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PEDAGOGICAL BASES OF DEVELOPING CREATIVE ACTIVITY
OF REQUIREMENTS IN ENGLISH TEACHING.
Azizova Ma'suma Salimovna
Teacher of the Academic Lyceum of Kokand State University
Annotation. This article discusses the issues of developing students' creative
activity in teaching English. The article also lists the lesson plan, its structure, and
the main problems in teaching English.
Keywords. teaching, methodology, problem, activity, idea, skill, formation.
Introduction.
Technological map of the organization of the English language.
Theme: Consonant “S” (pranunciation) The purpose of the lesson. 1. Practical goal
To develop skills in students through the use of word materials, the ability to use
words in independent speech, to understand their meaning. 2. Educational purpose.
To provide students with a general education on the topic, to further enrich the
vocabulary of students through new words, to form their worldview. 3. Educational
purpose. To be able to explain the letter "S" to students, to find the letter "S" in
texts and sentences, and to form the spirit of students, to give them a moral,
aesthetic education. 4. Developmental goal. The aim is to develop students' ability
to consolidate the learned letter "S" through words, to use the words they have
learned in speech independently, to form words using those words, to find the letter
"S" in sentences with sound, to use dictionaries and manuals. Course Equipment:
Textbook "Fly lhigh 5", various letter drawings, visual aids with letters and other
textbooks. [1,38]
PLAN: I. Organizational part:
Date report
Т: Good morning (Good afternoon).
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P: Good morning teacher.
Г: Who is on duty today? P: I am on duty today. Мy full name is . . .
Т: Who is absent today?
P: Lola in absent today
Т: Why? Do you know?
P: She is ill. She has a high temperature
Т: Oh! That’s too bad.
Т: What date is it today?
P: Today is the 12 th of February.
Т: Please, come to the black board and write down the date.
Т: What is the weatber like today?
P: The weather is cold but the sunny.
Т: O.K. thank you for your report. Sit down, please.[2,24]
II. Checking home up the work. The aim: to control the degree of knowledge
of the pupil last lesson.
Г: What was the homework for today?
P: You memorized 10 words related to the 2 letters "V" in Alphabet.
Г: Are you ready?
P: yes
Г: Not “Yes”, Ye. оr Yes. Are you understand me? How are the English
consonants formed? If the air stream which comes out from she lung meets and
some obstruction in the mouth or nasal cavity the English consonants are formed.
There are 20 consonant letters in English alphabet and the some consonants make
two sounds. There are c [s.k], g [g, dz], s [s, z] x [ks, gz] It is also explained in
Uzbek. I Presentation of new theme: we will go through the letter “S” with you
today. It is in the 3rd place in the English alphabet and it is said that “S” and “k”
are read, and in which cases the letter “S” [s] and [q] are read, it attracts the readers'
attention. [3,18]
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Discussion and results.
The main problems in teaching foreign languages,
especially English, in general secondary schools are the same as the problems that
can arise in teaching any foreign language as a second language. But when it comes
to school children and younger learners, the teaching process seems to be several
times more difficult. From my personal experience and observations, I have come
to the conclusion that the following 10 main problems are most common in
teaching English to school-age learners:
1. STUDENT RELYING ON THE TEACHER. I've seen this happen a lot,
both in groups and with individual students. If students do not know the correct
answers to some of the questions, they are silently waiting for the teacher to give
the correct answer. Maybe it depends on the child's learning psychology. But in
such situations, I think it would be better for the teacher to encourage the student
to think independently and find the answer independently, even if it is using a book
or notebook. Excessive attachment to the teacher can be observed even in students
who know and can say the correct answer. You ask a question, the student knows
the correct answer, says the answer, but still looks at you with the gaze of getting
the right answer. I think this behavior is not about knowing the answer is right, but
rather about not believing in the answer itself. Every English teacher should
encourage students to reduce such situations and to help them think independently
as much as possible. Inspiration is very important in this situation, because it
increases the student's self-confidence.
2. MORE USE OF MOTHER TONGUE. It is not possible to teach a foreign
language in a foreign language class. It is possible to teach in this way in large
classes of the school, especially with graduates, but I think it is impossible to teach
English with young learners without using Uzbek. However, overuse of the first
language (mother tongue) can also be a major barrier to students learning a foreign
language. In English classes, there should be a balance between the teacher's use
of English and Uzbek. But how do you find that standard? If Uzbek is spoken a lot,
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it seems that English is not spoken enough to the students. Conversely, if English
is spoken a lot and students do not fully understand what they are talking about,
they may not be able to fully understand some of the tasks. [4,52] In any case, the
use of language in classes between mother tongue and English is me. The problem
with the crack, I think, worries most teachers.
3. NOISEY, RABBITING, DISCONTINUING STUDENTS. Although such
students can cause disruption of any lesson, the presence of such students in English
classes is primarily the fault of the teacher and secondly the lesson that the student
is not interested in and is not equipped with sufficient equipment. The presence of
such students in Uzbek-language subjects such as history and geography can be
interpreted as "the child is not interested in science", but not only in English. In
English, in order for a child to be interested in a lesson, to be interested in science,
he must first understand at least a little bit of science. It is important that the
explanation is based not only on oral information, but also on visual aids,
multimedia. In order to engage students in foreign language classes, to acquaint
them with at least a little bit of science information, the lesson should be enriched
with colorful pictures, drawings, multimedia tools that help to convey information
to students even without knowing the language necessary.
4. STUDENTS "ESCAPE" THE SUBJECT OF THE LESSON. This issue is
different from the previous one. Examples of student “kidnappings” include: a
topic-based conversation begins, students engage in a conversation, a topic-based
discussion continues, and students try to speak enough English. At a time when
everything seems so good, students suddenly, sometimes unknowingly, start
talking about something very similar to the topic, but completely different. While
this is seen as a broader way of thinking, adding additional information, it is a
departure from the topic and can go so far as to completely distract students from
the main topic.
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5. DISPUTES BETWEEN STUDENTS. Sometimes a friendly discussion can
lead to unexpectedly big arguments and negative ones. Although this happens not
only in English classes, but also in any other science classes, the reason for such
cases is that students do not have enough interest or understanding in science. To
prevent such negative situations in the classroom, every teacher should try to follow
the recommendations given in Problem 3 above as much as possible.
6. STUDENTS DO NOT FULLY UNDERSTAND THE ASSIGNMENT. In
English classes, it is recommended that all assignments be given in English, if
possible, without forgetting to use the native language. But what if students do not
understand the assignments in English well enough? In order for the explanation to
be clear, the teacher should also try to explain the task to the student visually based
on hand movements, facial expressions, and special movement signs. [5,74] Verbal
+ visual explanation is always two fold brings good results.
7. STUDENTS ARE BORED. It is natural for students, regardless of their
age, to get bored in boring classes. To make the lessons more interesting, teachers
need to be able to talk to each student in the class, learn about the personal interests
of the class members, and move on to explaining the topic, taking into account the
general interests of the class.
8. PERMANENT PREFERENCE OF ONE OR MANY EXCELLENT
STUDENTS. This situation, which causes students to be constantly separated and
students to always be second to each other, should not be allowed in English
classes. Everyone should participate in English classes equally and learn equally.
While some students who are better educated than others may be given good grades
in the classroom and a certain amount of incentives, it is important to keep in mind
students who are slower to learn or who are not fully involved in the class. They
need to be encouraged more than others and given the opportunity to take an active
part in the lesson.
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9. STUDENT ARRIVALS IN PREPARATION FOR CLASSES. The first
reason for this is that the teacher does not pay enough attention to the completion
of the assignment on the topic of the lesson. If the teacher spends a certain portion
of each lesson checking only the assignments based on the topic covered, and no
student in the class is left out, the class will be significantly more likely to be ready
for class. The second reason for not preparing for class may be that students do not
do their homework because they say they do not understand. To prevent this from
happening, the teacher should clearly explain the homework at the end of each
lesson, make sure that each student understands it, and do the homework correctly
by working with the students separately after class, if necessary. should give
instructions about.
10. LATE TO LESSONS. It is important to explain to students that being late
for class is not only disrespectful to the teacher and the class, but also distracts the
learners and can be a negative situation. In order to discipline students who are
chronically late and to reduce the number of delays in future classes, it is necessary
to include rules prohibiting delays in the "English lessons rules". If necessary, light
penalties should also be established for students who are late or permanently late.
It is up to the teacher to make sure that each lesson goes smoothly. Teacher-student
collaboration plays an important role in finding solutions to almost all of the 10
most common problems in the example above. Therefore, in addition to being a
mentor to their students, it is important for a successful teacher to make friends
with them.
References
1. Jalolov J "Methods of teaching a foreign language" Tashkent 1996
2. Public Education 2000
3. Public Education 2004
4. Farberman B "Advanced pedagogical technologies" Tashkent 2000
5. Satarov T "Methodological technology of the future English teacher" Tashkent
2003
