Образец титульного листа реферата

MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY
PHILOLOGY FACULTY
METHODOLOGY OF TEACHING ENGLISH IN PRESCHOOL AND PRIMARY EDUCATION


Referat


Theme: Developing receptive skills to young learners

Name of the student: Muslimova Deniza 1902

Advisor: Timanova R.V
Tashkent
2023
Developing Receptive Skills with Young Learners
Introduction
There are a number of skills that are developed in a young learner class. The main 4 are: reading, writing, speaking and listening. However, other skills include: Motor skills (from holding crayons (fine motor skills) to more complex craft and physical activities (gross motor skills)); Cognitive skills (solving problems, answering questions, applying learning to tasks & bookwork); interactive & social skills (sharing, working in teams, working with a partner or the teacher); discipline / classroom protocol – responding to teachers commands, incidental language.

Of the 4 main skill areas these can be broken down into 2 main areas: Receptive Skills (reading and listening) and Productive Skills (writing and speaking).

Developing Receptive Skills

There a number of reasons to develop receptive skills these include:

• 
  It helps with language development and retention
  
• 
  It builds confidence
  
• 
  It opens up a new world of English
  
• 
  It allows learners to experience English outside the class
  
• 
  It makes English learning an authentic useful task not just something they do for school
  
• 
  Receptive skills integrate with productive skills e.g. listening and reading the correct form help in memorization, listening helps with pronunciation etc.
  

The following activities (all found in young learner classes) apply to both reading and listening (receptive skills):

• 
  Letter recognition
  
• 
  Individual phonic recognition
  
• 
  Phonic cluster recognition
  
• 
  Whole word recognition
  
• 
  Understanding context
  
• 
  Sentence recognition
  
• 
  Identification of parts of a sentence
  
• 
  Extracting detail
  
• 
  Reinforcement of form for grammatically accurate production
  
• 
  Reinforcement of form for pronunciation- stress & intonation
  
• 
  Flash card recognition (run, touch & say)
  
• 
  Dictation activities (running dictation; Drawing dictation etc.)
  
• 
  Understanding sentence meaning
  
• 
  Extracting key words
  
• 
  Matching words and pictures
  

These can all be practiced in a variety of ways including:

• 
  Alphabet activities
  
• 
  Phonic recognition activities
  
• 
  Cluster recognition activities
  
• 
  Whole word recognition activities
  
• 
  Spelling activities
  
• 
  Songs
  
• 
  Mixed up sentences from a dialogue
  
• 
  Mixed up words from a sentence
  
• 
  Reading from the board
  
• 
  Reading from the book
  
• 
  Listening for true / false statements
  
• 
  Listening for answers / detail
  
• 
  Incidental Language
  
• 
  Answering questions about a piece of text
  
• 
  Listening & repeating from a CD
  
• 
  Listening & repeating what the teacher says
  
• 
  Slap
  
• 
  Stations
  
• 
  Pelmanism
  
• 
  Listening / Reading for gist
  
• 
  Using a reader
  
• 
  Listen /read for a key word
  

Setting up Activities

Even when listening in your native language we do not take in or remember everything that we have heard unless specifically asked to. When setting up a listening task in a young learner class (as with any class) it is important to:

• 
  Set the scene
  
• 
  Teach essential language
  
• 
  Set prediction task - give learners time to compare predictions/answers
  
• 
  Play CD for first time
  
• 
  Learners compare answers - teacher monitors
  
• 
  Set questions for specific detail
  
• 
  Play CD for second time - in chunks if necessary
  
• 
  Feedback to whole class - teacher confirms correct answers
  

Remember:

Being able to complete the task correctly does not necessarily mean learners have understood the language.

To show understanding learners should:

• 
  Practice of the language (speaking) before moving to receptive tasks
  
• 
  Encourage full answers from learners during the task or feedback
  
• 
  Feedback can be done via memory games / role-plays
  
• 
  Learners can read or listen and then show meaning through another medium e.g. drawing, actions, TPR, role-play. This can also be done in reverse – present the concept and ask learners to produce the language using cut up sentences for example.
  
• 
  Giving learners the teacher role in any task
  
• 
  Concept check questions.