course paper on communicative activities in teaching english to kids

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the ministry of higher and secondary special education of the republic of uzbekistan termez state university department of english language and literature course paper on the theme communicative activities in teaching english to kids done by: aliqulova mahfuza scientific supervisor: ugiloy khadjimuratova termez – 2025 content: introduction...........................................................................................3 main part: 1. historical background of communicative language teaching.............6 2. the importance and benefits of communicative activities in teaching english to kids................................................................................... 10 3. examples of communicative activities...............................................17 conclusion..............................................................................................22 references..............................................................................................24 introduction in the context of globalization, english is one of the most widely used languages in the world. it has been regarded as a global language that people around the world use for communicating, cooperating and developing the world together. according to soares, 400 million people speak english as their first language and over 900 million people speak english as their second language. it is likely that the number of people who speak …

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d. every year, a large number of foreigners visit uzbekistan for many purposes including business, tourism and education. therefore, the demand for uzbek people to be able to communicate in english is increasing dramatically. consequently, our government has supported uzbek pupils to learn english from kindergarten to the tertiary level for many decades. the main feature of this approach is orientation to results of flt/l fixed in the state educational standard. for this purpose descriptors what the learners should know and can be put on the curriculum in the result are worked out. in uzbekistan the multistage model of flt has been worked out on the basis of continuous, succession, taking into consideration the international standards, and localization of el teaching and learning methodology and materials (adapting to the national context). it is related to the well-known multilevel model of flt in the foreign countries. according to the new conception …

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interpreting meaning without necessarily understanding the individual words; - already have great skill in using limited language creatively; - frequently learn indirectly rather than directly; - take great pleasure in finding and creating fun in what they do; - have a ready imagination; - above all take great delight in talking! children's ability to grasp meaning very young children are able to understand what is being said to them even before they understand the individual words. intonation, gesture, facial expressions, actions and circumstances all help to tell them the unknown words and phrases probably mean. by understanding the message in this way they start to understand the language. in later life we all maintain this first source of understanding alongside our knowledge of the language itself. it remains a fundamental part of human communication. the subject matter of this course paper is how to teach the necessary sub-skills and skills …

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e language teaching the origins of communicative language teaching (clt) are to be found in the changes in the british language teaching tradition dating from the late 1960s. until then, situational language teaching represented the major british approach to teaching english as a foreign language. wilkins proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. wilkins's contribution was an analysis of the communicative meanings that a language learner needs to understand and express rather than describe the core of language through traditional concepts of grammar and vocabulary, wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. he described two types of meanings: notional categories (concepts such as time, sequence, quantity, location, frequency) and categories of communicative function (requests, denials, offers, complaints), which had a significant impact on the development of communicative …

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rms notional-functional approach and functional approach also sometimes used. ) [4, 43p.] although the movement began as a largely british innovation, focusing on alternative conceptions of a syllabus, since the mid-1970s the scope of communicative language teaching has expanded. both american and british proponents now see it as an approach (and not a method) that aims to make communicative competence the goal of language teaching and develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication. communicative language teaching means little more than an integration of grammatical and functional teaching. littlewood states, "one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. [5, 50p.] another theorist frequently cited for his views on the communicative nature of language is henry widdowson. he presented a view of the relationship …

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the ministry of higher and secondary special education of the republic of uzbekistan termez state university department of english language and literature course paper on the theme communicative activities in teaching english to kids done by: aliqulova mahfuza scientific supervisor: ugiloy khadjimuratova termez – 2025 content: introduction...........................................................................................3 main part: 1. historical background of communicative language teaching.............6 2. the importance and benefits of communicative activities in teaching english to kids................................................................................... 10 3. examples of communicative activities...............................................17 conclusion............

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