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DEVELOPMENT OF SPEAKING SKILLS IN ENGLISH LESSONS
Izbasarova Laura Jumakaziyevna
Navoi region, Uchquduq district
School №8
Annotation: This article is about speaking skills which are the active use of language to 
express meaning, and for students, the spoken language is the medium through which a new 
language is encountered, understood, practiced, and learnt. Rather than oral skills being simply 
one aspect of learning language, the spoken form in the young learner’s classroom acts as the 
prime source of language learning. 
Key words: speaking, development, skills, English, students, communicate.
Speaking is the most difficult of the four language skills. It’s one thing to listen and understand 
and even read and write, but it’s another thing to talk to a native speaker and not forget all the 
words in your excitement. But with the right approach (and due diligence), you can easily 
overcome this barrier. Many students find speaking a difficult process to express their feelings, 
thoughts, and emotions. They stop speaking because they encounter psychological obstacles 
or cannot find suitable words and expressions. The modern world of mass media and mass 
communication requires good conversational skills in English. The purpose of this article is to 
justify the need to focus on the factors that affect the learning of English in the classroom. The 
article reveals the content of the concept of speaking, its importance, problems and characteristics 
that affect the development of speaking skills in English lessons. The ability to communicate 
in English is a priority for foreign language learners. This article can be useful for teachers 
and students who want to increase conversational activity in the classroom. Here are some 
exercises that allow you to start communicating in a foreign language. 1.”Guess What I Am “ 
this exercise is useful for memorizing new words and training the skills of describing objects 
in a foreign language, as well as formulating questions. How to spend: write the words on the 
cards in advance. One student from the group takes out a card with a word and describes the 
subject, the other students try to guess by asking additional surveys. 2.A more complex version 
of this game “Guess What I Am” is “Taboo”. The word written on the card is also explained and 
guessed, but the explainer cannot use the words specified in the card. For example, we explain 
the word “Computer” Taboo-the words “monitor, processor, keyboard, program, programmer”, 
these words can not be used when explaining the word “ Computer” 3.At the initial stages, it 
is effective to limit speaking sessions to time, for example, to talk about your weekend for 1 
minute. Gradually increasing the duration of statements of students. 4.It is useful to start or 
finish training exercises (reading, grammar) with oral introductions or answers to questions that 
help improve your speaking skills. You can pre-read the text by discussing the topic and its 
relevance. Grammatical task-reasoning about the area of application of the studied constructions. 
5.All interactive lessons or tasks perfectly remove the “language barrier” when you and your 
students apply the knowledge you have learned in practice, for example, and go to a cafe and 
communicate in English, while simultaneously studying the menu, also in English. The theme 
of “clothing” can be worked out by visiting the store or open event “Academy of corporate 
training “Fashion English”. No matter what aspect of knowledge you train in the lesson: a new 
rule on grammar, listening, reading, or writing - for each of the exercises, you can choose a 
companion task for speaking, which can open or complete the development of each aspect. Any 
teacher always tries to make the lesson as effective as possible, and what can be more useful 
for a student than successful communication? This should not be forgotten at any stage of the 
lesson and this is the success of teaching a foreign language. The main problem in learning a 
foreign language at school is that the child cannot speak the language being studied. This is due 
to the lack of language practice. Children simply have no one to talk to and develop this skill. 
This problem is acute in primary schools - where children are simply afraid to say anything 
in a foreign language. In addition, when classes are full (20 people), it is not possible to give 
everyone the opportunity to say something in the lesson.To make children talk in elementary 
school, you need to use all the creative potential of the teacher and the simplest technical 
devices-a laptop, a microphone (although you can record sound on a modern laptop without 

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it) and a program for editing, for example, “film Studio”. To interest children, you can use a 
ready-made cartoon with a set of phrases that you need to work with children. For example, a 
cartoon or song that contains the phrase “My name is”. When the hero utters this phrase using 
the tools of the “film Studio” separate it with one frame. Then turn off the sound in this frame. 
After the audio is recorded and saved, you can listen to it. If the child says something wrong, you 
can delete the sound and rewrite it again. Thus, one exercise replaces three: listening, reading 
(subtitles) and speaking. What is the peculiarity of this work with the skill of speaking that if 
you take as a basis a cartoon, a training series or any other video, voiced by native speakers of 
a foreign language, then the phrase that the child should repeat in speed and time should “fit” 
in the frame that we have separated from the entire video. In other words, the child must repeat 
the English phrase at the same speed as a native speaker.