Istry of higher and secondaryspecialized education of the republic of uzbekistan karshi state university

1.2. Kid`s English – a new type of manual
Kid`s English Class1 is the first book in a series of English books for primary classes. It consists of Pupil`s Book, Teacher`s Book and Multimedia DVD resource.
Kid`s English Class1 has been developed to fulfill the Resolution № 1875 signed by the President of the Republic of Uzbekistan on 10.12.2012 “About the measures on further development of foreign language teaching and learning system”. Kid`s English Class1 is based on the Uzbekistan State Standards and line with the requirements of CEFR (Common European Framework of References for Languages). In accordance with the above mentioned Class1 has been designed to develop speaking and listening skills without reading and writing. All instructions in English are given for teachers.
Kid`s English has been created by the initiative of the Resolution № 1875 of the President of the Republic of Uzbekistan on 10 December 2012 “ about the measures on further development of foreign teaching and learning system”.
Kid`s 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.
Kid`s 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 materiel 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 is broken down into 4 lessons. Each lesson takes up two pages with the exception of lessons which are on one page each.
The units are divided into as follows:
1^st Term (18hours): 4 units + 2 revision lesson;
2^nd Term (14 hours): 3 units + 2 revision lesson;
3^rd Term (18 hours): 4 units + 2 revision lesson;
4^th Term (16 hours): 3 units + 2 revision lesson;
The order of the units and lessons progresses from simple to complex according to the level of difficulty of themes and the units and consistency or grammatical structures.
The first three lessons of the units contain new vocabulary and grammatical structures. As regards to the last lesson, i.e.4^th lesson, it`s titled “Let`s play” which can be considered as a small recycling within the unit. During “Let`s play” lessons, pupils play languages practice lessons of the unit by preparing posters, drawing or coloring pictures, role-playing, etc.
Revision lessons are designed for revising the language materials of the preceding units and do not contain new vocabulary or grammar. They are supposed to develop the attained skills through different interesting activities.
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 Kid`s 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 and clear explanations for teachers on how to organize the activities in the Pupil`s Book and suggestions for faster/slower classes/pupils.
At the primary level learning another language must be as close to a natural way of learning mother tongue as possible. More than that learning a foreign language in classes 1 is very different from the language without learning language without learning ABC, reading or writing.
Classes 1 children will learn the language through the language trough actions, role plays, listening to stories, songs, poems and various language games. Multimedia technologies play a very important role in achieving the goals.
Kid`s English encourages leaner-centered approach to teaching. What does this mean? We feel that in the past there has been too much focus on the role of the teacher in the learning process and not enough on the learners themselves. Of course teachers are very important too researches have shown that pupils learn to communicate more effectively if they are given frequent opportunities to practice and experiment with new language. So the learner- centered methodology used in Kid`s English aims to put the pupils - the learners – at the center of most things that happen in the classroom.
For this reason Kid`s 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:

1. 
   The teacher lectures a class. The interactions all to the teacher or through the teacher.
   
2. 
   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.
   
3. 
   The teacher listens to or talks with one of the pupils, who remain at her/his desk.
   
4. 
   The teacher asks two pupils to speak to each other.
   

If pupils are asked to speak to each other they usually take turns in speaking rather than communicating naturally. Moreover, the teacher is at hand, listening to everything that is being said.
The following illustrations of some types of classroom interaction should help to show that in most cases only one interaction at a time takes places in the classroom and that the teacher is usually one of speakers.
Here we see the type of interaction is appropriate for the group-work activities in Kid`s English.
As can be seen, the teacher is free to listen, monitor, think ahead, re-plan the next stages and hear her pupils teaching one another the vocabulary and the grammar they know.
While communicative activities are in progress, the teacher no longer “teaches”, she/he organizes, set up activities and “monitors” them discreetly, that is she/he listen to the pupils and makes sure that everything is in order. The teacher should help only if she/he quite certain that his/her pupils cannot 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.
The author of Kid`s English believes that English is best learned through English so we expect the teacher to use English as much as possible in the classroom.
At this age songs are very effective way or means of learning English. They help them memorize the vocabulary or structures very easily although they do not know how to read or write. For this reason the early lessons in Kid`s English start with songs where pupils sing and at the same time and learn how to greet. Topicalsongs can be met nearly in all lessons through the Pupil`s Book. First pupils listen to song. During the next two lessons pupils listen and repeat the same song in the final lesson pupils will sing the songs themselves.
Songs tend to be repetitive and have a strong rhythm. They are easily learnt by primary children and quickly become favorites because of their familiarity. They are fun and motivating for children. They allow language to be reinforced in a natural context both with structures and vocabulary.
All songs build confidence in young learners and even shy children will enjoy singing or acting out a song as part of a group or whole class. This also develops a sense of class identity. Children are often proud of what they have learnt and will like having the opportunity to “show off ” what they have learnt to friends or family.
Many songs can help develop memory and concentration, as well as physical co-ordination, for example when doing the actions for a song. For the teacher, songs can be a wonderful starting point and can fit in well with topics, skills, language and cross-curricular work.
Here are some tips for using and exploiting songs in the classroom.