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Find the picture is great for the first stage study of any topic and is designed for the earliest age of study in English. A feature of this technique is the provision of pictures for establishing sound and oral correspondence. Preschoolers pictures are offered, after watching a video on the topic, using all words, or after the game to learn new words. The task of the preschooler show the picture to the word that the teacher calls. This technique helps to control at the first stage of study new topic, to what extent the students understood and correlated the concepts with their sound image in your head. 1.3. "Paint it right"
Consider the third trick, which is a great way consolidation, just received or consolidation of already passed material on the topic "colors", "clothes", "body parts", "animals". A feature of this technique is that students are given a drawing that the teacher and preschoolers paint together. Teacher names a part of the body / clothing or animal and names the color you need decorate it (him). This technique perfectly motivates students to continue.
References
1. Galskova N.D. Theory of teaching foreign languages: linguodidactics and methodology: textbook in the specialty "Theory and methods of teaching foreign languages and cultures" / N.I. Gez. M.: Academy, 2007. 336 p.
2. Novikovskaya O.I. Album on the development of speech for preschoolers in stories and funny pictures. M.: Education, 2017. 52 p.
3. Shibko N.L. General questions of Russian language teaching methodology as a foreign one. S.P.: Zlatoust, 2015. 336 p.
WORKING WITH MIXED LEVEL GROUPS Ismoilova Z.A.
Ismoilova Zarifa Abdukakhkharovna - Teacher, DEPARTMENT OF THE INTEGRATED SKILLS OF THE ENGLISH LANGUAGES, FACULTY OF
JUNIOR COURSES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: handling a room full of students with different needs, strengths, personalities and language levels can be extremely challenging. Anyone who has ever taught a group of streamed students will have come to a very different conclusion. The article is devoted to the topic of organizing the process of learning a foreign language in groups of students with mixed ability regarding proficiency in foreign languages. The reasons for the emergence of such groups are considered, as well as the problems that may arise when studying in such educational environment. The most effective form of student group interaction in the learning process is determined. The feasibility of using educational materials of different levels of difficulty when teaching a foreign language in mixed ability groups is confirmed. Keywords: foreign language proficiency, educational environment, Internet resources, texts of various levels of complexity, mixed ability groups.
A far more sensible alternative is to encourage students to set personal goals for their own learning, based on their own needs and strengths, and bearing in mind their current level of proficiency. Rather than always viewing their own progress in comparison to others in the group, students should be encouraged to focus instead on their own progress, noticing ways that they have improved and identifying areas they still need to work on. Getting
students to frame individual learning goals for the term ahead, and then sitting down with them to review these individual goals is the best way to achieve such an objective. Students are unlikely to fulfill their goals, however, if they are unable or unwilling to take part in the activities of the lesson. Designing tasks and activities in order to make them as appealing and accessible as possible is a must. Differentiated learning can be an effective principle on which to base materials design for mixed-ability groups. The key to effective differentiated learning is ensuring that the students are allowed to tackle language learning tasks in a variety of ways. Traditionally, this might involve asking learners to respond to the same prompt in different ways. However, as far as students from different schools are concerned, we can see different proficiency in foreign language, ranging from an advanced level of a foreign language to an almost lack of reading, writing, listening and speaking skills in a foreign language. Some school graduates can speak and write a foreign language almost fluently, know grammar rules well, and understand foreign speech by ear. Other graduates have only basic skills.
If our aim is to motivate all students in a mixed-ability setting, then providing students with open-ended tasks is only one part of the equation. We also need to make sure that we really pay attention to the ideas and opinions that are expressed by the students, not just the language that is used to express them. A thoughtful response to a student's comment is one of the clearest ways to demonstrate respect, which in turn can boost selfesteem and enhance motivation. It should be noted that there are several reasons for this situation. First, not all schoolchildren are motivated to learn a foreign language. Some people consider a foreign language a "superfluous" subject that only takes time and effort. As a consequence, due to this attitude, the proficiency of the FL remains low or improves only slightly. A.N. Leontyev emphasizes that: "in order not to formally master the material, one must not " leave" the training, but live it, it is necessary for the training to enter life, so that it has a vital meaning for the student" [2, p. 378].
The formation of motivation for learning a foreign language depends on many factors. The personality of the teacher and the educational environment both play an important role in this process. A.E.Seliverstova considers "the educational environment as one of the leading conditions for motivating schoolchildren to learn foreign languages" [4].
At a higher education institution, the student's attitude towards learning a foreign language may change. Students strive to master the FL, first of all, in order to further use the FL for professional purposes [1, p. 202].
Secondly, many schoolchildren are not ready not only for foreign language communication, but also for communication in their native language. Such students are not ready to communicate with peers and with teachers due to a number of their intellectual and personal qualities. According to S.A.Nurmukhambetova: "in addition to language skills and speech skills, communicative success also depends on other properties of the intellect and personality as a whole, which determine the willingness to communicate" [3, p. 48].
Additionally, we note that the personality traits of students can both enhance and destroy communicative motivation. Some authors refer to the "destroyers of motives" as individual shyness and lack of social interaction.
References
1. Khramova Yu.N. Organizatsiya vneauditornoi samostoyatelnoi raboty po inostrannomu yazyku dlia studentov-yuristov v neyazykovom vuze / Yu.N. Khramova, R.D. Khairullin // Sovremenniye visokiye tekhnologii, 2016. № 5. P. 201-205.
2. Leontiev A.N. Psikhologicheskie voprosy soznatelnosti ucheniya / A.N. Leontiev // Vybranniye psikhologichekiye raboty. M., 1983. V. 1. P. 378.
3. Nurmukhambetova S.A. Effektivnoe formirovanie kommunikativnoi gotovnosti k ovladeniyu inostrannym yazykom kak rezultat pedagogicheskogo modelirovaniya/
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S.A. Nurmukhambetova // Vektor nauki TSU. Seriya Pedagogika, Psikhologiya, 2016. № 3 (26). P. 48-52.
4. Seliverstova A.E. Motivatsiya shkolnikov k izucheniyu inostrannykh yazykov v usloviyakh sovremennoi obrazovatelnoi sredy/ A.E. Seliverstova // Sovremenniye problemy nauki i obrazovamniya, 2013. № 2. [Electronic Resource]. URL: http://www.science-education.ru/ru/article/view?id=8702/ (date of access: 19.05.2021).
WAYS OF EVALUATING ENGLISH AS A FOREIGN LANGUAGE
Rakhmatova N.V.
Rakhmatova Nargiza Valijanovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: assessment - a mechanism for comparing the actual result of the student with the expected learning outcomes of the curriculum to adjust the planning and organization of training. Assessment for teaching or ongoing assessment, conducted by the teacher during the quarters; determines the current level of assimilation of knowledge and skills in the process of daily work in the classroom in accordance with the learning objectives of the curriculum; allows students to understand how correctly they perform tasks during the period of learning new content.
Keywords: assessment, evaluation, foreign language learning, teaching, curriculum.
The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners' needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English. Assessment and evaluation are essential components of teaching and learning in English language arts. The quality of the assessment and evaluation in the educational process has a profound and well-established link to student performance. Research consistently shows that regular monitoring and feedback are essential to improving student learning [1].
Using clear and accessible language is a key component of minimizing construct-irrelevant variance. However, do not simplify language that is part of the construct being assessed (the passages on a reading comprehension test or challenging vocabulary that is part of the construct of a subject area test). In other cases, though, the language of presentation should be as simple and clear as possible. Some general guidelines for using accessible language are provided below [4]:
o Use vocabulary that will be widely accessible to students. Avoid colloquial and idiomatic expressions, words with multiple meanings, and unduly challenging words that are not part of the construct.
o Keep sentence structures as simple as possible to express the intended meaning. For ELLs, a number of simple sentences are often more accessible than a single more complex sentence.
o When a fictional context is necessary (e.g., for a mathematics word problem), use a simple context that will be familiar to as wide a range of students as possible.
Teachers of language are sometimes hostile to the idea of large-scale or formal testing on the grounds that it diminishes the subject and ignores the significance of context. This view needs to be considered.
