THE MINISTRY OF HIGHER AND SECONDARY EDUCATION

OF THE REPUBLIC OF UZBEKISTAN

THE PEDAGOGICAL INSTITUTE OF KARSHI STATE UNIVERSITY
ENGLISH FACULTY III
INTEGRATED COURSE OF TEACHING FOREIGN LANGUAGES

COURSE PAPER

THEME: The Importance of Intercultural

Communication in Foreign Language Classroom

Done by: Ergashev Mirzokhid

Group: XT-301

Scientific adviser: Niyazova Ferede

Shahrisabz-2022
 CONTENTS
I. INTRODUCTION

II. CHAPTER ONE

§ 1.1. What is intercultural communication?

§ 1.2. The role of intercultural communication in foreign language teaching

§ 1.3. Benefits and drawbacks of intercultural communication.

III. CHAPTER TWO

§2.1. Lesson plan + handouts

§2.2. Exercises, activities, games

IV. CONCLUSION

V. GLOSSARY

VI. BIBLIOGRAPHY

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 INTRODUCTION

The theme of the coursework expresses how important to use intercultural

communication at schools. It is a less practical teaching method that we improve
knowledge of the youth with these methods. The reason for international
communication depends very much on the purpose for learning foreign language
with practical way. The use of intensive methods like this in the classroom is
discussed, with the pupil benefiting from the exposure to real language being used
in the lessons.
The actuality of the work is to identify the importance of international
communication in language learning and teaching, it is essential for language
teachers to help their pupils become effective learners by adapting to foreign
language atmosphere.
The aim is to overview practical basis of teaching and learning language, its
development, to analyze the existent language usage problems in teaching
speaking skills and find the ways out of this problem by suggesting a series of
exercises that can be useful in classroom activities.
Thus, according to the set aim we are to solve the following tasks:
 to determine the aim and nature of teaching speaking skills;
 to describe the method in teaching speaking;
 material design, exercises, activities and games for teaching speaking at
school
The novelty of the course paper is reflected by different interactive teaching
speaking methods, schools’ programs of foreign countries and essential
instructions for teaching pupils to make them talkative in foreign language.
The structure of the course paper consists of introduction, two chapters and
conclusion which are followed by the bibliographic list of the literature used in the
course of research.

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 II. CHAPTER ONE
§1.1. WHAT IS INTERCULTURAL COMMUNICATION?
We can give lots of description to international communication. Somebody
may say it is communication among the people who live various countries. An
another So let’s find out clearly what it is!
 Intercultural communication refers to the communication between people
from two different cultures.
 Intercultural communication is a symbolic, interpretive, transactional,
contextual process, in which people from different cultures create shared
meanings.
 Intercultural communication refers to the effects on communication
behavior, when different cultures interact together. Hence, one way of
viewing intercultural communication is as communication that unfolds in
symbolic intercultural spaces.
In recent years there has been a growing interest in the cultural dimension of foreign
language education, and teachers today are expected to promote the acquisition of intercultural
competence in their learners. This study presents an analysis of viewpoints in the development of
intercultural competence in the English as foreign language teaching classroom in Uzbekistan.
Intercultural competence, as acknowledged as the key component of foreign language studies,
increases the need to adapt teaching methods and materials to raise learners’ intercultural
awareness. The following research problem is formulated: do English as foreign language
learners’ attitudes become more positive due to the impact of intercultural learning and how they
benefit from the impact of intercultural learning in their attitude and overall language
proficiency. Based on the study carried out in two intact classes at Pedagogical Institute of
Karshi State University, the results indicated that practices in intercultural competence develop
their positive attitudes about their culture and target language culture and it motivates them to
develop their overall language competence.

§2.1. WHAT IS JIGSAW READING?

The jigsaw technique is a method of organizing classroom activity that makes
students dependent on each other to succeed. It breaks classes into groups and
breaks assignments into pieces that the group assembles to complete the (jigsaw)
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 puzzle. It was designed by social psychologist Elliot Aronson to help weaken
racial cliques in forcibly integrated schools.
The technique splits classes into mixed groups to work on small problems that the
group collates into a final outcome. For example, an in-class assignment is divided
into topics. Students are then split into groups with one member assigned to each
topic. Working individually, each student learns about his or her topic and presents
it to their group. Next, students gather into groups divided by topic. Each member
presents again to the topic group. In same-topic groups, students reconcile points
of view and synthesize information. They create a final report. Finally, the original
groups reconvene and listen to presentations from each member. The final
presentations provide all group members with an understanding of their own
material, as well as the findings that have emerged from topic-specific group
discussion.
It is a cooperative learning method that brings about both individual accountability
and achievement of the team goals. These processes derive its name from the
jigsaw puzzle as this process involves in putting the parts of the assignment
together to form a whole picture of the assignment which is similar to the jigsaw
puzzle. The assignment is divided into parts and the class is also divided into the
same number of groups as that of the assignment. Each of these groups is given a
different topic and allowed to learn about it. These groups are shuffled to form new
groups consisting of members from each group.
How to use jigsaw
1. Introduce the strategy and the topic to be studied.
2. Assign each student to a "home group" of 3-5 students who reflect a range of
reading abilities.
3. Determine a set of reading selections and assign one selection to each student.
4. Create "expert groups" that consist of students across "home groups" who will read
the same selection.
5. Give all students a framework for managing their time on the various parts of the
jigsaw task.
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6. Provide key questions to help the "expert groups" gather information in their
particular area.
7. Provide materials and resources necessary for all students to learn about their
topics and become "experts."

Note: It is important that the reading material assigned is at appropriate

instructional levels (90–95% reading accuracy).
8. Discuss the rules for reconvening into "home groups" and provide guidelines as
each "expert" reports the information learned.
9. Prepare a summary chart or graphic organizer for each "home group" as a guide for
organizing the experts' information report.
10.Remind students that "home group" members are responsible to learn all content
from one another.

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7
III. CHAPTER TWO
§2.1. THE EFFECTIVE WAYS OF TEACHING READING USING GAMES
(LESSON PLANNING + HANDOUTS)

FIRST LESSON PLAN

Reading task
Topic: A good lesson
Level: Intermediate
Time: 25 minutes
Materials: activities, handouts
Objectives:
 to develop students’ reading skills;

 to give participants an opportunity to experience a reading lesson as

learners
 to raise awareness of help participants explore the features of a good
reading lesson
 to revise reported speech

The beginning of the lesson

a) Greeting
b) Oral drill
The main part of the lesson
1. Task one. Answer the following questions:
2. Task two. Brainstorm the phrase “Birthday party”
3. Task three. Group-work: work in groups and match the following
words with their definitions.
Make your own sentences using the words from the left column.
4. Task four. Read the text and find answers to the following questions :

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 5. Task five. Decide whether the following statements are true (T) or
false (F) according to the text
6. Task six. Find out the direct speech sentences from the text and
change them into indirect speech.
7. Task seven. Characters: Mrs Johnson, the singer, the guests, the
servants
The end of the lesson
a) Marking
b) Write a paragraph on topic “My birthday party.”

The beginning of the lesson

Lead-in (5 min)
 Ask participants what work they and their students usually do with
reading texts.

Possible answers:
 read aloud and translate the text
 answer comprehension questions
 do vocabulary work
 retell the text

 Tell participants that now they are a group of intermediate learners

who are going to
have a reading lesson.
►Procedure: Pre
reading
Pre read

Activity 1. Answer the following questions:

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  Do you like to celebrate birthday parties?
 Have you ever invited any famous person to your birthday party?
 Was there a time when any of your friends was not happy in your
party?

Actitivity 2.
Brainstorm the phrase “Birthday party”

Birthday party

Activity 3.
Group-work: work in groups and match the following words with their
definitions.
Make your own sentences using the words from the left column.
Words Definitions
1. exactly a) just, quite, absolutely
2. full b) empty, holding as much as possible
3. to join c) to put together, to keep together
4. servant d) a person who is hired to work for another
5. voice e) the sound from the mouse made in speaking
6. to change one’s f) to decide to do another work
mind

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 While
While reading task
reading

Activity 4.
Group work: Jigsaw reading
Activity 5.
Read the text and find answers to the following questions :
1. What is this text about?
2. What do you think about Mrs Johnson’s behavior?
3. What would you do if you were instead of the singer?
A good lesson
Once a rich English woman called Mrs Johnson decided to have a birthday
party. She invited a lot of guests and a singer. The singer was poor, but
he had a very good voice. The singer got to Mrs Johnsons’s house at
exactly 6 o’clock as he had been asked to do, but when he went in, he saw
through a door that the dining room was already full of guests, who were
sitting round a big table in the middle of the room. The guests were eating,
joking, laughing and talking loudly. She came out to him and he thought
she was going to ask him to join them, when she said, “We are glad sir,
that you have come. You will be singing after dinner, I’ll call you as soon as
we are ready to listen to you. Now will you go in to the kitchen and have
dinner, too, please.”
The singer was very angry, but said nothing. At first he wanted to leave Mrs
Johnson”s house at once but then he changed his mind and decided to
stay and teach her and her rich guests a good lesson. When the singer
went into the kitchen, the servants were having dinner too. He joined them.
After dinner, the singer thanked everybody and said: “Well, now I’m going
to sing to you, my good friends.” And he sang them some beautiful songs.
Soon Mrs Johnson called the singer.
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“Well, Sir, we are ready.”
“Ready?” asked the singer. “What are you ready for?”
“To listen to you ,” said Mrs Johnson in an angry voice.
“Listen to me? But I have already sung, and I am afraid I shan’t be able to
sing any more tonight.”
“Where did you sing?”
“In the kitchen. I always sing for those I have dinner with.”

Activity 6.
Decide whether the following statements are true (T) or false (F) according
to the text.
№ Statements True/False
1 Mrs Johnson was a poor woman.
2 She invited the singer to her birthday party.
3 There were full of guests in her party.
4 All the guests were very sad.
5 Mrs Johnson let him in the room where the guests were
sitting.
6 Mrs Johnson asked the singer to have dinner with her
servants.
7 The singer was very happy.
8 The singer sang a song for Mrs Johnson’s guests with
pleasure.

Post
reading

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 Post reading task.

Activity 7. Pair – work

Find out the direct speech sentences from the text and change them into
indirect speech.
Activity 8. Role- play
Characters: Mrs Johnson, the singer, the guests, the servants

The end of the lesson

Home task
Write a paragraph on topic “My birthday party.”

Reference:
N.A. Bonk, G. A. Kotiy, Т. A. Lukyanova 317-318 pages
Prepared by:__________________________

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 SECOND LESSON PLAN

DEVELOPING MATERIALS FOR READING CLASSES

Course title: Reading

Topic: Sport. Football stars
Student’s level: intermediate
Time: 25 minutes
Materials: White (black) board, markers, handouts
Objectives of the lesson:
- to develop knowledge in sport and develop their reading skills
-to enrich vocabulary about sport through reading and speaking skills
Pre-reading
Activity 1. What famous football players do you know?
Objectives: - to improve speaking skills
Time: 5 minutes
Materials: a whiteboard, markers
 Procedure:

☺(5 min) Teacher writes questions on the board and ask students to
answer these questions and share their own opinions about famous
football players
Are you interested in sport? What kind of football teams do
you know?
Do you have your favorite football player? What can you say
about David Beckham?
While-reading

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Activity 2. Football players and their stories
Objectives: - to develop reading and speaking skills
Time: 10 minutes
Materials: a whiteboard, markers, handouts 1, 2, 3.
 Procedure:

☺(5 min) Teacher puts students into groups of three, gives each group
different texts on handouts 1,2,3█. Teacher asks all groups to read their
text, find the correct order of the text.

☺(5 min) Teacher asks to choose one speaker from each group to
share their information with the class.
Post-reading
Activity 3. Yes / No
Objectives: - to help students to improve reading and writing skills
Time: 10 minutes
Materials: handout 1
 Procedure:

☺(5 min) Teacher distributes handout 1 █ and ask students write short
Yes / No answers.

☺(5 min) Teacher divides the board into two parts and ask two students
to write down on the board as many words as he or she could remember
about football. Which student finishes the writing more words that student
will be winner.

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 STUDENT’S WORKSHEET

(10 min) Activity 2. Handout 1 Read the article about David Beckham and finds the
correct order of the text

As a Real Madrid player, David Beckham is used to winning, and failure is something that he is
simply unaccustomed to. He is one of the most famous Englishmen in the World today.

Of course, it is impossible to have an unbiased opinion of this young man or the team that he
plays for. If you are a Real Madrid fan, you love him. If you aren’t a fan of this team, then your
opinion of Mr. Beckham may be quite different. In fact, in recent times, his treatment by fans of
other teams has been extremely unsavoury, especially when he has been playing for England.

Some of the worst comments have not even been aimed at Beckham but at his wife and young
children, which is a bad thing. It has been hard for the football authorities to control such unruly
behaviour. How can you discipline people for their comments when so many people are guilty?

Beckham’s attitude when faced with such problems has been unflappable though. Under the
pressure of being shouted and sworn at by so many people, he has always remained calm.

Of course, a lot of the bad things written and said about Beckham are due to his own actions.
He is a very fashionable young man, but some of the clothes he has worn have been simply
amazing. Why a person in his position would choose to wear a skirt in public is truly
unfathomable! Furthermore, to wear such things in unseasonable times as mid-winter seems
even crazier!

His behaviour on the football pitch has also been unpredictable at times. Sometimes he
is brilliant; sometimes he does crazy things. Some of the most famous footballing
incidents involving Beckham are not his spectacular goals but his ungainly tackles. The

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most famous occasion was in France ’98, when a clumsy tackle led to him being sent
off.

☺ (10 min) Activity 2. Handout 2 Read the article about Zinedine Yazid Zidane and
finds the correct order of the text

He is a French former footballer. He played as an attacking midfielder for the French national
team, Juventus and Real Madrid. He was named best European footballer of the past 50 years
by UEFA, and has been described by many commentators as one of the greatest players ever.

In 2012, He featured for Madrid in an All Stars Match against Manchester United which resulted
in a 3–2 win for Real. In April 2013, he was named by Marca as a member of the "Best foreign
eleven in Real Madrid's history"

At club level He won La Liga and the UEFA Champions League with Real Madrid, two Serie A
league championships with Juventus and an Intercontinental Cup and a UEFA Super Cup each
with both aforementioned sides. At international level, He won FIFA World Cup 1998 and Euro
2000 with France. He has won the FIFA World Player of the Year three times, and Ballon D'Or
once.
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He was also chosen as the best player of the year in Ligue 1, in Serie A and in La Liga and was
awarded the 2006 FIFA World Cup Golden Ball, and European Championship Player of the
tournament during his career. He retired from professional football after the 2006 World Cup. He
currently holds the post of Real Madrid Director of Football. On 31 July 2012, Real Madrid
announced that as soon as he completes management qualification, he will begin training to be
a coach while at the same time coaching Real Madrid's youth academy.

It was in La Castellane that He had his earliest introduction to football, joining in at the age of
five in football games that the neighbourhood's children played on the Place Tartane, an 80-by-
12-yard plaza that served as the main square of the housing complex. In July 2011, He named
former Olympique Marseille players Blaž Slišković, Enzo Francescoli and Jean-Pierre Papin as
his idols while growing up.

In 2001, He joined Real Madrid for a then world record fee of 150 billion Italian lire. (about €75
million) and signed a four-year contract. He scored a famous match-winning goal, a volley hit
with his weaker foot, in Madrid's 2–1 win over Bayer Leverkusen in the 2002 UEFA Champions
League Final completing his personal quadruple. The next season, He helped Real Madrid to
win the 2002–03 La Liga and was named the FIFA World Player of the Year for the third time. In
2004, fans voted him as the best European footballer of the previous 50 years in UEFA's fiftieth-
anniversary Golden Jubilee Poll.

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☺ (10 min) Activity 2. Handout 3 Read the article about Cristiano Ronaldo and finds
the correct order of the text

He is a Portuguese footballer who plays as a forward for Spanish La Liga club Real Madrid and
who serves as captain of the Portuguese national team. He became the most expensive
footballer in history after moving from Manchester United to Real Madrid in a transfer worth £80
million (€93.9 million/$131.6 million). In addition, his contract with Real Madrid, in which he is
paid €12 million per year, makes him one of the highest-paid footballers in the world, and his
buyout clause is valued at €1 billion as per his contract.

He began his career as a youth player for Andorinha, where he played for two years, before
moving to C.D. Nacional. In 1997, he made a move to Portuguese giants Sporting Clube de
Portugal. He caught the attention of Manchester United manager Alex Ferguson, who signed
him for £12.24 million (€15 million) in 2003. The following season, he won his first club honour,
the FA Cup.

He was the first player to win all four main PFA and FWA awards, doing so in 2007. In 2008, He
won the Ballon d'Or. He placed second in the Ballon d'Or in 2007, 2009, 2011 and 2012. He
was awarded the European Golden Shoe in both 2008 and 2011. In 2008, he won three of the
four main PFA and FWA trophies and was named the FIFPro Player of the Year, World Soccer
Player of the Year, Onze d'Or, and the FIFA World Player of the Year. In 2007 and 2008, He
was named FWA Footballer of the Year. He was the inaugural winner of the FIFA Puskás
Award in 2009.

He is considered one of the best footballers in the world. He holds numerous former and current
scoring records, including records for most goals scored in a season for Real Madrid, most
goals scored per minute in La Liga, first top European league player to reach 40 goals in a
single season in two consecutive years, fastest Real Madrid player to reach one hundred
league goals, and the first player ever to score against every team in a single season in La Liga.
In January 2013, He scored his 300th club goal.

He is a Portuguese international and made his debut against Kazakhstan in August 2003. He
has since participated in five major tournaments; UEFA Euro 2004, the 2006 FIFA World Cup,

19
UEFA Euro 2008, the 2010 FIFA World Cup and UEFA Euro 2012. He scored his first
international goal in the opening game of the Euro 2004 against Greece, in addition to helping
Portugal reach the final.

He took over the captaincy of the side in July 2008 and went on to captain Portugal to the semi-
finals at the Euro 2012 and finished the competition as the joint best scorer with three goals. On
16 October 2012, He won his 100th cap against Northern Ireland, making him the third highest
capped player for Portugal and became the third youngest European to reach a century of
international appearances.

☺ (5 min) Activity 3. Handout 1 Read the text which was given in activity 1 handout 1 and
writes short yes / no answers where possible.

QUESTIONS YES NO
1) Do you think he is accustomed to winning or losing?
2) Do you think that most people have a biased opinion of Beckham; they
either love him or hate him?
3) Do fans of other teams like this footballer?
5) Have fans made unpleasant comments about his family?
6) Do you think that Beckham likes to wear expensive clothes?
7) Thinking about football, what does the passage say he is most famous for?

8) Does he make bad, clumsy tackles most of the time?

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 §2.2. Exercises, activities, games

Activity 1: Books and babies

Babies love to listen to the human voice. What better way than through reading!

What you'll need:

Some books written especially for babies (books made of cardboard or cloth with
flaps to lift and holes to peek through).

What to do:

 Start out by singing lullabies and folk songs to your baby. When your baby is
about six months old, choose books with brightly colored, simple pictures and lots
of rhythm in the text. (Mother Goose rhymes are perfect.) Hold your baby in your

21
 lap so he/she can see the colorful pages of the book. Include books that show
pictures and names of familiar objects.

 As you read with your baby, point out objects in the pictures and make sure your
baby sees all the things that are fun to do with books. (Pat the Bunny by Dorothy
Kunhardt is a classic touch-and-feel book for babies.)

 Vary the tone of your voice with different characters in the stories, sing nursery
rhymes, make funny faces, do whatever special effects you can to stimulate your
baby's interest.

 Allow your child to touch and hold cloth and sturdy cardboard books.

 When reading to a baby, keep the sessions brief but read daily and often.

As you read to your baby, your child is forming an association between books and
what is most loved – your voice and closeness. Allowing babies to handle books
deepens their attachment even more.

Activity 2: Tot talk

What's "old hat" to you can be new and exciting to toddlers and preschoolers.
When you talk about everyday experiences, you help children connect their world
to language and enable them to go beyond that world to new ideas.

What you'll need:

Yourself and your child

What to do:

 As you get dinner ready, talk to your child about things that are happening. When
your 2- or 3-year-old "helps" by taking out all the pots and pans, talk about them.
"Which one is the biggest?" "Can you find a lid for that one?" "What color is this
one?"

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 When walking down the street and your toddler or preschooler stops to collect
leaves, stop and ask questions that require more than a "yes" or "no" answer.
"Which leaves are the same?" "Which leaves are different?" "What else grows on
trees?"

 Ask "what if" questions. "What would happen if we didn't shovel the snow?"
"What if that butterfly lands on your nose?"

 Answer your child's endless "why" questions patiently. When you say, "I don't
know, let's look it up," you show how important books are as resources for
answering questions.

 After your child tells you a story, ask questions so you can understand better. That
way children learn how to tell complete stories and know you are interested in
what they have to say.

 Expose your child to varied experiences – trips to the library, museum, or zoo;
walks in the park; or visits with friends and relatives. Surround these events with
lots of comments, questions, and answers.

Talking enables children to expand their vocabulary and understanding of the

world. The ability to carry on a conversation is important for reading development.
Remember, it is better to talk too much rather than too little with a small child.

Activity 3: R and R – repetition and rhyme

Repetition makes books predictable, and young readers love knowing what comes
next.

What you'll need:

 Books with repeated phrases (Favorites are: Alexander and the Terrible, Horrible,
No Good, Very Bad Day by Judith Viorst; Brown Bear, Brown Bear, What Do You
See? by Bill Martin, Jr.; Horton Hatches the Egg by Dr. Seuss; and The Little
Engine That Could by Watty Piper.
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 Short rhyming poems.

What to do:

 Pick a story with repeated phrases or a poem you and your child like. For example,
read:

(Wolf voice:) "Little pig, little pig, let me come in."

(Little pig:) "Not by the hair on my chinny-chin-chin."
(Wolf voice:) "Then I'll huff and I'll puff and I'll blow your house in!"

 After the wolf has blown down the first pig's house, your child will soon join in
with the refrain.

 Read slowly, and with a smile or a nod, let your child know you appreciate his or
her participation.

 As the child grows more familiar with the story, pause and give him or her a
chance to fill in the blanks and phrases.

 Encourage your child to pretend to read, especially books that contain repetition
and rhyme. Most children who enjoy reading will eventually memorize all or parts
of a book and imitate your reading. This is a normal part of reading development.

When children anticipate what's coming next in a story or poem, they have a sense
of mastery over books. When children feel power, they have the courage to try.
Pretending to read is an important step in the process of learning to read.

Activity 4: Poetry in motion

When children "act out" a good poem, they learn to love its rhyme, rhythm, and the
pictures it paints with a few well-chosen words. They grow as readers by
connecting feelings with the written word.

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 What you'll need:

Poems that rhyme, tell a story, and/or are written from a child's point of view.

What to do:

 Read a poem slowly to your child, and bring all your dramatic talents to the
reading. (In other words, "ham it up.")

 If there is a poem your child is particularly fond of, suggest acting out a favorite
line. Be sure to award such efforts with delighted enthusiasm.

 Suggest acting out a verse, a stanza, or the entire poem. Ask your child to make a
face the way the character in the poem is feeling. Remember that facial expressions
bring emotion into the performer's voice.

 Be an enthusiastic audience for your child. Applause is always nice.

 If your child is comfortable with the idea, look for a larger setting with an
attentive, appreciative audience. Perhaps an after-dinner "recital" for family
members would appeal to your child.

 Mistakes are a fact of life, so ignore them.

Poems are often short with lots of white space on the page. This makes them
manageable for new readers and helps to build their confidence.

Activity 5: Story talk

Talking about what you read is another way to help children develop language and
thinking skills. You won't need to plan the talk, discuss every story, or expect an
answer.

What you'll need:

Storybooks

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 What to do:

 Read slowly and pause occasionally to think aloud about a story. You can say: "I
wonder what's going to happen next!" Or ask a question: "Do you know what a
palace is?" Or point out: "Look where the little mouse is now."

 Answer your children's questions, and if you think they don't understand
something, stop and ask them. Don't worry if you break into the flow of a story to
make something clear. But keep the story flowing as smooth as possible.

 Talking about stories they read helps children develop their vocabularies, link
stories to everyday life, and use what they know about the world to make sense out
of stories.

Activity 6: Now hear this

Children are great mimics. When you tell stories, your child will begin to tell
stories, too.

What you'll need:

Your imagination

What to do:

 Have your child tell stories like those you have told. Ask: "And then what
happened?" to urge the story along.

 Listen closely when your child speaks. Be enthusiastic and responsive. Give your
child full attention.

 If you don't understand some part of the story, take the time to get your child to
explain. This will help your child understand the relationship between a speaker
and a listener and an author and a reader.

26
 Encourage your child to express himself or herself. This will help your child
develop a richer vocabulary. It can also help with pronouncing words clearly.

Having a good audience is very helpful for a child to improve language skills, as
well as confidence in speaking. Parents can be the best audience a child will ever
have.

Activity 7: TV

Television can be a great tool for education. The keys to successful TV viewing are
setting limits, making good choices, taking time to watch together, discussing what
you view, and encouraging follow-up reading.

What you'll need:

A weekly TV schedule

What to do:

 Limit your child's TV viewing and make your rules and reasons clear. Involve your
child in choosing which programs to watch. Read the TV schedule together to
choose.

 Monitor what your child is watching, and whenever possible, watch the programs
with your child.

 When you watch programs with your child, discuss what you have seen so your
child can better understand the programs.

 Look for programs that will stimulate your child's interests and encourage reading
(such as dramatizations of children's literature and programs on wildlife and
science.)

Many experts recommend that children watch no more than 10 hours of TV each
week. Limiting TV viewing frees up time for reading and writing activities.

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It is worth noting that captioned TV shows can be especially helpful for children
who are deaf or hard-of-hearing, studying English as a second language, or having
difficulty learning to read.

CONCLUSION
In the present course paper there has been made an attempt to analyze
peculiarities of teaching reading methods in the light of foreign language
acquisition and English teaching methodology.
On the basis of the material collected the following conclusions may be
inferred:
– Reading is one of the key language skills that pupils should acquire in the
process of learning a foreign language. Moreover, it is not only the goal of
education but also a means of learning a foreign language as while reading pupils
review sounds and letters, vocabulary and grammar, memorize the spelling of
words, the meaning of words and word combinations i. e. they polish their foreign
language knowledge.
– Reading skills are the cognitive processes that a reader uses in making
sense of a text. To become a proficient reader language learners should master
automatic letter and word recognition and the ability to use context as an aid to
comprehension.
– To make teaching reading effective it is advisable to focus on one skill at
a time, explain the purpose of given tasks, establish connection with the previously
acquired knowledge and skills, make usage of visual and audio aids, discuss

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problematic issues etc. Teachers should also keep in mind that reading is not a
passive skill, make pupils engaged with what they are reading, encouraged them to
respond to the content of a reading text not just to the language, to make sure that
tasks correspond to the topic and level of the pupils etc.
– The procedure of introducing new vocabulary to pupils may take the
following route: step 1: word introduction → step 2: pupil-friendly explanation →
step 3: illustrative examples → step 4: checking understanding.
– Teachers should be very reasonable and careful with error correction and
choose the most suitable for the case as it may psychologically influence learners.
The correction may be made by the teacher or another pupil during or after
reading.
All the things considered, reading is a language activity and ought not to be
divorced from other language activities. To read effectively in English second-
language pupils need to learn to think in English. The methods of any teaching
reading lesson should be chosen according to the learner’s level of skill
development. Teaching reading is a job for an expert who has to create conditions
whereby learners can learn and develop their reading skills.
The research is only a modest contribution to the issue of teaching reading
methodology and thus further investigation into the sphere is highly recommended.

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 GLOSSARY
Anticipatory guesses are predictions made about the text lying ahead
Bottom-up reading strategy is perceiving the text and extracting
information
Critical reading is reading with the activated thought processes
Critique is reading for critical analysis
Cued reading is reading the parts of the text, which are relevant to the
given directions
Guided reading is seeking information in the text, which is relevant to the
given questions
Interactive reading is employing more than one reading strategy, such as
“top-down” and “bottom-up”
Jig-saw reading is reading topic related texts or parts of the same text and
subsequent pooling information together
Reader’s response is the change in the reader’s mind that is either made
explicit or remains implicit
Reader-oriented reading is the process of eliciting reader’s response
Reading dynamics is the time-and-motion characteristics of reading
Scanning is reading for details
Schema (schemata) is prior knowledge that channels cognitive processes
Skimming is reading for the gist
Text-oriented reading is using the text as the source of information
Top-down reading strategy is proceeding from prior information and
integrating it in the text.
Appendix II.
Alphabet Games:
Alphabet Sentences: One S says a letter (for example 'A') and his/her teammate
says a word that starts with that letter (like 'Ant'). Then you go on to a sentence
that uses the letter A word ('or example 'A nice person would not smash an ant').
This way the children will learn their letters and words that start with the letter.
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 Alphabet Soup: Place plastic letters in a bowl. Divide flashcards by their
beginning letters. Each pupil draws a letter from the bowl and then finds the
flashcards associated with that letter.
Alphabet Wave: Divide the a-z flashcards among all your pupils. Put Ss in
a line and play the ABC song. As it plays each pupil must hold up their
corresponding alphabet flashcard.
Alphabet whispers: The children split up into groups of three, one is at the
blackboard, one is sitting down and one is running between the two. The pupil
sitting down has a sheet with the alphabet printed out in a disordered manner - s/he
whispers the first letter to their team mate who in their turn runs to the board and
whispers the letter to their other team member. If the letter is understood s/he
writes it on the board. The first team to write it correctly gets a point. This can also
be adapted to spelling words. The teams can change positions and get maximum
benefit from this game.
Balloon Alphabet: This is a great game that everyone loves. You need a
balloon, this is your timing device evoking the alphabet from the Ss unpredictably.
This game can get a bit out of hand if the T isn't careful in his/her method of
control. T starts and is A, next S is B, then C and so on. Each S touches the balloon
and says their letter - this goes round and round until Z. This can be random or in a
circle or line, but the balloon goes anywhere, control is essential so the littlies don't
trample each other. This can also be used for subject review such as colors, or
animals. I usually touch it a few times to gain control e. g. "B B B B" and then pass
it on to C.
Musical Chair Alphabet: Place chairs in the form of musical chairs with
alphabet flashcards placed on them. Start the music when the music stops the
pupils pick up their flashcards and have to read the sound on the flashcard. The
child who is unable to read is out of the game.

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