3-курс 2-модуль. Анс-17 к 1. Башталгыч класстарда чет тилин окутуунун усулу

…  is the active use of language to express meanings so that other people can make sense of them.

To speak with respect to grammar and pronunciation  -   …

To speak  with respect to speed and natural flow of the language.

Hello! Hi! How are you? I'm fine. And you? Who is missing? Where is Adam? Good-bye!

See you tomorrow!  -  What principle is it?

In classrooms, teachers use lots of dialogs to practice speaking, particularly ones found in the textbook. These dialogs usually reflect real-life tasks, like greetings, buying something at a store, visiting a doctor, asking for directions, asking for the time, etc. What principle is it?

The teacher can elicit examples based on students’ personal lives. This is a way to check comprehension and give them a chance to express something about themselves.

T:    Where is your house?

S: It's on Jumeirah Road.

.. .. … the teacher involves the students in reading together, using something as a pointer (a long stick, a laser pointer, or even the bouncing ball of a karaoke song in some EYL videos) with a big book (if the class is small), a video of a book, a PowerPoint, or a book projected on an interactive whiteboard or from a document reader.

.  In a … … the teacher works with small groups of children who are at the same reading level. The goal is to let the children read, noting problems they have with specific words or punctuation, and providing support and modeling reading strategies for the children to practice (Herrell, 2000).

.  … … is an approach that uses learner’s oral language as the basis of a written story. The learners (a class, small group, or individual student) dictate their “story” to someone who is a more competent writer (usually the teacher, but it may also be an older, more proficient student), who writes what the learners dictate.

… … … … focuses on accuracy, providing controlled or guided activities to help children learn the basics of writing, working on spelling, grammar, and mechanics, in a bottom-up fashion.

Beginning readers needs multiple opportunities to hear stories, poems, songs, chants, and other texts read aloud by the teacher, with opportunities to chime in where words or lines are repeated.

Something to communicate -

A reason to write—to inform, entertains, remember, express feelings

The example below shows a controlled interaction with students repeating after the teacher. The teacher is providing a model of the Q&A interaction.

T:    Repeat after me. Where is the school?

Ss: Where is the school?

T: It's on Main Street.

Ss: It's on Main Street.

Children learn parts of a song where repetition and rhyme are present, pointing to the words written on the board or as they are projected. Some songs provide many opportunities for children to participate.

In .. … … … to writing the primary goal is for children to express their ideas, to construct meaning and to explore their linguistic and other resources. Writing is a thinking process, and in that process children will be learning. It takes children through a series of steps to help them construct and communicate their ideas, focusing on expression in the early stages, and only being concerned with accurate grammar or mechanics in the final stages.

… is a process of relating written symbols to language, of constructing meaning from written text (Goodman, 2005), or “ sense and deriving meaning from the printed word” (Linse, 2005, p. 69).

.    1.  Use a variety of activities to improve both accuracy and fluency.

        2. Build classroom interaction by giving students plenty of opportunities to participate.

These principles are … principles

… is a process of relating written symbols to language, of constructing meaning from written text (Goodman, 2005), or “ sense and deriving meaning from the printed word” (Linse, 2005, p. 69).

As Cameron (2001) explains, “Discourse in young learner classrooms should follow patterns children find familiar, from their home and family, or from their school experience and should not demand more of children than they can do, in terms of imagining someone else’s state of mind or expressing causes and beliefs”. What principle is it?