “stages of Second Language Development”, outlines the features of children’s English language acquisition. Stage1 is pre-production, when children have up to 500 words vocabulary they comprehend but do not use. Stage2, early production is defined by children using short phrases and chunks of language they have memorized. Stage3, speech emergence, begin with asking children simple questions and forming sentences. Stage4, intermediate fluency, features more complex phrases. Children express their thoughts in speech and writing. Stage5, advanced fluency, sees the child speaking, reading and wri

According to education researcher Howard Gardner, children absorb new information in diverse ways. Learning English does not just demand linguistic interaction. Children can learn English and transfer rules of English from short- term to long-term memory through visual activities; bodily/ kinesthetic techniques; logical-mathematical instruction; interpersonal approaches; and music lessons. Linguistic expert Stephen Krashen points out of the danger of over- correcting children as they learn English. Jumping into the correct every mistake raises children’s affective filter, and can be intimediting. Educators can provide corrective feedback by planning mini-lessons around typical grammatical errors and by consistently modeling correct usage. If you are trying to teach English to small kids, t

Furthermore teacher should build an interactive environment for the children “Transition Abroad” advises teachers to: “Have them standing up and sitting down, weave games and dramatic play singing into your lessons. Have the children take turns helping you prepare or carry out the activity or project. This helps the kids stay focused and offers additional opportunities for language learning as they fellow directions, learn the rules for games and communicate about the activities they are doing. One more important thing isto ask the children to take charge by having them lead activities such as Pictionary, charades and hangman and matching games to teach grammar, vocabulary and verb tenses. Allowing children to demonstrative their learning will build confidence and give them real-life langu

Make flashcards to teach your child body parts. Cut out pictures of different parts of the body from magazines and glue them index cards. Show your child each flashcard and challenge her to tell of the name the body part and point to that part of her own body. Make the activity more challenging by giving your child clues, such as “you use me to smell ” suggests Lynne R. Weaver author of “ Rhymes, Riddles and Reasoning activities to make kids think, Grade Pre.K ”. Play games that focus on body parts. Draw pictures of a body on a large piece of a butcher paper or poster board. Give a child a bean bag, call out a body part and have your child through the bean bag on to the poster board so it lands on that body part, suggests KatheyCharner, author of “The Giant Encyclopedia of Theme Activitie

English teachers must take into account following steps to teach kids the letter song . The alphabet is the most basic component of pre-leteracy; to be able to read, you must first learn the letters. Most kids like music and according to the British Council, may be more motivated to learn- any subject- if it’s presented to them through music. The letter song is a device to teach kids the alphabet while enjoying the sensory experiences of music. You can expose your children to music and the alphabet song at any age, even before they can speak. An English teacher should buy, borrow or download a recording of the letter song they want to teach their kids. Play it as background music in the car, during playtime or at other periods of the day without calling attention to the music. Some childre

Reinforce the tune of the alphabet song by using the same note patterns for other purposes. For example, you can sing, rather than say to your children “let’s sing an alphabet song together now” in the tune of the ABC song to help them get used to the tune Things teacher will need are: Musical recordings, markers and crayons, index cards. 31

Chapter II. Teaching English to children of elementary level Language acquisition is one of the most impressive and fascinating aspect of human development. We listen with pleasure to the sounds made by a three- month-old baby. We laugh and “answer” the conversational “ ba-ba-ba” babbling of older babies, and we share in the pride and joy of parents whose one-year-old has uttered the first “bye-bye”. Indeed, learning a language is an amazing feat - one that has attracted the attention of linguistic and psychologists for generations. How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for

described developmental sequences for many aspects of first language acquisition. The earliest vocalizations are simply the involuntary crying that soon, however, we hear the cooing and gurgling sounds of contented babies, lying in their beds looking at fascinating shapes and movement around them. Even though they have little control over the sounds they make in these early weeks of life, infants are able to hear very subtle differences between the sounds of human languages. In cleverly designed experiments, Peter Eimas and his colleagues (1971) demonstrated that that tiny babies can hear the difference between “pa” and “ba”, for example. And yet, it may be many months before their own vocalizations (babbling) begin to reflect the characteristics of the language or languages they hear. By

again”. Depending on this situation “Daddy uh-oh ” might mean “Daddy fell down” or “Daddy dropped something” or even “Daddy please do that funny thing where you pretend to drop me off your lap”. As children progress through the discovery of language in their first three years, there are predictable patterns in the emergence and development of many features of the language they are learning. For some language features, these patterns have been described in terms of developmental sequences or “stages”. To some extent, these stages in language acquisition are related to children’s cognitive development. For example, children do not use temporal adverbs such as “tomorrow” “last week” until they develop some understanding of time. 2.1. Methods and techniques of teaching pre-school children The

cat. Give me a bear, please and words a cat, a bear. Moreover, it is easier for a child to learn a sentence than isolated words. This phenomenon does not occur in the elementary school. The children of primary classes are more careful in their speech. They use either English or Uzbek sentences. 2. The imitative ability of pre-school children is better than that of school children. They experience fewer difficulties in the assimilation of English pronunciation. Besides, they like to repeat sounds, words and sentences. They try to pronounce in imitation of the teacher, and they usually succeed in imitating. Teaching pronunciation to school children is also based on their imitative abilities though some explanation may be given. Thus, the teacher may not only show his pupils how to pronounce,

approach available here. No speech is possible unless the speaker associates a word with the thing it denotes, or a sentence with the thought it expresses directly within the target language so the direct method is most natural here. It must be born in mind, however, that the use of the method requires a careful, thorough selection of the material for the pupils to assimilate. Its amount for each lesson must be within the children’s ability to retain the linguistic material the teacher introduces. The teacher must strictly follow the rule: “never pass to new material until your pupils have thoroughly assimilated the previous one”. For example, at the English lesson the teacher tried to apply the direct method. The children were able to answer the teacher questions of the What is it? type.

And so, children! Is it a pen? (She addresses the group.) Yes, it is. (The group answers.) The pupils follow the teacher’s questions and answers. They listen to her attentively and try to understand what she says. Time is not wasted as they listen to the spoken language and make efforts to understand it. Soon by their faces the teacher sees they have grasped the question. Then drill exercises are performed by the pupils to retain the new material. This example shows that in the hands of unexperienced teacher the method does not work. The use of the direct method requires skill and experience on the part of the teacher, more than that, his emotion and enthusiasm. If the teacher does not possess such qualities he had better not work with small children with whom these qualities are a must. T

language learning (their knowledge of vocabulary and comprehension of English at hearing). 4. Speak about an object. – The teacher either shows some object or the child sees it in a picture. He says: It is a cat. The cat is black. I like it. It’s nice (or, I don’t like it. It is ugly.). The children speak in turn. In this way the teacher develops their speech at the utterance level. 5. Answer the questions. – The teacher asks questions and the children answer them. These questions may be: Is it a…? Have you a…? Has he (she, Aziza…) a…? What is it? Where is the…? What color is the…? Of course the questions are introduced gradually. The way the children answer shows the teacher how they have assimilated the material. 6.Ask a question. – The teacher shows object or pictures to the children. T

9. To understand the teacher’s speech, carry out the teacher’s direction (instruction), understand short oral stories on the material and topics include in the programme. 10. To ask and answer questions on the pictures. 11. To use the sentences they learned during the lesson and know the isolated words these sentences include. 12. To recite a poem assimilated orally. 13. To read words and sentences assimilated orally. The content of teaching. Children must learn about 600-800 sentences and phraseological units and 350-500 word units. The following topics are suggested: 1 st – 2 nd forms. Room.Toys.Meals.Dressing.Going for a walk. (The topics are covered through playing shop and guests.) 3 rd form. Family.Season.Nature.Animals. (they are covered through playing too.) 4 th form. School.Sport

The group should consist of 13-20 pupils. The method and techniques the teacher should use in teaching children of primary school are similar to those applied in teaching pre-school children, i.e., the aural- oral method, and various techniques which can develop pupils’ listening comprehension and speaking. Games should be more complicated, for instance, the teacher can use lotto, dominoes, the game Check your answer and others. Guessing games can be widely used. Pupils are also given various exercises, connected with the situational use of words and sentence patterns. Various audio-visual aids and materials are to be used. Naturally English or any other foreign language can be taught in kindergartens and primary classes (except those in specialized schools) if parents want their children

Kids’ English 1 is based on the State Educational Standards and syllabus for foreign languages that were developed in February 2013 in accordance with the above mentioned Resolution and in line with requirements of the CEFR – Common European Framework of Reference for languages. Kids’ English is the first book in a series of books for primary classes (1-4 classes) of English. It consists of a Pupil’s Book, Teacher’s Book, Multimedia DVD and a pack of didactic material, it provides material for up to 66 hours of study, arranged in a flexible way to cater for faster and slower classes. The Pupil’s Book is divided mainly into 14 units covering 56 lessons and 10 revision lessons. Each lesson of the book is designed for 45 minutes totaling 66 hours of study which are enough for Year. Each unit

At the back of the Pupil’s Book there are parent’s Corners for every lesson which are designed for parents. They include tips for parents on how to handle with their child’s homework. The Multimedia DVD contains natural recordings of texts, dialogues, videos, etc performed by kids, native speakers of English and by good Uzbek speakers of English. If the teachers do not have Multimedia DVD, they can read out the tapescript themselves. All tapescripts are included in the Teacher’s Book. The Multimedia DVD is designed for use during the lesson. The Teacher’s Book is an essential part of the Kids’ English 1 package. Teachers must have and use it in order to conduct their classes effectively. The Teacher’s Book contains objective of every lesson and activity, tapescripts for the Multimedia DVD

For this reason Kids’ English contains many activities, exercises and games, which is encourage using the new language naturally through working in pairs or in groups. Of course teachers will still need to present new vocabulary and structures to their pupils, but in the learner-centered classroom they will also spend a lot of time organizing and monitoring pair and group work. One of the reasons that pupils are often unsuccessful in real life communication is that the types of interaction they are most used to as follows: a) The teacher lectures a class. The interactions all to the teacher or through the teacher. b) The teacher asks one of the pupils to come to the front of the class and either listens to her/him or talks with her/him. c) The teacher listens to or talks with one of the pu

should help only if she/he quite certain that his/her pupils can not manage on their own. The teacher should be like the conductor of an orchestra: conduct but not play. Many teachers nowadays find it difficult to decide whether they should or should not correct every error their pupils make. In the traditional classroom the emphasis is usually on accuracy and all mistakes are corrected immediately. The problem with this is that a lot of pupils will be reluctant to speak for fear of making mistakes and being corrected. In the learner- centered classroom, where pupils are being encouraged to use English in real communication fluency is just as important as accuracy. We are not suggesting that correction should be abandoned, but that it can be postponed until after the communication activiti

The following principles must be taken into consideration as general principles of Kid’s English: I) immersion; II) listening precedes speaking; III) learning through actions; IV) constructing reality. Principle 1 Immersion The main principle is immerging children into the target languages. Immersion can be done through use of multi-sensory channels: auditory, visual, kinesthetic. Children must be actively involved in all activities which will ensure left and right sides of the brain involvement. Principle 2 Listening Precedes speaking Speaking should not be forced. Children must through natural way of learning the target language: first they listen and internalize the language. As they internalize a cognitive map of the target language through understanding what is heard, there will be a

movement allows awareness including phonology, morphology, syntax and semantics. A few exposure to a language sample in the context of body movement ensures: a) the comprehension of novel sentences; b) unusually long-term retention; c) the linguistic achievement was accomplished seemingly without effort- in a stress free activity. Principle4 Constructing reality Children can not learn if someone will just tell or explain reality to them. They must construct reality through first-hand experience. The world famous Swiss psychologist Jean Piaget called this process of language acquisition constructing reality. The approach must simulate a natural way of the process in which language was imprinted upon body movements. Children can decode the language through the medium of body movement such as

The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. These descriptors can apply to any of the language spoken in Europe, and there are translations in many languages. Tittles of the lessons and units They focus on the new vocabulary, phrase or grammar structure to be introduced in the lesson. They are designed to help teachers to understand what lessons will be about. Use of pictures In Kids’ English all pictures serve a language learning function. There are no pictures just for decoration. The pictures must be used actively during the lessons both by teachers and pupils. Misusing or neglecting the pictures will reduce the effectiveness of teaching and learning. Songs At this age songs are very effective way or means of

Matching activities In this kind of activities pupils match the pictures and the other pictures for the new words by guessing the meaning. When they finish they should check their answers you or with their partners to find out whether they guessed right or wrong. This activity is much more fun than the traditional method in which the teacher gives the meaning of the new words. It also helps to develop the pupil’s cognitive skills. Using one language to learn another is an important skill in foreign language learning. Listen and repeat Listen and repeat activities are mostly done after pupils know the meaning of the words or structures. Researches show that we memorize better if new words or structures are listened and repeated once pupils know the meaning of the new words or structures. Ch

Games Game activities are used in Kids’ English for three purposes: to warm the class at the beginning of the lesson, to practice or language or a structure which is being studied in the lesson and to recycle the learnt material. These activities make lessons interesting and fun and often also offer the opportunity to drill language thoroughly. They increase the pupil’s interest and encourage them to learn more. Drawing Some activities especially right hand pages in the book require pupils to draw or color. We have noticed that most pupils of this age do it willingly as it adds fun and variety to a lesson. If however some pupils reluctant you should explain that is not necessary to be a good artist to make quick, simple drawings. When pupils need to be more artistic, you should give them m

language material they learned during the lesson through working on the drawings, which any child would love to do with pleasure. Therefore, it’s essential for the teacher to check pupils have coped with the homework and encourage them by saying that they done it very well and putting marks. If teachers do not check the homework, pupils will stop doing it. Pupils will make mistakes in their homework as they experiment with new things they have learned. Every mistake is a learning opportunity if teacher helps them to find it. If he/she doesn’t they miss the opportunity to learn, and may even learn something wrong! By checking their homework teachers can: a) See the pupils progress; b) Work with the pupils individually; c) Stimulate their pupils to make displays, competitions, etc; d) Work w

2.3. Useful activities in teaching mixed age groups Teaching a group of mixed age students can be challenging. But there are many ways that you can work with this situation and have a fun and successful time for all of the students involved. Here are some to get you started. Let parents know what the goals for the class are and what assistance you will need for them. With mixed age classes, students may be working with different materials, such as texts or handouts, etc. if that’s the case, you as the teacher won’t have as much time to spend helping students as you normally would, so you’ll need the parents to help out. Be specific in letting them know what you would like them to do outside of class time. If the lesson are created around activities that appeal more towards the younger lear

By using songs that are simply enough for very young, emerging speakers, but fun enough for older learners of all levels, all of the students can join in. we have many songs to choose from. There may be times when you are doing activity that the older learners “get” or can do but the younger learners can’t. it may be disappointing that everyone couldn’t participate as you would have liked, but it’s really powerful for the younger learners to see their older friends/siblings doing something they can’t yet do. It gives them someone to look up to, and something to aspire to. Your 7- year olds are probably writing and reading more than your 3 and 4 year olds. Let the younger kids see that. Think of ways you can make simple vocabulary building activities for the younger learners into reading a

learners can help the younger ones. Even if you keep the craft very, very simple each student will be able to make something that suits their level of maturity. Using flashcards is one of the best ways of teaching the language. There are following interesting activities in teaching mixed age groups such as: “Mystery box”, “Eraser races”,” Pass the card”, “Roll the dice”, “Guess the picture”, “Jumping cards”. When introducing vocabulary to young learners, it’s great to use real items that capture children’s attention. However, it’s not always possible or realistic for teachers to use real items in the classroom. Flashcards can be a nice way to introduce new vocabulary so that learners have a very clear understanding. When using flashcards or picture cards to introduce vocabulary in the clas

When you begin with cards the students are a little familiar with, it allows you to slowly introduce some of the more challenging vocabulary. If you are introducing vocabulary that no students in the class know, give hints with your voice. For example, if you have a ghost card and a ballerina card, say “ghost” in a spooky voice, so the students will have an idea of which card it is. The students and the teacher sit in a circle. The teacher starts by passing a picture card to the student on his left, saying, “This is a horse.” The student takes the card and passes it to the next student, saying, “This is a horse.” The card is passed around the circle. When the card returns to the teacher, the teacher puts the card aside and introduces a new picture card in the same manner. When the students

with the large-holed sheet, and the place the small-holed sheet on top of that. When you look at the picture, you will only able to see small parts where the holes are. Can you guess what the picture is? No? Slowly remove the large-holed sheet, revealing the picture bit-by-bit. Choose 8-10 picture cards and hang them in arrow on the board. Have students hand. Everyone stamps their feet left, right, left, right, left, right in a comfortable beat. Start chanting the names of the card. After two or three rounds, turn one card over. Repeat the chant, but when you reach the card that has been turned over, everybody jumps. Turn over another card and start the chant again. You will jump two times now. Continue turning over cards until all but one of the cards have been turned over. Increase the p

build more exposure to the song into one or two lessons, and then go back to it every once in a while for review. 2.4. Types of learning difficulties in children The Merch Online Medical Library defines a learning disorder as a condition that prevents a person from being able to “acquire, retain or broadly use specific skills and information” due to deficiencies in certain areas that affects academic performance. Learning disorders are not indicators of intelligence and differ from learning problems caused by disease or psychological, sociological concerns. Most types of childhood learning difficulties fall into three general areas: mathematics disorders, reading disorders and disorders of written expression. Mathematic learning disorders are grouped under the common term dyscalculia. Thes

instructions. According to Nemours, a nonprofit children’s health care organization, dyslexia affects between 15percent to 20percent of the American population. Dysgraphia is a learning disorder that specifically affects a child’s ability to effectively communicate via the written word. Dysgraphia is actually processing disorder in which a child may have difficulties managing the motor skills needed to physically write. Symptoms of dysgraphia can include illegible handwriting, a noticeable awkward pencil grip and body position, an inability to write between lines, mixing capital and lower case letters in words inappropriately, omitting words when writing and becoming quickly tired out when writing. A child with dysgraphia will generally avoid writing or drawing whenever possible and may sh

with your children. If your children are expressing frustration when you try to communicate in English, it may be best to ease up and use your native language. You want your children 100% comfortable communicating with you. One of the best ways to get children interested in doing something is to let them observe you enjoying that activity. Don’t make a big deal out of it, but let your children see you reading English books or newspapers. Watch English DVDs, listen to English music or let them see you speaking English with a friend. Your children look up to you. When they are playing, they pretend to be you. if you’d like them to be interested in English. If a child is forced to respond in a secondary language they find difficult, they can become frustrated and disappointed easily. You can

they begin producing language on their own. Naturally, the silent period for a child can often quite be long. Provide as much enjoyable input as you can, and let them start producing English at their own pace. Read to your children in English as well. Find some good English picture books that your children enjoy looking at with you and read to them at story time. Just be careful not to completely replace books in your native language with English books. For developing literacy, it’s extremely important that you read to your child in their native language. Learning a second language should be a positive experience. Remember that this is not a race. If you are exposing your children to English regularly in fun ways, they will be fine as they progress in their language learning. If you push t

Conclusion The present qualification work deals with the problem of teaching English as a second language to small children. Having investigated the problem both theoretical and practically we came to the following conclusion. The theme of the work is very actual, since it is aimed at studying effective ways of teaching English to small kids. Teaching English at the most elementary level has become an issue of governmental importance at present. On December 10.2012 President of the Republic of Uzbekistan I.A.Karimov signed a Decree “About the measures on further development of foreign language teaching and learning system”. According to the Decree, starting from 2013-2014 school year foreign languages, mainly English, gradually is being taught in our country from the first year of schoolin

Creating productive learning environment by exposing kids to English through classroom conversation, age appropriate DVDs and videos is the first important step in teaching the second language. Using music and songs is also important while teaching small kids. It is an effective way to teach number the alphabet, body parts and other words requiring memorization. Using motions and gestures during the lesson to reinforce leaning is a productive activity as well. English teachers must use Pictionary, charades, hangman, and matching games to teach grammar, vocabulary and verb tenses “Kids’ English” is also based on above mentioned classroom activities. General principles of the book are 1) immersion, 2) listening precedes speaking, 3) learning through actions 4) constructing reality. Learning

Used literature: 1. I. A. Karimov,The consept 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. Bley Vroman.R. The comparative fallacy in interlanguage studies. Language Learning London.1983. 5. Brooks N. Language and language learning. New York. 1960. – 34 p. 6. Chomsky N. review of “Verbal Behavior”. Language 3, London. 1959. – 26-58 pp. 7. Collier V. How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly. London. 1989. – 509p. 8. Geneses F. Educating second language chi

16. Schmidt R. Attention: Cognition and Second Language instruction. Cambridge University Press. 2001. – 3-10pp. 17. Schwartz B. On explicit and negative data effecting and affecting competence and linguistic behavior. Oxford. 1993. – 147-151pp. 18. Vygotsky L.S. Mind in Society. Cambridge. 1978. – 47p. 19. White L. Adverb placement in second language acquisition. London. 1991. – 133p. 20. Wong-Fillmore. When learning a second language means losing the first. Early childhood Research Quarterly 6/3. London. 1991. – 197-221pp. 63

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