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103. Task - a task formulated for students and prescribed to perform in the learning process. The task should be given "from simple to complex "and vice versa.
4. teaching the written expression of thoughts in the middle stage of the main schools are carried out with the help of preparatory (training) and speech exercises and assignments.
5. A set of exercises and assignments for teaching writing and writing speech consists of three stages: incentive - motivational; filling; analytic - synthetic.
6. In this complex, preparatory and speech exercises and tasks at the second stage, they contribute to the formation of such components written speech competence as [2]:
know:
-knowledge of written signs and spelling of words; -knowledge of vocabulary and grammar;
- knowledge of the composition of written texts. be able to:
-Ability to create different types of written messages. own:
At the third stage, exercises and tasks are aimed at:
- mastering the content and form of written speech
- mastery of a written work of speech in writing;
- mastering ways to express thoughts.
The proven complex of exercises and assignments contributed to an increase in the level of writing proficiency and written speech among students of the experimental group and contributed to the formation of written foreign language communicative competence.
References
1. Galskova N.D. Modern methods of teaching foreign languages: Teacher's guide. M .: ARKTI, 2003. p. 192.
2. Konysheva A. V. English language. Modern teaching methods/A.V.Konysheva. Minsk: Tetra Systems, 2007. p. 352.
3. Sosenko E.Yu. Communication preparatory exercises. M., 1979. p. 140.
WORKING WITH SMALL-GROUPS: THEORY AND PRACTICE
Turgunova R.P.
Turgunova Ra 'no Pardabayevna - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in recent years, cooperative learning, collaborative learning), method of uniting students into micro groups for joint completing the task, has become one of the most effective and popular technologies in the process teaching a foreign language, including in higher educational institutions. For many years, training has been based on the principles of individualism and rivalry. Such training was one-sided, since for the trainee the main thing was personal success, which was opposed to the failures of another student. Keywords: cooperation, collaboration, group work, small groups, participants.
There is no doubt to say that the ability to work independently and achieve the goals is very important. But in the modern world, the ability to cooperate and solve the tasks together is rapidly developing. This leads to the fact that the condition of successful
professional activity becomes the ability to work in a team, to solve complex tasks that cannot be performed alone, as well as the ability to organize the interaction of several teams.
That is why work in small groups has recently become one of the most popular teaching strategies, as it gives all students the opportunity to actively participate in work, practice cooperation skills, interpersonal communication, play different roles, learn from each other, value different points of view [2]. In this case, the task is built in such a way that no one can complete it without the help of others group members.
When implementing a collaborative learning approach, the teacher's role also changes, who turns from a source of information and control into advisor and consultant, directing the work of the group in the right direction. Another advantage of group training is the ability to exercise a multilevel approach to teaching a foreign language [3]. The teacher has the opportunity to provide students with different potential and abilities multilevel tasks. In this case, the so-called "weak" student will feel himself able to fulfill the task given to him, which ultimately will increase his motivation to study the subject.
Group learning is based on the principles: social interaction, positive interdependence, personal accountability, everyone's equal share. Social interaction of trainees has a positive effect on the psychological climate in the group as a whole: students receive qualitatively new social roles, which turns them from rivals into members of the same team. All this forms in ultimately the ability to work in a team. The principle of positive interdependence is that successful the performance of the work by the whole group depends on the results of the work of each of the participants this group. It is possible to create a positive dependence given that group members must have something in common, for example, a common goal, reward, materials, distribution of roles and tasks.
It is important to draw the attention of all group members to the fact that success depends not only on the well-coordinated work of the entire group as a whole, but also on the personal contribution of each. Public the performance of each student in the group should be a prerequisite presentation of work results. Many of the structures within group learning imply personal reporting of each in one form or another that acts implementation of the principle of personal reporting.
Group work should be planned in such a way as to ensure participation everyone equally, which is facilitated by the distribution of roles in the group (for example, organizer, recorder, "keeper of time", speaker, "keeper of rules", observer, and others). With the obvious benefits of learning in collaboration, it is necessary note some of the difficulties associated with the organization of work in the group [2]. Most typical are the following: some students may behave too passively or, conversely, overly aggressive; one or two students often take on act as leaders and perform significant amounts of work, while other members of the group take a passive part in the joint business; students can refrain from making independent decisions; not all proposed in group ideas are taken into account.
When organizing group work, you should pay attention to the following questions: it is important to ensure that students have the knowledge and skills required to complete a group assignment; instructions should be as clear as possible; you must allow sufficient time to complete the assignment.
One of the most important questions in preparing for collaborative learning is formation of study groups. These options can be recommended [1]: a) grouping by desire (the formation of so-called "random" groups); b) creating groups of the results of a draw or lottery (for example, group members are united in according to the color of the drawn card); c) the formation of the group by the leader; d) preliminary determination by the teacher of the composition of the groups.
Practice shows that the optimal number of members of a small group is 3 - 5 people. It is small enough for all members of the group to actively participate in the work, at the same time; such a group can be easily divided into pairs for additional tasks. There are various ways to organize work in small groups.
References
1. Dyachkova S. Teaching in small groups using method of cooperation / S. Dyachkova. [Electronic resource]. URL: http: //www.urok123. org / book / export / html / 50./ (date of access: 18.12.2020).
2. Kuznetsova A.M. Small group training. Applying group learning to English lessons. [Electronic resource]. URL: http: //www.practice ducation.com. / (date of access: 18.12.2020).
3. Lvova P. New pedagogical and information technologies in the education system: Educational allowance. - Moscow: Publishing Center Academy, 1999.
ACTIVITIES ON WORKING WITH SMALL GROUPS Turgunova R.P.
Turgunova Ra 'no Pardabayevna - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: All researchers of the problem of group learning think that collaborative type of activity yields positive results only in combination with traditional methods. It seems appropriate to use group forms and methods work in about 25% of the study time. In addition, it is necessary to remember and explain students that group work is not entertainment during school hours, but educational activities that enhance knowledge and develop skills teamwork, which will definitely come in handy in the future professional activities. It is worth recognizing that students, as a rule, actively support ideas group training.
Keywords: teamwork, small group, collective work, project, presentation.
There are various ways to organize work in small groups. Consider some of them.
"Brain storming". Each member offers as much as possible ideas on how to solve the problem, then there is a joint discussion of these methods and preparation of the group response. This form of work is appropriate as in the beginning of studying the material, mainly at the stage of proposing ideas for discussion, and when working in debate format, when students need to offer the maximum number of arguments or counterarguments on the topic under discussion. So, for example, at the beginning of studying the topic "Youth in the Contemporary World", students are proposed to outline the problems of young people in modern world. Then the moderators of the mini-groups acquaint the whole group with the compiled lists. As a result of collective discussion, those issues are highlighted the most significant viewpoint.
"Thematic map" (mind mapping). In contrast to "brainstorming", this view activity is productive at the final stage of consideration of the topic. During "brainstorming", students suggest ideas, on the basis of which they build a map that summarize information on the studied topic. So, continuing to study materials on the topic "Youth in the Contemporary World", students form groups of 4 and the group leader makes a bank of ideas of all participants, appoints a "presenter" on behalf of the group. The results of the work are usually are made in the form of a logical scheme. Hearing speeches involves answers on emerging questions. Such work helps to accomplish several tasks: systematize and generalize the studied material; eliminate possible gaps, develop a logical scheme that
