Масъул муҳаррир

10
USING A FAIRY TALE AS A METHODICAL TOOL AT ENGLISH LESSONS IN 
SECONDARY CLASSES
Khudoyberganova Gulchehra Rakhmatjonovna
A teacher of school №27 in MirzoUlugbek district, Tashkent city
Abstract. Speech communication in oral and in writing forms in studying language ability 
formation is the main purpose of English studying. Practice shows that lexical-grammar 
competence development often leads out from the communicative skills and abilities development. 
In the given article the role of a fairy tale as a methodical tool within the ability development 
process to communicate English for school pupils has been studied.
Keywords: fairy tale, lexical-grammar competence. English lesson, training text, creative 
abilities of school pupils.
The formation of speech, lexical and grammatical and communicative competencies are the 
ultimate goals of teaching English. The word “learning” should be understood as the educational 
process at all levels of education, but the child begins, as a rule, at school at his school to get 
acquainted with foreign languages, including English. And here the teacher’s task is to form 
speech skills and abilities, ideas about the grammatical and syntactic nature of the English 
language, lexical stock in order to ensure the possibility of their further development.
One of the methodological tools and techniques involving the use of such a creative element 
is the introduction of fairy tales into the structure of an English lesson. It is this genre that 
meets both the criteria of the methodological principle of interest for students and the principle 
of cognition. Moreover, in our opinion, a fairy tale can be used not only as an educational text, 
but also as a way to develop children’s ability to be creative, to build written statements in a 
logical sequence at an accessible level for them.
In order to verify this provision, we conducted a methodological experiment, in which students 
of sixth grades became participants. All of them studied under the programs of the sixth grade of 
school with in-depth study of the English language. Note that such a program involves a more 
qualitative and multifaceted formation of lexico-grammatical, communicative and linguistic 
competence in comparison with the basic program. In this regard, the application of a similar form 
of work and the formulation of this experiment seem relevant and appropriate.
The participants in the experiment were trained according to the general program for the same 
period of time, and we spent two academic hours to conduct the experiment. They were asked to 
complete the tasks in two parts:
1) independently invent a fictional fairy-tale character and draw it or decorate the walls of the 
study room;
2) mentally invent the plot of a fairy tale;
3) using substitution tables in which options for possible words, expressions and grammatical 
constructions were given, to independently compose a short tale that you need to write down, read 
aloud during the lesson and pass it to the teacher for verification.
At the end of the experiment, we checked the students’ work, and also analyzed their further 
performance for two months, on the basis of which a conclusion was made on the level of 
formation of lexical and grammatical and communicative competence, on the one hand, and on 
the effectiveness of use during the lesson of this material, with another.
So, as an example of a fairy tale, students were invited to familiarize themselves with the fairy 
tale with the size of about 2 thousand printed characters “The Paper Big Princess”, which was used 
as an educational text.