The ministry of higher and secondary specialized education mansurova shoira

CONCLUSION

In the end of my course work, I would like to say that course work was to bring some information of how to deal with learners and how to use activities during classes, to summarize their skills and abilities, and to introduce some methods used in English language teaching, it was the main aim of theoretical part. Teaching English is interesting, creative, but also difficult job. Each class is different and it is important to be flexible. It means that whatever book is used, we need to adapt it for the particular class. Young learners need activities involving fun. Most language teachers concentrate on vocabulary, grammar, sometimes on pronunciation which is covered in textbooks, but there are more pleasant, practical and useful ways to introduce and practice all these common requirements. Every learners love interesting games activities and learning through pleasure is the way to reach the goals. My work has two major aims. The first one is to provide a theoretical background for using activities with young learners. I will try to describe theoretical background of different activities for learners. In the second part I will introduce various games which are based on lots of teachers’ as well as activities taken from methodological books and try to develop a teaching.

Most of us are a mixture. Clearly lessons which focus solely on the written word with little visual support disadvantage some learners. We need to give a variety of tasks that help students learn in different ways. Accept that during an hour-long lesson the learners’ interest will wane at some point if the activity in hand doesn’t appeal to their way of working. It is impossible to please everybody all the time but we can try and stimulate as many as possible in the hour we have. However, by doing this research, I have found a plethora of resources that speak volumes on the educational value of language activities and contain extensive examples of activities to play in a classroom. Initially, I felt that writing this course work should be something of new, monumental learning for me, and should not be based on something that I already do, or am familiar. Conversely, I now feel that exploring this topic has increased my ability to validate the educational soundness of what occurs in my future career. Finally I understand and suggest following ideas:

1. Teaching different language styles of learners is very difficult process but you can make it easy with activities and games.

2. Language activities provide students, especially teenagers, a situation to learn without barriers created by social norms, and mundane routines or performances.

3. Activities encourage language production and social interaction in a playful, non threatening way.

Many teachers find it difficult to judge how long activities will take and find themselves either running out of time or with fifteen more minutes to go and nothing to do. This is true for all teachers, but it improves as you get to know your classes. However, plan ahead and start winding down well before the bell rings so you can give a summary of the lesson. After a discussion or simple oral task you may need to go over main problems on the board and must allow time for this essential feedback. In some schools pupils just pack up and rush off when the bell rings. Try to avoid this. Insist on a formal conclusion and goodbye. If you are required to give homework or to ask students to prepare a task such as something for the role play in the next lesson, do not do it at the very end. Attention usually wanes by the end, so give forewarning and instructions earlier and then just a final reminder at the end.

Writing this qualification work has made me realize several things about my teaching and learning style, the environment which I hope to create, and the way I encourage student learning and production. Language activities provide students, especially teenagers, a situation to learn without barriers created by social norms, and mundane routines or performances. Activities encourage language production and social interaction in a playful, non threatening way.