Effective methods in teaching english language for young learners

The tasks of course work. The tasks of the course work is learning the different types of English dictionary definitions and useful specific literatures.
The following research methods that were used in the work : descriptive , analytical, conceptual, and component analysis.
The theoretical and practical value of the course work. The theoretical researches was formed by the works of domestic and foreign research such as the practical significance of the work is due to the possibility of using results obtained in the development of courses in the teaching foreign language (English language) , special courses in language studies , comparative linguistics , intercultural communication , sociology and psychology.
The structure of course work. The course work paper consists of Introduction, two chapters, conclusion and a list of used literature.

CHAPTER 1. METHODS IN TEACHING ENGLISH LANGUAGE FOR YOUNG LEARNERS

1. 
   Effective Methods in teaching English language for young learners.
   

In educational sphere , there is no one single best method for everybody in all fields, using every methods depend on understanding language and period of learning language process. A number of principles can provide information on the following approaches to teaching young learners;
Building teaching around activity and physical movement. Link language learning to physical activity, teach children to make things, draw, do puzzles, mark pictures, match words and pictures, play games, performing actions in response to instructions, and others which involves hands , ears , eyes. Teachers often use TPR activities (linking language to actions, an activity based on a method called general physical response). Many listening activities for young children use this principle, for example, children listen to and respond to commands (e.g., “sit”, “turn,” “touch your nose”), listen, and select a picture, listen, and draw a picture or listen and number the sequence of actions in the picture. At the same time, speaking activities, teachers give children some kind of songs , dialogues, songs, and expressions that students can practice in a variety of situations. Creating lessons around linked sessions.
Because of the limited attention span of young students, it is important to include a few short sessions in the lesson and to move quickly from one session to another. Five to ten minute sessions are the most successful. A balance between the following types of activities is often helpful:
- Calm / noisy movements;
- Different skills: listening, speaking, reading , writing.
- Individual work / pair / group work / whole class activity.
- Teacher-student / student-student activity .
- Building lessons around tasks.
A task is a meaning-oriented activity that requires students to use available linguistic resources to complete a task, such as drawing from verbal instructions or working in pairs or groups to complete a story and drawing a series of pictures. Sequencing. An essential features of classroom tasks for young language learners are: They are harmony and cohesion for students (by topic, activity, and / or outcome).
They have meaning and purpose for students. They have specific language learning goals. They attract the reader actively. This term is refered as how a child learns by collaborating with a more knowledgeable partner (parent, classmate, teacher). When children work together on tasks (e.g., sequencing pictures in a story, doing puzzles, or completing a knowledge gap task), more skilled students often needed less skilled students. Encourage students to create resources that support their learning. Students can draw pictures of the characters they hear in the story or create puppets to help retell the story. They can paint things in stories and pictures of heroes. They can find pictures of the topic or topic in the lesson from magazines and bring them to class. Using the resources that formed the basis of the course, with the development of the course, the children created their own textbooks.
Lessons can be structured around topics for very young students, such as animals, friends, food, or family; and for older students, topics can be drawn from other classes and community topics, such as transportation, country life, travel, and celebrities. Theme-based lessons provide continuity throughout the activity and allow English language learning to be linked to children’s lives. Choose content that is familiar to children. Education can also be based on familiar content from children’s culture, such as stories and events (e.g., national holidays or cultural practices). Because students are well versed in speaking these topics in their native language, it will be easier to communicate how they can speak about them in English. Using collaborative activities. Children enjoy playing the activities with other children and work with young students from their teachers instead of listening to children, couples or groups working with others. The activities children are involved in the cooperation necessary for the implementation of the activities of words and phrases to ensure thorough preparation.