Education of the respublic of uzbekistan ferghana state university

Conclusion

The effectiveness of the educational process largely depends on the ability of the teacher to organize a lesson correctly and correctly choose one or another form of conducting a lesson.

It is difficult for a modern teacher not to get lost in the methods and means of teaching, and the most important task for him is to single out the most effective, creatively directed ones. And one of these techniques is the use of poems and rhymes in foreign language lessons: multifunctional in nature, and with the help of which you can create a psychologically comfortable atmosphere in the classroom. It is also interesting that the techniques of working with poetic works in the classroom are very easily combined with other techniques and make the lesson interesting, easy and memorable. In other words : sometimes you can bring a live stream into the course of the lesson, create the effect of novelty.
Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject being studied, but also to develop their creative independence, to teach how to work with various sources of knowledge. Such forms of conducting classes "remove" the traditional nature of the lesson, enliven the thought. However, it should be noted that too frequent recourse to such forms of organization of the educational process is inappropriate, since non-traditional can quickly become traditional, which ultimately will lead to a drop in students' interest in the subject.
The poetic form of speech is an effective means of pedagogical influence on the inner world of the child, his thoughts and feelings, a means of speech development and aesthetic education.
The use of poems and rhymes in the classroom is one of the important reserves in increasing the motivation of students, including them in active work. Poems allow students to get acquainted with the culture and customs of the country of the language being studied, which always arouses great interest among students.
Brightness, imagery, fantasy in poems for children arouse their interest in a foreign language. Learning poems is an active method of replenishing the vocabulary of children. The rhythmic and melodic pattern of poetry, clear rhyme and repetition of language units greatly facilitate and speed up the assimilation and consolidation of vocabulary, characteristic turns of speech, and grammatical structures. Poems, as one of the types of verbal communication, are a means of more solid assimilation and expansion of vocabulary, as they include new words and expressions. In poetry, already familiar vocabulary is found in a new contextual environment, which helps to activate it. By learning poetry, children more easily master the pronunciation side of speech, assimilate a foreign and rhythmic pattern of speech. Short poems and rhymes are effective for this. They are recommended to be used for phonetic exercises, language gymnastics.
Poems mainly reflect the phenomena of the surrounding world close and consonant with children, actions, deeds, assessments and meet the cognitive and speech needs of children. Therefore, their content has personal significance for children, and the language material of poetic works has a communicative value, as it is marked by speech.
An interesting point in the work on poetic works is the combination of poetry with the visual activity of children. It is necessary to invite students to draw what they feel and see when reading, make illustrations for them, select pictures for verses, remember and read a poem that fits the proposed picture or drawing. It is common for children to comment on what they draw, as
they do it. At the same time, associative links between the word and the image are developed and strengthened.
When working on a poetic material, a number of requirements must be observed. For educational purposes, accessible works are selected. The language material of these works must meet the program requirements.
Memorizing poems and rhymes should not become an end in itself. It is necessary to achieve a complete understanding and comprehension of both the content and the linguistic embodiment of this content in poetry. It is necessary to ensure that the speech material from the verses then goes directly into the speech of children, is used in their interpersonal communication. Therefore, poems should be a harmonious part of the overall plot of the lesson, correlated with the topics and situations of communication in the lesson and after school hours.
Thus, poems stimulate students to monologic and dialogical statements, serve as the basis for the development of speech-cogitative activity of schoolchildren, contribute to the development of both preparatory and non-preparatory speech, develop grammatical and lexical skills.

References

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1^ Galskova N.D. Modern methods of teaching foreign languages: A guide for the teacher. - M.: ARKTI, 2003, 192 p.

2^ Lizenin S.M., Denisova L.G. Grammar in the course of intensive teaching of English in high school // Foreign languages at school . - 1992. No. 5. pp. 16-17

3^ Lyubchenko A.S. Non-standard English lessons at school. - Rostov N / D .: Phoenix, 2007. - 301s.

4^ Mirolyubov A.A. General methodology for teaching foreign languages in high school. - M.: Enlightenment, 1967.- 501s.

5^ Nehorosheva A.V., Trushina T.M. English & Deutsch . Poems and rhymes in foreign language lessons, a practical guide / A.V. Nekhoroshev, T.M. Trushina - M.: ARKTI, 2006. - 48 p.

6^ Nikonova S.M. English in elementary grades. - M .: Education, 1964. - 114 p.

7^ Parshikova E.A. Features of teaching speaking // Foreign languages at school. - 1992.-№ 1. C.44-49

8^ Passov E.I. Foreign language lesson in high school. - M.: Enlightenment, 1988. - 310s.

9^ Petrova S.V. Boring phonetics of the English language. textbook. - M.: AST: Torsing , 2005. - 254 p.