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EFFECTIVE CLASSROOM SPEAKING DYNAMICS
AND INTERACTIVE ACTIVITIES FOR YOUNG LEARNERS 
 
AZIMOVA D.N., Turkistan city, Kazakhstan, Email address: 
[e-mail] 
 
Teacher is that person who builds a big and wonderful education house and outputs knowledgeable leavers and 
graduators. Teacher is the heart of school, and methods are his supports. Children in our classes have very little 
opportunities in using English in communication. Therefore with this limitation each of them should have the 
opportunities to speak during our lesson. That is why I am going to write this report where I used effective classroom 
activities which help teachers encourage their students' interest and make them speak more fluently. Everybody knows 
that we have a general problem in teaching young learners. How to improve pupils listening and speaking abilities? To 
solve it I'm going to write some typical ‗Primary‘ task frameworks as TPR [Total Physical Response] activities: where 
pupils perform actions in response to linguistic prompts. Craft activities: where pupils are provided instructional input 
through language and make craft outcomes. Tangential skill learning: where pupils are taught how to do something 
through the medium of English e.g. how to perform a magic trick, make hand-puppet shapes or wrap a present. Multi-
sensory writing: deciphering what someone writes in the air or on your back, making words by forming letters with 
bodies etc. Song activities: learning chants, songs [often with actions] to re-enforce sounds, sentence rhythm, rhyming 
words etc. These tasks improve the learners listening and speaking abilities. 
These methods improve speaking and listening abilities of pupils. Also they can be used at every lesson in 
order to encourage the word stock of the learners. These tasks help young pupils to use grammar correctly and say their 
opinion easily and share their problems with their friends. In other words, more opportunities, more motivation....
Teaching young 
pupils
English as a second language presents a unique set of challenges. Many teachers with 
experience in elementary and middle school classes feel lost when they first start teaching kids younger than six еars 
old, and for good reason; young 
pupils
are at a completely different developmental stage and running such a classroom 
requires a unique set of skills and mindset. If you get any of the main points wrong, the kids will start misbehaving, 
crying, fighting, creating a long and dramatic day. 
Listening activities are the primary focus of class work in Term 1 as pupils listen to Teacher model names, 
short greeting phrases, basic colours, numbers 1 to 20 and words relating to the classroom environment and routines. 
Pupils listen and repeat, follow simple Teacher instructions, perform total physical response routines and listen to 
simple songs. 
Simple speaking activities complement the primary focus on Listening in Term 1. Pupils are involved in 
activities such as listen and say, introducing themselves and others and saying words, names and numbers in response to 
prompts and in a variety of types of game.