Of uzbekistan ferghana state university foreign language faculty

Suggestions for listening skill training for beginners in children

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  At all levels use global listening techniques and keep the pupils active. Listening materials is no wasste of time!
  
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  Talk in a simplified mode with clear pronunciation, limited vocabulary. And visual support
  
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  Use selective listening skills that focus on form, sounds, grammar, details of contents.
  
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  Present new listening materials aurally first and use visuals
  

Educate vocabulary in the pre-listening level

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  Present the topics in normal speed but with pauses between natural phrase groups.
  
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  Teachers should be aware that comprehension at the beginning stage is not total, but pupils can find the gist.
  

2.3. The peculiarities of listening and speaking skills in the language teaching for children.
The teaching of English to young boys and girls has become very important in recent years. Another reason for this has been the using of primary EFL teaching in a lot of european countries. But it is a world wide event. There is a lot of very excellent teaching in beginning EFL classrooms. Yhe British scientific John Stuart began to learn greek at the age of three. We have divided the children into two different group throughout the book- the five to seven year olds and the eight to ten year olds. We are guessing that the five to seven year olds are all at stage one, beginner’s stage. The eight to ten year olds might be beginners or they might have been learning the foreign language for much time. So there are both level one one and level two learners in the eight to ten age group. We can observe that five to seven year olds can do at their own level:

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  The can speak about what they are doing.
  
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  They can speak you about what they have done or heard
  
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  They can play games
  
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  They can make debate for something and tell you who they think what they think
  
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  They can use their light imagination
  
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  They can use widely intonation patterns in their own language
  
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  They can realize straight person interacrion
  

Other characteristics of the young language students

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  They understand that the world is managered by rules. They might no always realise the rules, but they know that they are there to be submited and the rules aid to feel of security.
  
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  They realise situation more quickly than they realise the language used.
  
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  They use language abilities long before they are aware of them
  
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  Their own realising comes through hands and eyes and ears. The physical world is more important at all times
  
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  They can understand-what you say first happens first. Before you turn off the light, put your book away can mean.
  

Children have an amazing capability to accept language through play and other games which they do enjoyable. How good they are in english language is independent on if they have studied the grammar rules or not. Very few of your students can cope with grammar as such, even at the age of nine or eleven. They might be very aware and exact about the foreign language, however they are not usually mature enough to speak about it.
As a teacher, you have to note the structures, functions and grammar rules which you want your pupils to stude as well as those they already know, however your actual teaching must only include the barest minimum of grammar taught as grammar, and then for the bigger children only. This doesn’t include teaching grammar rules to the whole class. The best time to introduce some kind of common grammar is either when a pupil asks for an understanding or when you think a learner will benefit from sdudying some grammar. This might be when you are checking written work or it might be in relation with an oral work which practises, such as : did she or does she? Older learners, especially those at stage two, might ask exactly what the distinguish is between “did” and “does” since both are utilized for questions and you can then use the opportunity to teach the distinguish in common terms. You may want to utilize the terms “a past question” and “a now question”. It may or may not be appropriate to compare what happens in the mother tongue in the same situation. What is significant is that the explanations need to be given on an individual/group basis when the learners themselves are asking the questions, that the explanations are kept as common as possible and that the learners are can grasp the point and so benefit from the explanation.
What is an excellent teacher.
These ten year olds have very exact ideas about what they like in a teacher.teachers go in all shapes and sizes. The time from five to ten glances dramatic changes in children, however we couldn’t say definitely when tis occurs because it is different for all persons. The magic age glances to be around eight or nine. At around eight or nine, things glances to fall into place for a lot of children and they start to make sense of the adult world as we glance it. Think about young boys and girls and telling jokes. Six year olds laugh because everyoneone else does, but they don’t always realize the joke. If they are asked to repeat the joke it will be nonsense. Eight year olds think jokes are wonderfull and they study them off by heart. This means that they sometimes take the punch line wrong or need to be prompted. Eleven and twelve year olds remember jokes and could work out the punch line from the situation. The system of language and the realising of it seems to fall into place for a lot of children in the same way. Don’t believe on the spoken word only. A lot of activities for the youn children need include movement and involve the senses. You will have to have a lot of objects and pictures to work with and to make full utilite of the school and your surroundings. Instruct what you want them to do. The balance will change while the children get older, however appealing to the sense will always help the learners to learn.let the learners talk the themselves. Make up rhymes,tell fairy tales, sing songs. Play with the language let them speak nonsense, experiment with sentences and voices. “lets go pet’s go”, “blue eyes”. Playing with the language in this way is simple in first language improvement and is a very natural level in the firs stages of foreign language learning too. Being aware of language as something separate from the occasions takes place, takes times. A lot of eight to ten year olds already have this awareness in their first language. The told word is often accompanied by other clues to meaning facial expression, movement and so on. We need to make full utilite of these clues. Whenn learners begin to read the language becomes something permanent and there are fewer other clues to meaning. Learners can take a book home, they can read it again and again, they can stop, think about the language and work it out. Reading and writing are very vital for the child’s growing awareness of language and for their own growth in the language, although both are too demanding and get time and patience to study. A lot of children like to have other children around them and sitting with others encourages cooperation. We might not all be good music teachers like Susan, however most of us can teach to sing or even play a musical instrument. A lot of music teachers would agree in any case that everybody can sing although perhaps not always in tune. We could all learn to mime, to act, and and to draw too simple pictures. We could all learn to create our worksheets so that they are planned and pleasing to glance at. And we could exactly all learn to have our chalk handy. Respect your learners and be realistic about what they can govern at an personal level, then your expectations will be realistic too. As a teacher we need to appear to like all your learners equally. Although at times this will usually include the capability to act, the children don’t have to be aware of it. Creating on the interests, strengths, and necessities of communities to assistance early childhood learning is necessary to provide community based, universal and accessible early childhood learning opportunities for children and their parents/caregivers