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

Listener provides text that goes beyond what is given (i.e., giving the end of a story, solving a problem, filling in missing lines)

Listener repeats exact message (i.e., dictation, translation, oral repetition)

Listener uses text as a model for imitation (i.e., ordering a meal after listening to a model)

Listener is active in face-to-face conversations

As Pinter (2006) explains,  “The first building blocks that allow children to move from listening to speaking and to begin to participate in interactions with others are so-called  …

In most EFL 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. In addition, the different modes of one-way input, like TV shows and commercials, news and weather reports, and movies, are actually models of communication among two or more people.

For YLs, who like to be active and move around, it is very helpful to use role play and drama to practice the language.

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?

…  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.

1.  Build classroom routines in English.

      2. Use speaking activities that reflect real-life communication

These principles are … principles

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?

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.

… 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).

… … 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.

. .. .. … 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).

Something to communicate -