Education of the respublic of uzbekistan ferghana state university

MINISTRY OF HIGHER AND SECONDARY SPECIALIZED
EDUCATION OF THE RESPUBLIC OF UZBEKISTAN
FERGHANA STATE UNIVERSITY

Department Foreign languages

Chair Philology and learning languages (English)

Group 19.106 – B


COURSE WORK

THEME: Distinguishing fluency and accuracy activities.


Teacher: Tashmatova Gulnara Rafaelovna
Student: Tursinova Shaxlo

Fergana 2022

Content
Intraduction………………………………………………………………...…3
Chapter.1. Defining the difference between fluency and accuracy………..5
1.1 Fluency and its definition…………………………………………………5
1.2. Accuracy and its role in the classroom………………………………….16
Chapter. 2. Designing activities for developing students fluency and accuracy…………………………………………………………………….…21
2.1 Strategies of creating for fluency and accuracy………………………..21
2.2 Types of speaking and grammar activities………………………..…….25
Conclusion……………………………………………………………......……33
Refereces………………………………………………………………….……36


Introduction

In the context of the humanization of education, when the personality of a growing person is at the center of all educational and upbringing activities, the search for effective ways and methods of teaching, including teaching a foreign language, attracts the close attention of many scientists, methodologists and teachers. One of such effective teaching methods is the use of poetic and rhyming materials in foreign language lessons.

Almost all teachers and methodologists working with children at different stages of education give a large place to poetic texts when learning a foreign language. Some teaching aids are entirely based on the use of poetic texts: either authentic or specially composed. The importance of this work cannot be overestimated.¹
Firstly, poems, rhymes are the textual material that children love, which is interesting to them, and therefore , working with them is positively emotionally colored for the student, which, as already mentioned, greatly contributes to the assimilation of the material.
Secondly, authentic literary or folklore material contributes to the comprehension of the language in the context of cultures.
Thirdly, poetic texts and rhymes are excellent material for practicing the rhythm, intonation of foreign speech, and improving pronunciation.
Fourthly, when working with poems and rhymes, the problem of repeated repetition of statements according to one model or perception of the same word is solved. Repeated reproduction of a song or poem is not perceived as artificial.
As experience shows, teachers often neglect poetry and rhymes in English lessons. And in the case of their application, they turn only to traditional works, which causes a dismissive attitude of students. Or, for many teachers, all the work comes down to "listening" and "memorizing", so students often do not even understand the meaning of the poem they have memorized. The problem of using poems and rhymes deserves due attention at all levels of education, from elementary to senior, as the effect of learning language material increases. Love for poetry should be instilled in children from an early age and accompany them throughout their lives.
The above facts determined the topic of the study.
The relevance of the study is due to the following factors:
- search for effective ways of teaching language material;
- difficulties in mastering language material by students.
The object of research is the process of teaching a foreign language.
The subject of the research is the method of using poems and rhymes in foreign language lessons as a means of increasing the efficiency of the educational process.
The purpose of the study is to theoretically substantiate the role of poems and rhymes in the process of teaching language material.
The goal is to solve the following tasks:
1) study the methodological literature and didactic sources on this issue;
2) to consider the methodology and features of working with poetic material when teaching English;
3) consider the specifics of foreign poetry as one of the stimulating factors in teaching a foreign language;
4) analyze the work of foreign language teachers.
Research methods:
1) theoretical: study and analysis of literary sources;
2) practical: observation;
3) interpretive: qualitative analysis of the research results