Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Putting an order:
Students can be provided with a series of images that illustrate the text before them. They can listen to the text and put the pictures in the order they think is right.
Questionnaires:
The excise type questionnaire includes a little writing or filling in numbers that are very useful for language exercises (page 30)
Listen and color:
Children like to paint pictures, and this can easily be aural activity. Instead of allowing them to simply paint the picture, teachers can turn it into a language lesson.
«Listen and repeat»:
(Rhymes, Songs) «Listen and repeat» exercises are fun and give students the opportunity to feel the language: sounds, stress, rhyme and intonation. When they are performed in conjunction with movements or with objects or pictures, it helps students to establish a connection between words and meaning.
Creating stories:
Compiling a story with children at all stages helps them to translate their thoughts into words. And also it gives a real sense of a common history, and one can not predict how this will end, but this happens, as a rule, rather unconventional.
Reading stories:
Younger students hear that they can speak better. Teachers can read a book out loud, and not tell a story. Children love to repeat their favorite stories, and they very often will be able to tell you a story verbatim without changing a word. Children of all ages like to read, and teachers can spend a lot of time reading them, which is very useful for listening.
B. Speaking:
Scott & Ytreberg (1990) in his book said that speaking ability is the most difficult skill for a teacher. As young learners can express their emotions, communicate with each other and react, learn the language and share their humor in their own language just as they expect them to be able to do the same in the target language. To communicate in the target language, it was observed that when they cannot find the right word, they use their native language. Therefore, it is important for teachers to find a balance with the newcomers through controlled and managed classes and at the same time allow them to enjoy natural conversations, since most of our students have little opportunity to practice conversational English outside the classroom. At the initial stage, the activity will be under the supervision of the teacher. There are several ways to represent the language «orally»:
Use of the mascot:
Representing the language, for young children using a class mascot or puppets, was probably the most successful way of teaching. The constant presence of a familiar person with whom teachers have conversations about anything, and all this is a wonderful way of introducing new subjects and a new language, for example, using a teddy bear as a talisman, asking questions, demonstrating dialogue, etc. Most of the simple drawings on the board are also useful to teach you to talk about it instantly.
Controlled practice:
«Controlled practice goes hand in hand with the presentation, since it is important that the students try a new language as soon as they hear». (page.37) there is little chance that students will be wrong in controlled practice. There are many ways to obtain controlled practice with young students. For example, telling the time that he / she does, etc.
Leadership practice:
Practice can be done with a couple or small groups. In this practice, students are given a certain choice, but the choice of language is limited. Pictures or objects or facial expressions to help the student understand the content and practice words — talk about time, ask questions, talk about colors, dialogues and role games, etc. In addition to the exercises with guidance, there are activities for improving oral skills, such as free classes, pair work, group work, storytelling, whole classroom activities, etc. Inclusion of various activities helps students to master an audience and speak in a classroom where they have the opportunity to practice talking with their peers.