Teaching speaking and listening to young learners
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Teaching English is not an easy process , it demands strength a lot from teachers for that reason teachers should use different activities in order to explain lessons easily. Because using different kinds of activities can improve productivity of lesson and also it can attract students attractions as a result of this teacher can achieve his or her goals without difficulties. Regarding to listening activities, nowadays we can find different kind of them because of modern technology and researches of skillful teachers .For that reason now, teachers can use them while teaching process .In order to increase productivity of listening activities they are divided into three parts "PRE- WHILE- POST" because by the help of this we can teach lesson step by step and we can control process. And every activity is used according to lesson rules and we can avoid confusing by this way. And also we can not imagine nearly all part of English without "PHONOLOGY" because by the help of this we learn how to pronounce words. It is very useful to listening and speaking. Both of them are very important in learning English process. For that reason we should give a big pay attention teaching Phonology in language classes because communication depends on it If we can not pronounce some words while communicating we can not explain our thoughts and ideas to others .Because of this teachers should take into consideration importance of Phonology in English. Bibliography Allan, M. (1986). Teaching English with video. Longman: Avon Authentic Materials. Professional Development Fact Sheet. No. 1. CALPRO. Available at: http://www.calpro-online.org/documents/AuthenticMaterialsFinal.pdf Breen, M. (1987). Learner contributions to task design. In: C. Candlin and D. Murphy eds.), Language Learning Tasks, New Jersey: Prentice Hall. Brinton, D.M. (1991). The use of media in language teaching. In: M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language, Boston: Heinle and Heinle Publishers. Brosnan, D., Brown, K. and Hood, S. (1984). Reading in Context. Adelaide: National Curriculum Resource Center. Brown, H.D. (1994). Teaching By Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice-Hall. Bell J. and B. Burnbary, “Handbook for ESL Literacy” New York, 1984 Brinton, D. M., M. A. Snow,” Content-Based Second Language Instruction”. New York: Newbury House, 1997. Brinton D. M. and P. Master “New ways in Content-Based Instruction” Alixandria VA:TESOL,1997 D.B. AGZAMOVA “ENGLISH TEACHING METHODOLOGY” TOSHKENT-2016 Coelho E. “Jigsaw: Integrating Language and Content”. New York: Prentice Hall,1999 J.J. JA L O L O V , G.T. M A K H K A M O V A , Sh.S. A SH U RO V “ENGLISH LANGUAGE TEACHING METHODOLOGY” Jeremy Harmer “The practice of English language Teaching” L.T.Ahmedova V.I.Normuratova” Teaching English Practicum ' (Practical Course of Teaching English Methodology) Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4th and 5th grade English language teaching program. İlköğretim Online, 9(1), 52-65. [On-line serial]: Retrieved on 14-January-2010, at URL: Wright, A., Betteridge, D., & Buckby, M. (1984). Games for language learning (2nd ed.). Cambridge: Cambridge University Press. Wilson, L. (2003). Importance of early childhood education in your child’s life. Retrieved on March 17, 2007, from: n to English Language Teaching. Essex: Longman. Jones, R. (2002). Beyond ‘Listen and Download 135.5 Kb. Do'stlaringiz bilan baham: |
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