Jalolova nigora jalilovna methods of developing communicative competence of the english language in the

Using the most effective strategies. The most effective strategies on teaching English communication to young learners’ were used, such as illustrating photos, making learners work in groups and in pairs and so on.
No Grammar. As learners were just at the 1^st course, teacher did not use any material which taught grammar, the reason was that learners had not yet begin theoretical grammar in their target language so it was brainless if the researcher would use such kind of materials. It was appropriate if teacher would teach grammar at the higher forms.
Using diverse materials and visual aids. According subjects’ age and needs attractive and useful materials were distributed. They were attractive and colourful. Materials of the course consisted of the following a good number of worksheets:

Traditional book		Practical materials	Books on skills/sub-skills	Game books
Practical course by Arakin.V.D		New Headway	Timesaver visual grammar	Intermediate communication game
		Cutting Edge	Speaking practice for intermediate level	101 great classroom games
		Headstart for intermediate	Speed up grammar	Pre-intermediate and intermediate vocabulary games
		Reward	English vocabulary in use	Play games with English
		Straightforward		Pronunciation games

These were all tools and methods used during data collection process. The results and analysis of the data collection process will be discussed in the next part.

To provide lessons with experimental group the researcher used a lot of methods to improve communication abilities. Authentic materials she used were mostly pictures, books and things from her personal collections. The lessons were done with storybooks such as All about you, Big bird’s animal game, First day of university. During the story reading they listened to the story. They retold the story after the story reading, describing the scenes in a few words or by drawing pictures and role plays. Listening to jazz chants was most fascinating experience for them. They loved the rhymes and the humor in them. They repeated the verses with excitement.
In the lesson on the topic “Clothing” the researcher closely related it to the basic functioning of language learners. The unit lesson is composed of three parts. The goal of this unit is to learn vocabulary related to clothing and be able to communicate about clothing in the target language with present progressive forms: What are you wearing? I’m wearing…The illustrations and words in the book are simple and cute enough to attract the target learners’ attention. With a picture and word matching game and a categorization activity in the class pupils learn the meaning of words. Again teacher helps to recognize and remember the words for longer term, associating them with realia, which is the real clothes the teacher and students are wearing.
In regard to this other materials used in the first part lesson is pictures from a newspaper advertisement for clothing. They are real pictures used in the real world.
As all the information about the group was taken, the researcher began to make the syllabus of the lessons. During the first lesson she introduced herself to the class and told them the purpose of practical study. The main goal of practical lessons was to help learners to be able to communicate in the target language without any problems and efforts.
At the end of the research, subjects were taken the post-test aimed to show if the additional adopted materials except textbook could improve pupils’ language acquisition or not. The final task of the research was to compare each pupil pre-test results with their post-test in order to see what progress they have made during the past time.