7.
Ибодуллаева Г. Д. Роль принципа наглядности в процессе
изучения иностранного языка //Вестник современной науки. – 2017. – №. 3-2.
– С. 33-34.
DIDACTIC TOOLS USED TO DEVELOP SPEECH COMPETENCE OF
SCHOOL CHILDREN
Jo’rayeva Mohira Yunus qizi
Karshi State University, Uzbekistan
Annotation
This article deals with the materials used to develop the speech competence
of the school children and provides interesting games which are useful while
teaching foreign languages
Key words
: Didactic games, speech competence, activities, communication, certain
objects, information.
Didactic games are noted as the leading educational method among the
experiences of organizing modern preschool and primary education. After all, play
is the main activity in the life of preschool and school-aged children. A child uses
game elements to understand the world, engage in social relations, and even work,
and tries to perform various activities in harmony with the game. In the early period
of a person's life, his main needs, desires, and hopes are expressed in the content and
actions of the game. As the child enters social relations, he strives to independently
perform any activity, tries to directly participate in the activities of adults. The more
the child learns about the outside world, the more interested he becomes in the life
of adults. During the game, the child has the opportunity to behave like an adult,
imitating the behavior of adults. It is in game activity that the child moves
independently, freely expresses his wishes, dreams, imagination, and feelings.
During the game, the child learns other types of activities: he learns knowledge,
develops work skills, learns physical exercises, learns to follow the rules of
communication
and
discipline.
The following games are effective in teaching children a foreign language: [2,27-b].
1. Day and night. Teacher writes two or more words on the blackboard. After
pupils read it, teacher says “night”. Children close their eyes end pretend to sleep.
The teacher changes a letter or syllable and then says “day”. Children open their
eyes and then they should find the difference.
Bat-rat
sea-see
pad-bed
day-say
sea-see
take-lake
2. Limon tea and coffee. There is lemon tea and coffee on the first picture,
and lemon, tea, and coffe on the other picture. Pupils should differentiate the pictures
from the techer’s intonation.
Lemon, tea and coffee
Lemon tea and coffee.
3. Lexical chairs. Chairs are put in the middle of the classroom. The number
of the chairs is less by one than the number of the pupils. Children move around the
chairs and the teacher says words belong to one topic. (apple, banana, orange, pear..)
When the teacher says a word out of the topic, the children sit fast. The one who
could not sit is out of the game, the last child is the winner.
4. Just the opposite. How to play: The tacher divides children according to the
number of them. There should be four pupils in each group. The teacher says a word
to the groups one by one, and the groups should say the opposite of the word.
Examples:
day-night
plus-minus
captive-free
tall-short
5. The game "Little artist".
Purpose: to develop children's speech, imagination, attention and memory.
Conducted: the pedagogue invites the child who plays the role of the artist in
turn from among the children. The "artist" child is shown a picture of nature. Or one
of the child's friends is invited. For 1 minute, the "Artist" child carefully examines
the picture or his friend. After that, the photo is taken or the child must tell his friends
the information he has kept in his memory, turning upside down. That is, he has to
re-draw the picture or his friend verbally. It is important that the child pays attention
to small details and uses words appropriately. If necessary, the pedagogue can help
with questions.
6. "What is it made of and how?"
Purpose: to develop the child's oral speech, imagination and thinking.
Conducted: the teacher shows an object to the children. Children should
voluntarily tell information about this subject. The pedagogue can help with the
following questions:
1. What is it made of (or where is it taken from, where is it cooked)?
2. Are there other versions of it (different color, shape, taste)?
3. How is it prepared?
4. What is it used for?
5. Can it be saved and poured? How?
6. Do you like him? What for?
During the game, children use more words, attention is paid to the logical
connection of words.
L.V. Artemova says about the important aspects, task and importance of
educational games: "The important aspects of didactic games are that educational
tasks are presented to children in the form of games. Children do not notice that they
are acquiring knowledge, skills of using certain objects and the culture of interaction
during the game. Each didactic game consists of educational and educational
content, game tasks, game actions, game and organizational relationships" [1, p. 3].
During didactic games, the main indicator of participation in cooperative
activities is determined by children's communication. That is, not children's actions
during the game, but their interactions are the main indicator of their joint activity.
Used literature:
1.
Артемова Л.В. Окружающий мир в дидактических играх: Книга для
воспитателя детского сада и родителей. – Москва: Просвещение, 1992. 97 стр.
2.
Dilbar To’rayeva, Mohira Jo’rayeva. Interesting English: Activities for
children. Karshi: 2019. p 27.
3.
Alimardonova M. B. Education of Preschool Children Through Educational
Activities Through Cynical Work. of Eurasian Scientific Herald (ESH) May 2022.
In volume 8.
4.
Golish S.V. Active teaching methods: content, selection and
implementation. Express-guide. – T.: MCO Development Institute, 2001. –59b.
5.
Денисова В.Г.Система дидактических игр как средство формирования
познавательных интересов учащихся (на примере гимназии): дис. канд. пед.
наук. – Волгоград, 1997. – 195 с.
6.
Jurayevich B. O. Ways to Develop Education for Obtaining General Physical Qualities of Young
Wrestlers Through Action Games //Indonesian Journal of Multidiciplinary Research.
– Т. 3. – №. 1.
– С. 153-158.
7.
qizi Saydillayeva M. B. MAKTABGACHA YOSHDAGI BOLALARNING RIVOJLANISHIDA
FAOLIYAT MARKAZLARINING AHAMIYATI //Results of National Scientific Research International
Journal.
– 2022. – Т. 1. – №. 7. – С. 420-424.
8.
Imanov B. B. Competences in the quality of education and their organization //ASIAN JOURNAL
OF MULTIDIMENSIONAL RESEARCH.
– 2021. – Т. 10. – №. 5. – С. 419-424.
9.
Fazilov O. Y. THE MOTIVATION BASIS OF NAME IN UZBEK AND ENGLISH LANGUAGE
LESSONS //Procedia of Theoretical and Applied Sciences.
– 2023. – Т. 11. – С. 54-58.
10.
Нарбашева М. А. АНАЛИЗ НАРОДНЫЕ ИГРЫ МЕТОДОМ ЛУДОГРАФА //Перспективы
развития научных исследований в 21 веке. – 2016. – С. 178-180.
11.
Eshmurodov O. ҚИЗЛАРНИ ОИЛАВИЙ ҲАЁТГА ТАЙЁРЛАШНИНГ ИЖТИМОИЙ
ПСИХОЛОГИК ЖИХАТЛАРИ //Журнал Педагогики и психологии в современном
образовании. – 2023. – №. I.
12.
Urolovich T. F. CHIZMACHILIK DARSLARIDA AMALIY SAN’AT ELEMENTLARIDAN
FOYDALANIB TARKIBIDA TUTASHMA ELEMENTLAR QATNASHGAN NAQSH NAMUNALARINI
CHIZISH //Евразийский журнал права, финансов и прикладных наук. – 2022. – Т. 2. – №. 2. –
С. 158-162.
13.
Uralovich T. F. FACTORS AFFECTING THE FORMATION PROCESS OF AESTHETIC SKILLS
IN DRAWING LESSONS //International Scientific and Current Research Conferences.
– 2023. –
С. 115-119.
14.
Urolovich T. F. CHIZMAC
HILIK DARSLARIDA AMALIY SAN’AT ELEMENTLARIDAN
FOYDALANIB TARKIBIDA TUTASHMA ELEMENTLAR QATNASHGAN NAQSH NAMUNALARINI
CHIZISH //
Евразийский журнал права, финансов и прикладных наук. – 2022. – Т. 2. – №. 2. –
С. 158-162.
15.
Turapova R. B. et al. MAKTABGACHA TAʼLIM TASHKILOTIDAGI BOLALARNI NUTQINI
RIVOJLANTIRISH.
– 2023.
Jumayev Xushboq Soatmumin o‘g‘li
Termiz davlat pedagogika instituti, Boshlang‘ich ta’lim nazariyasi kafedrasi
o‘qituvchisi
:
xjumayev96@gamil.com
KICHIK YOSHDAGI MAKTAB O‘QUVCHILARINING XOTIRASINI
RIVOJLANTIRISH USULLARI
Annotatsiya.
Maqolada xotira,
qisqa muddat, uzoq muddat operativ xotira
,
vitaminlar va minerallar
,
eslash
, yosdlash, yodda saqlash kabilar haqida so‘z
yuritiladi.
Tayanch so‘z va tushunchalar
:
Uyqu, ovqatlanish, toza havoda bo‘lish,
harakat qilish, kitoblar, kutubxona, xotira, mustaqil o‘qish, dars, aqliy harakat,
jismoniy harakat.
Inson hayotining har yili ko‘proq va ko‘proq narsani bilishi va ko‘p eslashi
kerak. Xotira insonning o‘tmishini buguni bilan bog‘laydi, shaxsning birligini
ta’minlaydi. Kitoblar, plastinalar, magnitafonlar, kutubxonalardagi kartalar,
kompyuterlar odamga eslab qolishga yordam beradi, lekin asosiysi - uning shaxsiy
xotirasi.
Xotira - real dunyoni aks ettirish shakli, bu ularning shaxsiy tajribasini
mustahkamlash, saqlash va undan keyin foydalanishdan iborat.Busiz shaxsning
normal ishlashi va rivojlanishi mumkin emas. Xotiradan mahrum bo‘lgan odam
yangi tug‘ilgan chaqaloq bosqichida.
