Assignment 5 Students name Akramqulova Chehrozaxon Group 1918 Task Do research

Assignment 5
Students name Akramqulova Chehrozaxon
Group 1918
Task 1. Do research.

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  What is the silent period in L1 acquisition?
  
• 
  Why is it important for the L2 learning period?
  
• 
  How can teachers help low-level learners in their silent period?
  

Answer these questions in your essay. (minimum 200 words)
The first stage of the language acquisition process is called “The Silent Period” simply because the students aren’t doing much talking yet. In some learners this period may be shorter or longer, ranging between 2 to 6 months, though it may take much longer too, depending on the exposure to the foreign language that the learner has.
For example, a foreigner living abroad and surrounded by a new language all day may have a shorter silent period than a student in his home country who attends a bilingual school in which a second language is taught for four or five hours a day. In turn, this student’s silent period may be considerably shorter than that of a learner studying a second language for just two hours a week. So it becomes clear that generalizing how long this period may last is nearly impossible because it depends on many personal and individual variables that come into play.
The main characteristic of this stage is that after some initial exposure to the language, the learner is able to understand much more than s/he can produce. You can easily see this in two-year-old babies too! You can speak to them normally and they can definitely understand whatever you say. However, even if they wanted to say exactly what you said, they would not be able to. They may use some of your words but they would find it impossible to express their ideas in a similarly organized way, in spite of the fact that they may understand every single word we said.

Task 2.
Describe 5 speaking activities that can be organized with flashcards and/or pictures

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  Provide a whole explanation of using the activity in class.
  
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  Write about the interaction pattern for the activity.
  

Template
Activity 1. Matching game
(how do you organize an interaction pattern: group work, pair work, individual work)
Half of the students get an image flashcard, and half get a corresponding word flashcard. Students must find their match by giving clues that describe the image or word. (Example clues with animal cards: I have fur, I can swim, I live in the forest, etc.
Activity 2. Story time
Students work in groups teacher print out some pictures of things or animals. Teacher shows the pictures one by one to every group. They should make stories by using them.
Activity 3 Memory
Teacher show the pictures and flashcards to students. They should look and remember them. After some time teacher take the pictures and she/ he asks the pictures, students should tell them in order as teacher showed.
Activity 4 Who is faster?
Students are divided into two groups. Both of them choose one volunteer and two of them come to the blackboard and then other members of each group are provided with pictures of different animals. Each group should describe the animals and students who stood at Blackboard should draw that animal according to their classmates' description. Which group finish first they will be winner.
Activity 5 Famous people
Students are given pictures of famous people. Students are divided into three groups. Every group should find information about a person who is given them.

Task 3. Think about this teacher’s comments. Which do you agree with and why? Why not? (write 50-100 words for each)

1. 
   To improve their listening what my students need most is to learn more vocabulary. Learning listening skills won’t help them.
   

They should use the vocabularies which they learnt. It should be active vocabulary. They should listen podcasts and watch movies in order to improve their listening.

2. 
   I don’t think my learners should listen to me for listening practice. There is no point in them listening to English spoken with my accent.
   

I don't agree this opinion because students learn most things from their teacher. They pronounce everything like their teacher's pronunciation.

3. 
   My learners always try and understand every word when they listen, so I give them transcripts to read as they listen.
   

I think this is good because while they are listening they read at the same time. They can develop their listening and pronunciation. When they understand everything they can use them easily in their speech.