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Principle4 Constructing reality
Children can not learn if someone will just tell or explain reality to them. They must construct reality through first-hand experience. The world famous Swiss psychologist Jean Piaget called this process of language acquisition constructing reality.
The approach must simulate a natural way of the process in which language was imprinted upon body movements. Children can decode the language through the medium of body movement such as looking, pointing, touching, walking and others. They can express themselves by the same medium until readiness to speak in the target language takes place.
The Common European Framework divides learners into three board division that can be divided into six levels:
A Basic User:
A1 Breakthrough or beginner
A2 Waystage or elementary
B Independent User:
B1 Threshold or intermediate
B2 Vantage or upper-intermediate
C Proficient User:
C1 Effective Operational Proficiency or advanced
C2 Mastery or Proficiency
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
These descriptors can apply to any of the language spoken in Europe, and there are translations in many languages.
Tittles of the lessons and units
They focus on the new vocabulary, phrase or grammar structure to be introduced in the lesson. They are designed to help teachers to understand what lessons will be about.
Use of pictures
In Kids’ English all pictures serve a language learning function. There are no pictures just for decoration. The pictures must be used actively during the lessons both by teachers and pupils. Misusing or neglecting the pictures will reduce the effectiveness of teaching and learning.
CONCLUSION
The present qualification work deals with the problem of teaching English as a second language to small children. Having investigated the problem both theoretical and practically we came to the following conclusion.
The theme of the work is very actual, since it is aimed at studying effective ways of teaching English to small kids. Teaching English at the most elementary level has become an issue of governmental importance at present. On December 10.2012 President of the Republic of Uzbekistan I.A.Karimov signed a Decree “About the measures on further development of foreign language teaching and learning system”.
According to the Decree, starting from 2013-2014 school year foreign languages, mainly English, gradually is being taught in our country from the first year of schooling in the form of lesson-games and speaking games, continuing to learning the alphabet, reading and spelling in the second grade.
The text-book Kids’ English Class1 has been created by the initiative of the Resolution №1875 of the President of the Republic of Uzbekistan and in line with the requirements of the CEFR.
Special attention has been paid by us at this manual as it is the first book in a series of English books primary classes. The book has been designed to develop speaking and listening skills without reading and writing.
Studies have shown that it is important to start teaching English as a second language early because young children have an easier time learning language then adolescents or adults. Children are incredibly adapted to learning languages, and pick up new words, phrases and grammar structures easily. But teachers must take into consideration the fact that kids have a lot of energy and a shorter attention span than adults. However educators can use the kids’ energy to their advantage and engage them with games, songs and activities that will help them learn while having fun.
Creating productive learning environment by exposing kids to English through classroom conversation, age appropriate DVDs and videos is the first important step in teaching the second language.
Using music and songs is also important while teaching small kids. It is an effective way to teach number the alphabet, body parts and other words requiring memorization.
Using motions and gestures during the lesson to reinforce leaning is a productive activity as well.
English teachers must use Pictionary, charades, hangman, and matching games to teach grammar, vocabulary and verb tenses
“Kids’ English” is also based on above mentioned classroom activities. General principles of the book are 1) immersion, 2) listening precedes speaking, 3) learning through actions 4) constructing reality.
Learning centred class is emphasized in the book. In the learner-centred classroom, where pupils are being encouraged to use English in real communication fluency is just as important as accuracy.
Kids’ English contains many activities, exercises and games, which encourage pupils to use the new language naturally through working in pairs or in small groups.
Experiments which were made by scientists and educators have proved that:
Children learn best when the activity has an elementary of surprise.
Children learn best when the activity is tangible and active.
Children learn best when an activity has a beginning, middle and an end.
Children learn best when the activity is relevant to their own lives.
Children learn best when the facilitator provides open-ended question.
Children learn best when the facilitator understands that there needs to be the freedom to change the activity in the middle whenever its appropriate.
Children learn best when the facilitator understands the audience, and makes adjustments when needed.
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