course paper on teaching english speaking at the beginning stage

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the ministry of higher and secondary special education of the republic of uzbekistan termez state university department of the english language and its literature course paper in teaching english speaking at the beginning stage done by: muborak rakhmatullayeva philology faculty, group 306 scientific supervisor: sarieva zamira termez – 2021 theme: teaching english speaking at the beginning stage content: introduction 3 main part 1. communicative competence 5 2. motivate children to learn a language 13 3. methods of teaching speaking 15 conclusion 28 bibliography 29 introduction every year in many parts of the world a considerable number of persons find themselves called upon to teach english to those whose mother tongue is not english. their pupils may be children or adults; and range from those who already have some knowledge of english either in its spoken or written form to those who know not a single word of the language, mother …

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different ways of teaching speaking to children and adults on the beginning stage. there are the oral direct method, communicative approach, penny ur’s methods, topic approach and others. we consider our task to show how these methods work, so there are examples, which are in the practical part of the work, consists of different tips, which can help teachers to work with children. the subject matter of this course paper is researching the theme at the beginning stage. the object of the work is teaching english speaking. the actuality of the course paper is to study different methods of teaching english speaking at the beginning stage. the aims are: to study what is the speaking itself; to study psychological peculiarities of children and adults; to examine different techniques of teaching speaking; to reveal how to deal with mistakes in oral speech. the structure of course paper consists of introduction, main …

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nguage they can express emotions, communicate intentions and reactions, explore the language and have fun with it. if teachers succeed in creating the right ethos and atmosphere, this is what the child will reasonably expect to be able to do in the foreign language as well. however, these expectations can be fulfilled (or thwarted) by the teacher. constancy of practice, a non-judge mental response to «errors», and an acceptance of the child's use of the mother tongue will contribute to a more creative, less circumscribed use of the foreign language. the foreign language, as in the mother tongue, the child will speak spontaneously only when they perceive the need, what margaret donaldson calls the «intention to-say-so-and-so». teachers can teach formulaic expressions and these will make up a substantial portion of the child's repertoire contributing to their growing sense of achievement. indeed, their skillful use seems to contribute greatly to communicative …

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l» situations for their pupils.is a natural tension, of course, between the authentic one-word answer in response to questions such as what's your name? how are you? do you like…? and the fuller utterances which teachers might wish to encourage. but these fuller utterances, often involving the use of finite sentences, can develop and simultaneously demonstrate the child's growing communicative competence. teachers all know that to use a language creatively they must be able to operate a system of underlying rules; otherwise they would remain at the level of the phrase book. in order to make a foreign language really work for learners, teachers have to go beyond lists of vocabulary (nouns, adjectives, etc.) or lists of structures of functions. teachers have to teach the language as dynamic system, one that enables the learner to create language rather than reproduce it and provide a learning context which is congenial to …

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d use language in situations where these competences are authentically required.as with the mother tongue, a foreign language is acquired through a developmental process that focuses first on language use through meaningful communicative activities, combined with steps along the way that sometimes involve focus on language form with conscious self-editing and refinement of the rules of the language.is needed is a consciousness-raising of the rules, a focus on the components of the utterance so that the child can more control of their speech. this is not to advocate a return to dry grammar/parsing lessons. it is, rather, helping the child monitor the correctness and/or appropriateness of their utterances, helping them focus on accuracy as well as fluency, on social, discourse and pragmatic features of language use. but this seems far away perhaps from the initial stages of developing speaking in the foreign language. how do we start? by considering the …

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the ministry of higher and secondary special education of the republic of uzbekistan termez state university department of the english language and its literature course paper in teaching english speaking at the beginning stage done by: muborak rakhmatullayeva philology faculty, group 306 scientific supervisor: sarieva zamira termez – 2021 theme: teaching english speaking at the beginning stage content: introduction 3 main part 1. communicative competence 5 2. motivate children to learn a language 13 3. methods of teaching speaking 15 conclusion 28 bibliography 29 introduction every year in many parts of the world a considerable number of persons find themselves called upon to teach english to those whose mother tongue is not english. their pupils may be children or adults; …

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