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11S.M. Nazarova
A SYSTEM OF EXERCISES AND TASKS FOR FORMING THE SPEAKS OF SCHOOLCHILDREN WITH THE USE OF MULTIMEDIA APPLICATIONS IN ENGLISH LESSONS
This article examines the concept of "multimedia application" from the point ofview ofscientific researchers from different countries. The author gives the basic principles used in the creation of the educational and methodological complex (TMC) 'Kids'English'for elementary school students in Uzbekistan. The article shows examples of the practical use of a multimedia application to this EMC in English lessons.
Key words: multimedia application, primary school student, teaching English, interactive exercises, conversational skill.
Introduction.
The relevance of this work in the education system, according to the Decree of the President of the Republic of Uzbekistan dated December 10, 2012 No. PP-1875 "On measures to further improve the system of learning foreign languages", as well as global informatization processes that can be observed in all spheres of human activity, including education. The use of ICT contributes to the intensive development of educational software, which allows you to successfully solve many problems of the modern educational system: diversify the forms of presentation of educational material, ensure the availability of education, use new technologies and teaching methods, etc. The relevance of the application of information and communication technologies, namely, multimedia applications to the educational and methodological complex, is dictated by the pedagogical needs to improve the effectiveness of teaching foreign languages in primary school, the need to develop skills for independent learning activities, a creative approach to learning, and the formation of critical thinking in schoolchildren.
The aim of the study is to monitor the use of multimedia applications, analyze the results obtained, and the practical significance of using multimedia applications for basic English textbooks for elementary grades of general education schools of the Republic of Uzbekistan in the process of forming the conversational skills of schoolchildren. The scientific significance of the article lies in the fact that the effectiveness of the use of multimedia applications for the formation of conversational skills in teaching English to schoolchildren has been analyzed and proved.
Research methods.
The theoretical level is studied by methods of analysis, comparison and synthesis; the empirical level was studied by statistical analysis of the results of a survey of teachers, generalization of teaching experience. Analysis of scientific sources. Pedagogical systems and educational technologies, in particular, multimedia applications, attract much attention of teachers in order to improve the learning of schoolchildren. In their research, scientists use the definition of "multimedia", considering both individual elements of multimedia, and generalizing, thereby, the concept of "multimedia application", "multimedia educational resource", "multimedia technologies", "multimedia electronic manual for teaching materials" or "computer (multimedia) program". K.N. Rakhimova and F.A. Abdujabbarova1 believe that educational multimedia programs today are an affordable means for teaching the language, both during lessons and in their free time.
According to N.V. Klemeshova, with the use of multimedia in the educational process, the practical mastering of the material by students consists of the following stages: "stimulating, goal-setting, teaching, analytical-reflexive, self-regulation and the stage of self-realization". "The system of tasks for the formation of foreign language communicative competence of students on the basis of language multimedia programs includes tasks for the development of students' speech skills (by types of speech activity), as well as exercises for the formation of language skills: a) exercises for performing actions by analogy ; b) differentiation exercises (exercises to choose from); c) substitution exercises; d) transformational exercises; e) reproductive exercises; f) compliance exercises". S.T. Ahmed believes that pair and group work encourages students to use the language in practice. The use of these types of work in foreign language lessons, according to the author, is an effective tool for the development of various aspects of communicative competence, since the use of language in pair and group work ensures the development of language skills and competencies. The author also emphasizes the effective role of simulations and role-playing games for the development of students' communicative competence, provided that the conditions
© S.M. Nazarova, 2022.
in the lesson are created as close as possible to real ones. Then, according to the author, students feel more confident, the lesson becomes interactive and interesting.
Let's consider the concepts of "TMC" and "multimedia supplement to the textbook", adopted in the educational system of the Republic of Uzbekistan: The "Educational and Methodological Complex (TMC)", according to modern requirements for educational publications, includes a textbook for students, a workbook, a teaching aid for a teacher, and a multimedia supplement to this textbook. The teaching materials are developed "in accordance with the state education standard, curriculum and program that meet didactic, methodological, pedagogical, as well as psychological, aesthetic and hygienic requirements." "The multimedia supplement to the textbook is an interactive electronic information and educational resource that covers the content of the subject in accordance with the state standard of education and the curriculum using information and communication technologies; includes video, sound, animation, graphics, text and vocabulary to help students learn effectively. This application is also aimed at consolidating and controlling the acquired knowledge and, in addition, includes additional material that enriches the main content of the subject." Multimedia applications for teaching materials Kids' English for grades 2-3-4 contain audio files of texts and dialogues, video tasks, animation and interactive tasks.
They contain the material necessary for performing listening and speaking exercises. The author of this article is a co-author of these multimedia applications created by specialists of the Center for the Development of Multimedia Educational Programs under the Ministry of Public Education of the Republic of Uzbekistan for use in the classroom, as well as to help parents to repeat the material covered at home with their children. Consider the principles that underlie the creation of multimedia applications for UMK Kids' English:
- in accordance with the requirements of state standards for the study of foreign languages, the main attention is paid to listening and speaking in English lessons in elementary school, that is, according to the principle of oral advance, schoolchildren must first listen to new material, and then practice it in oral speech;
- communicative orientation of tasks that are as close as possible to real situations and are understandable to schoolchildren;
- socio-cultural orientation in order to study and compare the culture, traditions and customs of the peoples of Uzbekistan and English-speaking countries;
- the use of songs, cartoons and rhymes for educational games and TPR exercises in order to increase the interest of schoolchildren in learning English;
- use of video instructions to demonstrate an example of an exercise and reduce the time for explaining a
task;
- the use of interactive exercises for organizing pair / group work and competitions;
- the use of audio animation exercises to develop listening and speaking skills;
- the use of project work based on the principle of studying, comparing, analyzing and preparing a presentation of team work, where schoolchildren can develop their research skills;
- use of additional exercises given in the multimedia application in order to perform them with stronger groups.
In a multimedia application, animation exercises alternate with interactive ones, where schoolchildren do not just see, hear and repeat words or phrases, but alternately, either in a small group, approach a computer or an interactive whiteboard and make sentences themselves from the words proposed in this exercise. In each lesson of a new section, the interactive exercise Naughty Words (Naughty words) invites you to make new sentences, according to the topic and active vocabulary of this lesson. In addition to interactive exercises, songs and videos that offer exercises on the Total Physical Response (TPR) activities are no less significant in solving this issue. In elementary school, the teacher needs constant contact with the parents of schoolchildren to combine efforts in teaching English, since two English lessons per week are not enough to master the material. Most modern parents understand the important role of the English language in the development of their children. Therefore, they are ready to cooperate with the school and English teachers. The Kids' English textbook contains a special section for parents called Parent's Corner. The multimedia textbook app is an effective tool for parents to help their child complete homework, revise what they have learned, and even start learning English themselves if they have studied another foreign language.
The content of multimedia applications for the English textbook Kids' English for grades 2-3-4:
•video,
•audio,
•animation tasks (for example, magic box),
•interactive tasks (for example, jump a word, naughty words),
•cartoons,
•songs.
Types of project work for junior schoolchildren in English lessons presented in Kids' English textbooks for grades 2-3-4 of secondary schools in Uzbekistan and shown in multimedia supplements to these textbooks:
•creating an album my family;
•creating finger figures on the topics my family, animals;
•create postcards, booklets, newspapers, mini-books, graphics my favorite toy, my favorite pet, birds, fruit and veg, plants, my group;
•preparation of a newspaper or presentations on the topics of my village/ town/ city/ Uzbekistan;
•preparation of a presentation on the topics of my favorite sport/season;
•preparation of a theatrical production of my favorite fairy talel. Great importance is given to role-playing games. So, in Section 14 Fairy tales (Tales), children get acquainted with fairy tales and stories by listening to audio and working with pictures. Then, having fixed the active vocabulary of the lesson, they work out new words and phrases in role-playing games.
Conclusions.
According to the results of a survey of teachers, the following conclusion can be drawn - multimedia applications created in accordance with the requirements of the State Educational Standards for Foreign Languages of the system of continuous education that meet the author's concept, taking into account the development of the linguistic competence of elementary school students, can contribute to the development of speaking of schoolchildren. The results of annual monitoring of English lessons in primary school, conducted by the Ministry of Public Education of the Republic of Uzbekistan and the Innovation Center at the Uzbek State University of World Languages, show that with the systematic use of multimedia applications in English lessons, the following results can be achieved: - to develop the speaking skills of schoolchildren, - increase interest in learning English; - to improve the quality of the lesson and the educational process in general; -increase cognitive activity; - to develop creative potential; - diversify the knowledge assessment system; - activate critical thinking; - develop communication skills, practice teamwork of schoolchildren. Summarizing the above, we can conclude that the significance of this study is due to the effective practical application of a multimedia application with a developed set of animation and interactive exercises for the educational and methodological complex Kids' English in secondary schools. Uzbekistan.
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NAZAROVA SITORA MAKHAMATOVNA - Student, Samarkand State Institute of Foreign Languages.
