"INISTR( OF E'UCATION AN' (OUTHINSTITUTE OF E'UCATION SCIENCES

FOREIGH LANGUAGE CHAIR Specialty: The English Language and Literature

TOPIC: The Role of the Didactic Games in Developing Communicative Competences of Young Learners.

Student: Irina Bahchivanji Scienti ic ad!iser: Olga "#r#$an% "A% &h' candidate

"INISTR( OF E'UCATION AN' (OUTHINSTITUTE OF E'UCATION SCIENCES

Chi)in*u +,-+ C#ntent

I.,7).....................................................................................................40 FIND THE DIFFERENCE Worksheet...........................................63 CLASSROOM C !ES Worksheet "........................................7#

Annex............................................................................................ .................56 Introduction Learning #reign languages has al.ays /een !ie.ed as use ul and i0p#rtant1 On the #ther hand% spea2ing #reign languages is als# 3elegant3 4 it is a sign # educati#n and n#/ility and can represent a 2ey #r ad0ittance int# the high s#ciety1 The ne. r#le # #reign languages is cl#sely c#nnected t# the de!el#p0ent # s#ciety itsel 1 A hundred years ag# pe#ple 0ay ha!e needed t# spea2 #reign languages #r educati#nal purp#ses% #r s#cial reas#ns #r #r tra!eling1 T#day% .e li!e in a .#rld that is c#0pletely di erent r#0 .hat it used t# /e e!en i ty years ag#% a 3gl#/ali$ed3 #ne1 T#day% in the age # speed% e5tra ast 0eans # transp#rt ta2e y#u any.here ar#und the .#rld in a 0atter # h#urs% and in #r0ati#n tra!els at the speed # light1 In the 0#dern .#rld #ne cann#t uncti#n e iciently .ith#ut 2n#.ledge # c#0puters and # at least #ne #reign language1 T#day% .hen t#uris0 is a huge s#urce # inc#0e .#rld.ide% e!en the 3hu0/ler3 6#/s /ene it r#0 #ne7s a/ility t# c#00unicate1 The ne. r#le # #reign languages in hu0an s#ciety has 0ade educat#rs de!ise ne. .ays # teaching the0% s# that their results 0atch the students7 needs1

"INISTR( OF E'UCATION AN' (OUTHINSTITUTE OF E'UCATION SCIENCES

Teaching is #rganically lin2ed t# testing% that is .hy% changes in teaching .ere s##n #ll#.ed /y changes in testing strategies% especially in pr#!iding #ral c#00unicati#n in class1 Un #rtunately% the students d# n#t spea2 /y using the target language they learned1 E!en th#ugh teachers ha!e in!ited the0 t# share ideas% #nly e. # the0 are eagerly t# spea21 "#re#!er% teachers c#nsider the0sel!es t# /e the #nes .h# 0ust tal2 in class all # the ti0e1 As a c#nse8uence% they #rget their students1 In #ther .#rds% teachers d# n#t gi!e learners a chance t# spea2 and t# e5press .hat they eel1 The learners are t## la$y t# spea29 n#t /ecause # ina/ility t# use the language /ut /ecause # psych#l#gical #/stacles1 &sych#l#gical aspects are !ery in luential in success ul achie!e0ent in
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learning a #reign language1 Students .h# d# n#t understand the #/stacles in spea2ing ind it di icult t# c#pe .ith the01 I this situati#n c#ntinues l#ng en#ugh% it is /elie!ed that they .ill l##se their sel 4c#n idence1 On the #ther hand% #r th#se .h# 2n#. their psych#l#gical #/stacles in spea2ing% it .ill /e easy #r the0 t# s#l!e such pr#/le0s1 The a/ility # the students t# 2n#. the in luence # psych#l#gical aspects in #ral c#00unicati#n deter0ines their success in c#pping .ith the01 The pers#n .h# .ants t# underta2e a tas2 0ust irst # all thin2 .ell # .hat students .ant t# achie!e% h#. students .ant t# achie!e% and .hy students .ant t# d# it1 Si0ilarly% the teacher # #reign languages 0ust 2n#. .hat% h#. and .hy students are learning the #reign language1 In the gi!en .#r2 it is planned t# appr#ach t# the decisi#n # s#0e # the designated pr#/le0s and t# render the real help .hich practice # a 0#dern s#ciety needs1 F#r this reas#n there is a necessity t# reali$e a research in #rder t# de!el#p the r#le # didactic ga0es in de!el#ping #ral c#00unicati!e c#0petences t# y#ung learners1 The g#al # the research is t# de!el#p a set # didactic ga0es t# y#ung learners t# de!el#p their #ral c#00unicati!e c#0petences1 T# achie!e this g#al there .ill /e set the #ll#.ing #/6ecti!es: : curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e c#0petences9 : analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t# de!el#p these c#00unicati!e c#0petences9 : setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the te5t/##2s9 : the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the c#0petences9 ; the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice1 < retest student7s le!el # c#00unicati!e c#0petence9 < #r0ulate c#nclusi#ns and rec#00endati#ns9

The present 8uali icati#n .#r2 c#nsists # intr#ducti#n and three chapters #ll#.ed /y c#nclusi#n1 The irst chapter is a/#ut the Oral C#00unicati!e C#0petence1 In the c#nte5t is indicated /y an indi!idual de0#nstrating the a/ility t# clearly trans0it ideas and in #r0ati#n #rally in a .ay that is appr#priate t# the t#pic% purp#se% and appr#priate audience1 In the sec#nd chapter are gi!en psych#l#gical peculiarities # y#ung learners1 (#ung children appear t# /e predisp#sed t# ac8uire in #r0ati#n in /i#l#gy% nu0/er and language% a0#ng #ther d#0ains # 2n#.ledge1 These /iases t#.ard certain types # learning sh#uld pa!e the .ay #r c#0petence in early sch##ling1 In the third chapter are gi!en a/#ut de!el#ping #ral c#00unicati!e c#0petences thr#ugh didactic ga0es1 'e!el#ping spea2ing s2ills includes se!eral aspects that in luence this pr#cess1 It is 0#re than #/!i#us that the students t#gether .ith teacher are the 0#st i0p#rtant #nes1 The .ay this pr#cess can /e in luenced r#0 the p#siti#n # the teacher .ill /e the ai0 # the thesis1 "#de0 teaching 0eth#ds # #reign languages c#unt #n in!#l!ing the use # di erent #rgani$ati#nal #r0s and acti!ities .hich supp#rt such a de!el#p0ent Chapter 1. ORAL COMMUNICATIV COMP T NC 1.1 Ora! co""unicati#e co"petence C#0petence in #ral c#00unicati#n is indicated /y an indi!idual de0#nstrating the a/ility t# clearly trans0it ideas and in #r0ati#n #rally in a .ay that is appr#priate t# the t#pic% purp#se% and appr#priate audience1 It als# in!#l!es de0#nstrating the a/ility t# discuss ideas clearly .ith #thers% t# hear and resp#nd t# 8uesti#ns% and t# assess critical resp#nse appr#priately1 C#0petence in #ral c#00unicati#n cann#t /e acc#0plished thr#ugh a single spea2ing e5perience /ut re8uires 0ultiple #ccasi#ns spread #ut thr#ugh the c#urse # the ter01 The speci ic types # #ral s2ill > #r e5a0ple: de/ates% speeches% #r lectures? 0ay !ary r#0 discipline t# discipline% th#ugh a 0ini0al #ral c#0petenceis le!el #

re8uired1 C#urses satis ying the #ral c#00unicati#n c#0petency re8uire0ent 0ust ena/le the student t# de!el#p the re8uisite s2ills thr#ugh applicati#n # the#retical c#ncepts and analytical structures /asic t# success ul #ral c#00unicati#n1 Thus% instructi#n in the the#ry and practice # #ral c#00unicati#n 0ust /e an intrinsic part # the c#urse% as e!idenced in c#urse #/6ecti!es% c#urse readings% acti!ities% and e!aluati#n1 >Ai$ental%l?1 Speci ic criteria: Bhile the precise 0eth#d # ele0ents: -1 The c#urse 0ust pr#!ide instructi#n and the student 0ust de0#nstrate c#0petence in the #ll#.ing: : generati#n # an #riginal #ral 0essage .hich clearly presents ideas andC#r in #r0ati#n9 0a2ing e ecti!e use # /#th !#cal and physical deli!ery in the presentati#n9 D adapting the presentati#n t# the particular audience9 and% instructi#n and e5a0inati#n is the prer#gati!e # the instruct#r% appr#!ed c#urses 0ust c#ntain the #ll#.ing

/eing recepti!e t# 8uesti#ns andC#r criticis01

+1 An audience is de ined as -, #r 0#re pers#ns% unless a s0aller audience si$e can /e 6usti ied #r c#urse c#ntent1 F#r e5a0ple% i!e #r si5 7clients7 0ay /e c#nsidered an audience1 A teacher and #r a teaching assistant d# n#t c#nstitute an appr#priate audience1 F1 A0#ng the c#urse re8uire0ents there 0ust /e pr#!isi#n #r the student t# de0#nstrate the a/ility t# per #r0 acc#rding t# the a/#!e criteria using standard A0erican English1 =1 The sylla/us sh#uld c#ntain c#urse readings andC#r lectures related t# instructi#n in the the#ry and practice # #ral c#00unicati#n1 @1 There #re% e!aluati#n criteria #r the 3#ral c#00unicati#n3 c#0p#nent # the class and the resulting i0pact #n the c#urse grade sh#uld /e apparent t# the students1 The #ral c#00unicati#n c#0p#nent sh#uld c#nstitute en#ugh # the grade t# .arrant ailing a student .h# d#es n#t pass the #ral c#0p#nent% e1g1% F,G #r 0#re # the inal grade1 >Ai$ental%l?1 Oral C#00unicati#n c#0petency: /eing a/le t# c#n!ey ideas clearly t# #thers1 It includes pr#6ecting credi/ility% p#ise% and c#n idence% e!en under di icult #r ad!ersarial c#nditi#ns1 &e#ple .ith this c#0petency spea2 enthusiastically and use !i!id language% e5a0ples% #r anecd#tes t# c#00unicate a 0essage9 they 0a2e use # una0/igu#us language% gestures% and n#n!er/al c#00unicati#n1 This c#0petency re8uires the /asic s2ills # c#nsidering the needs # an audience and h#. it is li2ely t# react% tal2ing t# pe#ple in a .ay they can understand% listening attenti!ely t# #thers% and using appr#priate gra00ar and !#ca/ulary1 >H#hns#n%F? Appr#aches t# language teaching g# hand in hand .ith the 0ain linguistic the#ries # the age1 Language is a se0i#tic syste0% a s#cially accepted syste0 # signs1 The signs # the language% its indi!idual speech s#unds% letters% .#rds% etc1% are 2n#.n and shared /y the entire c#00unity1
I

Ferdinand de Saussure >-J@I 4 -K-F?% >Ai$ental%l?1 the ather # se0i#l#gy >the science # signs?% !ie.ed hu0an c#00unicati#n as a c#ntinu#us enc#ding 4 dec#ding pr#cess that g#es #n /et.een t.# #r 0#re indi!iduals .h# 32n#. the c#de3% share the sa0e language1 The pr#cess starts in the 0ind # the spea2er 4 the pr#ducer and sender # the 0essage 4 .h# puts his th#ughts int# .#rds% #rgani$ed the0 int# structures acc#rding t# the rules # the language% and gi!es the0 a ph#netic #r01 The 0essage thus c#nstrued is 3sent3 t#.ards the listener C recei!er # the 0essage% in the #r0 # a 3ri//#n3 4 a c#ntinu#us successi#n # s#und .a!es1 In hisCher turn% the recei!er .h# 32n#.s the c#de3% dec#des the 0essage /y #ll#.ing the sa0e r#ute% /ut in the #pp#site directi#n: sChe recei!es the 0essage in its ph#netic #r0% analy$es its structures and gets t# the 0eaning the sender .anted t# c#n!ey1 >Little.##d%=? The le!els thus presented the #/6ects # study # three traditi#nal /ranches # linguistics: ph#netics 4 #r the #ral linguistic #r09 gra00ar 4 #r the linguistic structure9 and se0antics 4 #r 0eaning1 In #ral% ace 4 t# 4 ace interacti#n% ti0e pressure 0a2es the interactants #r0ulate their 0essages ast% and r#le change #ccurs at high speed >the sender C enc#der # the 0essage s##n /ec#0es recei!er C dec#der% and then again sender C enc#der?% and the language 3 l#.s3 /et.een the t.# interact ants1 >Lyrne%+? Fluent spea2ers # ten c#00unicate 3a/#!e3 #r 3ar#und3 the dicti#nary% /y stretching their i0aginati#n and d#dging #r /ending s#0e # its rules1 Apart r#0 their dicti#ary >lexical #r denotational 0eanings% le5ical ite0s als# carry additi#nal% associative meanings! .hich are # ten e8ually i0p#rtant1 S#0e carry intrinsic connotations >either p#siti!e : r#se% freedom! patriotism "
I

#r negati!e : rat! fascism! t#rann#j! .hich stir e0#ti#ns that are n#t inherent in the dicti#nary de initi#ns # the .#rds1 Others carry social 0eaning #r affective 0eaning >darling! $id! old chap% etc1? A great i0pact #n c#00unicati#n is caused /y figurative >e1g1 0etaph#rical? usage% .hich # ten turns the dicti#nary upside d#.n: a 0an is called a fox >i1e1 cunning?% a dress is descri/ed as a dream %i.e. .#nder ul?% a

pers#n can /e starved .ith#ut actually lac2ing ##d% #r d#ing >e1g1 # sha0e? .ith#ut actually /ec#0ing e5tinct% etc1 The a/ility t# interpret igurati!e speech >an attri/ute restricted t# the hu0an species? is an intrinsic c#0p#nent # the nati!e spea2er7s linguistic c#0petence% s# that learners 0ust als# ac8uire igurati!e 0eanings% especially in the #r0 # idi#0s >e1g1 to &e green 'ith env# " to cr# over the spilt mil$! etc1?1 >Ai$ental%l?1 Learning !#ca/ulary g#es hand in hand .ith the ac8uisiti#n # structures that c#nstitute the grammatical frame'or$ # the language1 All language teaching /egins .ith si0ple c#nstructs >e1g1 This is a &oo$. Those are girls. (# name is )ohn. *ho are #ou+ .h#se ai0 is intr#duce si0ultane#usly /asic !#ca/ulary and gra00atical structures: the singularCplural #pp#siti#n% the tenses # the !er/% a ir0ati!eCinterr#gati!e structures% etc1 Gradually% the #reign language student learns t# lin2 the si0ple structures int# larger and 0#re c#0ple5 stretches # language% acc#rding t# the rules # gra00ar and 0eaning% s# as t# #r0 gra00atically and se0antically accurate sentences1 As ti0e g#es #n and the learning pr#cess ad!ances% the learners7 !#ca/ulary /ec#0es 0#re s#phisticated >e1g1 .ith ne#l#gis0s% idi#0atic e5pressi#ns? and their structures 0#re c#0ple5 >e1g1 .ith c#0p#und and c#0ple5 sentences?1 In acc#rdance .ith Ch#0s2y7s the#ry% >Ai$ental%l?1 #reign language teachers esta/lished that their educati#nal ai0 .as t# end#. the students .ith a 2ind #

linguistic competence si0ilar t# that # the luent spea2er # the language1

1.$ Co""unicati#e co"petence Un #rtunately% s#0e teachers still thin2 that !#ca/ulary% gra00ar are 3all there is3 t# teaching and learning a #reign language1 H#.e!er% the c#0petent spea2er7s a/ility t# interact linguistically .ith #ther 0e0/ers # s#ciety cann#t /e restricted t# rules # the language #r t# gra00atical and se0antic .ell4 #r0edness1 Sur!eying !ast sa0ples # language pr#duced /y nati!e spea2ers% linguists gradually reali$ed that !#ca/ulary and gra00ar are una/le t# acc#unt #r the /#undless !ariety and creati!ity # indi!idual sentences1 In additi#n% their

#/ser!ati#ns sh#.ed that #rdinary c#00unicati#n a/#unds in n#n4.ell4 #r0ed #r aulty linguistic c#nstructs% yet their n#n4.ell4 #r0edness d#es n#t pre!ent 0eaning ul c#00unicati#n1 The e0inent s#ci#linguist Dell ,#mes sh#.ed that the c#0petent spea2er 2n#.s t# use the language n#t #nly correctl#- /ut als# appropriatel# .ith respect t# c#nte5t% addressee% register and speech e!ent1 He insisted that 3there are rules # use .ith#ut .hich the rules # gra00ar .#uld /e useless3% and e!en suggested that 3s#0e #ccasi#ns call #r /eing appr#priately ungra00atical31 Such indings led linguists t# c#nclude that n#n4.ell4 #r0edness is a t#pical feature # #rdinary c#00unicati#n% that it actually &elongs t# the luent spea2er7s 2n#.ledge # the language% s# that Ch#0s2y7s insistence #n linguistic .ell4 #r0edness as criteri#n #r linguistic c#0petence is t## narr#.1 >TeF%-=? The highly in luential .#r2s # linguists such as H#hn Langsha. Austin% Her/ert &aul Grice% 'ell Hy0es% Ge# rey Leech% Stephen C1 Le!ins#n% etc1% >Ai$ental%l?1 deter0ined the e0ergence # ne. /ranches # linguistics 4 e1g1 prag0atics% disc#urse analysis 4 t# supple0ent the traditi#nal #nes1 They als# /r#ught a/#ut a changed attitude t#.ards
K

language and its r#le in s#ciety% .hich in its turn triggered the e0ergence # ne. appr#aches t#.ards #reign language teaching1 1.% Lan&ua&e in u'e Hy0es suggested that linguistic competence is #nly #ne aspect # c#0petent spea2ers7 communicative competence% i1e1 their #!erall a/ility t# interact .ith the help # the language1 An e5perienced pers#n 2n#.s the rules # appr#priate s#cial /eha!i#r 4 .hen t# spea2 and .hen t# 2eep silent% .hat t# tal2 a/#ut in di erent situati#ns% #r h#. t# address di erent types # pers#ns1 E!en s0all children 2n#. that they 0ust address an #lder pers#n di erently r#0 the .ay they address their peers >using di erent !#ca/ulary t#ne # !#ice% etc1?1 >ra6iLCMOLa%-+? Analy$ing the nati!e spea2er7s c#00unicati!e /eha!i#r and a .ide sa0ple # #rdinary e5changes% linguists c#ncluded that the c#0petent spea2er7s a/ility t#

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c#00unicate largerly depends #n pragpiatic act#rs% i1e1 #n act#rs pertaining t# his 2n#.ledge # the .#rld and # the un.ritten rules that g#!ern hu0an s#ciety and c#00unicati#n1 Mn#.ledge # the .#rld and # s#ciety >in .hich e!ery linguistic interacti#n ta2es place? ena/les c#0petent spea2ers t# c#n!ey 0#re 0eaning than is carried /y the se0antic l#ad # tcir .#rds1 "#re#!er% the c#0petent c#00unicat#r als# 2n#.s h#. t# use language uncti#nally and strategically% s# as t# #/tain the /est results and t# a!#id negati!e c#nse8uences1 a( )i'cour'e con'i'tin& *ro" text and context In the real .#rld% language d#es n#t c#0e in is#lated sentences >#r utterances% .hen re erring t# #ral c#00unicati#n?% /ut in a c#ntinu#us l#.% a l#gically c#nnected string # .#rdsCsentences1 The 0eaning # each indi!idual .#rdCsentence is in luenced /y its linguistic context! i1e1 the .#rdsCsentences that precede and #ll#. it1 In #ral e5changes >such as ace4 t#4 ace c#n!ersati#n?% the utterances /el#ng alternately t# the interactants%

Linguists s##n underst##d that language is #nly #ne mode # c#00unicati#n and that 0eaning can /e carried /y #ther 0#des% t## >gestures% !isuals% 0usic% etc1?% s# that c#00unicati!e c#0petence in!#l!es 0astery # #ther c#des as .ell1 A0#ng the 0#st p#.er ul 0#des # c#00unicati#n a!aila/le #r the 0essage sender is paralanguage% i1e1 hisCher 30eaning ul /eha!i#r31 Oral paralanguage c#0es thr#ugh the spea2er7s t#ne # !#ice% acial e5pressi#n% eye c#ntact% s0ile% gesture% #r /#dy p#sture% .hile .ritten paralanguage is c#n!eyed /y the 8uality # the paper% that # the hand.riting% /y e0/#ldened #r italici$ed .#rds% ic#ns and dra.ings% #r in!enti!e lay#ut1 >Lr#.n%+-? Linguists als# reali$ed that 'hat #ne says is # ten # lesser i0p#rtance than ho' sChe says it1 Their e5peri0ents c#n ir0ed the act that the .eight # the paralinguistic 0essage is greater than that # the linguistic 0essage% i1e1 .hen the paralinguistic 0essage c#ntradicts the linguistic #ne% listeners ta2e the paralinguistic 0essage t# /e the c#rrect #ne1 F#r e5a0ple% i the spea2er says% It.s /01 I don.t mind it1 .ith a 8ui!ering !#ice and a!#ids eye c#ntact >the linguistic 0essage is p#siti!e% /ut the paralinguistic #ne is negati!e?% the listener .ill 0#st pr#/a/ly interpret it as 3It7s n#t OM at allN I70 8uite upset31 Or% i0agine recei!ing a c#ngratulat#ry n#te #r a pr#0#ti#n .ritten #n a p#stcard representing the picture # a d#n2ey N +( ,-no.!ed&e o* the .or!d, and indirectne'' One # the 0#st i0p#rtant #/ser!ati#ns linguists 0ade regards the high degree # indirectness # #rdinary linguistic e5changes : spea2ers d# n#t put int# .#rds e!erything they .ant t# say9 ne!ertheless% listeners generally 2n#. h#. t# 3/ridge the gap3 and interpret the spea2er7s 0essage c#rrectly1 >OPQRSTUV%N -? The /asic reas#n #r the 0assi!e indirectness # c#00unicati!e e5changes is the act that all 0e0/ers # s#ciety share a certain a0#unt # $no'ledge of the 'orlds# that e5perienced c#00unicat#rs need n#t spell #ut e!ery detail t# get their 0essage thr#ugh1

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O/!i#usly% 2n#.ledge # the .#rld increases .ith educati#n and the #reign language teacher can c#ntri/ute signi icantly t# .idening the students7 intellectual h#ri$#n1 c( Cooperation In dial#gues such as the a/#!e% the interl#cut#rs7 c#ntri/uti#ns t# the e5change see0 t# /e unrelated : #ne pers#n 0a2es an in!itati#n% the #ther tal2s a/#ut a test1 Ne!ertheless: pers#n A understands that pers#n L7s .#rds c#0e in resp#nse t# the in!itati#n and that the test represents a relevant detail% i1e1 the reason .hy sChe cann#t g# t# the 0#!ie1 It such cases% e5change # ideas #ccurs than2s t# the cooperative character # the interacti#n : the t.# interl#cut#rs 3c##perate3% each pers#n c#ntri/uting relevantl# and meaningfull# t# the e5change1 >OPQRSTUV% --? The c##perati!e character # hu0an c#00unicati#n has /een descri/ed /y ,er&ert 2aul Grice in his highly in luential Cooperative 2rinciple. Grice als# #/ser!ed that% in #rdinary ace4t#4 ace c#00unicati#n% pe#ple # ten say things that are radically di erent r#0 .hat they actually 0ean1 H#.e!er% e!en #utrage#usly alse resp#nses are generally interpreted c#rrectly /y .#rld4 e5perienced 0e0/ers # s#ciety% than2s t# their 2n#.ledge # the .#rld and # the c##perati!e nature # c#00unicati#n1 F#r e5a0ple% in : A: I !o't /our +oo0. 1 : I2" de!i&hted. #r in:

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A: 'addy% can y#u gi!e 0e W-,, X 3 : O* cour'e4 I2" a "i!!ionaire.

pers#n A .ill understand that pers#n L is #nly 6#2ing and saying the e5act #pp#site # .hat sChe 0eans >that sChe is 8uite upset% and respecti!ely% that sChe .ill n#t gi!e hi0Cher the 0#ney?1 1.5 Co""unication 6 co""unicati#e co"petence. Co""unication: +a'ic *eature' T# understand the ull signi icance # c#00unicati!e c#0petence .e 0ust als# analy$e the nature # c#00unicati#n and identi y s#0e # its /asic eatures1 >"un/y%-J?A care ul analysis sh#.s that >Richard and R#gers% -KJE?: 3 c#00unicati#n is meaning4&ased 5 4 c#00unicati#n ai0s t# c#n!ey meaning thr#ugh a !ariety # channels : language% paralanguage% etc1 9 4 in linguistic e5changes% interl#cut#rs cooperate : they pr#duce 0essages that are meaningful and relevant #r the interl#cut#rs and the gi!en situati#nal c#nte5t 9 3 c#00unicati#n is interactional 5 4 c#00unicati#n re8uires at least t'o participants .h# interact 9 0eaning is n#t inherent in .#rdsCphrases% /ut negotiated /et.een the interl#cut#rs 9 0uch # the spea2er7s in #r0ati#n is 0erely i0plied% and the listener7s tas2 is t# 0a2e the pr#per in erences t# dec#de the spea2er7s intended 0eaning 9 3 c#00unicati#n is structured 5 4 hu0an c#00unicati#n c#nsists # a /#undless range # discourse t#pes 5 e1g1 the 6#urnalistic disc#urse% the p#litical disc#urse% that # the Church% # the c#urt # la.% the disc#urse # ad!ertising% # classr##0 interacti#ns% # casual discussi#n #r teleph#ne c#n!ersati#n% # letter .riting% etc1 9 >Gutu%I? 4 each disc#urse type has its #.n typical structure : the structure # speech is 8uite di erent r#0 that # .riting 9 the #rgani$ati#n # p#litical speech is
-=

di erent r#0 that # teleph#ne c#n!ersati#n 9 the lay#ut and #r0at # a ne.spaper article is 8uite di erent r#0 that # a letter 9 etc9 3 c#00unicati#n is conventional 4 the participants in a c#00unicati!e e5change #/ser!e certain social conventions c#ncerning the relationship /et.een : 4 the interactants : e1g1 s#cial c#e5istence re8uires that the spea2er sh#uld address hisCher /#ss #r0ally and hisCher peers in #r0ally 9 4 the spea$er and the context in .hich the e5change ta2es place : e1g1 an # icial setting >a classr##0% a church% a c#urt # la.? i0p#ses #r0ality # style e!en a0#ng pers#ns .h# are #ther.ise #n riendly ter0s 9 3 c#00unicati#n is appropriate 4 interl#cut#rs adapt their disc#urse t# : 4 the relati!e social status /et.een the spea2er and the listener >their respecti!e age% se5% p#siti#n% c#00unicati!e assistantCcust#0er? 9 4 the physical and te0p#ral setting! and the activit# t#pe >sh#pping% seeing a d#ct#r% an inter!ie.? : spea2ing in #r0ally t# y#ur teacher /rings a/#ut s#cial sancti#ns 9 addressing y#ur /est riend t## #r0ally .ill 0a2e hi0 thin2 y#u are 0a2ing un # hi09 >Gutu%I? The c#untry% the pe#ple% the hist#ry% literature and culture # the target language9 there #re% learning a #reign language als# in!#l!es learning a/#ut the .#rld and type # s#ciety the nati!e spea2ers # the language li!e in: their h#lidays% their religi#n% educati#nal and p#litical syste0% their type # hu0#r% their hist#ry and literature% etc19 2n#.ledge # the language can /e useless i #ne d#es n#t p#ssess the re8uired /ac2gr#und in #r0ati#n1 In #ther .#rds% communicative competence 0eans a/ility t# use the language: >O5 #rd%++? 3 accuratel#! i1e1 correctl# in ter0s # !#ca/ulary and gra00ar9 3 appropriatel#! i1e1 adapted t# the s#cialCsituati#nal c#nte5t in .hich the e5change ta2es place and t# the disc#urse type9 3 functionall# and strategicall#! i1e1 using the language tact ully and a0iliarity% etc1? and the roles they assu0e in the >e1g1 teacherCstudent% d#ct#rCpatient% sh#p e5change

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p#litely% t# get things d#ne and achie!e real4.#rld ai0s9 3 competentl# in ter0s # cultural /ac2gr#und1 >Gutu%I? Chapter $. P'/cho!o&ica! Pecu!iaritie' o* /oun& !earner' 76819 /ear' o!d ( $.1. P'/cho!o&ica! *eature' o* ear!/ in'truction. The initial stage # sch##l li e #ccupies the age r#0 E Y I till -, Y -- years >I Y IA sch##l classes?1 Chr#n#l#gically in the child7s li e it is i0p#ssi/le t# c#nsider s#cially4psych#l#gical /#rders # this age in!aria/le1 They depend r#0 the child7s a!aila/ility t# training at sch##l% and als# in .hat ti0e /egins and as there is a training at c#rresp#nding age1 I it /egins .ith E4year4#ld age as it and #ccurs n#. in 0#st cases age psych#l#gically /#rders are usually displaced /ac2% i1e1 c#!er age r#0 E a/#ut appr#5i0ately -, years9 i the d#ctrine /egins .ith I years age% that% acc#rdingly% /#rders gi!en psych#l#gically age t# 0#!e appr#5i0ately #r #ne year #r.ard% #ccupying a range r#0 I till -- years1 L#rders # this age can /e narr#.ed and e5tend als# depending #n using training 0eth#ds: 0#re per ect 0eth#ds # training accelerate de!el#p0ent% and less per ect sl#. d#.n it1 T#gether .ith that as a .h#le s#0e !aria/ility # /#rders # it age n#t especially a ects the su/se8uent successes # the child1 >ra6nZCMOLa%-F? At y#unger sch##l age children ha!e signi icant de!el#p0ent reser!es1 Their re!ealing and e ecti!e using Y #ne # the 0ain tas2s1 Lut /e #re t# use a!aila/le reser!es% it is necessary t# tighten children t# the necessary le!el # readiness #r training1
>He"OL%+=?Bith

receipt # the child in

sch##l under the in luence # training re#rgani$ati#n # all its in #r0ati!e pr#cesses% ac8uisiti#n # the 8ualities peculiar t# adult pe#ple /egins /y the01 It is c#nnected /y that children 6#in in 2inds # acti!ity ne. t# the0 and the syste0s # interpers#nal relati#ns de0anding r#0 the0 presence # ne. psych#l#gical 8ualities1 Their rand#0ness% e iciency and sta/ility sh#uld /ec#0e general characteristics # all in #r0ati!e pr#cesses # the child1 At less#ns% #r e5a0ple% r#0 irst days # training it is necessary #r child t# 2eep #r a l#ng ti0e special

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attenti#n% t# /e assidu#us en#ugh% t# percei!e and .ell t# re0e0/er all a/#ut .hat the teacher spea2s1 Ly psych#l#gists it is pr#!ed that usual children in sch##l ele0entary grades are 8uite capa/le% i #nly the0 c#rrectly t# train% ac8uire and 0#re di icult 0aterial% than .hat is gi!en under the #perating pr#gra0 # training1 H#.e!er s2ill ully t# use reser!es a!aila/le #r the child% it is necessary t# s#l!e preli0inary t.# i0p#rtant pr#/le0s1 The irst # the0 c#nsists in as s##n as p#ssi/le t# adapt children #r .#r2 at sch##l and at h#0e% t# teach the0 t# study% .ith#ut spending super lu#us physical e #rts% t# /e attenti!e% assidu#us1 Thereup#n the curriculu0 sh#uld /e 0ade in the i0age t# cause and supp#rt c#nstant at pupils interest1
>He"OL%+=?

$.$. :enera! de'cription o* /oun& !earner'2 de#e!op"ent At y#unger sch##l age th#se /asic hu0an characteristics # in #r0ati!e pr#cesses >percepti#n% attenti#n% 0e0#ry% i0aginati#n% thin2ing and speech? .hich necessity is c#nnected .ith receipt in sch##l are i5ed and de!el#p urther1 Fr#0 3natural3% /y L1S1Ayg#ts2y% >He"OL% +=? these pr#cesses /y the end # y#unger sch##l age sh#uld /ec#0e 3cultural3% i1e1 turn t# the higher 0ental uncti#ns c#nnected .ith speech1 It is pr#0#ted /y principal !ie.s # acti!ity /y .hich the child # the gi!en age at sch##l and at h#0e is 0#stly #ccupied: the d#ctrine% dial#gue% ga0e and .#r21 In .hat the 0#st i0p#rtant changes .hich during y#unger sch##l age #ccur t# percepti#n% attenti#n% 0e0#ry% speech and thin2ing # the child c#nsistX T# se!en4year age it is p#ssi/le t# ind #ut in children #nly repr#ducti!e i0ages4 representati#ns a/#ut 2n#.n #/6ects #r the e!ents .hich are n#t percei!ed at present # ti0e% and these i0ages /asically the static1 &resch##l children% #r e5a0ple% e5perience di iculties% trying t# present inter0ediate p#siti#ns # a alling stic2 /et.een !ertical and its h#ri$#ntal p#siti#n1 >Fa6n ZCMOLa%-F?

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&r#ducti!e i0ages4representati#ns # result # a ne. c#0/inati#n # s#0e ele0ents appear at children a ter I J4year4#ld age% and de!el#p0ent # these i0ages is c#nnected% p#ssi/ly% .ith the training /eginning at sch##l1 The attenti#n at y#unger sch##l age /ec#0es any% /ut still l#ng en#ugh% especially in initial classes% str#ng and c#0peting .ith any there is an in!#luntary attenti#n # children1 A#lu0e and sta/ility% c#ncentrati#n # any attenti#n t# IA class # sch##l t# children al0#st sa0e% as .ell as at the adult pers#n1 As t# s.itching it at this age e!en a/#!e% than #n the a!erage at adults1 It is c#nnected .ith y#uth # an #rganis0 and 0#/ility # pr#cesses in the central ner!#us syste0 # the child1 (#unger sch##l/#ys can pass r#0 #ne 2ind # acti!ity t# an#ther .ith#ut special di iculties and internal e #rts1 H#.e!er here again the attenti#n # the child 2eeps still s#0e signs # 3childishness31 The attenti#n inds #ut the 0#st per ect lines in children #nly .hen the su/6ect #r the phen#0en#n% directly dra.n attenti#n% are especially interesting t# the child1 1>[UP\]^UV% -@? As a .h#le 0e0#ry # children # y#unger sch##l age is en#ugh g##d% and it irst # all c#ncerns 0echanical 0e0#ry .hich #r irst three4 #ur years # the d#ctrine at sch##l pr#gresses 8uic2ly en#ugh1 Lags /ehind in the de!el#p0ent a little% l#gic 0e0#ry as in 0#st cases the child% /eing it is #ccupied /y the d#ctrine% .#r2% ga0e and dial#gue% 8uite 0anages 0echanical ]U]P*_1>[UP\]^UV% -@? I % h#.e!er% children # y#unger sch##l age r#0 irst years # training at sch##l specially t# lea0 t# recepti#ns it essentially raises e iciency # their l#gic 0e0#ry1 Ign#rance # these recepti#ns% ina/ility the0 t# use in practice is% p#ssi/ly% a principal cause # .ea2ness # any 0e0#ry at 0any children # the gi!en age1 Training children t# acti#ns sh#uld pass thr#ugh t.# stages1 On the irst # the0 it is necessary #r children t# sei$e the c#gitati!e #perati#ns necessary #r st#ring and repr#ducti#n # a 0aterial% and #n the sec#nd Y t# lea0 t# use
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the0 as st#ring 0eans in !ari#us situati#ns1 In n#r0 it sh#uld #ccur at the seni#r presch##l age% h#.e!er it is p#ssi/le t# /egin and /asically t# inish this pr#cess in sch##l ele0entary grades1 Acti!e de!el#p0ent # 0e0#ry # children in the irst sch##l days is pr#0#ted /y the decisi#n special pr#/le0s .hich arise /e #re children in c#rresp#nding 2inds # acti!ity1 $.$.1 Inte!!ectua! de#e!op"ent o* /oun& !earner' The y#unger sch##l age c#0prises c#nsidera/le p#tential # intellectual de!el#p0ent # children% /ut precisely t# de ine it 0ean.hile it is n#t #/!i#usly p#ssi/le1 The !ari#us decisi#ns # this 8uesti#n # ered /y scientists4teachers and e5perts4teachers% are al0#st al.ays c#nnected .ith e5perience # applicati#n # certain 0eth#ds # training and diagn#stics # p#ssi/ilities # the child% and it is i0p#ssi/le t# tell in ad!ance% in a c#nditi#n #r n#t in a c#nditi#n children .ill ac8uire 0#re di icult pr#gra0 i t# use per ect tut#rials and .ays # diagn#stics # educa/ility1 That data .hich are presented % it is n#t necessary t# c#nsider as standard1 They speci y in the n#r0al child can achie!e .hat at n#t the /est 0eth#ds and tut#rials% at the current curriculu0s n#t al.ays c#nsidering p#ssi/ilities # children 0#re li2ely1 >[UP\]^UV% -@? F#r irst three4 #ur years # the d#ctrine at sch##l pr#gress in intellectual de!el#p0ent # children happens apprecia/le en#ugh1 Fr#0 d#0inati#n # is e!ident4e ecti!e and ele0entary igurati!e thin2ing% r#0 a le!el # de!el#p0ent and p##r l#gic # re lecti#n the sch##l/#y rises t# !er/al thin2ing at le!el # c#ncrete c#ncepts1 The /eginning # this age is c#nnected i t# use `1&ia$he and L1S1Ayg#ts2y7s ter0in#l#gy% >aUbPV% +=? .ith d#0inati#n pre#perati#nal thin2ing% and the end Y .ith pre!alence # #perati#nal thin2ing in c#ncepts1 At the sa0e age the general and special a/ilities # children .ell en#ugh re!eal% all#.ing t# 6udge their end#.0ents1
+,

C#0ple5 de!el#p0ent # children7s intelligence at y#unger sch##l age g#es in se!eral !ari#us directi#ns: 0astering and acti!e use # speech as thin2ing 0eans9

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c#nnecti#n and in luence against each #ther all 2inds # thin2ing: is e!ident4 e ecti!e% is e!ident4shaped and !er/al9 all#cati#n% is#lati#n and rather independent de!el#p0ent in intellectual pr#cess # t.# phases: preparat#ry and e5ecuti!e1 On a preparat#ry phase # the decisi#n # a pr#/le0 the analysis # its c#nditi#ns is carried #ut and the plan is de!el#ped% and #n an e5ecuti!e phase this plan is reali$ed practically1 The recei!ed result then c#rresp#nds .ith c#nditi#ns and a pr#/le01 T# all t#ld it is necessary t# add a/ility t# argue l#gically and t# use c#ncepts1 The irst # the na0ed directi#ns is c#nnected .ith #r0ing children speeches% .ith its acti!e use at the decisi#n # !ari#us pr#/le0s1 >cdQ^efPVd%-F? 'e!el#p0ent in this directi#n success ully g#es i the child is trained /y reas#ning 0essages al#ud% .#rds t# repr#duce a c#urse # th#ught and t# na0e the recei!ed result The sec#nd directi#n in de!el#p0ent is success ully reali$ed% i the pr#/le0s de0anding #r the decisi#n si0ultane#usly and de!el#ped practical acti#ns are gi!en t# children% and a/ilities t# #perate in the i0ages% and a/ilities t# use c#ncepts t# c#nduct a reas#ning at le!el # l#gic a/stracti#ns1 I any # these aspects is presented p##rly intellectual de!el#p0ent # the child g#es as unilateral pr#cess At d#0inati#n # practical acti#ns the is e!ident4e ecti!e thin2ing 0ainly de!el#ps% /ut can de end igurati!e and !er/al1 Bhen the igurati!e thin2ing it is p#ssi/le t# ind #ut delays in de!el#p0ent # practical and the#retical intelligence pre!ails1 At special attenti#n #nly t# a/ility t# argue al#ud at children /ac2l#g in practical thin2ing and p#!erty # the igurati!e .#rld is 8uite # ten #/ser!ed1 All it inally can c#nstrain the general intellectual pr#gress # the child1>[UP\]^UV% -@? The preparat#ry phase # #rientati#n in the c#nditi#ns # a s#l!ed pr#/le0 is !ery i0p#rtant #r intelligence de!el#p0ent as children in practice # ten d#n7t c#pe .ith a pr#/le0 6ust /ecause aren7t a/le t# analy$e its c#nditi#n1 Such lac2 is usually

#!erc#0e at the e5pense # the special e5ercises directed #n c#0paris#n a0#ng the0sel!es # c#nditi#ns in pr#/le0s si0ilar against each #ther1 Such e5ercises are especially use ul .hen #r c#0paris#n pr#/le0s .ith di icult c#nditi#ns /et.een .hich e5ist thin% hardly apprecia/le% /ut essential distincti#ns and #n .hich the directi#n # search # the right ans.er depends are # ered children1 It is i0p#rtant% that children ha!e learned n#t #nly t# see% /ut als# !er/ally t# #r0ulate these distincti#ns1 >cdQ^efPVd%-F? It is esta/lished that irst4graders can understand and accept the pr#/le0 set #r the0% /ut its practical per #r0ance is p#ssi/le #r the0 #nly .ith a supp#rt #n the e!ident sa0ple1 &upils # the third classes in a c#nditi#n t# 0a2e the plan # .#r2 #n a pr#/le0 and t# #ll#. it% .ith#ut leaning #n presented !isually the sa0ple1 $.$.$.Chi!dren a' !earner' Bhile there are c#00#nalities acr#ss learners # all ages% y#ung children di er r#0 #lder children in 0any .ays1 Studies # y#ung children sh#. h#. learning changes acr#ss de!el#p0ent1 H#.e!er% .e n#. 2n#. that e!en !ery y#ung children ha!e a predisp#siti#n t# lea0 in certain d#0ains% and that y#ung children are acti!ely engaged in 0a2ing sense # their .#rld1 (#ung children appear t# /e predisp#sed t# ac8uire in #r0ati#n in /i#l#gy% nu0/er and language% a0#ng #ther d#0ains # 2n#.ledge1 >[UP\]^UV% -@? These /iases t#.ard certain types # learning sh#uld pa!e the .ay #r c#0petence in early sch##ling1 Children lac2 2n#.ledge and e5perience% /ut n#t reas#ning a/ility1 Indeed% alth#ugh y#ung children are ine5perienced% they reas#n .ith the 2n#.ledge they ha!e1 &rec#ci#us 2n#.ledge 0ay 6u0p4start the learning pr#cess% /ut /ecause # li0ited e5perience and underde!el#ped
++

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syste0s # l#gical thin2ing% children7s 2n#.ledge c#ntains 0isc#ncepti#ns1 "isin #r0ati#n can i0pede sch##l learning% s# teachers need t# /e a.are # the .ays in .hich children7s /ac2gr#und 2n#.ledge in luences their understanding1 Such a.areness sh#uld help teachers anticipate children7s c#n usi#n and rec#gni$e .hy children ha!e di iculties grasping ne. ideas1 Strategies #r learning are i0p#rtant1 Bhen children are re8uired t# lea0 a/#ut un a0iliar 2n#.ledge d#0ains% they need t# de!el#p intenti#nal learning strategies1 Children need t# understand .hat it 0eans t# learn% .h# they are as learners% and h#. t# g# a/#ut planning% 0#nit#ring and re!ising% t# re lect up#n their learning and that # #thers% and t# learn h#. t# deter0ine i they understand1 These 0etac#gniti!e s2ills pr#!ide strategic c#0petencies #r learning1 >[UP\]^UV% -@? Children are /#th pr#/le0 s#l!ers and pr#/le0 generat#rs1 They atte0pt t# s#l!e pr#/le0s presented t# the0% and they see2 n#!el challenges1 They re ine and i0pr#!e their pr#/le04s#l!ing strategies in the ace # ailure and # ten /uild #n pri#r successes1 They persist /ecause success and understanding are 0#ti!ating in their #.n right1 Adults can help children 0a2e c#nnecti#ns /et.een ne. situati#ns and a0iliar #nes1 Children7s curi#sity and persistence are supp#rted /y adults .h# direct children7s attenti#n% structure e5perience% supp#rt learning atte0pts% and regulate c#0ple5ity and di iculty le!els # in #r0ati#n #r children1 Thus% de!el#p0ent in!#l!es interacti#ns /et.een children7s early c#0petencies and the en!ir#n0ental supp#rts 4 strengthening rele!ant capacities and pruning the early a/ilities that are less rele!ant1 Learning is pr#0#ted and regulated /y /#th the /i#l#gy and ec#l#gy # the children 4 learning pr#duces de!el#p0ent1 >aUbPV% +=? (#ung children d# n#t c#0e t# the language classr##0 e0pty4handed1 They /ring .ith the0 an already .ell4esta/lished set # instincts% s2ills and

characteristics .hich .ill help the0 t# lea0 an#ther language1 >OUQgUV% -,?
+F

Be need t# identi y th#se and 0a2e the 0#st # the01 F#r e5a0ple% children: 4 are already !ery g##d at interpreting 0eaning .ith#ut necessarily understanding the indi!idual .#rds9 4 already ha!e great s2ill in using li0ited language creati!ely9 4 re8uently learn indirectly rather than directly9 4 ta2e great pleasure in inding and creating un in .hich they d#9 4 ha!e a ready i0aginati#n9 4 a/#!e all ta2e great delight in tal2ingN Learnin& co""unitie' Re lecti#n #r y#ung children /est #ccurs in interacti!e gr#up c#nte5ts in .hich children c#lla/#rate t# c#nstruct an understanding # a pr#/le0 d#0ain1 The care ul 0anage0ent # a culture # learning is an essential ingredient in the s#ciali$ati#n # children in #rder #r the0 t# /ec#0e acti!e% independent learners1 >[UP\]^UV% -@? A challenge #r the learning sciences c#00unity is t# pr#!ide a the#retical ra0e.#r2 that lin2s assess0ent practices t# c#nte0p#rary learning the#ry1 Characteri$ing assess0ent in ter0s # c#0p#nents # c#0petence and the c#ntent4pr#cess de0ands # the su/6ect 0atter /rings speci icity t# generic assess0ent #/6ecti!es such as 7higher le!el thin2ing and deep understanding @1 Characteri$ing student per #r0ance in ter0s # c#gniti!e acti!ities #cuses attenti#n #n the di erences in c#0petence and 2n#.ledge achie!e0ent that can /e #/ser!ed in learning and assess0ent situati#ns1 It is e!ident that assess0ent tas2s can in!#l!e 0any p#ssi/le c#0/inati#ns # c#ntent 2n#.ledge and pr#cess s2ills that !ary as a uncti#n # children7s age and le!el # e5pertise1 Be /elie!e that it is p#ssi/le t# identi y the nature # children7s e5pertise /y de!ising appr#priate assess0ent pr#cedures% and that the in #r0ati#n #/tained r#0 such pr#cedures sh#uld in #r0 su/se8uent instructi#n1 ;h/ teach n&!i'h to <oun& Learner'=

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The decisi#n t# intr#duce #reign language learning int# pri0ary sch##ls is% acc#rding t# its supp#rters% #ne that has identi ia/le ad!antages1 Lre.ster% Ellis h Girard >-KK+? 0a2e the #ll#.ing p#ints: 4 Ad!antage can /e ta2en # certain aptitudes children ha!e in #rder t# start teaching a #reign language at pri0ary sch##l1 4 There is n# the#retical #pti0u0 age #r starting teaching% It can !ary acc#rding t# c#untry and linguistic situati#n1 The age # K is # ten settled #n a ter trying #ther ages1 4 Early learning # a n#n 0#ther4t#ngue language 0ust /e integrated int# #ther teaching in the pri0ary sch##l1 4 Bhate!er else 0ay /e achie!ed% the 0ain c#ncern is t# prepare the gr#und s# that the 0#st can /e 0ade # the teaching .hich .ill /e recei!ed in sec#ndary sch##l1 Later #n% the sa0e .riters su00ari$e the 2ey #/6ecti!es # early #reign language learning as: linguistic% psych#l#gical and cultural1 It is .#rth 2eeping these three #/6ecti!es in 0ind as y#u read 0#re #n this t#pic% and als# as y#u e!aluate 0aterials #r (Ls1 >ra6iLCMOLa%-+? The 0#st i0p#rtant act#r in teaching and learning in any setting is the learner1 Learners # any age di er r#0 #ne an#ther in signi icant .ays: Indi!iduals 0ay lea0 /est thr#ugh listening #r reading% they 0ay learn 0#re easily al#ne #r .ithin a s0all gr#up% they 0ay re8uire hea!y !isual rein #rce0ent #r learn /etter thr#ugh !er/al e5planati#ns% #r they 0ay resp#nd /etter t# a se8uential #r t# a rand#0 #rgani$ati#n # 0aterials #r e5periences1 Each learner7s e5periences di er r#0 th#se # class peers in a !ariety # .ays1 Children and y#ung ad#lescents% h#.e!er% di er r#0 #lder learners in certain patterned and predicta/le .ays as they pr#gress thr#ugh stages # de!el#p0ent

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Chapter %. )idactic :a"e' in >L c!a''e' %.1. :enera! de'cription o* didactic &a"e' 'e!el#ping spea2ing s2ills includes se!eral aspects that in luence this pr#cess1 It is 0#re than #/!i#us that the student t#gether .ith the teacher are the 0#st i0p#rtant #nes1 The .ay this pr#cess can /e in luenced r#0 the p#siti#n # the teacher .ill /e the ai0 # the thesis1 "#de0 teaching 0eth#ds # #reign languages c#unt #n in!#l!ing the use # di erent #rgani$ati#nal #r0s and acti!ities .hich supp#rt such a de!el#p0ent1 The .ay teachers #rgani$e these acti!ities and the .ay they percei!e the indi!idual steps c#nnected .ith the #rgani$ati#n # acti!ities 0ay essentially in luence the e!entual e iciency # the acti!ity and the c#nse8uent de!el#p0ent # spea2ing s2ills1 >Er!in%+F? The the#retical secti#n there #re deals .ith the the#retical n#tes c#ncerning spea2ing t#gether .ith the analysis # the 0#st re8uent #rgani$ati#nal #r0s1 Ne5t part includes the#retical suggesti#ns # the indi!idual stages that sh#uld /e ta2en int# c#nsiderati#n .hen #rgani$ing acti!ities #cused #n the de!el#p0ent # spea2ing s2ills1 >I00ac#lata% @? Language learning is hard .#r2 111 E #rt is re8uired at e!ery 0#0ent and 0ust /e 0aintained #!er a l#ng peri#d # ti0e1 Ga0es help and enc#urage 0any learners t# sustain their interest and .#r21 Ga0es als# help the teacher t# create c#nte5ts in .hich the language is use ul and 0eaning ul1 The learners 'ant t# ta2e part and in #rder t# d# s# 0ust understand .hat #thers are saying #r ha!e .ritten% and they 0ust spea2 #r .rite in #rder t# e5press their #.n p#int # !ie. #r gi!e in #r0ati#n1 The need #r 0eaning ulness in language learning has /een accepted #r s#0e years1 A use ul interpretati#n # %0eaning ulness% is that the learners resp#nd t# the c#ntent in a de inite .ay1 I they are a0used% angered% intrigued #r surprised the c#ntent is clearly 0eaning ul t# the01 Thus the 0eaning # the language they listen t#% read% spea2 and .rite .ill /e 0#re
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!i!idly e5perienced and% there #re% /etter re0e0/ered1 I it is accepted that ga0es can pr#!ide intense and 0eaning ul practice # language% then they 0ust /e regarded as central t# a teacher7s repert#ire1 They are thus n#t #r use s#lely #n .et days and at the end # ter0N There is a c#00#n percepti#n that all learning sh#uld /e seri#us and s#le0n in nature% and that i #ne is ha!ing un and there is hilarity and laughter% then it is n#t really learning1 This is a 0isc#ncepti#n1 It is p#ssi/le t# learn a language as .ell as en6#y #nesel at the sa0e ti0e1 One # the /est .ays # d#ing this is thr#ugh ga0es1 >Er!in%+F? There are 0any ad!antages # using ga0es in the classr##0: -1 Ga0es are a .elc#0e /rea2 r#0 the usual r#utine # the language class1 +1 They are 0#ti!ating and challenging1 F1 Learning a language re8uires a great deal # e #rt1 Ga0es help students t# 0a2e and sustain the e #rt # learning1 =1 Ga0es pr#!ide language practice in the !ari#us s2ills4 spea2ing% .riting% listening and reading1 @1 They enc#urage students t# interact and c#00unicate1 E1 They create a 0eaning ul c#nte5t #r language use17 "any e5perienced te5t/##2 and 0eth#d#l#gy 0anuals .riters ha!e argued that ga0es are n#t 6ust ti0e4 illing acti!ities /ut ha!e a great educati#nal !alue1 B1 R1 Lee h#lds that 0#st language ga0es 0a2e learners use the language instead # thin2ing a/#ut learning the c#rrect #r0s1 He als# says that ga0es sh#uld /e treated as central n#t peripheral t# the #reign language teaching pr#gra00e1 >Lr#.n% +-? A si0ilar #pini#n is e5pressed /y Richard4A0at#% .h# /elie!es ga0es t# /e un /ut .arns against #!erl##2ing their pedag#gical !alue% particularly in #reign language teaching1 There are 0any ad!antages # using ga0es1 3Ga0es can l#.er an5iety% thus 0a2ing the ac8uisiti#n # input 0#re li2ely3 >Richard4A0at# ?1 1 >Lr#.n% +-? They are highly 0#ti!ating and entertaining% and they can gi!e shy students 0#re 1
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#pp#rtunity t# e5press their #pini#ns and eelings >Hansen ?1 >Lr#.n% +-? They als# ena/le learners t# ac8uire ne. e5periences .ithin a #reign language .hich are n#t al.ays p#ssi/le during a typical less#n1 Further0#re% t# 8u#te Richard4 A0at#% they% 3add di!ersi#n t# the regular classr##0 acti!ities%3 /rea2 the ice% 3/ut als# they are used t# intr#duce ne. ideas3 1 In the easy% rela5ed at0#sphere .hich is created /y using ga0es% students re0e0/er things aster and /etter1 S1 "1 Sil!ers says 0any teachers are enthusiastic a/#ut using ga0es as 3a teaching de!ice%3 yet they # ten percei!e ga0es as 0ere ti0e4 illers% 3a /rea2 r#0 the 0#n#t#ny # drilling3 #r ri!#l#us acti!ities1 He als# clai0s that 0any teachers # ten #!erl##2 the act that in a rela5ed at0#sphere% real learning ta2es place% and students use the language they ha!e /een e5p#sed t# and ha!e practised earlier1 Further supp#rt c#0es r#0 `dy/ie.s2a% >Lr#.n% +-? .h# /elie!es ga0es t# /e a g##d .ay # practising language% #r they pr#!ide a 0#del # .hat learners .ill use the language #r in real li e in the uture1 Ga0es enc#urage% entertain% teach% and pr#0#te luency1 I n#t #r any # these reas#ns% they sh#uld /e used 6ust /ecause they help students see /eauty in a #reign language and n#t 6ust pr#/le0s that at ti0es see0 #!er.hel0ing1 %.$. Pro+!e"' *acin& .hen u'in& &a"e' in c!a'' ;hen to U'e :a"e' Ga0es are # ten used as sh#rt .ar04up acti!ities #r .hen there is s#0e ti0e le t at the end # a less#n1 (et% as Lee #/ser!es% a ga0e 3sh#uld n#t /e regarded as a 0arginal acti!ity illing in #dd 0#0ents .hen the teacher and class ha!e n#thing /etter t# d#31 >Lr#.n% +-? Ga0es #ught t# /e at the heart # teaching #reign languages1 Ri5#n suggests that ga0es /e used at all stages # the less#n% pr#!ided that they are suita/le and care ully ch#sen1 Ga0es als# lend the0sel!es .ell t# re!isi#n e5ercises helping learners recall 0aterial in a pleasant% entertaining .ay1 All auth#rs re erred t# in this article agree that e!en i ga0es resulted #nly in n#ise and entertained students% they are still
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.#rth paying attenti#n t# and i0ple0enting in the classr##0 since they 0#ti!ate learners% pr#0#te c#00unicati!e c#0petence% and generate luency1 Ga0es ha!e

/een sh#.n t# ha!e ad!antages and e ecti!eness in learning !#ca/ulary in !ari#us .ays1 First% ga0es /ring in rela5ati#n and un #r students% thus help the0 learn and retain ne. .#rds 0#re easily1 Sec#nd% ga0es usually in!#l!e riendly c#0petiti#n and they 2eep learners interested1 These create the 0#ti!ati#n #r learners # English t# get in!#l!ed and participate acti!ely in the learning acti!ities1 Third% !#ca/ulary ga0es /ring real .#rld c#nte5t int# the classr##0% and enhance students- use # English in a le5i/le% c#00unicati!e .ay1 There #re% the r#le # ga0es in teaching and learning !#ca/ulary cann#t /e denied1 H#.e!er% in #rder t# achie!e the 0#st r#0 !#ca/ulary ga0es% it is essential that suita/le ga0es are ch#sen1 >Lr#.n% +-? Bhene!er a ga0e is t# /e c#nducted% the nu0/er # students% pr# iciency le!el% cultural c#nte5t% ti0ing% learning t#pic% and the classr##0 settings are act#rs that sh#uld /e ta2en int# acc#unt1 In c#nclusi#n% learning !#ca/ulary thr#ugh ga0es is #ne e ecti!e and interesting .ay that can /e applied in any classr##0s1 The results # this research suggest that ga0es are used n#t #nly #r 0ere un% /ut 0#re i0p#rtantly% #r the use ul practice and re!ie. # language less#ns% thus leading t#.ard the g#al # i0pr#!ing learners7 c#00unicati!e c#0petence1 ;h/ U'e :a"e' in C!a'' Ti"e= i Ga0es are un and children li2e t# play the01 Thr#ugh ga0es children e5peri0ent% disc#!er% and interact .ith their en!ir#n0ent1 >Le.is% -KKK? i Ga0es add !ariati#n t# a less#n and increase 0#ti!ati#n /y pr#!iding a plausi/le incenti!e t# use the target language1 F#r 0any children /et.een #ur and t.el!e years #ld% especially the y#ungest% language learning .ill n#t /e the 2ey 0#ti!ati#nal act#r1 Ga0es can pr#!ide this sti0ulus1 >Le.is% -KKK? i The ga0e c#nte5t 0a2es the #reign language i00ediately use ul t# the children1 It /rings the target language t# li e1 >Le.is% -KKK?
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i The ga0e 0a2es the reas#ns #r spea2ing plausi/le e!en t# reluctant children1 >Le.isC-KKK?

i Thr#ugh playing ga0es% students can learn English the .ay children lea0 their 0#ther t#ngue .ith#ut /eing a.are they are studying9 thus .ith#ut stress% they can lea0 a l#t1 i E!en shy students can participate p#siti!ely1 >Lr#.n% +-? ?o. to Choo'e :a"e' 7T/'on4 $999( i A ga0e 0ust /e 0#re than 6ust un1 i A ga0e sh#uld in!#l!e 3 riendly3 c#0petiti#n1 i A ga0e sh#uld 2eep all # the students in!#l!ed and interested1 i A ga0e sh#uld enc#urage students t# #cus #n the use # language rather than #n the language itsel 1 i A ga0e sh#uld gi!e students a chance t# lea0% practice% #r re!ie. speci ic language 0aterial1 In an e #rt t# supple0ent less#n plans in the ESL classr##0% teachers # ten turn t# ga0es1 The 6usti icati#n #r using ga0es in the classr##0 has /een .ell de0#nstrated as /ene iting students in a !ariety # .ays1 These /ene its range r#0 c#gniti!e aspects # language learning t# 0#re c#4#perati!e gr#up dyna0ics1 :enera! 3ene*it' o* :a"e' A**ecti#e: 4l#.ers a ecti!e ilter 4 enc#urages creati!e and sp#ntane#us use # language 4 pr#0#tes c#00unicati!e c#0petence 4 0#ti!ates 4 un Co&niti#e: 4 rein #rces 4 re!ie.s and e5tends 4 #cuses #n gra00ar c#00unicati!ely C!a'' )/na"ic': 4 student centered 4 teacher acts #nly as acilitat#r
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4 /uilds class c#hesi#n 4 #sters .h#le class participati#n 4 pr#0#tes healthy c#0petiti#n Adapta+i!it/: 4 easily ad6usted #r age% le!el% and interests 4 utili$es all #ur s2ills 4 re8uires 0ini0u0 preparati#n a ter de!el#p0ent A ga0e can generate an unreas#na/le a0#unt # practice1 Ly unreas#na/le 0ean that the pupils carry #ut ar 0#re practice in !#ca/ulary and reas#ning than they .#uld /e e5pected t# d# #r e!er 0anage t# get thr#ugh i they .ere aced .ith a c#n!enti#nal te5t/##2 e5ercise1 This happens partly /ecause they are .#r2ing #rally /ut als# /ecause their attenti#n is #n carrying #ut a 70#!e - in the ga0e and n#t #n h#. 0uch .#r2 they are ha!ing t# d#1 It see0s t# gi!e a sense # purp#se t# .hat is re8uired # the01 >Er!in%+F? A ga0e can all#. the intr#ducti#n # ideas that are di icult t# de!el#p in #ther .ays1 In particular .ithin these ga0es it is the s2ill # understanding a diagra0 and !isuali$ing its pr#perties and relati#nships1 F#r e5a0ple since shapes are sh#.n in di erent #rientati#ns #n the cards and the cards are ine!ita/ly /eing !ie.ed r#0 di erent angles% a l#t # .#r2 can /e d#ne #n rec#gni$ing 1 Ga0es see0 t# /e a/le t# lead pupils t# .#r2 a/#!e their n#r0al le!el1 A ga0e d#es n#t de ine the acade0ic li0its # the .#r2 in any .ay and since there is a natural .ish t# .in% pupils .ill # ten de!ise .ays # l##2ing at the .#r2 they are d#ing .hich lead the0 .ay /ey#nd .hat they are e5pected t# achie!e1 The ga0e situati#n appears t# ree the pupils r#0 eeling a need t# d# s#0ething .hich the teacher .ants and e5pects% thus all#.ing the0 t#
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thin2 reely a/#ut the situati#n1 A ga0e can create discussi#n # all 2inds1 This is greatly enhanced /y the pairing techni8ue descri/ed a/#!e% /ecause the partners ha!e t# !er/ali$e their

ideas a/#ut the ne5t 0#!e t# each #ther and 6usti y their #pini#ns1 This n#t #nly helps the0% /ut can /e !ery in #r0ati!e #r a passing teacher .h# can ea!esdr#p and assess .here they ha!e g#t t# in their thin2ing1 C#4#perati!e ga0es can /e !ery use ul in creating discussi#n t##1 >Er!in%+F? Ga0es put pressure #n players t# .#r2 0entally1 This is #/!i#us in 0any .ays /ut it is easy t# #!erl##2 the act that al.ays re8uires dra.ing andC#r .ritten .#r2 #r the pupils1 The pr#!isi#n # shapes and pr#perties #n cards 0eans that they can /e .#r2ed #n 0entally rather than #n paper1 This 0ust /e a great relie t# th#se .h#se dra.ing s2ills are li0itedN A ga0e # ten can /e played at 0#re then #ne le!el1 As a result # the pre!i#us pr#perty # ga0es% it is p#ssi/le #r the players t# play the ga0e .ith 0#re #r less s2ill #r percepti#n depending #n their #.n c#0petence1 They .ill # ten lea0 t# de!el#p their le!el # play /y .atching and listening t# the #ther players1 >Allan%K? Ga0es are played in a c#nte5t in .hich there is usually unthreatening help a!aila/le1 Bhen a ga0e is played /y pairs then a pupil7s partner is al.ays there t# help 0a2e decisi#ns a/#ut .hat t# d# #r t# e5plain s#0ething .hich her partner d#es n#t understand1 In additi#n in 0#st gr#ups #ther players .ill 0a2e suggesti#ns i a player is stuc2% i #nly t# 2eep the ga0e 0#!ing #n1 F#r e5a0ple .hen a pairs ga0e is played there is usually a0ple ad!ice r#0 #ther players as t# .hether they 70atch7 #r n#tN A ga0e all#.s a pupil t# hide until he eels c#n ident1 In .atching gr#ups # pupils playing ga0es n#ticed that there .ere th#se .h# played 8uietly and rather 0echanically #r a .hile and then suddenly started t# 6#in in and 0a2e suggesti#ns1 It see0ed that in a ga0e situati#n they had the reed#0 t# assess the situati#n .ith#ut pressure until they elt they had
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things s#rted #ut and then t# c#ntri/ute in a 0#re p#siti!e ashi#n1 Clearly there are #ther types # acti!ity .hich pr#duce 0any # these #utc#0es% #nly s#0e # the0 are in any .ay uni8ue t# the ga0e playing situati#n1 H#.e!er .hat see0s clear t# 0e is that ga0es are a .ay # reducing teacher d#0inati#n and c#ntr#l # the situati#n in a .ay .hich has p#siti!e #utc#0es #r the learners1 Intr#ducing ga0es in the classr##01 >"un/y%-J? I a ga0e is t# /e played /y the .h#le class at the sa0e ti0e% .#r2ing in gr#ups # E #r s#% then clearly s#0e th#ught has t# /e gi!en t# h#. the pupils are taught the rules and pr#cedures # the ga0e1 Bhat #ll#.s here are s#0e th#ughts a/#ut h#. t# 0a2e this as e icient as p#ssi/le1 It .ill /e n#ted that alth#ugh the ga0es in this /##2let are #rganised t# .hich they relate% there are in each secti#n ga0es # a si0ilar type% e1g1 pairs ga0es1 The re4use # di erent types # ga0e #r di erent purp#ses si0pli ies their intr#ducti#n greatly as the class ha!e #nly t# /e t#ld that it is a pairs ga0e #r a happy a0ily ga0e and they 2n#. h#. t# play it1 At 0#st it 0ay /e necessary t# l##2 at the particular type # card t# /e used1 In teaching ga0es t# large gr#ups ha!e #und three di erent 0eth#ds that .#r2 .ell depending #n the ga0e and the situati#n1 Intr#duce the ga0e t# #ne gr#up # pupils .hile the #thers are c#0pleting s#0e indi!idual .#r2 and then di!ide the .h#le class int# gr#ups% putting #ne # the irst gr#up int# each gr#up t# teach the ga0e t# the gr#up1 >Allan%K? :&lay the ga0e .ith the class di!ided int# the gr#ups in .hich they .ill su/se8uently play and play the ga0e .ith the .h#le class% each gr#up acting as a single player1 Ch##se a set # pupils t# c#0e t# the r#nt # the class and play the ga0e as a de0#nstrati#n% p#ssi/ly .ith assistance in decisi#n 0a2ing r#0 the .h#le class1 I this is d#ne it 0ay /e use ul t# ha!e large4si$e cards% .hich can /e seen /y the .h#le class #r cards 0ade r#0 il0 and cut up s# that they can /e pr#6ected1

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The use # pairs .#r2ing as a single player has already /een discussed as a .ay # enc#uraging discussi#n and indeed c#ncept de!el#p0ent1 It has #ther ad!antages in that a larger nu0/er # pupils can use the sa0e set # 0aterials% s# that there are e.er gr#ups in the classr##0 t# set4up and 0anage and less 0aterials t# pr#duce and st#reN St#rage is ine!ita/ly a pr#/le0 l#sing and re0a2ing sets # ga0es until ad#pted the syste0 # 2eeping a class set # any particular ga0e in a plastic /#5 clearly 0ar2ed .ith its na0eN &lastic /ags # ga0es d# n#t .#r2 at all .ell1 I the pupils can 0anage the si$e # card sh#.n in this /##2% then it is 8uite easy t# st#re class sets in a s0all /#5% #und that they .ere /ig en#ugh% /ut the cards can% # c#urse% /e enlarged i this is elt desira/le1 Ten o* the Ver/ 3e't Rea'on' *or U'in& C!a''roo" :a"e' O!er the past -@ years% .e ha!e raised the 8uesti#n% 3Bhy d# y#u use classr##0 ga0esX3 t# #ur .#r2sh#p participants1 Fr#0 their eed/ac2 had c#nst0cted a list # the ten !ery /est reas#ns #r using learning ga0es1 >Er!in% $5( These -, descripti#ns .ill re0ind and sti0ulate us t# c#nsider learning ga0es as a training alternati!e9 and% then t# c#nsider #ne # #ur ine% ield4 tested% un4t#4play% classr##0 pr#!en pr#ducts1 >Er!in% $5( Rea'on 1: :a"e' are >un .ith a Purpo'e Ga0es create a c#gniti!e engage0ent /et.een the learner and the t#pic in a l#.ing% s0iling en!ir#n0ent1 Ga0es cele/rate y#ur t#pic and re.ard indi!idual and gr#up achie!e0ent1 Ga0es /ring un and energy int# a /u#yant learning $#ne% /ut .ith the #cus #n learning1 Rea'on $: :a"e' Pro#ide >eed+ac0 to the Learner Learners .ant and need eed/ac2 #n their per #r0ance1 Ga0es gi!e the0 i00ediate eed/ac2 #n the 8uality # their input Y their successes and their err#rs1 Bith the appr#priate c#rrecti!e eed/ac2% this can /ec#0e an in!alua/le learning #pp#rtunity1 Rea'on %: :a"e' Pro#ide >eed+ac0 to the Trainer Ga0es pr#!ide a practice ield .here learners interact .ith the t#pic% de0#nstrating their 2n#.ledge and a/ility t# apply the in #r0ati#n1 Ly #/ser!ing

FF

this real4ti0e de0#nstrati#n% the trainer can ad6ust the su/se8uent le!el # lecture% readings and inter!enti#ns% acc#rdingly1 Rea'on 5: :a"e' are xperientia! T#day7s learner needs t# d# and t# try things #n her #.n1 Ga0es pr#!ide an en!ir#n0ent that trans #r0s the passi!e student int# an acti!e part # the learning pr#cess .here she can c#nnect her #.n d#ts and e5perience her #.n ideas1 Ga0es als# re0ind /#th player and teacher that energy in the classr##0 is a g##d thing1 Rea'on 5: :a"e' Moti#ate Learner' Ga0es engage players and then 0#ti!ate the0 t# interact .ith the t#pic1 This interacti#n dri!es players t# de0#nstrate their understanding # the t#pic in a riendly c#ntest .here successes are 0e0#ra/le 0#0ents # shared triu0ph and cele/rati#n and .here 0ista2es 0ean #nly that the learner is /eing stretched t# his #r her #.n li0its1 >Er!in% +=? Rea'on 6: :a"e' I"pro#e Tea" ;or0 Ga0es are real4ti0e acti!ities that /ring players int# tea0s% de0#nstrate the rules and r#les # .#r2ing t#gether as a tea0% and undersc#re the !alue # tea0 c#lla/#rati#n1 Ga0es gi!e y#ur learners a chance t# 2n#. their peers as they share the sa0e real4ti0e e5periences% all#.ing #r str#ng net.#r2ing and /#nding1 Rea'on @: :a"e' Pro#ide a Le'' Threatenin& Learnin& n#iron"ent Lecause the ga0e #r0at is play ul% the inherent challenge # the 0aterial% e!en ne. #r di icult 0aterial% is less threatening1 'uring ga0e play see0ingly di icult 8uesti#ns and scenari#s are 36ust part # the ga0e13 And% teachers can use the .ind#. #ll#.ing classr##0 resp#nses t# /uild a /ridge /et.een the t#pic and the learner1

F=

Rea'on A: :a"e' 3rin& Rea!8;or!d Re!e#ance Ga0es all#. y#u t# present real4.#rld in #r0ati#n in the #r0 # 8uesti#ns% scenari#s% r#le4plays% and s# #rth1 In this .ay% players learn n#t #nly the 3.hat%3 /ut the 3.hy%3 # the t#pic r#0 a real4.#rld perspecti!e1 &layers als# #/ser!e their #.n /eha!i#r and that # #thers during ga0e play1 &#st ga0e de/rie 0gs gi!e insights int# th#se /eha!i#rs in th#ught ul e5a0ples #/ser!ed during ga0e play1 >Er!in% +=? Rea'on B: :a"e' Acce!erate Learnin& Ga0es all#. y#u t# c#0press y#ur t#pic and de0#nstrated learning int# sh#rter peri#ds # ti0e% accelerating the speed # learning1 The !isual presentati#n% #ral interacti#ns% and acti!e participati#n # ga0e play appeals t# all # the learning styles >!isual% audit#ry and 2inesthetic?% in!#l!es /#th the rati#nal and e5periential 0ind that helps players re0e0/er .hat they ha!e learned1 Rea'on 19: :a"e' :i#e <ou Choice' *or <our C!a''roo" Ga0es all#. y#u t# add !ariety and le5i/ility t# y#ur teaching 0enus1 Ga0es all#. y#u t# d# any #r all # the #ll#.ing: : Aary the le!el # learner in!#l!e0ent : Aary the le!el # s2ill le!el and 2n#.ledge : Cust#0i$e t# any si$e # audience% e!en #ne4#n4#ne : Aary the type and le!el # acti!ity : Aary the le!el # classr##0 c#ntr#l : Intr#duce #r re!ie. t#pics% #r /#th : Aary the 0i5 # the#retical and practical in #nnati#n% >Er!in% +=? The 0#st language ga0es 0a2e learners use the language instead # thin2ing a/#ut learning the c#rrect #r0s% ga0es sh#uld /e treated as central n#t peripheral t# the #reign language teaching pr#gra00e1?1 They are highly 0#ti!ating and entertaining% and they can gi!e shy students 0#re #pp#rtunity
FE

t# e5press their #pini#ns and eelings1 They als# ena/le learners t# ac8uire ne. e5periences .ithin a #reign language .hich are n#t al.ays p#ssi/le during a typical less#n1 Chapter 5 . )e#e!opin& <oun& Learner'2 Co""unicati#e Co"petence' in >L c!a''e' throu&h )idactic :a"e' The pers#n .h# .ants t# underta2e a tas2 0ust irst # all thin2 .ell # .hat students .ant t# achie!e% h#. students .ant t# achie!e% and .hy students .ant t# d# it1 Si0ilarly% the teacher # #reign languages 0ust 2n#. .hat% h#. and .hy students are learning the #reign language1 F#r this reas#n there is a necessity t# reali$e a research in #rder t# de!el#p the r#le # didactic ga0es in de!el#ping #ral c#00unicati!e c#0petences t# y#ung learners1 The g#al # the research is t# de!el#p a set # didactic ga0es t# y#ung learners t# de!el#p their #ral c#00unicati!e c#0petences1 T# achie!e this g#al it is a set # #ll#.ing #/6ecti!es: -1 curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e c#0petences9 +1 analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t# de!el#p these c#00unicati!e c#0petences9 F1 setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the te5t/##2s9 =1 the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the c#0petences9 @1 the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice1 E1 retest le!el # c#0petence9 I1 #r0ulate c#nclusi#ns and rec#00endati#ns9 Curricu!u" # the #reign languages .as 0#derni$ed% /eginning r#0 need # de!el#p0ent and interrelati#n .ith ne. re8uire0ents # s#ciety #r regular de!el#p0ent1 >Gutu I.4I? juality # educati#nal pr#cess in the Repu/lic #

FE

"#ld#!a depends

r#0 8uality #

curriculu0 de!el#p0ent% .hich 0eans

de!el#p0ent and change # an educati#nal paradig01

FI

The curriculu0% /ased #n

#r0ati#n and de!el#p0ent #

c#00unicati!e

c#0petences and aligned pupil is the re8uire0ent # ti0e de ined /y need # educati#nal re #r0 in the Repu/lic # Eur#pean standards1 >Gutu I1%I? The 0ain characteristics # the curriculu0 are the #ll#.ing: : F#cusing #n the #r0ati#n and de!el#ping speci ic c#0petences #n disciplines and in /et.een1 : &ri#rity # c#0petences in regards t# the the0atic and linguistic c#ntents1 : Centering #n the pupil and his speci ic particularities1 : 'e!el#p0ent # the student7s aut#n#0y% .h# is in!#l!ed in his #.n #r0ati#n1 : Appr#aching # the educati#nal pr#cess cl#ser t# the reality # e!eryday li e% .hich is a0iliar t# the pupil1 : F#r0ati#n and de!el#p0ent # c#0petences r#0 the p#int # !ie. # a spiral pr#gressi#n r#0 si0ple t# di icult% r#0 2n#.n t# the un2n#.n% acc#rding t# the descripti#n # c#0petences and pupil7s age1 The teacher7s li/erty is in c#rrelati#n speci ic c#0petences in i!e areas # the curriculu0% t#pic units and the #rder # their transiti#n% the selecti#n # the acti!ities #n teaching4learning4appreciating pr#cess1 >Gutu I1%I? The c#0petences .ere de!el#ped as a 0ain part # the intr#ducti#n # the ne. Educati#nal C#ncepti#n in Repu/lic # "#ld#!a% supple0ented /y t.# c#0petences: sel 42n#.ledge and sel 4reali$ati#n1 Curriculu0 # the #reign languages .as 0#derni$ed and de!el#ped .ith the g#al # pr#0#ti#n # the 2ey c#0petences1 0e# Competences are de ined as a c#0/inati#n # 2n#.ledge% s2ills and attitudes appr#priate t# the c#nte5t1 Mey c#0petences are th#se .hich all indi!iduals need #r pers#nal ul il0ent and de!el#p0ent% acti!e citi$enship% s#cial inclusi#n and e0pl#y0ent1 Tne Re erence Fra0e.#r2 sets #ut eight 2ey c#0petences: "#ld#!a acc#rding t# educati#nal

: C#00unicati#n in the 0#ther t#ngue9 : C#00unicati#n in #reign languages9 : "athe0atical c#0petence and /asic c#0petences in science and techn#l#gy9 : 'igital c#0petence9 : Learning t# learn9 : S#cial and ci!ic c#0petences9 : Sense # initiati!e and entrepreneurship9 : Cultural a.areness and e5pressi#n1 The 2ey4c#0petences are all c#nsidered e8ually i0p#rtant% /ecause each # the0 can c#ntri/ute t# a success ul li e in a 2n#.ledge s#ciety1 "any # the c#0petences #!erlap and interl#c2 aspects essential t# #ne d#0ain .ill supp#rt c#0petence in an#ther1 C#0petence in the unda0ental /asic s2ills # language% literacy% nu0eracy and in in #r0ati#n and c#00unicat#r techn#l#gies >ICT? is an essential #undati#n #r learning% and learning t# lea0 supp#rts learning acti!ities1 There are a nu0/er # the0es that are applied thr#ugh#ut the Re erence Fra0e.#r2: critical thin2ing% creati!ity% initiati!e% pr#/le0 s#l!ing% ris2 assess0ent% decisi#n ta2ing% and c#nstructi!e 0anage0ent # eelings play a r#le in all eight 2ey4 c#0petences1 %GutuL!6 Communication in foreign languages /r#adly shares the 0ain s2ill di0ensi#ns # c#00unicati#n in the 0#ther t#ngue: it is /ased #n the a/ility t# understand% e5press and interpret c#ncepts% th#ughts% eelings% acts and #pini#ns in /#th #ral and .ritten #r0s >listening% spea2ing% reading and .riting? in an appr#priate range # s#cietal and cultural c#nte5ts >in educati#n and training% .#r2% h#0e and leisure? acc#rding t# #ne7s .ants #r needs1 C#00unicati#n in #reign languages als# calls #r s2ills such as 0ediati#n
=,

and intercultural understanding1 An indi!idual7s le!el # pr# iciency .ill !ary /et.een the #ur di0ensi#ns >listening% spea2ing% reading and .riting? and /et.een the di erent languages% and

FK

acc#rding t# that indi!idual7s s#cial and cultural /ac2gr#und% en!ir#n0ent% needs andC#r interests1 Essential 2n#.ledge% s2ills and attitudes related t# this c#0petence: C#0petence in #reign languages re8uires 2n#.ledge # !#ca/ulary and uncti#nal gra00ar and an a.areness # the 0ain types # !er/al interacti#n and registers # language1 Mn#.ledge # s#cietal c#n!enti#ns% and the cultural aspect and !aria/ility # languages is i0p#rtant1 Essential s2ills #r c#00unicati#n in #reign languages c#nsist # the a/ility t# understand sp#2en 0essages% t# initiate% sustain and c#nclude c#n!ersati#ns and t# read% understand and pr#duce te5ts appr#priate t# the indi!idual7s needs1 Indi!iduals sh#uld als# /e a/le t# use aids appr#priately% and lea0 languages als# in #r0ally as part # li el#ng learning1 A p#siti!e attitude in!#l!es the appreciati#n # cultural di!ersity% and an interest and curi#sity in languages and intercultural c#00unicati#n1 >Gutu I1%I? Cchoo! text+oo0' # er !ari#us te5ts% >Iulia Ignatiuc% J? in #r0ati#n% le5ical and gra00ar acti!ities1 Teacher is gi!en the tas2 t# select 0aterial% .hich is pr#p#sed /y the auth#rs # the te5t/##2s% in acc#rdance .ith the c#0petences% .hich sh#uld /e #r0ed /y adapting acc#rdingly t# the #r0ati#n # the c#0petences1 >Iulia Ignatiuc% J? In the te5t/##2 # the third #r0 the #l#.ing c#ntent is /eing studied: < Unit -: Alpha/et% nu0erals% plural% pr#n#uns% 6#/s% l#cati#n1 : Unit + 4 .eather% /usy ti0e% sh#pping% lunch% ruits and !egeta/les% 0eal1 : Unit F 4 city% urniture% h#use% 2ind # h#uses % address% children acti!ities1

: Unit = 4 .inter% .inter acti!ity% Christ0as% characters% /irds in .inter1 : Unit @ 4 a0ily% /irthday% cl#thers% ti0e% 0#rning e5ercises% cleaning day1 : Unit E 4 .eather% 0a2ing 8uesti#ns% spring acti!ities% sh#pping% letter% leisure1 : Unit I 4 "#ld#!a% Chishinau% entertain0ent% !acati#n% su00erti0e% leisure1

There #re% there is a need t# re!ise the c#ntent supple0entng it in such a .ay that the c#0petence # c#00unicati#n in a #reign language is de!el#ped in ascending #rder1 Lut the teacher is n#t pr#!ided .ith the right supple0ented 0aterial t# e0phasite the sp#2en interacti#n # the students1 There #re he is #rced t# search #utside # sch##l /##2s and curriculu0 as in li/raries and internet and is #rced t# add 6ust the teaching 0aterial t# his #.n #pini#n and p#int # !ie.1 Here c#0es the c#nclusi#n: the te5/##2s ha!e t# /e re!ised% ha!e t# c#0e t#gether .ith a l#t # e5tra 0aterial helping t# teacher1 The set # didactic 0eth#ds signi icantly enriched and /eca0e di!erse in last decade1 It ca0e t# a l#gical c#nclusi#n% that the traditi#nal 0eth#ds are n#t t# /e neglected% d# n#t need t# /e .ai!ed9 they sh#uld /e re!alued% updated creati!ely and c#0petently1 Lut these traditi#nal 0eth#ds ha!e t# /e synchr#ni$ed .ith the ne. #nes in such a .ay that the pupils can ta2e the 0#st r#0 each less#n and t#pic1 Als# the e ecti!eness # the e!ery 0eth#d depends #n the educati#nal c#nte5t% in .hich it is used and r#0 the teacher7s pr# essi#nal s2ills1 The result # using the 0eth#ds and strategies # interacti!e learning is the upgrading the learning 0#ti!ati#n% aith in y#ursel 9 is pr# iled the c#0petence # .ritten and #ral interacti#n and as result is created a p#siti!e attitude t#.ards learning #reign languages1 Training is /ased #n the
=+

=-

c##perati#n% participati#n% acti!e attitude and has an educati#nal g#al # appreciati#n /y identi ying the !alue # the e!ery pupil7s p#tential and his s#cial intr#ducti#n1 In the experiment participated -@ students # the F %d #r0 3A3 >c#ntr#l gr#up? and -@ students # the Frd #r0 3L3>e5peri0ental #ne?1 They are riendly children% resp#nsi!e% they participated .ith great interest and .ith e5cite0ent .ere attracted in d#ing interesting acti!ities1 As the leading type # acti!ity in this age it is the ga0e% the children are acti!ely included in the .#r2 and ul ill a 6#/ that .as gi!en /y a teacher1 T# ind #ut the le!el # the English language .ere ela/#rated t.# tests : #ne #r the Frd 3A3 and 3L3 #r0s >Anne5 -? using /e #re #ll#.ing pr#p#sed acti!ities and an#ther test #r the Frd 3A3 and 3L3 #r0s >Anne5+?1 ? using a ter #ll#.ing pr#p#sed acti!ities The tests included tas2s .hich c#!er c#00unicati!e c#0petences # the students # the Frd 3L3% thus students .ere as2ed t# ind #ut syn#ny0s% ant#ny0s% .riting 0issing letters% getting the translati#n # s#0e .#rds% as2ing 8uesti#ns and #thers1 In the result it .as #und #ut that the le!el # the pupils3 c#00unicati!e c#0petences is l#.1 The results are gi!en in the ne5t diagra0

studen 1 student student student student =

-,

-F

In the pr#ces # the test there .as als# #und that the students use the 0echanical 0e0#ry #ther than the l#gical #ne% and their !isual and listening

=+

c#0prehensi#n #!erc#0es the .ritten #ne1 T# de!el#p pupils7 c#00unicati!e c#0petences .as designed a psych#4 pedag#gical 0#del including teaching 0eth#ds such as dial#gs% si0ple c#n!ersati#ns% and interacti!e ga0es% etc1% and didactic 0aterials such as tests% lash cards% s#ngs% p#e0s% .ar04ups: The #ll#.ing ta/le sh#.s the acti!ities pr#p#sed t# /e i0ple0ented at the less#ns .ith pupils # the Fld 3L3 #r01>Sa6ina%E?% >I00ac#lata%@?% >Beintrau/%+@?

7
+ F = @ E

The topic Unit - >Anne5 F? "eet #ld riends A ne. class0ate These are children I a0 y#ur riend Bhat is her 6#/X Bhere is the 0apX

8ctivit#

ALC s#ng9 S#ng 3'ay # the .ee23 Flashcards 3Adults and y#ung3 >ani0als? 'ra.ing a .#rd >!#ca/ulary re!ie.? E5press y#ur !ie. >spea2ing and listening? Interrupting the st#ry >listening and as2ing 8uesti#ns? Unit + >Anne5 =?

I J

Autu0n .eather In the garden

B#r2sheet 3H#. 0any sunny daysX3 "e0#ri$ing .#rds >0e0#ri$ing ne. .#rds?

At the 0ar2et

Fruit% !egeta/le /ing#% c#l#ur /ing# >.#r2sheet?

-,

Lunch at a snac2 /ar

H#. d# y#u eelX >descri/ing eelings? Feel the #/6ect >!#ca/ulary re!ie.?

--

I 0a2e a salad

=F

-+

A tern##n tea

'ra. a .#rld >!#ca/ulary re!ie.? Unit F >Anne5 @?

-F -=

H#uses% h#uses% h#uses "y riend7s r##0

B#r2sheet 3 Find the di erences3 I0aginary r##0 >descri/ing a r##0 use the prep#siti#ns? B#r2sheet 7Trying t# get h#0e3 I0p#rtant pe#ple >discussi#n? B#r2sheet 3'irecti#ns3 >using the c#0pass

-@ -E -I

There is n# place li2e h#0e Bh# li!es in this h#useX Bhat7s addressX

-J

I can ride a /i2e

3Bal2ing .ar0ers3 >listening and acting? Unit = >Anne5 E?

-K +, +++

Its .inter Binter is un Christ0as is c#0ing

Three picture st#ry >#ral luency and i0aginati#n? Unusual !ie. >!#ca/ulary re!ie.? Fa!#rite .#rds >tal2 a/#ut a!#rite .#rds #r .#rds d#n7t li2e? S#ng Be Bish (#u a "erry Christ0as >cards% s#ngs? B#r2 sheet 3All a/#ut 0e3 >h#//y% a!#rite ##d% 2eeping it? &#e0 3Lirds in .inter3 Unit @ >Anne5 I?

Be .ish y#u a 0erry Christ0asN All a/#ut 0e Lirds in .inter

+F +=

+@

A happy a0ily

H#. d# y#u eelX >descri/ing eelings? Lirthday7s s#ng The cl#thes >descri/ing% rec#gni$ing and na0ing cl#thes?

+E +I

Grand0a7s /irthday Bh#se 6ac2et is itX

==

+J +K

In the 0#rning Stay healthy

'escri/ing picture B#r2sheet 3 I70 healthy .hen I d# this3 >2eeping healthy? 3Classr##0 cu/s3 .#r2sheet >cu/? Unit E >Anne5 J?

F,

Cleaning day

FF+

It .as c#ld in .inter Bas Ti0 at the circusX

Lrainst#r0 r#und the .#rd 3Binter3 juesti#ns a/#ut a state0ents >practice in #r0ing 8uesti#ns? "a2ing dial#gues

FF

They .#r2ed in the garden yesterday Be .ent sh#pping yesterday Angela .r#te a letter

F= F@

'ial#gue a/#ut sh#pping1 Aegeta/le pyra0id S#0ething interesting a/#ut 0ysel >tal2ing !#lunteering pers#nal in #r0ati#n? Cr#ss.#rd pu$$le >c#untry?

FE

A picnic in the c#untry

Unit I >Anne5 K? FI FJ I li!e in "#ld#!a Belc#0e t# Chi)in*u A/stract picture >descri/ing and !#ca/ulary practice? S#0ething interesting a/#ut Chisinau tal2ing: !#lunteering pers#nal in #r0ati#n FK At the puppet sh#. In!isi/le elephant >!#ca/ulary re!ie.? C#0paring things Li2es and disli2es >discussi#n? Rela5ati#n techni8ue >listening and rela5ing?

=, ==+

Su00er !acati#n Su00erti0e A /usy .ee2

=@

'uring this acade0ic year in the e5peri0ental gr#up .as earned #ut !ari#us #r0s and 0eth#ds #r de!el#p0ent #ral c#00unicati!e c#0petence at these pupils1 &upils acti!ely g#t int# gear that pr#0#ted increase in 2n#.ledge their English language% there/y de!el#ped the a/ilities t# spea2 English .ell1 "#st # all% pupils li2ed t# dra.% sing% c#llect # ers1 Thus% it is p#ssi/le t# 0a2e a c#nclusi#n% that playing children study English /etter1 That it is i0p#ssi/le t# tell a/#ut c#ntr#l gr#up # children% in this gr#up children als# t##2 part in acti!ity% /ut that passi#n in achie!e0ent # the purp#ses here .asn7t elt and children .#uldn7t li2e t# learn independently s#0ething 0#re1 They .#r2ed strictly #n a te0plate and thus the #ll#.ing results speci ied in the ta/le .ere reached1 At the end # the e5peri0ent students .ere gi!en a inal test /ased #n .hat they learned the .h#le year >Anne5 F?1 Fr#0 the recei!ed results # sec#ndary testing it is !isi/le that children r#0 e5peri0ental gr#up sh#.ed the /est results ha!ing raised the 0ar2s #n a p#int #r e!en #n t.#1 The gr#up .here the didactic ga0es .ere applied g#t higher results # their c#00unicati!e c#0petences that the #ther #ne1 That it is i0p#ssi/le t# tell a/#ut children r#0 c#ntr#l gr#up .here children sh#.ed the l#. result% s#0e e!en l#.ered the p#int1 That7s /ecause they ha!en7t g#t n# #ne didactic ga0e% #nly si0ply acti!ities r#0 their te5t/##21

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And n#. it c#nclusi#n i0ple0ent the didactic ga0es .e c#uld

studentl stude nt -F

is p#ssi/le t# 0a2e a that i y#u

m third "A" third "B"

de!el#p aster the

c#00unicati!e c#0petences in the class1 In the e5perience t# create a didactic ga0e #r students taught that ga0es sti0ulate c#00unicati!e s2ills1 Students re!ealed that they elt less a raid # using their English during ga0e play1 It is als# #/ser!ed that they .ere 0#re .illing t# as2 8uesti#ns and thin2 creati!ely a/#ut h#. t# use English t# achie!e the g#al1 The didactic ga0e ga!e students a natural #pp#rtunity t# .#r2 t#gether and c#00unicate using English .ith each #ther1 Further0#re% /y integrating playing and learning% students practiced the learned linguistic 2n#.ledge in a !i!id and 0eaning ul c#nte5t1 "any ca0e t# understand that they c#uld success ully use English t# acc#0plish a !ariety # tas2s1 And inally% the didactic ga0e sti0ulated their interest in #reign culture1 Ga0es enc#urage% entertain% teach% and pr#0#te luency and c#00unicati!e s2ills1 I n#t #r any # these reas#ns% they sh#uld /e used 6ust /ecause they help students see /eauty in a #reign language and n#t 6ust pr#/le0s that at ti0es see0 #!er.hel0ing1

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Conc!u'ion' Results # the gi!en .#r2 all#. us t# 0a2e the #ll#.ing c#nclusi#ns .hich are stated /el#.1 First # all% it sh#uld /e n#ted that de!el#p0ent # c#00unicati!e c#0petence #ccurs n#t in a natural .ay% and /y 0eans # the special recepti#ns c#nsisting in creati#n # special situati#ns # in luence1 All acti!e 0eth#ds pursue #ne ai0: t# ha!e s#cial and psych#l#gical i0pact #n the pers#nality% pr#0#ting de!el#p0ent and i0pr#!e0ent # her c#00unicati!e c#0petence1 As .e already said% the purp#se # training # a #reign language in sch##l is #r0ati#n # c#00unicati!e c#0petence # pupils .hich is reali$ed in a/ility t# speech c#00unicati#n1 Guarantee # success ul speech acti!ity # pupils are as .ell n#nc#n!enti#nal #r0s # English less#ns during .hich pupils are ac8uainted .ith culture # the c#untries # the studied language% and als# e5pand their 2n#.ledge in cultural heritage # the nati!e land that all#.s pupils t# ta2e acti!e part in dial#gue a/#ut cultures1 In this research the #ll#.ing results .ere reached: #n the /ase # the analysis # re erences .as descri/ed the #ral c#00unicati!e c#0petences% the r#le # #reign languages in hu0an s#ciety% psych#l#gical aspects # y#ung learners% and the a/ility # the students t# 2n#. the in luence # psych#l#gical aspects in #ral c#00unicati#n1 In the gi!en .#r2 .as sh#.ed the actual help in teaching a #reign language n#.adays in #ur s#ciety1 Be per #r0ed a research in deter0ining the r#le # didactic ga0es in i0pr#!ing the #ral c#00unicati!e c#0petences # y#ung learners1 In #rder t# achie!e this .e de!el#ped a set # didactic ga0es #r y#ung learners .hich .ere i0ple0ented during the e5peri0ent1 Achie!ing this g#al there .ere set the #ll#.ing #/6ecti!es: i curriculu0 analysis in #rder t# esta/lish #ral c#00unicati!e c#0petences9 : analysis # the /##2s in #rder t# esta/lish the acti!ities pr#p#sed t# de!el#p these c#00unicati!e c#0petences9

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< setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the te5t/##2s9 : the study # the le!el # de!el#p0ent in the e5peri0ental gr#up # the c#0petences9 : the i0ple0entati#n # the pr#p#sed 0#del int# teaching practice9 : retest student7s le!el # c#00unicati!e c#0petence1 T# ind #ut the le!el # the English language .ere ela/#rated t.# tests: #ne #r the Frd 3A3 and 3L3 #r0s >Anne5 -? used /e #re the pr#p#sed acti!ities and an#ther test #r the Frd 3A3 and 3L3 #r0s >Anne5+? used a ter the pr#p#sed acti!ities1 The gr#up .here the didactic ga0es .ere applied g#t higher results # their c#00unicati!e c#0petences than the #ther #ne1 That it is i0p#ssi/le t# tell a/#ut the children r#0 c#ntr#l gr#up .here they sh#.ed a l#.er result% s#0e e!en l#.ered the p#int1 That is /ecause they ha!e n#t g#t any didactic ga0es% #nly si0ple acti!ities r#0 their te5t/##21 And n#. it is p#ssi/le t# 0a2e a c#nclusi#n that i y#u i0ple0ent the didactic ga0es .e c#uld de!el#p aster the c#00unicati!e c#0petences in the class1 The result # using the 0eth#ds and strategies # interacti!e learning is the upgrading the learning 0#ti!ati#n% aith in y#ursel 9 is pr# iled the c#0petence # .ritten and #ral interacti#n and as result is created a p#siti!e attitude t#.ards learning #reign languages

=K

Reco""endation' The pr#!ided c#nclusi#ns all#. 0a2ing the #ll#.ing rec#00endati#ns: in the training i0pact .hen the teacher is preparing a less#n it is necessary t# pay attenti#n t# the te5t/##2s% curriculu0% and students7 age1 There #re% there is a need t# re!ise the c#ntent supple0entng it in such a .ay that the c#0petence # c#00unicati#n in a #reign language is de!el#ped in ascending #rder1 Lut the teacher is n#t pr#!ided .ith the right supple0ented 0aterial t# e0phasi$e the sp#2en interacti#n # the students1 There #re he is #rced t# search #utside # sch##l /##2s and curriculu0 as in li/raries and internet and is #rced t# add 6ust the teaching 0aterial t# his #.n #pini#n and p#int # !ie.1 Here c#0es the c#nclusi#n: the te5t/##2s ha!e t# /e re!ised% ha!e t# c#0e t#gether .ith a l#t # e5tra 0aterial helping the teacher1 Setting the degree # c#0pliance # the re8uire0ent # curriculu0 and the te5t/##2s9 The le!el # student de!el#p0ent sh#uld /e studied # the c#0petences9 T# i0ple0ent # the pr#p#sed 0#del # the set # acti!ities int# teaching practice1 As an e5a0ple # the additi#nal 0aterial .hich c#0es in help t# the teacher is r#0 the e5peri0ent .hich can /e ind in >ALC s#ng9 S#ng 3'ay # the .ee23 % Flashcards 3Adults and y#ung3 >ani0als?% 'ra.ing a .#rd >!#ca/ulary re!ie.?% E5press y#ur !ie. >spea2ing and listening?% Interrupting the st#ry >listening and as2ing 8uesti#ns?% B#r2sheet 3H#. 0any sunny daysX3% "e0#ri$ing .#rds >0e0#ri$ing ne. .#rds?% Fruit% !egeta/le /ing# >.#r2sheet?% Fruit% !egeta/le /ing# >.#r2sheet?% H#. d# y#u eelX >descri/ing eelings?% Feel the #/6ect >!#ca/ulary re!ie.?% B#r2sheet 3 Find the di erences3% I0aginary r##0 >descri/ing a r##0 use the prep#siti#ns?% B#r2sheet 3Trying t# get h#0e3% I0p#rtant pe#ple >discussi#n?% B#r2sheet 3'irecti#ns3 >using the c#0pass?% 3Bal2ing .ar0ers3 >listening and acting?% Three picture st#ry >#ral luency and i0aginati#n?% Unusual !ie. >!#ca/ulary re!ie.?% Fa!#rite .#rds >tal2 a/#ut

a!#rite .#rds #r .#rds d#n7t li2e?% S#ng Be Bish (#u a "erry Christ0as
@-

>cards% s#ngs?% B#r2 sheet 3All a/#ut 0e3 >h#//y% a!#rite ##d% 2eeping it?% &#e0 3Lirds in .inter3% H#. d# y#u eelX >descri/ing eelings?% Lirthday7s s#ng% The cl#thes >descri/ing% rec#gni$ing and na0ing cl#thes?% 'escri/ing picture% B#r2sheet 3 I70 healthy .hen I d# this3 >2eeping healthy?% 3Classr##0 cu/s3 .#r2sheet >cu/?% Lrainst#r0 r#und the .#rd 3Binter3% juesti#ns a/#ut a state0ents >practice in #r0ing 8uesti#ns?% "a2ing dial#gues% 'ial#gue a/#ut sh#pping1 Aegeta/le pyra0id% S#0ething interesting a/#ut 0ysel >tal2ing !#lunteering pers#nal in #nnati#n?% Cr#ss.#rd pu$$le >c#untry?% A/stract picture >descri/ing and !#ca/ulary practice?% S#0ething interesting a/#ut Chisinau tal2ing: !#lunteering pers#nal in #nnati#n% In!isi/le elephant >!#ca/ulary re!ie.?% C#0paring things% Li2es and disli2es >discussi#n?% Rela5ati#n techni8ue >listening and rela5ing?1 Li/li#graphy: -1 "et#dica pred*rii li0/ii engle$e: strategies # teaching and testing English as a #reign languageC Adriana Ai$ental1 4 Ed1 A F4a% re!1 4 Iasi: &#lir#0% +,,J1
5
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+1 Lyrne%' kTeaching Oral English3 % L#ng0an% -KJE F1 H#hns#n% l and "#rr#.% l kC#00unicati#n in the Classr##03 % L#nd#n% L#ng0an% -KJ=1 Little.##d% B kC#00unicati!e Language Teaching3 % Ca0/ridge Uni!ersity &ress% -KJ@1 I00ac#lata Cala/rese h Sil!iana Ra0p#ne% kCr#s4Curricular Res#urces #r y#ung learners3 O5 #rd% Uni!ersity &ress1 E1 Test (#ur English: Test Sa0ples #r the Frd #r0C Irina S6ina% L#rina Lu6#r1 4 Ch1: Lyceu0% +,-, I1 Gumu I1% LrVn$* E1% A#r#niuc S1 )1a1 Curriculu0 pentru Pn!*m*0Pntul pri0ar% clasele d n4d 4 a IA4 a1 Li0/i str*ine I1 Chi)in*u: Editura Stiinta% +,-,1
i

5"

J1 "agic English: "an1 de l/1 engl1 &entru cl1 F4aC Iulia Ignatiuc% Lara Aladin% Liud0ila F#ca%111 4 Ch1 : Arc% +,,J

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K1 Allan% E1'1% -KI@: C#00unicati!e C#0petence% Eric Clearing h#use #n Language and Linguistics9 Arlingt#n% Airginia9 Centre #r Applied Linguistics1 -,1OUQgUV% O1o1 peqrPQP*qsUefdg rdTdf]UTqe]qfd _e]\Pt TUsq \d q\Pe]Td\\Pb guSfU vwUfe]x C O1o1 OUQgUV CC yU]PRqsUefdg bPudqfd1 4
+,,E1 4 zJ1

p1OPQRSTUV a1a1 [q\*Vqe]qsUefqU Pe\PVS fPbb_\qfd]qV\Sr bU]PRPV P{_sU\qg q\Pe]Td\\Pb_ guSf_ vwUfe]x C a1a1 OPQRSTUV CC n\Pe]T1 gu1 V |f1 4 -KKJ1 4zF%=1 X -+1cdQ}efPVd a1~1% UQq q ePRUTd\qU P{_sU\qg *PVPTU\qm V \dsdQ^\Pt |fPQU vwUfe]x C a1~1 cdQ^efPVd% y1O1 UPVd CC n\Pe]T1 gu1 V |f1 4 -KK@14 z 4 E1 -F1cdQ^efPVd a1~1 PVTUbU\\dg bU]PRqfd P{_sU\qg q\Pe]Td\\Sb guSfdb: pPeP{qU RQg _sq]UQg1 4 y1: lwn% +,,F1 -=1cUu a1n1 PTbqTPVd\qU fPbb_\qfd]qV\Pt fPbU]U\qq fdf P{}Uf] udT_{U\Sr bU]PRqsUefqr qeeQURPVd\qt vwUfe]x C a1n1 cUu CC n\Pe]T1 gu V |f1 4 -KJ@1 4 z +1 -@1[UP\]^UV% 11 peqrPQP*qsUefqU TURPeSQfq PVQdRU\qg q\Pe]Td\\Sb guSfPb vwUfe]x C 11 [UP\]^UV CC n\Pe]T1 gu1 V |f1 4 - K J @ 1 4 z @ 1 -E1ade]PQ^\dg f\q*d TUPRdVd]UQg q\Pe]Td\\P*P guSfd vwUfe]x CTdVPs\PU PeP{qU1 4 yq\ef: oSe|dg-QfPQd1 4 +,,, -I1The O5 #rd 'icti#nary # English Ety0#l#gy1 4 O5 #rd% The Clarend#n &ress% -KKE -J1"un/y% H1% -KIJ: C#00unicati!e Sylla/us 'esign1 Ca0/ridge uni!ersity &ress1 -K1Lart$% B1H1% -KI=: 3A study # the relati#nship # certain learner act#rs .ith the a/ility t# c#00unicate in a sec#nd language #r the de!el#p0ent # 0easures # c#00unicati!e c#0petence13 &h1'1 'iss1% Chi# state Uni!ersity1 +,1La0ers% '1 >-KIE?1 Fr#0 c#00unicati#n t# curriculu01 Ha00#nds.#rth% England: &enguin1 +-1Lr#.n% M1L1 >-KJ=?1 Teaching and assessing #ral language1 In F1B1 &ar2.ay% S1 7o*_d~ "1 Hennessy >Eds1?% juest #r 8uality9 I0pr#!ing /asic s2ills instructi#n in the -KJ,7s >pp1 IJ4JI?1 Lanh0an% "': Uni!ersity &ress # A0erica1

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++1O5 #rd student7s dicti#nary # current English1 &r#s!eschenie% -KJF1 4 II% IEK p1 +F1Er!in 4 Trip% S1 >-KJ+?1 Structures # c#ntr#l1 In I%1 C1 Bil2ins#n >Ed?%

C#00unicating in the classr##01 Ne. (#r2: Acade0ic press1 +=1aUbPV &11 peqrPQP*qg: sU{1 RQg e]_R1 VSe|1 UR1 _sU{1 dVURU\qt: o f\14 = 4 U quR1 U\]T o[~% +,,F1 4 l\1+: peqrPQP*qg P{TduPVd\qg1 4 E,Je1 +@1'idactic Ga0es% Lased #n the idea /y Ephrai0 Beintrau/1+,,J
Third *or"' 7+e*ore i"p!e"entin& the propo'ed acti#itie'( D /dd one out. 9rida# 4 (onda# 4 (a# 4 Tuesda# :::::::::::: $itchen 4 &athroom 4 &edroom 4 &ro'n ::::::::::::::: red 4 mouth 4 &lue 4 orange ::::::::::: fish 4 dog 4 to# 4 cat ::::::::::: candle 4 meat 4 mil$ 4 &read :::::::::::: D

Complete the sentences with: is% are% d#% d#es1

; It........(onda# toda#. < *e..........at school. = Dan............standing at the &lac$&oard. > ,e......not translate a sentence. ? I .............................. not 'rite. Write the names of:
T#ys C#l#urs

Find 11 words in the following puzzle and write them out

Cupenu0/errulerr##0#useght#0at#rangeraseredri!er

Choose the right word. ;. %This@ These :::::::::::::is a ta&le. <. *e are %a pupil@pupils =.; have t'o %a leg@ legs :::::::::::::::::. >. )anuar# is %thefirst@ the second :::::::month of the #ear. ?. It %is@ are :::::::::::'inter.
>i!! in: There is or There are1 :::::::::a vase on the ta&le. :::::::::a &o# 'ith a &oo$. a dress on the chair. Brite the plural #r0 # the n#uns1 a dress:::::::::::::

:::::::::children in the room. :::::::::t'o girls in the street.

a tree::::

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a &ush :::::::::::

a doll:::: Anne5 a &ench ::::::::::: a soc$ : a &ox:::::::::::::: a &louse a cat a shoe Fill in the 0issing letters1
GRA (% LROR% FR N'% AR" AIRT AFTERN N% ,7CL, % " THER% &OLI "AN% BE'NES'% LATHR"1 "atch the ant#ny0s1 SHORT 4 CLEAN NEB 4 LONG S"ALL 4 OL' 'IRT( 4 LIG COL' 4 HOT : Find and c#rrect the 0ista2es1

(ai neim are 2eter.::::::::::::::::::::::::: I have ;A #ear old.::::::::::::::::::::::::::: I is a pupils. :::::::::::::::::::::::: ::::::::

Translate int# English1

BCDEF:::: GFHIJ :::: KHIL:::::

LILJCMN OECPC::::: GFDLQB : LFEDLRS HJIBT:::: UFM:::::: OMI

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Third *or"' 7a*ter i"p!e"entin& the propo'ed acti#itie'( D ;rite the de&ree' o* co"pari'on o* the *o!!o.in& adEecti#e'.

nois# 4 ::::::::::::::::::: 4::::::::::::::::::::: clean 4 ::::::::::::::::::: 4::::::::::::::::::::: sad 4 :::::::::::::::::::::4 :::::::::::::::::::: &ad 4 :::::::::::::::::::::4::::::::::::::::::::: good 4:::::::::::::::::::::4:::::::::::::::::::::
D Correct the "i'ta0e'.

4:::::::::::::::::::::::::::::::::::::::::::::::::::*e run in the par$ next Vunda#. ::::::::::::::::::::::::::::::::::::::::::::::::::: 4:::::::::::::::::::::::::::::::::::::::::::::::::::Is this (ar#s &oo$+ 4::::::::::::::::::::::::::::::::::::::::::::::::::It is sun toda#. 4:::::::::::::::::::::::::::::::::::::::::::::::::::Bo& is tall than Ted. 4::::::::::::::::::::::::::::::::::::::::::::::::::There are man# childs outside.
;rite the pa't *or"' o* the #er+'

&u# 4 &e 4::::::: teach 4 :::::::::::: eat 4 drin$ 4:::::: $no' 4 ::::::::::: go 4 'rite 4 ::::: &egin 4 ::::::::::::
D A'0 Fue'tion'. -1 Be .ent t# the theatre yesterday1 Bhen +1 "#ther /#ught 0e a pair # s2is #n !acati#n1 Bhat F1 Father .#r2ed in the garden last Saturday1 Bhere =1 I .as at 0y riend t# help hi0 .ith English1 Bhy @1 Be planted ten trees in the garden yesterday1 H#. 0any

D >i!! in the +!an0' .ith: the Giant! poor! stars! soft! 'all! pla#! lovel#! at home! no'here! children. There 'as a large::::::::::::::garden. The grass 'as green and ::::::::::::. The flo'ers 'ere &eautiful li$e::::::::::::. The children 'ere happ# to::::::::::::there 'hen the Giant 'as not::::::::::. /ne cla#::::::::::::came &ac$. ,e sa' the in his garden and didn.t li$e it. ,e made a high::::::::::::::::::::::: all around the garden. The:::::::::::::children had::::::::::::::::to pla#.
D ;rite the nu"+er' in !etter'. -F IJ K+

FK =E

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@=

Anne5 -

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@I

Chort de'cription o* the each acti#itie' *ro" the Unit 1

Anne5 -

-1 8BC song" The students are as2ed t# sing a s#ng # each letter r#0 the alpha/et111 Singing the ALC s#ng pupil easier learn the alpha/et +1 Vong WDa# of the 'ee$W Students sing the s#ng and learn a/#ut days # the .ee2 8uic2er% then si0ply t# read and learn days # the .ee21 F1 9lashcards W8dults and #oungW %animals .

ing ani0al pictures% teach #r re!ise the !#ca/ulary #r adult ani0als and their y#ung >h#rseC #al% c#.Ccal % 111? scatter the pictures #n a ta/le and as2 children t# say .hat 2ind # relati#nship these ani0als ha!e t# each #ther >0#ther 4 /a/y9 adult 4 y#ung?1 =1 Dra'ing a 'ord %voca&ular# revie' . A#ca/ulary re!ie.1 Bhisper t# #ne student% #r .rite d#.n #n a slip # paper% a .#rd #r phrase that the

@J

class has recently learnt1 The students dra.s a representati#n # it #n the /#ard: this Anne5 =Sh#rt descripti#n # the each acti!ities r#0 the Unit +

can /e a dra.ing% a sy0/#l% #r a hint clari ied thr#ugh 0i0e1 The rest # the class has t# guess the ite01 @1 Xxpress #our vie' %spea$ing and listening . Spea2ing and listening1 Near the /eginning # ter0% tell the students that y#u .ant each # the0 t# /e ready t# tal2 #r e5actly #ur 0inutes #n a su/6ect they care a/#ut1 Each .ee2 select a na0e rand#0ly >perhaps r#0 na0es in a hat?1 That student 0ust prepare his #r her tal2 #r the #ll#.ing .ee21 At the end # the tal2 the #ther students can as2 8uesti#ns and e5press h#. they eel a/#ut the ideas e5pressed1 E1 Interrupting the stor# >listening and as2ing 8uesti#ns?1 Listening and as2ing 8uesti#ns1 Tell the students that y#u are g#ing t# /egin a st#ry and that they sh#uld try t# st#p y#u saying 0#re than a e. .#rds /y as2ing 8uesti#ns1 -1 W,o' man# sunn# da#s+ Ta2e the shit # paper% di!ide it #n = parts1 T.# lash cards .ith .#rds% the irst card is .ith ad6ecti!es descri/ing the .eather% and an#ther is .ith n#un c#rresp#nding t# the seas#ns1 "atch the .#rds t# 0a2e .#rd c#0/inati#ns% using the .#rd c#0/inati#ns1 +1 (emoriYing 'ords >0e0#ri$ing ne. .#rds?1 'i!ide the /#ard int# t.# hal!es1 Brite in #ne hal !#ca/ulary .hich the students ha!e #nly 6ust enc#untered and .hich y#u .#uld li2e the0 t# re0e0/er1 As2 the class t# pic2 #ne # the ne. .#rds and t# suggest a .#rd they 2n#. .hich it re0inds the0 # in s#0e.ay1 F1 9ruit! vegeta&le &ingo! colour &ingo >.#r2sheet?1

COLOUR BINGO Worksheet

blu* I !"#k "1 1 bUu$*
wvh ice

%reen bt"#* 1

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#r"n*e +eiro'

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)ron01 blC2Ck

rpi*___

O$"rt,l$13

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& %s+bit1, &8&&&&&&&&&&&biu#iL & % ou9)i 1 +ello'

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ftni

'=$ii3e 3 $e%6t,k,

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bro jun

=1 ,o' do #ou feel+ >descri/ing eelings?1 Tell the students t# cl#se their eyes9 they 0ight li2e t# place their heads #n their ar0s1 As2 the0 t# thin2 h#. d#
6#

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Anne5 =Sh#rt descripti#n # the each acti!ities r#0 the Unit +

they eel9 they 0ight thin2 a/#ut their day s# ar% #r a/#ut their pre!i#us less#n .ith y#u and .hat they re0e0/er # it% .hat they learnt and .hat their pr#/le0s 0ight ha!e /een1 @1 9eel the o&ject %voca&ular# revie' E1 Dra' a 'orld >!#ca/ulary re!ie.? A#ca/ulary re!ie.1 Bhisper t# #ne student% #r .rite d#.n #n a slip # paper% a .#rd #r phrase that the class has recently learnt1 The students dra.s a representati#n # it #n the /#ard: this can /e a dra.ing% a sy0/#l% #r a hint clari ied thr#ugh 0i0e1 The rest # the class has t# guess the ite01

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Anne5 JSh#rt descripti#n # the each acti!ities r#0 the Unit E

-1 *or$sheet W 9ind the differences31 C#0paring the t.# h#uses: the c#untry h#use and the city h#use1 Create their #.n h#use and descri/e it% using the ne. - ii JtH i .#rds >/l#c2 # lats% city% l#.er /ed% playgr#und% in r#nt # % l##2 #r1?

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,* A #om)n1C*D h#rl)s +ou to $ind dire#tion* !")s "re usu"ll+ m"de 'ith !orth ! the t#/) "nd .o'nrh A*t the bottom/ Com)lete the m")/ lb the 2"st o$ the s#hool A1 t"' " )l"+0round5 lo the West o$ the s#hool dr"' " 'ood/ ;o the North o$ the s#hool dr"' " $ootb"ll $ield/ ;o the .outh o$ the s#hool dr"' " lo"d/

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Anne5 JSh#rt descripti#n # the each acti!ities r#0 the Unit E

-1 Three picture stor# >#ral luency and i0aginati#n?1 Select three 0aga$ine pictures .hich are large en#ugh t# /e seen /y the .h#le class1 The irst #ne sh#uld sh#. #ne #r t.# pe#ple in a setting1 The sec#nd and third #nes sh#uld /e # an #/6ect% a situati#n #r an e!ent1 The sec#nd and third #nes d# n#t need t# sh#. the pe#ple in the irst picture1 +1 [nusual vie' %voca&ular# revie' . 'ra. a a0iliar #/6ect r#0 an unusual p#int # !ie.% #r e5a0ple% a rectangle representing the t#p # a ta/le1 As2 the students t# identi y it1 F1 9avorite 'ords %tal$ a&out favorite 'ords or 'ords don .t li$e ! .rite #n the /#ard #ne # y#ur a!#urite .#rds and e5plain .hy1 It can /e a a!#urite #r any reas#n y#u li2e: it s#und nice t# y#u 9 it l##2s nice1 =1 Vong *e *ish You a (err# Christmas %cards# songs The students are as2ed t# sing a s#ng a/#ut Christ0as1 Singing the Christ0as s#ng pupil easier lea0 this h#liday1 @1 *or$sheet W8ll a&out me3 >h#//y% a!#rite ##d% 2eeping it?1 Use the .#rds that descri/e the h#//y% a!#urite ##d1

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Anne5 JSh#rt descripti#n # the each acti!ities r#0 the Unit E

-1 Brainstorm round the 'ord W *interTa2e a .#rd the class has recently learnt% and as2 the students t# suggest all the .#rds they ass#ciate .ith it1 +1 \uestions a&out a statements %practice in forming ]uestions F1 (a$ing dialogues. =1 Dialogue a&out shopping. ^egeta&le p#ramid. Sh#pping list1 @1 Vomething interesting a&out m#self >tal2ing !#lunteering pers#nal in #r0ati#n?1 Tal2ing: !#lunteering pers#nal in #r0ati#n1 A !#lunteer student tells the #thers s#0ething interesting a/#ut hi0 #r hersel .hich he #r she is .illing t# tal2 a/#ut1

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E1 Cross'ord puYYle %countr# . As2 a student t# .rite a .#rd # n#t 0#re than i!e letters in the 0iddle # the /#ard% #r e5a0ple% 3c#untry31 A letters sh#uld /e .ritten clearly and separately1 Anne5 K Chort de'cription o* the each acti#itie' *ro" the Unit @ -1 8&stract picture >descri/ing and !#ca/ulary practice?1 'ra. a /ig rectangle #n the /#ard1 'ra. in the a !ariety # s8uiggles% d##dles% shapes1 As2 the class .hat they thin2 the picture represents1 Assure the students that there is n# right #r .r#ng ans.er and enc#urage the0 t# use their i0aginati#ns1 +1 Vomething interesting a&out Chi_inOu tal$ing5 volunteering personal information Spea2ing a/#ut place # interest in Chi_inOu. 2eople and facts. F1 Invisi&le elephant %voca&ular# revie' . Tell the student that y#u are g#ing t# dra. a picture #r the01 'ra. the #utline # an elephant in the air .ith

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y#ur inger1 As2 the0 .hat y#u ha!e dra.n1 Enc#urage di erent interpretati#ns1 =1 Comparing things. &resent the class t.# di erent n#uns% such as: an elephant and a pencil9 students suggest .ays # c#0paring the01 @1 Li$es and disli$es %discussion . As2 each students t# thing a/#ut three things they li2e and three things they d#n7t li2e1 They can decide .hether they .ish t# re er t# i0p#rtant things #r t# less i0p#rtant things% /ut .hat they say 0ust /e true1 E1 Relaxation techni]ue >listening and rela5ing?1 Tell the students t# clear #r at least t# tidy their des2s1 Then tell the0 that y#u are g#ing t# help the0 t# rela51 I they ha!e di iculty in accepting this pr#p#sal1 In #rder n#t t# interrupt the instructi#n y#u are g#ing t# tell the01 Say : sit up straight1 '#n7t /e sti 1 N#. cl#se y#ur eyes% pull in y#ur chin and i0agine

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