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23MODEL TRAINING METHOD: CLASSES IN THE FORM OF BUSENESS GAMES, LESSONS SUCH AS LESSON-COURT, LESSON AUCTION, LESSON-PRESS CONFERENCE Saidova Z.Kh.
Saidova Zulfizar Khudoyberdievna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the possibility of using games during the classes. It deals with the problem of developing creative abilities of the learners. It helps how to teach the language dividing the class into groups.
Keywords: ICT, press-conference, motivation, games, ability, linguistic knowledge.
I conduct the lesson-press conference in order to generalize and consolidate the material studied. The class is divided into groups. One part turns into representatives of the press - employees of various newspapers; another - in the specialists: ecologists, historians, etc. Conducting various kinds of lessons-press conferences, I realized that they are the best way to form an active person who has not only a certain amount of knowledge, but also the ability to receive them independently. Unusual in form, these lessons are of great interest to students, they develop their creative abilities well. It is especially important that such classes create favorable conditions for collective learning activities, exchange of opinions and business communication, as well as an opportunity for the development of both oral and written speech of students, self-expression of talent [1, p. 45].
The main objectives of the application of ICT in English language lessons are: -increase of motivation to learn the language; -improvement of foreign communicative competence -increase in the volume of linguistic knowledge;
-extension of the amount of knowledge about the sociocultural specifics of the country of the studied language;
-development of the ability and readiness for independent study of the English language. The possibilities of using computer training tools in mastering aspects of the language, the formation of skills and abilities in various types of speech activity are great [2, p. 65].
I use them: when teaching phonetics: With the help of ICT, the visualization of pronunciation is often used. Multimedia capabilities allow you to listen to speech in the language you are learning, adapting it according to your level of perception, and the regulation of the speed of sound allows you to split phrases into separate words, parallelizing the pronunciation and spelling of words. Using a microphone and automatic pronunciation control allows you to adjust phonetic skills. The computer offers a list of words for translation and phonetic processing. It is possible to record the spoken word or phrase of the student for the purpose of control, self-control and adjustment:
when teaching vocabulary: based on test and game computer programs using visual clarity; expansion of passive and potential dictionaries of trainees; the provision of reference and information support (automatic dictionaries, programs for the selection of synonyms and antonyms). Exercises for mastering vocabulary, grammar and syntax. I use such kinds of work as:
- exercises to fill in passes. In the case of an incorrect answer, the following scenarios are possible:
- prohibition of the student to move on to the next assignment or proposal;
- transition of the trainee to the next assignment or proposal and their subsequent adjustment, namely the selection of the correct answer by another color or the insertion of the sign "cross", meaning the wrong answer;
- exercises in the form of crossword puzzles, where when writing a word the wrong letter is highlighted in gray, and not in black;
- exercises in the form of a game for composing sentences, during which the learner puts the cursor on the necessary word, which then moves to the sentence to be compiled and becomes the last translated word.
- exercises in the form of the game "Hunter", which can be in such variants: -the shot is made after listening to the word on the desired definition (picture); -the shot is made after the word is written.
- the student is offered to correlate two lists of foreign words and establish pairs of synonyms or antonyms;
- the student is offered a list of foreign words and a list of definitions of these words. From the student it is required to connect each word with its corresponding definition (picture);
- exercises "Find an error", in which it is proposed to correct this or that word in accordance with this situation [3, p. 85].
These lessons mimic the press conferences held in life: when groups of public figures or scientists talk with the press, aimed at finding out the most important issues and problems with a view to popularization and propaganda. Lessons of this type contribute to the development of students' skills of working with additional literature; educate curiosity, the ability to do business in a team, comradely mutual assistance.
References
1. Role games in teaching foreign languages // IYASh. № 4, 1989.
2. Some methods of developing the skills of unprepared speech // № 7, 2004.
3. Work on the project for teaching English // IYASH.
IMPLEMENTATION OF SOME TECHNIQUES IN DEVELOPING READING SKILLS IN ENGLISH CLASSES Saidova Z.Kh.
Saidova Zulfizar Khudoyberdievna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with implementation of some techniques in developing reading skills in English classes. The using of methods and techniques in developing reading skills are illustrated. Here is described the effectiveness of questionnaire, PRES-formula, mind-mapping techniques for reading comprehension.
Keywords: PRES-formula, mind-mapping, reading skills, key concept.
Reading is a skill many people take for granted, but the act of reading and properly comprehending a text is a complex and interactive process. It requires several different brain functions to work together and most often requires one to puzzle through multiple layers of context and meaning. Because reading comprehension is so complicated, we can often find ourselves understanding the most basic interpretation of a text, but missing the emotional core or the "big picture." Or we might just find our brains spinning with no clue at all as to what a text is attempting to convey [1, p. 19]. The development of cognitive competence is one of the most important aims of modern education and the significant part of professional competence. Cinquain and PRES-formula as the basic methods of the interactive approach play a very important part in it. They are effective techniques for reflection, synthesis and generalization [2, p. 122]. The usage of interactive methods is very important nowadays because a lot of students have difficulties with enlarging of their vocabulary and they don't try to find cause-and-effect relations.
There are not so many methods aimed at creative application of accumulated knowledge, which would be technological and effective. That's why they are very important for teachers in their every day practice. Such methods are interactive ones. They give an opportunity to involve human feelings, emotions and volitional powers besides people's consciousness. The most useful techniques to optimize reading comprehension are: questionnaire, mind-mapping, a two-parts diary, a three-parts diary techniques, PRES-formula and etc. In our article we are going to describe the effectiveness of questionnaire, PRES-formula, mind-mapping techniques for reading comprehension.
Being useful in helping people with legal problems, questioning is one of the most powerful resources available for assisting Learners in learning. Learning occurs when an individual combines new facts, skills, and beliefs with his/her existing knowledge and value systems. Good questions make Learners think about how the subject matter they are discussing relates to things they already know or have experienced. To do this, the questions need to be sufficiently open-ended so that they make the Learners think about how the new information they are learning can combine with information they already know. Questions should encourage discussion and not only one or two word answers to be
