To reach real scientific achievement the door to the world should be wide open. To be fully aware of these it is important to master foreign languages. Islom Karimov After achieved the Sovereign the Republic of Uzbekistan has created out an own model of developing, according to the specific social and political traditions in the country .One of the most significant conditions for the improvement of any country is a well effective education system. While the education system provides the information of a highly improved that can live in a highly, with social and political life.
By 1997 on the basic of the National Model of improvement there had been created out the national programme for Personal Training which planned conceptional ways and correct details, mechanisms for modern reforming the education system and personal training. 1Speaking on the educational reforms, we may clarify its main point. We are concerned not about the school-graduates, but about the people who acquired the school education. But here we come across one more difficult issue – from what grade do children begin to think independently? 2As I.A. Karimov highlighted “Our young generation must be quick-cutter, wiser, healthier and of course must be happier than us”.
In order to grown up “Harmoniously progressed generation” educators should use all the suitable goals.
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1I.A.Karimov “Harmoniously developed generation is the basis of progress of Uzbekistan” Tashkent 1998, p. 47
2I.A.Karimov “Harmoniously developed generation is a basis of progress of Uzbe
In this diploma work, I have introduced to some listening and speaking materials, problematic situations, learning ways of children all information I have looked through from books and their instructions. Lots of these the concepts have their application to the teaching of speaking and listening skills in the early grades. When the teacher knows the concepts in it
she can apply them in the teaching learning processes in the primary levels. Such as, when the teacher tries to teach listening in the first language, she/he has to have the knowledge of how a language is acquired naturally.
Learning to listen and speak is intended for initial childhood caregivers-teachers in centres and those looking after for children in homes. It is intended to aid caregivers learn more about how children improve the capability to use words to interact their thoughts and necessities and ask questions, and to realise language they hear in dialoges and books. Why is this necessary? Because preschool and school children’s realising of the meaning of words and sentences and of other shapes of language for example sentence structure and listening comprehension which they study through their language communications, are key foundational skills for later reading development.
This research paper starts by summarizing the research on children’s language development.It then presents themes about how to help children create their oral language skills during the preschool and school years. The materials in this research paper were compiled over a period of children. I started a research paper of listening and speaking activities because there were a lot of tasks and ideas to keep in my mind. The listening and speaking materials in this research paper came from variety of sources: many tasks sprang from my own imagination, encouraging me to go into the classroom, feeling motivated by the freshness that cooperates a new inspiration and being eager to share it with my pupils. This can be compared to cooking on impulse rather then following a set recipe. I took a lot of additional ideas from talking to follow caregivers about what worked for them in their classrooms. I even got some wonderful examples from the handouts of various courses that I was required to teach, all of which taught me a long time-proven tricks that almost always work. Obviously when I told my university teachers that I was compiling a collection of listening and speaking tasks for this research paper, they answered by getting involved and suggesting ideas of their own. I would always divide the class into groups of five pupils and tell them to make up a dramatic scene or dialogue or game, or whatever else they wanted to try and come back and perform it in the next lesson. A lot of these activities were effective learning tools and have been included in the research paper. For a long time I facilitated English lessons for young children and other classrooms so that I had to keep creating new materials and it has become second nature for me develop speaking and listening activities for the classroom. One final thing that I would like to add is that at school I learned a lot of about student-centred, self-access, task-based learning, and curriculum development. Children EFL learners have countless daily apportunities for listening and speaking in English as they interact as pupils, as family members and classroom learners. Some listening materials are non face to face. For example listening movies, watching broadcasting, listening on the phone, and listening loudspeakers. English teachers have the opportunity to help children practice listening and speaking in the safe environment of the classroom. Many materials contain listening cassettes or CDs which give learners the apportunity to listen voices from a different of speakers engaged in conversations on a variety of life skill topics. The materials are not tied to any particular learner proficiency level.
