Innovative methods of teaching english

INNOVATIVE METHODS OF TEACHING ENGLISH


Usmonova Momogul Xasan kizi
master's degree, Uzbek state world languages university,
Kulmatov Bahrom Gulamovich
scientific adviser, Uzbek state world languages university
Uzbekistan, c.Tashkent

Game method. The main goal of teaching English is the formation and development of the student's communicative culture, teaching the practical mastery of a foreign language.

If we set the main goal of learning English - the formation of communicative competence, then all other goals (educational, educational development) are realized in the process of this main goal. The ultimate goal of training is to teach free orientation in a foreign language environment and the ability to adequately respond in various situations. Having extensive experience in teaching international courses, I discovered that abroad the gaming method of teaching is at the heart of working with foreign students.
A modern teacher should have such skills as being a director, actor and coach at the same time, while possessing information at a high level. This is what a foreign language teacher should look like. Consider the tasks of the teacher:

1. 
   To create conditions for the practical mastery of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity.
   
2. 
   To intensify the cognitive activity of the student in the process of teaching English. The author of the article knows such modern methods:
   

scenario - contextual;
information method and use of Internet resources;
method of interactive learning;
design method;
game method.
Consider the game method. In the process of teaching a foreign language in secondary vocational education, we have to create programs taking into account the professional orientation of students. The standard program is taken as a basis, which is supplemented thematically. In the profession of a salesperson, there may be cases of communication in the future with foreigners.
This is a powerful motivation for language learning. In this case, various types of game technology can be widely used in groups - crossword puzzles, role-playing games, thematic dialogues: Shopping, At the Hotel, At the airport. This is preceded by thematic training of students, repetition of vocabulary, colloquial formulas, phraseological units. A dialogue is played, which is compiled by the students on their own. In addition to the topic of vocabulary, colloquial formulas, greetings, thanks, suggestions, refusal are widely included. For a stronger assimilation of vocabulary, students of dialogue change roles. The level of knowledge, creativity, professional skills are assessed. When planning English lessons, it is necessary to strive not only to ensure that students learn and remember new words, but also to create all conditions for the development of the individuality of each child.
To keep children interested in the subject, it is necessary to determine what can captivate them in the learning process. In this regard, the search for reserves to improve the quality and effectiveness of teaching a foreign language, the use of innovative methods and techniques of work becomes important in the work of a teacher.
All this will contribute to the solution of the main task of the teacher - to arouse in students a steady interest in learning a foreign language and to achieve the ability to communicate freely in it.
Role-playing games are of great help to the teacher in solving these problems. Their use in foreign language lessons gives positive results, increases the interest of the children in the lesson, allows them to concentrate their attention on the main thing - mastering speech skills in a natural situation of communication during the game.
The educational possibilities of games have been known for a long time. Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. Currently, the problem of using a speech game in teaching a foreign language is widely covered in domestic and foreign methodological literature.
The game is “a specially organized activity that requires the exertion of emotional and mental strength.” The nature of the game, its high educational potential is due to the age and psychological characteristics of the development of children. Psychophysics matters in the game.
A person in the proposed circumstance uses objects, body movements, tactile sensations when using certain objects and in interaction with a person - a partner in the game. The eyes, the body, and the mind are involved. The language becomes a natural part of this composition and new vocabulary and phrases are easily remembered. It is especially noted that when the game situation is humorous or develops outside the box, it is remembered even better.
Creativity is inherent in people by nature itself. They love to compose, invent, fantasize, portray, reincarnate. Children's creativity quickly fades if there is no interest in it from others. Joint creative games bring the student closer to the teacher. This is one of the main principles of effective education. Students, playing, all the time strive to move forward, to the best results.
The American psychologist George Herbert Mead in his book Mind, Self, and Society saw in the game a generalized model of the formation of what psychologists call the “independence” of a person - the “gathering” of his “I”.
In the light of the foregoing, we consider the game as a situational-variative exercise, which creates the opportunity for repeated repetition of a speech sample in conditions that are as close as possible to real-speech communication with inherent emotionality and truthfulness.
Role-playing games contribute to the implementation of the following methodological tasks:
creation of psychological readiness of children for verbal communication;
ensuring the natural need for repeated repetition of language material by them;
training students in choosing the right speech option.
The same games can be performed in different ways, take different forms, but all of them are based on improvisation. Of course, it must be taken into account that each age period is characterized by its own type of leading activity.
In the structure of a role-playing game, we distinguish the following components: roles, initial situation, role-playing actions.
As you know, the driving force of speaking is the motive. Creating a speaking motive is the most difficult component of the teacher's activity when organizing a role-playing game. In order to penetrate the sphere of interests of students, it is necessary to create a personal motive for participating in a role-playing game and thereby correctly compose tasks for role-playing games. Role-playing games in a group of children have inexhaustible possibilities for recreating the most diverse relationships that people enter into in real life.
Games are best used in the middle or at the end of a lesson to relieve tension. It is important that working with games brings positive emotions and benefits and, in addition, serves as an effective incentive in a situation where the interest or motivation of children in learning a foreign language begins to wane.
Modern education includes the constant teaching of a foreign language to schoolchildren, in this regard, teachers and methodologists are constantly looking for reserves to improve the quality and effectiveness of teaching a foreign language. This is exactly what one of the points of the strategy-initiative of the New School project says, it sounds like this: “In teaching a foreign language, attention should be paid to the development of active speech communication, using modern technical teaching aids” and the game method, this is one of the ways helping to develop active verbal communication.
The communicative method makes it possible to destroy the psychological barrier between the teacher and his student. And when students stop feeling "distance" between themselves and the teacher, when it is interesting, fun and pleasant for them to communicate with the teacher, it is easier for them to start talking in a foreign language.
But also, in practice, I noticed that the game method of teaching is used very rarely, although the communicative method involves the numerous use of game teaching methods. They bring revival to classes, support a positive emotional mood of students, and increase their motivation.
In the game, the abilities of any person, and especially a child, are fully manifested. The game is a specially organized activity that requires tension of emotional and mental strength. The game involves making a decision - what to do, what to say, how to win? The desire to solve these issues, to win, sharpens the mental activity of the players. And if students speak a foreign language at the same time, the game opens up rich learning opportunities. Being entertainment, recreation, the game is able to grow into learning, creativity, a model of human relations. And given the above, I would like to note that the use of the game method will greatly increase the effectiveness of teaching a foreign language.
Implementation of game techniques and situations. The implementation of game techniques and situations in the lesson form of classes takes place in the main areas:
the didactic goal is set for students in the form of a game task;
educational activity is subject to the rules of the game;
educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one;
successful completion of the didactic task is associated with the game result.
LITERATURE:

1. 
   Aidarova I.T. Formation of a linguistic attitude to the word // Questions of Psychology. M., 1964. - No. 5. - p.55-72.2. 110 games in English lessons. / Comp. J. Steinberg. (translated from English) / ed. Sarnova P.M.: ACT Astrel, 2003. - p. 8-12.
   
2. 
   Bim I.L. The system of teaching foreign languages in secondary school and the textbook as a model for its implementation. M., 1974.