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Sayidahmedov. Pedagogy. Tashkent: National Society of Philosophers of
Uzbekistan Publishing House, 2010. - 400 p.
4. Kamoldinova diyora. Graduation thesis. Andijon. 2013.- 55b.
Gulzabira Tolibaeva, Teacher of English language at specialized public
secondary school N2
METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOL
G. Tolibaeva
Abstract: An important goal of teaching English in elementary school is
to create a basic vocabulary that consists of single words and short
sentences. Therefore, they will learn its vocabulary in a different way than
that of their first language. There are many different methods for teaching
children English as a language. One of the best ways for any child to learn
English is in a natural setting, but this is not always so easy. Games are a
great option. There are tons of different methods used to start getting the
English language into a child's education. Be sure to choose a method that
your pupil will enjoy.
Keywords: TPR activities, children, foreign language, vocabulary, action
verbs, reality, songs, games, method, approach, poems, option, first
language, language acquisition.
It is widely known that English is an international and universal
language since it is spoken by many people all over the world. English
nowadays, is being articulated by not only the citizens of English speaking
countries, but also the citizens of other countries. Teaching English in
primary school level is naturally much different from teaching the language
in other levels of education, such as secondary school or university.
Teachers at primary schools, in curriculum component, teach the basic of
English for most of the time. One of the basic English materials that the
students learn is the list of words with their meaning glossaries known as
vocabulary[1]
In primary level kids has knowledge on letter and words. They need to
improve their basic grammar and vocabulary part. And for that reading
story books in best. It will help to grow their comprehension and vocabulary
strength. The teaching of vocabulary can be manifested by learning simple
subjects, such as things around us, name of fruit, animals, sport, game and
giving instruction.
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As I mentioned above, teaching beginners can be a daunting prospect,
especially when it’s a monolingual group and you know nothing of their
language, or it’s a multilingual group and the only common language is the
English you’ve been tasked with teaching them. Nevertheless, not only is it
possible to teach beginners only through English, but it can also be one of
the most rewarding levels to teach. To help you succeed in setting your
learners firmly on the path to increasing proficiency, here are some tips for
teaching English in primary classes.
Keep instructions clear and simple
It can be tempting when addressing a class of students, especially ones
that you’ve only just met, to explain activities in your politest language. After
all, no one likes to be rude. However, a student who has only a few words of
English, if any at all, won’t appreciate the courtesy of (or even understand),
“OK, so now what I’d like you all to do, if you don’t mind, is just to stand up
for a moment and come to the front of the class. Oh, and please bring your
book with you. Could we all just do that?”Instead, make instructions crystal
clear by using as few words as necessary and by gesturing whenever
possible, and break down series of instructions into smaller units. If you
want to be polite, “please” and “thank you” will do. “Everydiv – take your
book, please. Stand up. Now, come here, please. Thank you.”
Drill, repeat, drill, repeat, drill…
Beginners need lots of repetition and drilling, especially as they get to
grips with the sounds of their new language. It might seem boring to go over
the same sentences again and again, but it is necessary. When practising a
new sentence, try back-drilling, breaking the sentence down into
manageable units and then building it back up, working backwards from the
end of the sentence to the beginning; this helps to ensure that your
intonation is natural and that you get elements of connected speech right.
For example, break down “Would you like a cup of tea?” as follows:
tea > cup
of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?
Enjoy Teaching Primary Learners
It seems like common sense, but something which is often overlooked
by many teachers. To be successful, you need to enjoy teaching primary-
aged language learners. You need to be aware at this age that primary young
learners are still learning how to hold a pencil, how to use a pair of scissors
or even still learning their first language. It can be incredibly rewarding to
see the immediate progress from this age range of young learners but you
need to be very patient. So my first tip would be that you need to enjoy
teaching primary learners. If you have very limited experience or just feel
uncomfortable, then it is likely that you will not enjoy the classroom.
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Establish a Reward System
Rewarding young learners can be a useful tool to help out with
extrinsically motivating learners to complete tasks or activities. With very
young learners, I would recommend all teachers to get a stock of stickers of
smiley faces or the like so that you can stick them on student work to
complement them.
Supplement lessons with Songs
One thing that I focus a lot with primary-aged learners now is with
songs and nursery rhymes. If you have an opportunity to purchase
additional material, I would highly recommend
Cambridge University Press. I was introduced to this resource by the British
Council Bucharest, Romania. It is a really really good book which includes a
variety of traditional nursery rhymes and activities for very young learners.
My favourite task in this book is getting students to match pictures
associated with the song,
‘The Wheels on the Bus’ (a great song for the topic
on transport).
Have a Break
It is important for primary learners to have regular short breaks during
the lesson due to their limited patience to devote to one task. If you are
expecting your primary-aged learners to complete quite a complicated
project, then it is best to stage it appropriate throughout the day rather than
focus on this tasks solidly for most of the morning. Therefore, I would
recommend teachers of primary English learners to allow their children to
have a regular break after the completion of one task.
All things considered, teaching foreign language in primary classes will
be much more useful with creative methods and tips than other usual
methods. It can be seen with TPR activities. TPR considers comprehension
as the highway to language acquisition. So the first goal of TPR is making the
pupils understand what the word, phrase, command or expression is all
about. There’s no push to produce the correct sounds, but there’s an
invitation for pupils to listen and observe. Mouths are not opened, but eyes
and ears are—just like how it happens with children.
References:
1.
Brawnand Hatch, E.M. (1995). Vocabulary, semantics, and language
education. Cambridge: Cambridge University Press
2.
Creswell, J. W. (1998). Research design: Qualitative, quantitative, and
mixed methods approaches Thousand Oaks, California: Sage.
3.
Patton, M. Q. (1990). Qualitative evaluation and research methods.
Thousand Oaks, CA: Sage.
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4.
Arikan, A. (2011).A small-scale study of primary school English
language teacher’s classroom activities and problems. Tokyo: International
Conference of New Trends in Education and Their Implication in 2011
5.
O’Connor, J., and Geiger, M.(2009). Challenges facing of primary
school educators of English second (or other) language learners in the
Western Cape. South African Journal of Education, 9. 253-269.
E.E. Kanaatov doctoral student, Nukus State Pedagogical Institute named
after Ajiniyaz Karakalpakstan, Nukus
TURKESTAN PERIOD IN THE HISTORY OF KARAKALPAKS
E.E. Kanaatov
Abstract: The article tells about the Karakalpaks who migrated along the
Edil-Jayik rivers in the late 16th century and lived in their homeland
Turkestan, and the events that took place during this period.
Keywords: folklore, historical song, Turkestan period, Syrdarya, upper
Karakalpaks, lower Karakalpaks.
The Karakalpak people have experienced many difficulties in their
history. After the conquest of Khorezm by Genghis Khan in the 13th century,
most of the Karakalpaks living in the Turan plain moved to the Crimea, the
Ural Mountains, and the Edil-Jayik (the Volga and Ural rivers). Unable to live
there permanently, they moved to Turkestan. The relentless enemy marches
do not allow them to stay long here either. After the invasion of the Jungars,
Karakalpaks split in two and the upper Karakalpaks moved towards the
Fergana Valley, the lower Karakalpaks towards the lower reaches of the
Syrdarya.
Such historical events, which took place in each period, have been
preserved in the folklore. Folk historical songs that have come down to us
for centuries provide information about such historical events.
Karakalpaks migrated from the Edil-Jayik and Cem rivers to Turkestan
in the late 16th century and settled along the two banks of the Syrdarya. This
is stated in the historical song "Karakalpak":
Sırdáryanıń eki boyın jayladı,
Esapsız mal jıynap, qoydı aydadı,
Ullıtawǵa tuw tigip, xanın sayladı,
Túrkistanda ónip-ósti qaralpaq [1].
(They settled on both sides of the Syrdarya,
