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ministry of education and science of the republic kazakhstan

kazakh abylai khan university of international relations and world languages

Organization of English lessons at the initial stage

Course Paper

Scientific supervisor: Almabayeva G.O

Almaty2011

Content

Introduction

1. The Theoretical Part

1.1 Characteristics of teaching young learners

1.2 The developing child

1.3 Cognitive development

1.4 Theories’ works

1.5 Peculiarities of teaching young learners

2. Practical Part

2.1 Teaching English to young learners with games

2.2 Tips value of using games in class successfully

2.3 How to best teach preschool English language learners

2.4 Preschool Games

Conclusion

List of literature

Introduction

The object of the research work: the process of teaching a foreign language at school;

The subject of the research work: role-playing technologies as interactive forms of teaching discourse.

The aim of research-to find ways of new interactive forms of teaching discourse and expose learners to different viewpoints or ways of thinking about a situation, expand their ability to resolve situations.

Objectives of research: 1.to study the interactive forms of teaching;

2. to study the problem of the role playing;

3. to understand the aim of the modern usage of role playing technologies;

4. to distinguish role playing technologies as interactive forms of teaching discourse;

5. to compare the results of the analysis.

Hypothesis. The usage of role-playing technologies as interactive forms of teaching discourse would be more effective if in organization and implementation of role-playing use problematic situations which improve speech activity and creativity of thinking of students. Thus the motivation and discourse activity of students would increase and person-oriented, communicative and lingua-cultural approaches would be realized.

Basis of investigation. Methodological basis of the research work composed the basis of a learning process, investigation of the outstanding teachers’ experience. The methods of researching included learning scientific, pedagogical and methodological literature, aim-oriented observation on the educational process and using new methods of teaching grammar at the initial level.

Theoretical value of research work contains problems of interactivity in foreign language teaching, teaching and interactivity in foreign language teaching, methods of teaching English using role-playing techniques, the characteristics of proper classroom instructions in foreign language teaching, role-playing as way of motivating learners, role-playing as a way of improving learner’s language culture, classroom implementation of role-playing, the main problems of role-playing, different aspects of a language interacting in problem solving. The way of organization and so on.

Practical value of the research work is contained in working out methodological recommendations for role-playing technologies as interactive forms of teaching discourse. Different activities, games and stories.

The structure of the research work. The research work consist of the introduction, two parts, conclusion, list of literature.

The theme of my course paper is “Organization of English lessons at the initial stage”. Why I have chose this theme ? Because I enjoy when I’m teaching young learners. It’s interesting and fun to work with them. The teaching of young learners is immensely rewarding and exhilarating: children communicate a great sense of energy, curiosity and involvement.

The years at primary school are extremely important in children’s intellectual, physical, emotional and social development. They go through a series of stages progressively acquiring skills that are thought necessary by the society they live in. Many of these skills are independent, and if one has not been sufficiently developed, the acquisition of another may be impeded. For example, children who are unable to identify the odd shape in the following group will have difficulty in differentiating between the letters p, b and d. This is a serious handicap in educational systems in which knowledge is usually acquired from books and not from firsthand experience. On the physical side, children need to develop balance, spatial awareness, and fine control of certain muscles in order to play sports and perform everyday actions such as dressing themselves, cleaning their teeth, coloring, drawing and writing.[1] Socially children need to develop a series of characteristics to enable them to fit into the society they live in to become aware of themselves in relation to others, to share and co-operate, and to be assertive without being aggressive. Finally, it is increasingly recognized that children need to “learn how to learn”. This means that their educational and learning should not be confined to the limits of their classroom, textbooks, and teacher, but that will enable them to continue learning outside and beyond school. This implies that they need to be able to accept criticism and become self- critical, to be aware of how they learn, and to experiment with different learning styles, to organize their work, and to be open and interested in all that surrounds them. All this means that primary language teachers have a much wider responsibility than the mere teaching of a language system they need to bear in mind the education of the whole child when planning their teaching program.

The way children learn a foreign language and therefore the way to teach it, obviously depends on their developmental stage. It would not be reasonable to ask a child to do a task that demands a sophisticated control of spatial orientation if he\ she has not yet developed this skills. On the other hand, beginners of 11 or 12 years of age will not respond well to an activity that they perceive as childish, or well below their intellectual level, even if it is linguistically appropriate. As a general rule, it can be assumed that the younger the children are, the more holistic learners they will be. Younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. This has both advantages and disadvantages: on the one hand they respond to the meaning underlying the language used and do not worry about individual words or sentences on the other, they do not make the analytical links that older learners do. Young learners have the advantage of being great mimics, are often unselfconscious and are usually prepared to enjoy the activities the teacher has prepared for them. These factors mean that it is easy to maintain a high degree of motivation and to make the English class an enjoyable, stimulating experience for the children, here are some points to bear in mind.[2]

-The activities should be simple enough for the children to understand what is expected of them.

-The task should be within their abilities, it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.

-The activities should be largely orally based-indeed, with very young children listening activities will take up a large proportion of class time.

-Written activities should be used sparingly with young children. Children of six or seven years old are often not yet proficient in the mechanics of writing in their own language.

The kinds of activities that work well are games and songs with actions , total physical response activities, task that involve coloring, cutting and sticking, simple repetitive stories, and simple repetitive speaking activities that have an obvious communicative value. As children mature they bring more intellectual, motor and social skills to the classroom, as well as a wider knowledge of the world. All these can be applied to the process of acquiring another language. The wider resources of older children should be exploited to the full while maintaining the philosophy of making a language relevant, practical and communicative. This means the development of all the four skills and the use of a wide range of topics that could well draw on other subjects in the curriculum, the focus should continue to be on language as a vehicle of communication and not on the grammar, though the ability of older children to make logical links and deductions can be exploited.