Ministry of higher education, science and innovations of the republic of uzbekistan andizhan state institute of foreign language institute

Transformation drill - in this type of drilling the teacher says pupils a 
certain kind of sentence pattern, for example a statement. Learners are then asked to 
transform this sentence into a question or negative sentence. 
d) 
Backward build-up drill - teachers can use this technique in case that 
the pupils find a long line of a dialogue problematic. The line is broken down into 
several parts. Learners repeat a part of the sentence, usually the last phrase of the 
line and then they follow the teacher’s cue to expand what they are repeating, part 
by part, until they are able to repeat the whole line. 
e) 
Question-and-answer drill - this type of drill is used to help pupils 
practise answering questions. The answers to teacher’s questions should be said 
quickly. 
However, games based on individual competition to see who wins or who 
receives the highest number of points or cards are suitable for pupils who are about 
seven years or older because for younger children it can be rather stressful and 
difficult to lose. 
During games, teachers usually play the role of the advisor offering help or 
pieces of advice to their pupils. On the other hand, it is also possible for teachers to 
participate in games as players while pupils play the role of the teachers and direct 
the game. 
As it was mentioned before, the game is a form of play with rules, which need 
to be explained by the teacher before playing. In Dunn’s opinion, pupils have to 
know exactly how to play a game. In case, they are not sure what to do, chaos can 
result. Moreover, when pupils are not able to participate in a game fully because they 
do not understand the game and its rules properly, some troubles with discipline can 
occur as well. Nowadays, teachers can choose from variety of textbooks providing 
many tips and ideas about how to practice young learners’ pronunciation through 
games. Some of the games, such as “word stress bingo” [6.91].

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The chosen activities are aimed mainly at recognizing individual sounds - 
vowels and consonants, minimal pairs and word stress. The author of this thesis 
chose only those activities which would be suitable for the age and level of English 
of the target group of learners. 
In conclusion, as it is apparent, during each lesson both teachers and learners 
can play many roles, which highly depend on the type of the activity or task they are 
currently working on. Moreover, it is important for teachers to use various types of 
activities requiring changing the roles in order to keep young learners’ attention and 
motivation for learning a language.