Challenges of teaching speaking to general school pupils (in the example of A2 level pupils) content introduction Chapter Theoretical foundations of teaching speaking dialogical speech of the English language at the middle stage

Content of the conversation : Saida Kabulovna believes that it is necessary to work on the development of dialogic speech skills at every lesson. In her lessons, work is underway to enrich the vocabulary of students, but at the same time she tries not to check the knowledge of an isolated word, but the ability to use it in a sentence. Also Saida Kabulovna organizes work on dialogues, and then, on their basis, students make their own dialogues in pairs. This task contributes to the development of oral-speech skills of students. Saida Kabulovna suggests that special attention should be paid to the development of dialogic speech skills. Work on dialogic speech contributes to the development of free speech, defending one's own point of view, and developing communication between classmates.⁸
Saida Kabulovna believes that in order to develop dialogic speech, it is necessary to use, in addition to the usual, traditional forms of work, also non-traditional forms. In her lessons, reports, travels, various educational and didactic games and media lessons were used more than once . All these forms not only increase the interest of students in the lessons, bring them pleasure, but also, as a result, the level of development of dialogic speech skills increases. In her opinion, it is necessary to use role-playing games in the classroom, especially for students in grades 5-7, as they increase students' interest in learning English, give pleasure and contribute to the development of dialogic speech skills. When creating their own dialogues, communication develops between students, they learn to respond to the remarks of classmates, while increasing interest in learning English. She also believes that all these forms of work contribute to the development of dialogic speech skills and better assimilation of lexical and grammatical material by students. Therefore, it is imperative to use various types of work if we want students to have well-developed oral speech.
When speaking in English, students naturally make various lexical, grammatical and phonetic errors. The teacher believes that it is impossible to correct the student right away. This can knock the student out of his thoughts, scatter his attention focused on the topic, destroy the artificially created situation of communicative communication. Saida Kabulovna first writes out the mistakes, and then, after the students have finished their dialogue, begins correcting the mistakes. Students repeat the word or sentence in which the mistake was made and try to correct it on their own. If they cannot correct it, then classmates correct this error, which in turn allows a larger circle of students to avoid it.
In her opinion, the use of role-playing games in teaching dialogic speech is effective. Despite the difficulty of their implementation, they give noticeable results. Role-playing games also increase students' interest in learning a foreign language.
Conclusion: Saida Kabulovna pays attention to the development of students' dialogic speech skills in each lesson and uses various types of work. She also pays considerable attention to correcting bugs.

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