CC BY
12
UDC 81-13
Zakirova Kh.A.
Senior teacher
Tashkent Architecture and Construction Institute
Uzbekistan, Tashkent city
SPEECH PRACTICE - A SINGLE LEVEL OF CONVERSATION SKILLS
LEARNING ENGLISH LANGUAGE
Annotation: This article describes methods of productive teaching, innovative variants of differentiated instruction in colloquial skills in learning and practice of learning English.
Key words: skills, abilities, universal benefits, thematic vocabulary, speech process, international education, phraseology, listening.
Learning a foreign language for students of different levels of knowledge is the demonstration of their skills and skills in class, outside class, as well as in everyday life. This is an effective form of profound mastery of knowledge and practical skills. In this case, the role of the teacher is important, because the teacher should strive to organize productive work in the classroom and rationally use the teaching time. It is also necessary to introduce students to the systematic reading of interesting literature in English.
Successful performances about the read house have a positive impact on the other students. Continuity in developing skills at the same time should not depend on each other. It's no secret that students come to the university with various training in the field of a learned foreign language.
Therefore, it is advisable to repeat the studied and equalize students' speech skills, because they studied English using textbooks based on various methodological principles and, therefore, needing to approach a single level of skills and skills for the successful implementation of the curriculum.
According to many of our native teachers who have a great experience in teaching a foreign language, it is necessary to create universal benefits that would allow selecting the most innovative versions of the material at their own discretion, considering it compulsory for differentiated teaching of English.
In the implementation of effective speech practice, texts and speech exercises are of great importance, where the basic language material is used in new contexts and new situations. In addition, communicative exercises, visibility (pictures with speech tasks) are welcomed. It is necessary to pay more attention to subjects close to the interests of students, this creates the possibility of mastering a large number of necessary expressions and uses that they have not previously met. Such texts, on the one hand, provide a successful explanation of the material and study assignments, and on the other - in themselves are a definite form of communicative practice that promotes the consolidation of the teaching material and the development of reading skills. Since the thematically conditioned vocabulary of the previously studied material differs from each other, the number of new words in the process of classes for students of different levels will be
different. This concerns the lexical processing of factual material and situations of new conversational topics.
Repetition of grammatical material is determined by its functionality of structures. Grammatical structures should be grouped in oral topics in accordance with the conditions of their actual functioning in the speech process.
Additional reading of books is the extraction of knowledge from various branches of science, technology, art, and biographies of outstanding figures of world science. To do this, it is necessary to organize and develop skills of unprepared dialogical and monologic speech, the ability to understand English speech by ear, which contains familiar language material, intensive foreign language-speech practice at a much higher level. Available thinking problems, problem situations, simulating real needs - a stimulating factor of speech practice. The lexical material of cognitive texts, on the basis of which an outlet to situational conditioned speech is organized, is a source of productive speech, this stimulates communication on the basis of new contexts and plots and in new situations.
It is especially important to note that students should respond to the question as well as in their native language. And when assessing the erudition of students, it is necessary to activate their skills in situation. The development of the ability to speak productively using limited vocabulary is based on situations that prompt a small dose of language to implement and inaccessible communicative tasks. Training in listening to foreign scientific information is absolutely necessary, because when answering questions about the students listened, they include additional factual material in their speech-and this is the most promising in popular speech practice, popular science topics, as never before in the practice of mastering the English language. When using auditing, the teacher uses his experience in new conditions, as well as general erudition and is skilled and interesting to comment on the information he has listened to and good knowledge of regional literature. Quizzes and puzzles are another way to continue working on the language, one of the ways to bring students closer to intuitive English and think on it. The solution of riddles is based on the use of homonymy and polysemy of words, in addition to oral explanations, one can write down answers on the board. In the educational process it is necessary to withstand: a) the structure of the learning process, i.e. ensure the assimilation of the lesson topic (the creation of an initial educational level of knowledge and skills), and then the educational theme and the creation of a thematic educational level. b) In the process of creating each of the educational levels, it is necessary to strictly observe the pattern of the process of assimilation in the context of studying the actual material, the training of skills, the formation of worldview and moral beliefs. If all the educational topics are mastered only through the synthesis of all knowledge acquired during the school year, I have a new more general deep knowledge. We can only assimilate and consolidate them in the cooperation of science and practice, but not through trial and error, of course, taking into account the relevant requirements of state programs.
References:
1. Orlov G. A. Modern English speech. Moscow "Higher school" 1991.
2. Shevchenko S. D. School lesson: how to teach everyone. Moscow. Education. 1991.
3. Kukharev N.V. On the way to professional excellence. Moscow "Enlightenment" 1990.
УДК 338.054.23
Абдуллоева Х.Р. старший преподаватель кафедры «Экономическая теория и управления» ПИТУТ имени академика М. Осими Республика Таджикистан, г.Худжанд
Дадоджонова З.И. студент 4 курса ПИТУТ имени академика М. Осими Республика Таджикистан, г.Худжанд КОНЦЕПТУАЛЬНАЯ МОДЕЛЬ КОМПЛЕКСНОГО ИСПОЛЬЗОВАНИЯ ВТОРИЧНЫХ МАТЕРИАЛЬНЫХ РЕСУРСОВ
ТЕКСТИЛЬНОЙ ОТРАСЛИ Аннотация. В данной статье рассмотрено возможности эффективного применения вторичных материальных ресурсов (ВМР) текстильной отрасли. Вопросы развития методологии комплексного использования вторичных материальных ресурсов, рассмотрены в контексте обеспечения устойчивого развития регионов. Методология повышения эффективности комплексного использования вторичных материальных ресурсов представлена в виде алгоритма, который определяет последовательность действий в регионе и на конкретных перерабатывающих предприятиях в реальных условиях.
Ключевые слова: текстильная отрасль, вторичные материальные ресурсы (ВМР); методология использования ВМР; ресурсосбережение; текстильные отходы; эффективность.
Abdulloeva H. R. senior lecturer chair of "Economic Theory and Management" PITUT by name academician M.Osimi Republic of Tajikistan, Khujand town Dadojonova Zebokhon Ilhomjonovna
4-th grade student PITUT by name academician M.Osimi Republic of Tajikistan, Khujand town
