Xorijiy til va adabiyoti

O’ZBEKISTON RESPUBLIKASI

OLIY VA O’RTA MAXSUS TA’LIM VAZIRLIGI

FARG’ONA DAVLAT UNIVERSTITETI

“XORIJIY TIL VA ADABIYOTI” YO’NALISHI

“TIL O’RGANILAYOTGAN MAMLAKAT ADABIYOTI” FANIDAN

 

“TEACHING ENGLISH TO YOUNG LEARNERS” MAVZUSIDA

 

KURS ISHI

Bajardi : Chet tillari fakulteti

17-75 guruh talabasi

Asqaraliyeva Irodaxon

Plan:

• Plan
• I. Introduction
• II. Teaching English to young learners
• 2.1 The ways and strategies of teaching young learners
• 2.2 Problems in teaching young learners
• III. Activities and materials for teaching young learners
• 3.1 Creating and using materials in teaching English for young learners?
• 3.2. Activities for encouraging young learners
• IV. Glossary
• V. Tests according course work
• VI. Conclusion
• VII. Appendix
• VIII. References

Introduction

• English is regarded as one of the most spoken languages over the world. In seventy countries English has an official status as a first or second language. Its influence has reached further distances.
• According to the Open University, about 700 million people speak English as a foreign language. For improving effectiveness of education, The President Shavkat Mirziyoyev adopted the Program for the Comprehensive Development of the Higher Education System in 2017-2021.
• Theme of my course work is Teaching English to young learners. In my course work I describe the ways of teaching young learners, problems which I faced in teaching young learners, also I list the activities and games which can help to encourage the learners and improve their interest to learning English.

Introduction

• My course work consist of Introduction, 2 chapters, glossary, test according theme, appendix, literature review, conclusion.
• In Introduction I describe the reforms about education, the importance of teaching foreign languages, the documents about education and foreign languages in Uzbekistan.
• The second chapter consists of 2 sections. The section 2.1 is the Ways and strategies of teaching young learners, where described effective strategies for encouraging young learners and methods of teaching English for young learners in the classroom. The section 2.2 is Problems in teaching young learners.
• The third chapter is Activities and materials for teaching young learners. This chapter consists of 2 sections. The section 3.1 is Creating and using materials in teaching English for young learners. The section 3.2 is Activities for encouraging young learners.
• The fourth chapter is glossary and fifth chapter is test according of course work.
• The sixth chapter is conclusion. After conclusion are appendix and literature review.

II. Teaching English to young learners

• Teaching young learners differs from teaching teenagers and adults according to their needs, expectations, learning style and strategies, interests, psychological and cognitive development. Young learners are considered as kinesthetic learners, thus they can easily get bored, and lose their interest, they do not like just sitting and listening to their teacher. If they enjoy the lesson, they will show it, but if they do not, they will express this directly, so teachers can keep going on or change the method they are applying. Studies have proved that learning English at an early age helps students grasp their mother tongue better, simultane.
• . A teacher’s role often becomes that of mediator when children have problems sharing or learning how to get along.

2.1 The ways and strategies of teaching young learners

• I will be honest, teaching this age group is hard to work with. Some kids can be selfish and uncooperative, others may scream or bite. On the other hand, they are curious about everything, keen to learn, and very receptive.
• Young students need to know that their teacher cares about them. They need to feel a connection to their teacher. Learn about your students and how.

Strategies

• Paying attention for every my pupil and giving positive feedback during lesson
• Using different activities and games for teaching theme and vocabulary
• Be careful in choosing appropriate materials and handouts
• Keeping activeness and interest of pupils during the lesson
• Correcting mistakes in pronunciation and speaking during their speech.
• Before letting pupils into class, they could line up quietly outside the class.
• Starting the lesson with a vocabulary review from the day before for five minutes. For this we can use a game or competitive activity (back to the board, picture and flashcard matching task, etc.)
• Before the students leave the classroom, stand by the door and say goodbye to each person and high five them.
• Use lots of flashcards in classes.

Problems

• 1. Teaching speaking and writing  
• a)   not know what their teachers explain
• b)   Lack of vocabularies
• c)   Using their accent in speaking English
• d)  Problems with their first language (illiteracy)
• e) Easily get bored when learning either speaking or writing
• 2.    Motivation
•  a)   How to motivate students to love English
• b)  The biggest challenge is to get them learn
• c)  I n the classroom, they like appreciation or a present to increase their motivation
• d)  Teachers and parents should be involved to motivate them. 3.   Differences
• a)     Group differences such as culture, language, socioeconomic status, and gender
•  b)  Individual differences such as intelligence, ability differences in the classroom, cognitive styles and learning preferences, temperament and personality.
• c)  Exceptional student such as learning disabilities, speech or language impairments, mental retardation, Emotional disturbance, attention-deficit disorder (ADD), and giftedness and talent

Problems

• 4. Teaching large classes
• a)  Difficulties in managing and controlling students in the classroom b)  Difficulties in delivering material
• c)  Fatigue
• 5. Discipline
•   a)  Children who lack of discipline at home
•   b) Children who chat with their friend while studying.

III. Activities and materials for teaching young learners

• Games and fun activities are a vital part of teaching English as a foreign language. Whether we are teaching adults or children, games will liven up our lesson and ensure that our students will leave the classroom wanting more.
• Games can be used to warm up the class before our lesson begins, during the lesson to give students a break when we are tackling a tough subject, or at the end of class when we have a few minutes left to kill. 
• How do we create fun and engaging lessons for young learners aged 6-14?
• For this we should :
• Have a strong relationship with our students. Know about their natural talents, their weaker points and where they are in their development.
• Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
• Provide opportunities for pupils to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

3.1 Creating and using materials in teaching English for young learners?

Materials for teaching young learners :

• creating a language environment in our classes as in the following:
• posters
• picture books
• big books
• books with accompanying tapes and records
• signs
• puppets
• writing centre (paper, writing tools, ideas for writing)
• challenge cards
• message boards

3.1 Creating and using materials in teaching English for young learners?

Materials for teaching young learners :

• audio-visual equipments
• wordless books
• magazines
• newspapers
• fiction books
• novel sets
• dictionaries
• lists

3.2. Activities for encouraging young learners

• Some activities which useful and funny to play in the classroom:
• 1. Telephone. Split the class into two teams. Have students stand or sit in a line and whisper a sentence to the first student. Each student then whispers what they heard to the next student until they get to the end of the line. The last student then says the sentence aloud. The team who is closest to the original sentence wins.
• 2. Basketball. Using an empty waste paper bin as the basket and a screwed up piece of paper as the ball, the students have to try and throw the ball into the basket. Before they can take their shot, they must answer a question from the teacher correctly. If they get the ball in the basket, they get 2 points. If they hit the basket but don’t get the ball in, they get 1 point.
• 3. Bingo. This classic game can be played with numbers, words or pictures on the students’ bingo cards. The teacher calls out a number or word and the students mark off the corresponding number or word on their card. The first person to complete their card shouts out ‘BINGO!’ and wins the round.
• 4. Can you…? The teacher asks students if they can do certain actions. If they can, the student answers ‘Yes, I can’ and then performs the action. If they can’t, they say ‘No, I can’t’ and the teacher asks them if they can do another action. Be sure to have some actions that are easy for shy students to do, e.g. ‘Can you smile?’

3.2. Activities for encouraging young learners

• 5. Add one out. The teacher writes four words on the board, three of which are related to each other in some way, e.g. banana - apple - car - strawberry. The students have to say which word is the odd one out. This activity can be done with objects or pictures in place of words.
• 6. Stand up please. A version of Simon Says where the phrase ‘Simon says’ is replaced with ‘please’. The teacher, or a student, asks the class to do certain actions but they must only do them if the teacher says please. Anyone who does the action without please being said is out of the game.
• 7. Blindfold Obstacle Course. Create a course in the classroom using chairs and desks, etc. (make sure that students won’t hurt themselves if they bump into them). One student wears a blindfold and the rest of the class has to guide them through the course with directions, such as ‘turn left’, ‘go straight on’, ‘climb up’, ‘stop’, etc. Rearrange the course for each new blindfolded student.

IV. Glossary

• 1. Knowledge (noun) - the information, understanding and skills that you gain through education or experience
• 2. Strategy (noun) - a plan that is intended to achieve a particular purpose
• 3. Ability (noun) - the fact that somebody/something is able to do something
• 4. Flashcards (noun) – a card with a word or picture on it, used by teachers during lessons
• 5. Implementation (verb)- act of making something that has been officially decided start to happen or be used
• 6. Management(noun) – the activity of running and controlling a business or similar organization
• 7. to Refrain(verb) - to stop yourself from doing something, especially something that you want to do
• 8. External(adj) – connected with or located on the outside of something/somebody
• 9. excitement (noun) - the state of feeling or showing happiness and enthusiasm
• 10. competitive(adj) - used to describe a situation in which people or organizations compete against each other
• 11. Bump into (phrasal verb ) - to meet somebody by chance
• 12. Consistent (adj) -  always behaving in the same way, or having the same opinions, standards, etc.
• 13. Collaboration (noun) - the act of working with another person or group of people to create or produce something
• 14. blindfold (noun) - something that is put over somebody’s eyes so they cannot see
• 15. equipment (noun)- the things that are needed for a particular purpose or activity

V. Tests according course work

• 1. Age of young learners are ….
• a. 7-16
• b.14-18
• c. 6-12
• 2. Who said that “realia is probably the oldest form of visual aids, but they are still effective in helping students to connect language to reality”
• a. Brown
• b. Harmer
• c. Pakkan
• 3. Which type of teaching methods is appropriate for young learners ?
• a. Direct method
• b. CLT method
• c. Audio lingual method
• 4. Call materials in teaching English for young learners :
• A. smartphones,TV
• b. posters,picture books,big books,signs,puppets
• c. ball, toys
• 5. How many factors of problems in teaching young learners called Copland and Garton?
• a. 2
• b. 3
• c. 4

VI. Conclusion

• Along with the increasing need in learning foreign languages, most people want to learn a foreign language, and most parents want their children to learn a foreign language, especially English, at early ages.
• As language teachers, we all know that creating a language classroom atmosphere in which the students actively participate in the lesson is very difficult. The lessons are generally teacher dependent and students listen to their teachers in a passive mood. As mentioned before, young learners‟ attention span is very short, so they can lose their interest easily. In order to prevent this, teachers should use different kinds of activities. To do this they can use language teaching materials, they can play games with these materials or they can act out a conversation between puppets, or they can have the students watch a cartoon in the target language etc.

VI. Conclusion

• Teaching English in primary schools means teaching students aged 6-12 years, regarded as young learners . As they are still young, they will come to the class with different levels of English knowledge. They may come with excellent English; the others may know nothing about English at all. This condition causes a difference among students’ motivation in learning English. Some of them feel that English is easy and enjoyable, and others think that English is difficult and tedious
• Especially in primary schools teachers use translation, as it is shortcut and easy, instead of showing or explaining topics to students by using an object or special materials. Most of the scholars and methodologists suggest different methods which focus on the functions of the language and communicative language teaching as alternatives to traditional methods.
• Consequently, the results showed that grammar and vocabulary can be taught more effectively through language teaching materials.
• Teacher education should also focus on strategies for maintaining discipline, managing large classes, and developing motivation.

VIII. References

• Brown, H.D., (2001). Tecahing by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman Inc. P.87
• Brewster, J. et.al. (2003). Theprimary English teacher's guide: Essex: Penguin Books Ltd.
• Butler Y.G. (2009). Teaching English to young learners: The influence of global and local factors. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 23–29). Reading, UK: Garnet Education. P. 88-89
• Copland, F., Garton, S., and Burns, A., “Challenges in teaching English to young learners,” TESOL Quarterly, 2014, vol. 48, no. 4, pp.738-762.
• Garton S., Copland F. & Burns A. (2011). Investigating global practices in teaching English to young learners. London, UK: British Council and Aston University. P. 136-139.
• Graddol D. (2007). English Next: Why global English may mean the end of ‘English as a Foreign Language’. The United Kingdom: The English Company LTD
• Crystal D. (2007). English as a Global Language. Second edition. The United States: Cambridge University Press.
• Harmer, J., (2001). The Practice of English Language Teaching. Essex: Pearson Education Ltd.
• Karimov I.A. “Uzbekistan along the road of Independence and progress”. Tashkent 1993, p. 67.
• Khamari, M.J., Guru, N., Tiwari, S.K., Sahu, N., Hanspal, P., Hadke, K., and Naidu, S., “An investigation into the problems of teaching English at primary level,” Journal of Research & Method in Education, 2014, vol. 4, no. 1, pp.30- 42.
•  

VIII. References

• Moon, J. (2003). Children learn English : McMillan-Heinemann English LanguageTeaching
• Nikolov M. (2009). Early learning of modern foreign languages: Processes and outcomes. Bristol. UK: Multilingual Matters. 59.
• Pakkan, G., (1997). Language Teaching Materials: Evaluation and Selection, Adaptation and Development. İstanbul: Sürat Basım Yayın Reklamcılık Eğitim Araçları San. Ve T.c. A.Ş. p.
• Pinter, A., Teaching young language learners. New York: Oxford University Press, 2006.
• Schwartz, S. and Pollishuke, M., (1991). Creating the Childcentered Classroom. New York: Richard C. Owen Publishers Inc. P.28
• Wei-pei, W., Teaching English to young learners in Taiwan: issues relating to teaching, teacher education, teaching materials and teacher perspectives, Doctoral. Dissertation. The Department of Applied Linguistics, University of Waikato: Taiwan, 2008.
• Wright, A., (1976). Visual Materials for the Language Teacher. Hong Kong: Longman Group Ltd.
• Хакимова, М. А. The role of games in teaching English in primary classes / М. А. Хакимова. — Текст : непосредственный, электронный // Молодой ученый. — 2018. — № 49 (235). — С. 302-303. 
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