Of uzbekistan ferghana state university foreign language faculty

participants-actors or speakers and audience

ends-purpose goals, desired outcome

act sequence form and order of the event

key-tone manner

instrumentalities-form and styles(register)

norms-social rules

genre-the kind of speech art³

Language can be a medium of communication. The rule of the instructor in CLT is rather different from traditional teaching methods. In the traditional classroom, the teacher is in charge and observator the learning. In CLT the teacher works as more of helper permitting children learners to be in charge of their own learning.
2.5.Practical approach for futher developing childrn’s listening and speaking skills in EFL classes.
Listening is a skill in a sense that it’s a related however distinct process than hearing which involves only accepting sound in a passive way as listening occupies an active and immediate analysis of the streams of sounds. This interaction is like that between seeing and reading. Seeing is a very simple and passive state while reading is a centred process requiring reader’s instrumental approach. Listening has a “volitional component”.⁴view is, while listening; the desire to listen, as well as the capability to listen (comprehension) must be present with the listener for the successful recognition and analysis of the sound.
First language and interaction skills are important for children’s success in school and beyond education. Language an interaction skills include the
Capability to realize others and convey somebody using words, signs, and handal expressions. Babies who develop strong language and interaction skills are more possible come to school ready to get a knowledge. They are possible less to have difficulties learning to write and are more to get higher steps of development in school. During the early years of life children’s mind is improving and laying the base for educating. The communications that children have with adults effect how children develop and educate. Inconsequence first childhood teachers have an important possibility to supply children with communication that can support children’s rises up and development, especially their language and communication skills.
As before research shows when educators supple children with upper levels of language stimulation during the early years of life children get better language skills. When educators ask boys questions, answer to their vocalizations and attract in other positive talk, children learn and utilite more words. Promoting a lot high-quality language communications between children and adults supply children with the types of experiences than can foster their increase in language and interaction with speakers.
This instruction describes ten activities that initial childhood teachers can use to support the improvement of language and interaction skills of children.because investigation work helps the importance of adult-child communications for children, the activities are designed to be done one-on-one or in small community. Each activity draws upon the kinds communications that investigation work suggests improves language and communication skills.this communications include:

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  answering to children’s vocalizations and speech
  
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  attracting attention to children
  
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  coming out children’s conversation
  
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  making dialog with children more
  
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  utiliting complicate grammar and rich vocabulary
  
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  supplying children with with more information about objects.
  

These communications help children from different kinds os language and social backgrounds, including children who are dual language speakers. Children who are duel language speakers feel isolated and get difficulty interacting their wants and needs. Teachers should find the solution to connect and communicate for children.
Babies can learn language in the same method, but not sometime at the same time. Certain children speak before and realize everything you point. However others don’t speak much or have ploblem to listening. Babies will have talking or language troubles before they go to school. Your baby is preschool age if she is 3 to 6 years old and has’t yet started going to the kindergarden. He might have problems about pointings and realizing questions. He might have problem accepting new words or speaking sentences. Your child might have troubles with both. This is a actually language disorser. Your child might also have problems creating sounds clearly. This means a speech sound disorder. Teach more about speech and language improvement from birth to 6 years old. Teaching to your language doesn’t cause language troubles. Children all over the world are taught to speak another language. Talk to your child in the language that you can speak best. Your child face to the troubles in both languages if he has a language disorder. Certain children have a troubles realizing, called acceptive language. They may have problems:

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  realizing what others mean when they use gestures,like making shapes.
  
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  Following instructions
  
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  Responding questions
  
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  Learning of abjects and pictures
  
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  Waiting how to take turns when speaking with others
  

Certain children have troubles talking, called expressive language. They might have problem:

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  Asking abjects
  
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  To name abjects
  
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  Utiliting gestures
  
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  Adding words together in the sentences
  
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  Singing songs
  
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  Utiliting straight pronouns like he or she
  
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  Learning how to begin a conversation and going on
  

A lot of children have troubles with both understanding and speaking.certain children have problem with initial reading and writing. For example

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  Taking a book correct side up
  
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  Looking at pictures ina paper and turning next pages
  
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  Telling a sentences with a beginning, middle and end.
  
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  Naming alphabits and numbers
  
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  Learning the letters
  

You might not know for sure what caused your child’s language trouble. Here are possible reasons are:

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  Another members of your family having a language problems
  
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  Being born before than time
  
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  Low birth weight
  
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  Different birth deseases
  

You should use language skills to communicate. And you should communicate to teach. Reading, writing, speaking, gesturing are all aspects of language. First of all parents play a critical role in a babies language improvement. Researchs have shown that children who are read to and spoken a lot of during initial childhood will have larger words and better grammar than those who aren’t. following you can intoduce some simple ways to nature your child’s language development.

1. 
   Speak, speak, speak. Tell all day’s events slowly. For example: now we are taking a bath. Can you feel the warm water on your skin. When we dry off we will take a dressed and go for a walk.
   
2. 
   Read materials- It’s not late to read to your child. One good scientist’s parent a lot of time spend reading with their child. Parents might start with ordinary interesting books and graduate to picture books and longer topics as their junior gets older. Book times at the local library or stories also assistance a preschooler improve a love of books.
   
3. 
   Enjoy singing songs- your child love music and cinemas. When they listen to happily songs and your child learn about the world around him and the rrhyme of language.
   

Spoken English included listening and speaking skills. Both listening and speaking are interactioned to each other.
Listening appears to be the basic mechanism through which the rules of language are internalized in English. These lay the foundation for all the three huge skills speaking, reading and writing that are to follow.
The need for spoken skills in English has been enormously increasing due to the strong position of English as a language for international communication.
In relation to this,⁵ assert that “a large percentage of the world’s language learners study English in order to develop proficiency speaking.
Speaking is also significant because there are lots of cases where learners
know their subject well, but fail to communicate it properly.
If you and your partner speak two different
languages, the “one parent-one language” approach might aid your child get
enough practice in both languages, especially when one language is spoken very
little outside the home. Decide which language to train with family and friends.
Mix sentences from both languages in the same sentence. In families training
more than one language, adults and children sometimes switch back and forth
between languages. If you switch between two languages, it might assistance to usethe “one language-one activity” approach. When you hear your child mix
the two languages, give your child the direct word to use.