The ministry of higher and secondary specialized education of the republic of uzbekistan

1.1 THEORETICAL PART. PRINCIPLES OF COMMUNICATIVE COMPETENCE

1.1.1 COMMUNICATIVE COMPETENCE

Communication is our daily interaction and having communicative competence we can express our beliefs, notions, ideas, emotions and attitudes to one another I mean with communicative competence consisting of four aspects (sociolinguistic, pragmatic/discourse, and strategic competence) a person can know how ,when ,what to say in appropriate way from the view point of culture, traditions, shared rules and norms. An ability of understanding social meaning and being understood within a social context.

My full name is Shorahmetov Shotillo Safarovich. I work at Chirchik State Pedagogical Institute. I have lessons in teaching language aspects, teaching vocabulary and grammar. I began working at the Higher Educational system this academic year after a long period. Before I worked at specialized secondary school teaching upper grades.

When I came to the Institute the Dean of the faculty asked me to conduct an open lesson. At first I was taken aback but my siblings and all my friends supported me and I conducted my first lesson with great effort and enthusiasm. This is the way how I started my job at the Institute. There my students are in different courses and I can say that their levels are also not the same.. In order to teach my students I use different activities and methods. I use different videos. Before choosing these activities or videos I must think my listeners’ abilities and levels. Once according to the curriculum I planned to teach vocabulary. The words that I chose were advanced and my learners levels were not. At first I hesitated but then I risked and the next day I distributed all my handouts to the students and with confident began to work with them. The words were 20 and I prepared six activities with these words. The first one was jumbled letters. Students had to jumble and find the word. As it was advanced it was a bit difficult but I helped somehow then they managed. Then they complained about the words but I made them to continue. The second activity was matching. With the help of dictionaries they did it. The third one was reading the text. They read and tried to find the meaning of these words. The fourth activity was filling in the blanks. This time they didn’t use any dictionaries or any tools. They did it perfectly. The last activity was making up own sentences about their real life and of course they did it easily. At the end of the lesson they fully learned these words and realized that everything is difficult before starting. They all liked that lesson and even asked me to do these kind of activities more often.

So, I think if the things the teachers prepare are interesting and interactive activities are suitable for learners level the process they do will be also productive.